zilongwang/ReadingBank huggingface dataset:
suited to this opportunity? Are your products locally sourced? (Where are your products are sourced, how they are produced, eco credentials) SECTION FOUR - Use of units What equipment will you need to use for your business within the unit? (Please be mindful that units are 2.5m x 2.5m in size, other than one of the food units which is 2.15m x 2.15m, please consult application guidelines for further details) What Gas/Electrical appliances will you need to use? (Please give specific details of any electrical include power requirements, confirmation of PAT tests and gas certification)
Exhibit G – Culinary Sample Culinary Competition Score Sheet EVALUATION CRITERIA POOR FAIR GOOD VERY GOOD EXCELLENT SCORE Team Presentation/Work Skills/Organization Team Appearance 1 2 3 4 5 Including but not limited to: • White chef coats, long sleeve • Black or checkered pants • Uniform clean & presentable • Hard sole shoes • Provided Hats, aprons • Team uniformity Work Organization/ Teamwork 1 2 3 4 5 Including but not limited to: • Utilization of a team plan • Mastery of skills required for individual tasks • Workload evenly distributed • Team cohesiveness • Communication • Professionalism • Proper Production Mise en Place • Proper time management Proper Cooking Procedures 1 2 3 4 5 Including but not limited to: • Appropriate cooking method for product used • Required cooking techniques used minimum of two cooking methods from provided list • Cooking procedures done in a time efficient manner • Proper amount of product for recipe requirements • Effective use of remaining product • Proper pans and for intended use Knife Skills 1 2 3 4 5 • Consistency • Accuracy • Safety •
Degree of Difficulty 1 2 3 4 5 Including but not limited to: • • Creativity Complicated techniques • Preparation of item during competition rather than using commercial product Safety and Sanitation Follows Safety and Sanitation Procedures 1 2 3 4 5 Including but not limited to: • Personal hygiene • Proper knife safety • Proper use and handling of food contact surfaces Proper Food Handling 1 2 3 4 5 Including but not limited to: • Proper use of gloves • Appropriate temperature control of ingredients • Proper sanitation practices regarding food contact surfaces • Proper storage of food • Avoidance of cross contamination Work Area Cleaned 1 2 3 4 5 Including but not limited to: • Work area cleaned in appropriate time frame • Return of station to original condition Product Taste Product - Starter 1 2 3 4 5 6 7 8 9 10 A subjective category based on tasting judges’ expertise Finished Product Appearance - Starter 1 2 3 4 5 Including but not limited to: • Balance of color • Shape • Texture • Portion size Product Taste Product Taste - Entrée 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 A subjective category based on tasting judge's expertise
Explain and use practices to protect one's personal safety online (e.g., not sharing personal information with strangers, alert for online predators, reporting suspicious activities). Explain ways individuals can protect technology systems and information from unethical users. Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation. Devise and demonstrate strategies for efficiently collecting and organizing information from electronic sources. Compare, evaluate, and select appropriate electronic resources to locate specific information. Select the most appropriate search engines and directories for specific research tasks. Use a variety of media to present information for specific purposes (e.g., reports, research papers, presentations, newsletters, Web sites, podcasts, blogs), citing sources. Demonstrate how the use of various techniques and effects (e.g., editing, music, color, rhetorical devices) can be used to convey meaning in media. Use online communication to collaborate with peers, community members, and field experts as appropriate (e.g., bulletin boards, discussion forums, listservs, Web conferencing). Plan and implement a collaborative project with students in other classrooms and schools using telecommunications tools (e.g., e-mail, discussion forums, groupware, interactive Web sites, video conferencing).
restaurant management MCAH7.2 Apply human resource, hiring, principles for the following: rules and regulations discrimination and harassment staff orientation, training and education Content Standard: Customer Service Minnesota Frameworks: 8.0 Demonstrate the concept of internal and external customer service National Standard: 8.7 Demonstrate the concept of internal and external customer service. STEM/STEAM: National Standard Correlation Minnesota Framework/Standard Benchmarks/Competencies 8.7 MCAH8.1 Analyze the aspects of customer service. MCAH8.2 Demonstrate quality services that meet industry standards. Topic: Food Production and Services Minnesota Frameworks: 9.0 Analyze career paths within the food production and food services industries National Standard: 8.1 Analyze career paths within the food production and food services industries. STEM/STEAM Standard: National Standard Correlation Minnesota Framework Benchmarks/Competencies 8.1.1 MCAH9.1 Identify the roles, duties and functions of individuals in food production and food service careers. 8.1.2 MCAH9.2 Explore employment and entrepreneurial opportunities. 8.1.3 MCAH9.3 Summarize education and training requirements and opportunities for career paths in food production and food services. 8.1.4 MCAH9.4 Analyze the effects of food production and food service occupations on local, state, national, and global economies.
Goat Tacos Alexis Saucier Delicacy Spread Trio Laurie String African Peanut Soup Johnston Entrée’s Smoked Edamame & Bean Chili with Lime Corn Fritters Kyle Davis Tapenade Stuffed Sole Mathew Nichols Curry Goat with Mango Lucinda Simms Dock Yard Duo Erik Larkin Chicken Redhmikababshashlic, Tomato Butter Sauce with Saffron Pea Rice Rajendra Simkhada Tandoori Chicken and Waffles Hector Vega Desserts Vanilla Bean Crème Brule Mathew Nichols Peanut Butter Ice Sundae Alexis Saucier Cannoli Cake James Watt Carrot Cake Ravioli Hector Vega
80% or higher 80% or higher See Host CULN 253 CULN 271 HOST 293E Attend/Profess Attend/Profess Score See Host #3: Make effective decisions with intellectual integrity to solve problems and/or achieve goals utilizing the skills of critical thinking, creative thinking, information literacy, and quantitative/symbolic reasoning. 2012 ACF Accreditation resulted in maximum accreditation plus exemplary status Program Assessment reviewed by Advisory Committee in Spring 2011 80% or higher See Liberal Arts CULN 271 BUS 100 or MATH 100 or PHIL 110 Practical Exam See Liberal Arts 97% See Liberal Arts Review Curriculum Incorporate IPad into assessment #4: Ethically compose and convey creative and critical perspectives to an intended audience using visual, oral, written, social, and other forms of communication. 2012 ACF Accreditation resulted in maximum accreditation plus exemplary status Program Assessment reviewed by Advisory Committee in Spring 2011 See Liberal Arts See Liberal Arts ENG 100 or ENG 160 SP 181 See Liberal Arts See Liberal Arts See Liberal Arts See Liberal Arts #5: Evaluate one's own ethics and traditions in relation to those of other peoples and embrace the diversity of human experience while actively engaging in local, regional and global communities 2012 ACF Accreditation resulted in maximum accreditation plus exemplary status Program Assessment reviewed by Advisory Committee in Spring 2011 See Liberal Arts KCC AS/SS See Liberal Arts See Liberal Arts #6: Through various modes of inquiry, demonstrate how aesthetics engage the human experience, revealing the interconnectedness of knowledge and life. 2012 ACF Accreditation resulted in maximum accreditation plus exemplary status Program Assessment Reviewed by Advisory Committee in Spring 2011 80% or higher 80% or higher 80% or higher 80% or higher 80% or higher 80% or higher 80% or higher 80% or higher 80% or higher 80% or higher 80% or higher 80% or higher See Liberal Arts CULN 120 CULN 130 CULN 150 CULN 155 CULN 160 CULN 207 CULN 208 CULN 221 CULN 222 CULN 240 CULN 252 CULN 253 KCC AS/AH Practical Exam Practical Exam Practical Exam Practical Exam Practical Exam Practical Exam Practical Exam Practical Exam Practical Exam Practical Exam Practical Exam Practical Exam See Liberal Arts 96% See Liberal Arts Review Curriculum Incorporate IPad into assessment #7: Explore and synthesize knowledge, attitudes and skills from a variety of cultural and academic 2012 ACF Accreditation resulted in maximum accreditation plus exemplary status 80% or higher 80% or higher See Liberal Arts CULN 221 CULN 222 KCC AS/SS Practical Exam Practical Exam See Liberal Arts 100% See Liberal Arts Review Curriculum
Cullman Program 2016 – 2017 Program Calendar Meeting Times: 4:30 – 7:00 Date Speaker Meeting/ Location September 22 Dr. James Andrews Founder Andrews Sports Medicine Ms. Janice Rogers, MC WBRC, Fox 6 Mayor William Bell City of Birmingham Chief Justice Lyn Stuart Alabama Supreme Justice Mike Bolin Alabama Supreme Charles von Herrmann Opening Ceremony Homewood High School 1901 S. Lakeshore Drive, Homewood College Fair – All are welcome Honored Guest CSM Bennie Adkins, Congressional Medal of Honor Recipient October 3 Mr. Jimmy Hodges Dean of Applied Technologies at Wallace Community College Wallace State Community College Burrow Center Auditorium 801 Main Street Northwest, Hanceville November 7 Commander George T. Coker U.S. Navy Homewood High School 1901 S. Lakeshore Drive, Homewood December 5 Mr. Robert Holmes Former Senior Vice President of Ethics and Corporate Concerns of Alabama Power Wallace State Community College Burrow Center Auditorium 801 Main Street Northwest, Hanceville January 12 Ms. Andrea L. Taylor C.E.O. Birmingham Civil Rights Institute 16th Street Baptist Church 1530 6th Ave N, Birmingham February 6 Reverend John Richter Senior Pastor St. Johns Evangelical Protestant Church Wallace State Community College Burrow Center Auditorium 801 Main Street Northwest, Hanceville March 13 Dr. Keith Brown President Jefferson State Community College Jefferson State Community College Shelby/Hoover Campus Merritt Health Science Building April 3 Mr. Justin Fisher Author and Economics Instructor Jefferson State Community College Wallace State Community College Burrow Center Auditorium 801 Main Street Northwest, Hanceville
The following resources may be used along with other reputable websites to complete the assignment. Part 4 - Physics: and Applications of Optics Task: In this part of the culminating activity you will research some of the ways light is used in technology and then display the information on a poster. Word Perfect, Microsoft Word, Photoshop Elements, Microsoft Publisher, and Smart Ideas are tools that can help you create a poster. Instructions: Research three examples of light technology in our society (e.g. incandescent light bulbs, LEDs (light emitting diodes), transmission holograms, light microscopes, etc.) Find a visual(s) for each of the examples of light technology that you have researched. Display the visual on a poster and use word processing to briefly describe how this technology works. Place the description under each of the visuals on the poster. Write your name at the bottom of your poster. Poster requirements: minimum size paper of 8 ½ by 11 inches use word processing to complete written portion visuals should be relevant, neat, organized, and include some colour title included on the front of the poster Resources The following resources may be used along with other reputable websites to complete the assignment.
Rubric for Your Culminating Assignment Categories 1 (50 - 59%) Level 2 (60 - 69%) Level 3 (70 - 79%) Level 4 (80 - 100%) Knowledge and Understanding -explain how the properties of are applied in the operation of an optical device PH3.08 -explains how the properties of light are applied in the operation of an optical device with limited effectiveness -explains how the properties of light are applied in the operation of an optical device with some effectiveness -explains how the properties of light are applied in the operation of an optical device with considerable effectiveness -explains how the properties of light are applied in the operation of an optical device with a high degree of effectiveness
2. Etc.. Planning your timeline Component of the Assignment Due Date Completion of Planning # 1 (Selection of topic and approval form teacher) Completion of Planning Sheet # 2 Completion of Experiment (with pictures) Presentation slides completed + dropboxed Date of Presentation to class NOTE FOR THE DISCUSSION You will notice that the discussion (1st) is worth 20% of your culminating mark. A strong discussion will separate a level 3 from a level 4 presentation. You will need to research the science behind both of your variables in order to be able to explain why the results occurred. Research and include images of your variables on your discussion slide(s) to help explain the science behind them. Example: The effect of temperature of the golf ball on the distance travelled when hit with a club. Research the independent variable: What is temperature and how does it affect the molecules in matter? Research the dependent variable: What is a golf ball made of and what causes it to travel far when hit? Make the link between the two: How does the motion of the molecules from different temperatures effect the molecules in the ball and it’s distance travelled.
CATEGORY 4 3 2 1 Sources All sources (information and graphics) are accurately documented in the desired format. All sources (information and graphics) are accurately documented, but a few are not in the desired format. All sources (information and graphics) are accurately documented, but many are not in the desired format. Some sources are not accurately documented. Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main No details and/or examples are given. Information has little or nothing to do with the main topic. Narrative and Music Narrative and music add to the viewer\'s understanding of the topic. Narrative and add to the viewer\'s understanding of the topic. Narrative and Music sometimes add to the viewer\'s understanding of the topic. Narrative and do not add to the viewer's understanding of the topic.
in areas likely to be affected Risks Impact on Community What Emergency Responders have in place What Culter Community Resilience team can do to prepare and assist Utility Failure Loss of communication Loss of utilities to homes, community buildings, and schools Loss of gas, electricity and water Arrangements in place to open Rest or other support Centres working arrangements with utilities to ensure that those most vulnerable are prioritised Arrangements in with voluntary organizations to provide support Availability of phones which can plug into the wall (analogue phones) i.e. which don’t rely on mains electricity. Assist with caring for vulnerable people in liaison with statutory responders and voluntary agencies Assist with the delivery of alternative heating sources, etc. Assist with making refreshments and food at Reception Centres Manage Reception Centres until Aberdeen City Council make other arrangements Major Fire or other Major Incident Evacuation Lack of access to houses and businesses Damage to homes & businesses Generic emergency response and recovery plan Arrangements in place with voluntary organizations to provide support Assist with alerting residents Assist with the evacuation of residents to a safe place. Assist Emergency Services by initial provision and staffing of Reception Centre facilities Key Locations for Reception Centres are three community halls in Culter: Village Hall Church Hall Heritage Hall These halls all have cooking and toilet facilities.
Design Inspired By Nature Activity – Exploring Biomimicry Worksheet Biomimicry is the science that studies nature to find solutions to challenges. Even a flower can be studied for inspiration! Today, we are going to reverse engineer a flower, and you become nature investigators to design new products. Reverse engineering is the process of discovering the technological principles of an object by taking it apart and carefully studying its different parts. Design Process Directions Carefully take apart your flower and sketch its different components. Describe the colors and textures of the flower. Why was the flower created with these materials? Describe the overall shape and structure of the flower. What challenge might the flower be solving by having this shape and structure?
Date of Appeal Type of Appeal * Names (who you appealed to) Amount Monthly Amount One-time No gift Undecided Relationship* and other notes Totals * F=Face-to-face, L/P=Letter/phone, G=Group appeal, E=Email or letter only, WO=Walk-on, O=Other Know, Like, Trust, Try, Give, Repeat, Refer
What issue(s) does the recommendation resolve? The issue of a balance between the supply of safe marijuana and marijuana products and consumer demand. Creating an oversupply can cause prices to drop thus creating an unsustainable industry for marijuana establishments. Was there dissent in the group regarding this recommendation? If yes, please provide a summary of the dissenting opinion regarding the recommendation. Not known. What action(s) will be necessary to adopt the recommendation? Will statute, policy, regulations, etc. need to be addressed? Department of Taxation policy for granting marijuana establishments should be addressed. Additional information (cost of implementation, priority according to the recommendations, etc). Not known.
Cults Otters ASC - Challenge Trophy SUNDAY 9th SEPTEMBER 2018 – CULTS SWIMMING POOL, ABERDEEN Club _________________________ Please return to: Cults Otters – Challenge Trophy Entries, 14 Friarsfield Walk STO Contact Name _________________________ Aberdeen AB15 9PW Tel No ________________________ E-mail address _________________________ Email: Name & Current Qualification Mentoring (Please Indicate Details) Timekeeper Signature Required? Sessions Available (Please Tick) Officials Name Current Qualified Level (Y/N) Trainee Level (Ref, J2S, J2 or J1) Specific Duty Request (e.g. CIT, Finish Order) TK (Y/N) Chief TK (Y/N) Session 1 Session 2 Mentoring Requests – please note that mentoring will be at the discretion of the Referee(s)
Paper Clips $25 per clip Total Spent EXAMPLE: Lifesaver Mints $75 per mint 4 4 x $75 $300 Clips $25 2 2 x $50 $100 Total Spent $400 Test Group Name Time (1) in seconds Time (2) in seconds Distance Jumped (1) in cm Distance Jumped (2) in cm How fast was your car compared to all of the other cars? Did it jump farther than any of the cars? What are two things you change about your car to make it work better? Graphing
Build List how much of each material you will need to build your car. Multiply the amount you need by the cost of the material and then add all of the amounts together. How much is the total cost of your car? Do you have enough money? Item Cost per Item Number Purchased Number x Cost Total Cost of Purchase Lifesaver Mints $75 per mint 4 4 x $75 $300 Straw $100 per straw 2 2 x $100 $200 Popsicle Stick $50 per stick 0 0 Masking tape $50 per 12” section 2 2 x $50 $100 Notebook Card $25 per card 0 0 Paper Clips $25 per clip 2 2 x $50 $100 Total Spent $700 Test Group Name Time (1) in seconds Time (2) in seconds Distance Jumped (1) in cm Distance Jumped (2) in cm The Jumpers 1.8 1.5 50 51 The Speedsters 1.9 2.3 35 31 The Racers 1.5 1.8 45 42 How fast was your car compared to all of the cars? Student answers will vary. Did it jump farther than any of the other cars? Student answers will vary. What are two things you would change about your car to make it work better? Student answers will vary.
What I’ve been doing to connect to my culture Cultural activity log for (name) …………………………………………………………………… From …… /…… / 20…. to …… / ……/ 20.... Direct Cultural Connection Activity Number Cultural Socialisation Activity Number TOTAL TOTAL
Author Title Citation Target group(s) Notes Crawley, LaVera; Marshall, Patricia; Lo, Bernard; Koenig, Barbara Strategies for Culturally Effective EOL Care 2002, Ann Intern Med, 136: 673-679 Latino American, AA Directed toward physicians working with pts at EOL. Uses case studies of (1) Advance Directives in a Spanish-speaking Woman Pt with Congestive Heart Failure and (2) Insistence on Life-Sustaining Interventions by an AA Male Pt with Metastatic Cancer. Headings: Strategies for Cross-cultural EOL Care; Basic Concepts of Culturally Effective Care Fiorelli, Robin, and Jenkins, Wanda Cultural Competency in and Loss NHPCO NewsLine General Guidelines for providing bereavement support to individuals from a different culture than your own: think of yourself as a guest in their world; ask about their customs and traditions; identify the degree of acculturation and assimilation the individual appears to have toward the dominant culture; assess the degree of involvement with both the culture of origin and the host culture; ask leading questions; be present. Kagawa-Singer, Marjorie, and Blackhall, Leslie J. Negotiating Issues at the EOL 2001, JAMA, 286(23), 2993-3001 AA, CA Studies have shown cultural differences in attitudes toward truth telling, life-prolonging technology, and decision-making styles at the EOL. Using 2 case studies, the authors outline some of the major issues involved in cross-cultural care and indicate how the patient, family, and clinician can navigate among differing cultural beliefs, values, and practices. Kemp, Charles Cultural Issues in Palliative Care 2005, Seminars in Oncology Nursing, 21(1), 44-52 General Practical advice for learning about cultures (through literature, contacts in the community, the pt and family); common issues at EOL and possible interventions (unique differences, experiential issues, language / cultural barriers, resolving relationships, decision-making, family involvement in care, religion
Meeting Title: NYP/Q DSRIP Cultural Competency Meeting Date: 10, 2016 Facilitator(s): H. Lavas & M. Kurtovic Meeting Time: 8:30 AM – 10:00 AM Location: NYP/Q 56-45 Main Street; K.W Board Room Meeting Purpose: To discuss the CCHL strategy and create the PPS wide training plan # Responsible Person Document 1. Welcome & Purpose H Lavas -- 2. Review of NYP/Q Health Literacy Strategic Plan H. Lavas M. Kurtovic 3. Discussion of Best Practices & Suggestions for Training Team 4. Questions & Open Discussion Team 5. Adjourn - -
Hot/Cold beliefs Not applicable Prevent cold air from entering uterus; wear pad, abdominal binder Believe that exposure to cold may cause arthritis, asthma; avoid showers, ice packs, ice water; use hot blankets, avoid drafts Believe that exposure to cold may cause sterility; use abdominal binder Have no special needs Diet Drink hot herbal teas Use sassafras tea, avoid eggplant, okra, tomatoes, cold drinks, milk (Haitians), avoid chitterlings, liver, and onions (southern believe that these will affect breast milk) Drink ginseng tea, eat only "hot" foods; chicken every day, plus other meats and fish for 30 days, may eat warm, dry, salty foods with little liquids (Korean, Vietnamese); avoid green vegetables, fruits Eat cold food for 1 to 2 months, corn gruel is good; avoid acidic foods, citrus fruits, vegetables, chili, pork Have no special needs Activity Have no special needs See themselves as sick; avoid bathing, washing hair, heavy work Need to rest, relatives do all work, including care of infant, avoid contact with others and going out into sun Remain indoors, stay in bed up to 1 month; avoid strenuous work, bathing, avoid sexual contact for 40 days Expect a lot of visitors, often request pain medications Purification Take a ritual bath on the fourth post partum day (Navajo) Not applicable Avoid sexual contact for 3 to 4 months Have a ritual bath 2 weeks post partum Not applicable
8/5: Jordan-Young, Rebecca, and Katrina Karkazis, “Some of Their Parts: Gender Verification and ‘Elite Sports’” (Sakai) Viatori, Maxwell. “Soccer Nationalism: Ecuador and the World Cup” (Sakai) Film: Trobriand Cricket: An Ingenious Response to Colonialism Unit 14: Globalization 8/6: Chapter 14 (SL) Bestor, Theodore. “How Sushi Went Global” (SM) Watson, James L., ed. Golden Arches East: McDonald’s in East Asia (excerpts on Sakai) 8/7: Ehrenreich, Barbara, and Arlie Russel Hochschild. “Global Women in the New Economy” (SM) George, Susan. “A Short History of Neo-liberalism” (Sakai) Film: Chain of Love Unit 15: Using Anthropology 8/8: McCurdy, David. “Using Anthropology” (SM) Ohohundro, John. “Career Advice for Undergraduates” (SM) Final Exam Week EXAM 3 (date/time TBA)
May 4 Benedict/ Goerler CA Dorothy and Prince of Oz 33 May 16 BOOK CLUB May 17 LUNCH BUNCH May 18 Amish trip Travel Pritchard/Zghoul 43 May 23 Cosi CA Larson 30 June 7 SUMMER PICNIC une 26 Wylie Travel Bryan, Ohio trip July 18 Hrsiek Travel Wilds August 8 Larson CA Tour of Huntington Park August 29 Pritchard/ Zghoul Travel Cincinnati Aquarium September 10 Goerler CA Tour of Historic Columbus September 19 BOOK CLUB? Sept 26 FALL Conference September 27 DINNER SERIES October 11 Driessen CA Whistle factory & Worthington October 17 BOOK CLUB October 18 LUNCH BUNCH October 25 DINNER SERIES Nov. 1-13 Zghoul Travel & Portugal 15 November 14 BOOK CLUB November 15 LUNCH BUNCH November 15 DINNER SERIES
Spirituality/Religion The belief individuals have _________________, their connections with others and their _________________with a higher power. When spiritual beliefs are firmly established, the person has a basis for understanding life, finding sources of ______________when needed and drawing on inner/external resource to deal w/ situations that arise. Spirituality and Religion are ______ the same. Religion is an organized system of belief in a higher power Atheist: Agnostic: Respecting Diversity Key is to regard each person as a _______________individual. individual adopts beliefs and forms patterns of behavior based on ____________, ________________, __________, life experiences, _________________and religion. Beliefs may change based on new exposures and experiences. Must be aware of the needs of each individual in order to provide care.
intervention is the fostering of entrepreneurship education, training and development at all levels of the education system. This would include for example school based assessment at the secondary school level based on creating a business plan; training for school leavers in the elements of starting a venture. Interventions would also include improving the legal environment to facilitate youth entrepreneurs e.g. reducing the time and costs involved in registering a business. Further, access to financing and business development services should be made easier for young entrepreneurs e.g. access to venture capital, low interest loans, start-up training such as writing a business plan and financial recording. Family and Entrepreneurship Andersen and Taylor (2009) and Newman (2009) refer to the family as a ‘social institution’. It is seen as having an organized system of behaviour and a specific purpose. The family is seen as serving various social functions. These include reproduction, caring for members, providing legal rights and preservation of cultural traditions. The family also has to adhere to legal and cultural obligations. In analysing the interrelationship between the family structure and entrepreneurship some research points are highlighted: Aldrich and Cliff (2003) points out that ‘family and business dynamics’ are interrelated. Researchers such as Aldrich and Waldinger (1990) as well as, Steier and Greenwood (2000) argue that the family is integral to a start- up business process as it is a source of financial resources to the entrepreneur. Other researchers contend that the family also provides human resources and at times a physical space to conduct the business venture. Religion and Entrepreneurship The research highlighted seeks to introduce the student to some aspects of how religion impacts the entrepreneurial orientation. The following key issues were highlighted in research done by Audretsch, Boente and Tamvada in ‘Religion and Entrepreneurship’ (2007): The paper was based on data collected from approximately 90 000 workers in India. The research concluded that religion shaped entrepreneurial decisions. The researchers contend that religions such as Christianity and Islam were conducive to entrepreneurship. They found that Hinduism inhibited the development of entrepreneurship. The caste system influenced the ‘propensity’ of the individual to engage in entrepreneurial activity. Moreover, the lower caste exhibited a ‘lower propensity’ to entrepreneurship. Max Weber (1905) in his work, ‘The Protestant Ethic and the Spirit of Capitalism’ provided a study of the relationship between Protestantism (especially Calvinist) and capitalism. He pointed out the following:
20 Sept. 2007 Dance Troupe Memorial 2 1 Oct. 2007 State Symphony Capella of Russia Memorial 2 Guest Appearance by Concordia Concert Choir 19 Nov. 2007 iQ Quartet Christiansen Recital Hall 2 21 Jan. 2008 Daryl Davis Martin Luther King Jr. 31 Jan. – 1,2 Feb. 2008 Concordia College Midwinter Piano Festival Various Location 2 12 Apr. 2008 Empire Brass Memorial 2 25 Sept. 2008 Capitol Memorial No Program 11 Nov. 2008 Cantus Memorial No Program 30 Jan. 2009 “First Person: Stories from the Edge of the World” Centrum No Program 5 -7 Feb. 2009 Midwinter Piano Festival Various Location No Program 31 Mar. 2009 Turtle Island Quartet Centrum 2 No Program 24 Apr. 2009 Chanticleer Memorial No Program 25 Sep. 2009 Oslo Chamber Memorial 2 4 Feb. 2010 Midwinter Piano Festival Various Location 2 9 Feb. 2010 King’s Singers Memorial 1 10 Apr. 2010 American Quintet Memorial 2 24 Sept. 2010 Golden Dragons Acrobats Memorial 2 15 Nov. 2010 Yuval Ron Ensemble Centrum 2 25 Jan. 2011 Flamenco Vivo Memorial 2 3-5 Feb. 2011 Midwinter Piano Festival Various Location 2 9 Apr. 2011 Fubuki Memorial 2 27 Sep. 2011 The Music of Libby Larsen Centrum 2 13 Jan. 2012 Rekkenze Memorial 2 2-4 Feb. 2012 Midwinter Piano Festival Various locations 2 6 Mar. 2012 Faculty Showcase Centrum *Program in Faculty Recital 27 Sept. 2012 Hornheads Memorial 2 25 Jan. 2013 Cantus Memorial 2 19 Apr. 2013 Great Northern Union Chorus Memorial NO PROGRAM WHEN RECEIVED 15 Oct. 2013 Terra Madre Centrum 11 Nov. 2013 Trio Voronezh Centrum 25 Oct. 2014 PROJECT Trio Centrum 30 Jan. 2015 Minneapolis Guitar Quartet with Colette Illarde Centrum 24 April 2015 m-pact Memorial 8 Oct. 2015 The Rose Ensemble Centrum 3 Nov. 2015 Bill Bowers – Mime Artist FFCT 29 Jan. 2016 River Songs and Tales with Mark Twain VocalEssence Memorial 5 April 2016 American Spiritual Ensemble Memorial
Dance Club Dance extravaganza Conducted on 12th January 2015. This is the annual showcase of club where it performs variety of dance styles including hip hop, salsa, contemporary, folk, indian etc. This event attracted huge participation and all of students were successful in putting up a great show for the audience. Workshop for all
Additional information for parents and students: Adult help is NOT prohibited. In fact, a process called “mentoring” in which the student consults with teachers, adults, and experts in their field of research is encouraged. Mentoring is a way for students to “learn” or “get ideas” for their research. However, the actual “work” should be done by the student. Any questions or concerns you may have should be directed to MRS. RICHE, Social Studies teacher and fair coordinator, via email . RUBIRIC FOR CULTURE FAIR PROJECT: PROJECT ASPECTS 5 POINTS 4-3 POINTS 2-1 POINTS 0 POINTS TOTAL POINTS Topic Approval On time 1-2 days late 3-5 days late More than a week late Title & Introduction Accurate, clear & unique Accurate & Clear, not unique Accurate, not clear or unique Not accurate, clear or unique Aspects of Culture All 8 aspects included, clear and accurate All 8 aspects included, mostly and accurate Some of the 8 aspects included, somewhat accurate and clear Not all aspects included, not accurate or clear Comparison of Cultures Connections are and in-depth analysis Connections are somewhat clear, not as in-depth of an analysis Connections exist but are not clear, shallow analysis Connections do not exist or are completely inaccurate Creativity/Uniqueness 3D effects, color schemes, Clear and creative outline & design Color schemes, clear and creative outline & design Little use of color schemes, somewhat clear and creative outline & design No use of schemes, lacking clear and creative outline & design Organization/Clarity Titles, Subtitles, and information clearly presented Titles, Subtitles, and information is somewhat clear in presentation Lacking use of Titles and Subtitles, but information is present Lacking titles, subtitles, and information is unclear Accuracy of Information All information is accurate 1-2 errors 3-5 errors More than 5 errors
Overall Presentation Quality Attractive, clear, precise, displays an in-depth analysis of the culture Clear, precise, displays a somewhat analysis of the culture Not as clear, disorganization exists, lacking an in-depth analysis of the culture Not clear, disorganized, little to no analysis of the culture TOTAL POINTS EARNED
Terms Ethnicity: Ethnic: from the Greek “ethnikos” or “national.” “identity with a group of people who share the cultural traditions of a particular homeland or hearth.” “a group of people that share distinct physical and mental traits as a product of common heredity and cultural traditions.” No Single Necessarily Defines a Person's Ethnicity Ethnicity can be on any trait or combination of traits, including: Language (Quebec, Belgium) Religion (Northern Ireland) National Origin (Italian-Americans, Polish-Americans, etc.) Regional Origin (territorial isolation) (Appalachian “hillbillies”) Different groups base their identities on different traits. Examples: Jews ethnicity primarily means religion. Amish- folk culture and religion African American- skin German American- ancestral language Cuban American-anti-Castro, anti-Marxist sentiment. There is a we / they dichotomy that underlies ethnicity. Ethnic Groups Keepers of distinctive cultural traditions. point for various social interactions. Provide group identity and friendships, marriage partners, recreational outlets, business success, political power base. Provide cultural security and reinforcement that is essential for minority groups. Can give rise to suspicion, friction, distrust, clannishness and even violence. Race Defining Race Definitions from your textbook: “identity with a group of people who share a biological ancestor.” “identity with a of people descended from a common ancestor.” are not identical! The first is a modern biological definition; the second may be based on belief (as when you find references to “the French race,” “the Arab race,” etc.). Race vs. Ethnicity A person's race may or may not be the same as a person's ethnicity. In the US the concepts of race and ethnicity are often confused –sometimes by law: “Asian” is recognized by the US Census Bureau as a race (so that people from Pakistan, China, Japan, Papua New Guinea, etc. will all be classified as being of the same “race”). “African-American” is recognized as a race, but it is not necessarily the same as “black.” There are many “Blacks” who trace their cultural heritage – and their ethnic identity – to countries in the Caribbean or Latin America. “Hispanic” (Latino) is considered an ethnicity, not a race. Hispanics may therefore be of any race. US Ethnicities: Regional Concentrations General pattern
What is happening in Dakota for this driver? Is there work being done in this area now? Use Asset map information and expertise of group members to fill in framework. Add additional rows as needed. Entity/Organization Brief description of Action Location Funding Source First Lady’s Platform Recovery Reinvented aims to eliminate the shame and stigma of addiction in ND. State-wide NDDHS Private funding ND Reducing Pharmaceutical Narcotics in our Communities Taskforce Narcan available by prescription from pharmacists, Good Samaritan law to protect those who report overdose State-wide (No funding) Sanford Health BCBS 40+ members DHS Heartview Pharmacy Board Prescribing Board Justice Reinvestment Program FTR (Free Through Recovery is behavioral health component) Will provide funding source for care coordination and recovery support services (peer support) State-wide North Dakota $7 million program Senate bill 2015 Main Street Initiative 3 pillars Healthy, Vibrant Communities 21st Century Workforce Efficient Infrastructure State-wide Public-Private partnerships NDDoH – Suicide Prevention Sources of Strength Program Zero Suicide Prevention Program 211 line Various Contact Alison Traynor – Injury Prevention and Control Friendships that work Program (Anti-bullying) Coaching Boys Into Men Program Dot Communities Program (violence Various Contact Deanna Askew
Driver 2: Investment in Cross-sector Collaboration: In addition to measuring the quality and quantity of cross-sector collaborations, it is important to track investments that support these partnerships. Corporate and federal contributions have the power to influence our nation’s health, both directly and indirectly. Measures help identify whether there is adequate financial support to enable cross-sector partnerships. Examples: US Corporate Giving, Federal allocations for Health Investments, What is happening in North Dakota for this driver? Is there work being done in this area now? Use Asset map information and expertise of group members to fill in framework. Add additional rows as needed. Entity/Organization Brief description of Action Location Funding Source Re-Think Mental Health Collaborative, Bush Foundation, Bremer Bank, Dakota Medical Foundation Re-Think Mental Health Collaborative has been providing guidance and the spurring of initiatives aimed at addressing unmet behavioral health needs of the community Fargo-Moorhead Dakota Medical Foundation/Bush Foundation grant (initial) Bremer Bank (current) F5 Project, Hatch Realty Hatch Realty has donated monetarily, as well in volunteer time, to support the F5 project Fargo Realty UND School of Medicine/various SBIRT model to rapid referral to treatment (potentially) Possible grant funding…? What are ND’s gaps (geographic and programmatic) for this driver? In light of the state’s budget crisis and projected continuance of budget issues, it is more important than ever to seek funding from corporate and federal sources. Many agencies received drastic cuts to their budgets and are looking for new funding sources in order to be able to
Driver 2: Sense of Community: Residents of socially connected communities are more likely to thrive. Research suggests that individuals who feel a sense of security, belonging, and trust in their environment have better health. People who don’t feel connected to the community are less inclined to engage in health-promoting behaviors or work together for positive change. These measures indicate to what extent people feel a part of their communities. Examples: Sense of community, social support. What is happening in North Dakota for this driver? Is there work being done in this area now? Use Asset map information and expertise of group members to fill in framework. Add additional rows as needed. Entity/Organization Brief description of Action Location Funding Source Senior services MOW (meals + informal welfare checks), social activities, nurse/foot care, bone builders Various communities MOW – Older Americans Act; Federal, state, local mix. United Way, memorials/donations Community rec center Silver sneakers VA? Senior olympics Faith organizations Informal and formal (bone builders) Various communities Senior services Stepping on; injury prevention (maintain in home and socialization, meals) Spirit lake nation Fed gov. grant; federal funds Sanford Home visit program by paramedic Fargo ND AARP and YMCA Social and exercise, health-focused programs Bismarck ND AARP Driving program Is this being offered anywhere??? Online communities? Chat UND Senior philosophy program – monthly gathering of seniors around philosophical issues EGF library
Lutheran Social Services Companion program and senior volunteering program Parish/church Companion program Nativity, others? VA Respite volunteers and companion program – weekly basis Forks, Fargo VA CLC Senior Corps National – do we have a chapter? org Grassroots – volunteers go to nursing homes/hospitals/homes: communion distribution, outings which may include to church, etc Grand Forks, Spirit Lake PACE program Jamestown, Minot, Bismarck area What are ND’s gaps (geographic and programmatic) for this driver? PACE – limited geographically? Special requirements Rural and frontier conditions influence availability of services. People don’t necessarily understand the importance of community for the elderly. Social isolation occurs as people lose the ability to drive. ND folks do not necessarily like to participate in “programs” or ask others for ongoing help. Cultural gap – how you approach tribal communities – unique needs Transportation – difficult to participate in programs when can’t drive, resistance to using other types of transportation. Portland, OR has free public transportation – how do they do this? Don’t want to wait for public transportation Confusion/worried using transportation services Senior rider in Grand Forks through area transit – reluctance to sign up (financial?) Senior center offers half price tickets for eligibility criteria HRSA grants, pop. 300-400, bone builders “we exercise and then we go have pie” Various ages and functional abilities – do we have programs
has enough resources or staff. Building capacity Try to help communities find solutions. Community Health Assessments Strategic planning with organizations and communities. Grant writing workshops. Amvets, Elks clubs Promote membership from the community to strengthen relationships and serve as meeting places. Community based Community/Memberships NDDOH Cardiac communities – educate on CPR, 911, BP screenings, heart healthy lifestyles; go beyond the hospital, community grassroots efforts State Boys and Girls clubs on Reservations, youth recreation program Promote family school and weekend activities Opportunities for volunteerism, Parent, Teacher Organizations (PTO), Support Groups (AA,Al Anon, Alzheimers Support Group, Parkinson Support Group) Promote sense of belonging and community Parish Nurse/Faith Community Nurse Provided in home nursing services, typically, supported by a group of churches Provide support, lead support groups Community What are ND’s gaps (geographic and programmatic) for this driver?
Entity/Organization Brief description of Action Location Funding Source BCBS Worksite Wellness grants, Worksite Wellness tool kit available to employers Physical Activity Grants ND Community Foundation Gra Private NDDOH Building communities, building relationships in the community Community State NDSU Provides assessment of workplace employee health, assist in collaborating with other entities to address issues/concern areas Workplaces statewide State/Federal Sanford Health Providing screening opportunities and wellness incentives to employees Sanford facilities Private Center for Rural Health Partnership development, creating alliances Work with statewide organizations Community Health Needs Assessments Toolkit Dakota Conference of Rural and Public Health CAH Quality Network ND Community Foundation Grants Available to be used for health related activities What are ND’s gaps (geographic and programmatic) for this driver? Resources limited to be able to designate employees to go after these wellness and workplace assessment opportunities Need a resource book listing the available coalitions, grants, foundations, etc.
Entity/Organization Brief description of Action Location Funding Source Department of Health Fund marketing campaigns for health-related PSA’s, posters, take-home materials. Manage Vaccine in rural communities. Chronic disease, smoke-free communities, and Diabetes projects state-wide. Policies in place that support flexible work schedules, family friendly environments. Statewide State/Federal/Grant USDA Rural Development Finance- telepharmacy, quality safe housing, rental assistance, all utilities, broadband, electricity. Grants to support job training. Prove community economic development and financing. Federal Center for Rural Health Building local capacity. Try to help communities find solutions. Community Health Needs Assessments for over half the hospitals in ND. Strategic planning with organizations and communities. Community/State Federal What are ND’s gaps (geographic and programmatic) for this driver? Service limited/unknown/lack of understanding in Tribal communities Behavioral and Mental health gaps
PREVIOUS U.S. GOVERNMENT FUNDING DETAILED BUDGET (itemize any amount larger than $200): A B C D E ITEM NO. OF UNITS PRICE PER UNIT U.S. SHARE OF THE COST APPLICANT’S SHARE OF THE COST (IF ANY) TOTAL (A x B) (C+D) Personnel SUBTOTAL A Fringe SUBTOTAL B Travel SUBTOTAL C Supplies
Background, Government and Language Appropriate background information given, evidence of thought as to what is important Background information is not well thought out and includes only repetition of common facts Background information is overly simplistic and/or not related to the topic of the presentation Very little if any real information, only language cited as background information Missing all Together Differences in Negotiation and Business Sufficient contrast is drawn and explanation given to help viewer understand substantive differences Some contrast and context but key and differences are left undefined and unexplored Only minimal mention of differences or superficial coverage of topic Missing all together Greetings, Etiquette, Gifts, Gestures At least two different points on greetings, gestures made, and illustrated with diagram or video Only a single gesture or greeting point mentioned and/or insufficient visuals to convey points Single gesture or greeting mentioned, no visuals Missing all together Takeaways Takeaways are appropriately concise and three in number Takeaways are too long or more numerous than specified Conclusion rather than three takeaways Very poorly done Missing all together General Presentation and Exec Summary are clean, well done, pleasing contrast and background, etc. Presentation is clean, well done, but needs some work Presentation needs editing, is unprofessional, or is overly wordy on slides Presentation is way too short or way too long, in need of editing and shows a lack of effort in general