zilongwang/ReadingBank huggingface dataset:
Nurses and Midwives; National Aboriginal Community Controlled Health Organisation; Australian Indigenous Psychologists Association; Indigenous Dentists’ Association of Australia; and National Aboriginal and Torres Strait Islander Health Workers’ Association. Thirty students from years 10, 11 and 12 participated in the programme which aimed to: increase knowledge of health careers; increase knowledge of pathways into tertiary study; and the aspiration and confidence of Aboriginal and Torres Strait Islander students to stay in the education pipeline and achieve a career within the health profession. With funding from the (then) Commonwealth Department of Education, Employment and Workplace Relations, the programme was delivered in two components over a period of six months. The first component, a one-week residential workshop in Canberra, provided students with: information about pathways into vocational and higher education; knowledge of a broad range of health professions; the opportunity to network with Indigenous health professionals and leaders; and exposure to a range of national institutions. The second component, mentoring, allowed programme participants to build upon the experiences gained during the residential workshop by connecting the participant with an Indigenous mentor within their desired career. An evaluation process of the Murra Mullangari – Pathways Alive and Well programme demonstrates that the programme achieved its aims and objectives. Programme participants reported an increase in their knowledge of the various health careers and pathways into university study and vocational education and training. They also reported an increase in their knowledge of the health issues impacting on Indigenous people. Students advised that the programme built their confidence and aspirations toward achieving a career within the health profession. Four programme participants who completed their schooling in 2013 have commenced tertiary studies in health disciplines since the completion of the programme. Addressing mental health and suicide prevention as a new priority There is an entrenched mental health crisis among Aboriginal and Torres Strait Islander peoples that must be addressed. Mental health problems, including self-harm and suicide, have been reported at double the rate of that of non-Indigenous people for at least a decade. Recent data suggests the situation is getting worse, as set out in the text box below. Text Box: The Aboriginal and Torres Strait Islander mental health gap
HIERACHY REQUIREMENT GROUP TARGET REQUIREMENT Title Total Strength Target / Annum AGD 11 $300,000.00 ATD 28 $500,000.00 ADD 55 $1,000,000.00 CITYHOME CAREER PATH DESIGNATION GROSS COMM $ (12 MONTHS) COMMISSION % COMPANY SHARE % OVERRIING % (Tier 1 / 2 / 3) MARKETING EXECUTIVE NA NA NA NA ASSOCIATE MANAGER Gross Commission $25,000 90 / 10 6 2 / 1 / 1 SENIOR ASSOCIATE MANAGER Gross Commission $50,000 92 / 8 8 (6) NA (1 / 1) ASSOCIATE DIRECTOR Gross Commission $100,000 92 / 8 8 (6) NA (1 / 1) ASSOCIATE GROUP DIRECTOR (AGD) Gross Commission $300,000 92 / 8 8 (6) NA (1 / 1)
Log-periodic antenna. 05°18'00''N 003°58'00''W Direction-finding measurements 25 MHz - 3000 MHz 1300-1700 Except Saturdays, Sundays and public holidays. Monitoring station devoted to the Aeronautical, Maritime and Land Mobile Services. Dipole. Log-periodic antenna. 05°18'00''N 003°58'00''W Bandwidth measurements 10 kHz - 30 MHz 0800-1200 05°18'00''N 003°58'00''W Bandwidth measurements 10 kHz - 30 MHz 1300-1700 05°18'00''N 003°58'00''W Bandwidth measurements 20 MHz - 1000 MHz 0800-1200 Except Saturdays, Sundays and public holidays. Monitoring station devoted to the Aeronautical, Maritime and Land Mobile Services. Log-periodic antenna. 05°18'00''N 003°58'00''W Bandwidth measurements 20 MHz - 1000 MHz 1300-1700 Except Saturdays, Sundays and public holidays. Monitoring station devoted to the Aeronautical, Maritime and Land Mobile Services. Log-periodic antenna. 05°18'00''N 003°58'00''W Automatic spectrum occupancy surveys 10 kHz - 30 MHz 0800-1200 The system is portable and can be used at any site. Can operate on request. 05°18'00''N 003°58'00''W Automatic spectrum occupancy surveys 10 kHz - 30 MHz 1300-1700 Can operate on request. The system is portable and can be used at any site. 05°18'00''N 003°58'00''W Automatic spectrum occupancy surveys 20 MHz - 3000 MHz 0800-1200 Except Saturdays, Sundays and public holidays. Log-periodic antenna.
Post-Secondary CTAG Submission Template Full details on submission criteria for each CTAG can be found . CTIM006 – Digital Video Production Interactive Media Technology Institution Course # Institution Course Title Campuses (Main, Regional) Beginning Term (when is (was) it offered for the first time?) Credit Hours (including the entire course, lecture/lab) Co-/Pre-requisite Catalog Description Textbook/Lab Manual ISBN: Title: Publisher: Author: Edition: Copyright Year: Additional Notes: Outside Readings/Ancillary Materials/ Instructional Resources Note: If you are using open source materials, please provide a complete list and web URL for all open source materials being used/considered for the course. Instructional Goals or Objectives Description of Assessment and/or Evaluation of Student Learning (Graded Assignments Including Points and Grading Scale) Note - A working copy of a course syllabus is required, and a course schedule is recommended. Sample assignments may be attached as well. Your Students’ Learning Experiences and Evidence to Meet Each Learning Outcome Time on Each Outcome
Learning Outcomes: Please provide in details the learning and assessment activities and exercises that students undergo in order to meet all of the learning outcomes. Estimate the time spent on each learning outcome. Please use percentages and make sure that the total percentage comes to be 100%. * Utilize the interface and tools of industry standard 3-D Animation development environments. * Apply the principles of 3-D modeling. * Create, Texture and Render 3-D models using industry standard development environments. * Perform basic and advanced 3-D animation and image generation techniques.
First-Level Heading Continue typing text here. Side Headings too Long for One Line Are Placed on Two or More Lines The template returns to thesis text style, takes the spacing back to the normal 24-point line spacing mode. A third-level paragraph heading. For a third-level subdivision, select paragraph hdg from the style box. The text will continue immediately after the heading, in normal fashion. First-Level Heading Continue typing text here.
THE APPLICATION FORM – GUIDANCE ON COMPLETING SPECIFIC SECTIONS Applicants are advised that the Governing Body complies with the School Standards and Framework Act 1998 and the Equality Act 2010. Details of the Role Applied For Please delete whichever of “VA School” and “Voluntary Academy” does not apply. Section 1 all Application Forms – Applicant’s Personal Details Please ensure that any former names are provided where appropriate, for example, a maiden name or change of name by deed. 1.6 and 1.8 - Senior Leadership and Teacher Application Forms only – where you have obtained qualified teacher status from a jurisdiction other than England (1.6) or Wales (1.8) please insert your membership number for the relevant teaching profession regulator at 1.8 and provide details of the specific regulator on the additional pages at the back of the Application Form. 1.9 and 1.10 – Senior Leadership and Teacher Application and 1.4 and 1.5 – Support Staff and Lay Chaplain Application Forms – if you have undergone a Disclosure & Barring Service check in your current/previous employment, please provide your DBS number and date of last check. Details of Applicant’s Present Employment Section 2 all Application Forms 2.1 – if the applicant is not currently employed they should tick the box that says “no” and proceed to Section 3. Applicant’s Employment History and Professional Experience (for Support Staff and Lay Chaplain this section is entitled “Applicant’s Employment History and Work Experience”) Section 3 all Application Forms Applicants should provide full and accurate details of relevant employment history and professional or work experience. They should not repeat the information provided at Section 2 (if applicable) relating to present employment. the
Secretary-General’s authority (p. 12). Parish (2016) pointed out that the United Nations needs to reform in order to “have a system in which all stakeholders may raise concerns: not just UN staff, the Chief Executive Board, and the Senior Management Group, but also civil society” (para. 7). By having this in place it would allow people that work within the United Nations and all stakeholders to be able to raise concerns without fear that they will be retaliated against (Parish, 2016, para. 7). Blanchfield (2015) noted that the way it can be improving accountability and allowing people to raise concerns is within the Office of Internal Oversight Services (p. 8). In other words, this reform would mean that the Office of Internal Oversight Services would be the one in charge of allowing people to voice concern and then this department would investigate and resolve the issue at hand. The other reform that has been proposed is in regards to the Secretariat is in regards to the Secretary-General position. The reform that has been put forth is that there should be a one term limit on the office of Secretary-General within the Secretariat (Parish, 2016). The reason why this is being proposed is there is the fear that the Secretary-General is more concerned about being reelected to the position in the last few years of office that they are not carrying out their duties correctly within the Secretariat (Parish, 2016). By putting in place a one term limit on the Secretary-General it would ensure that the person in this position is concerned with acting the best possible and making sure that the Secretariat is doing what it is supposed to be doing within the United Nations (Parish, 2016). Reform Economic and Social Council
HAYWAHE, Jonathon HAYWAHE, Keelind Lyle HAYWAHE, Kelsey Scott HAYWAHE, Kevin Scott HAYWAHE, Kristin Lisa HAYWAHE, Lacey Lee Marie HAYWAHE, Laurie Ann HAYWAHE, Lindell Tanya HAYWAHE, Rae HAYWAHE, Mindy Jo HAYWAHE, Nathan Warshield HAYWAHE, Timothy Aaron Douglas HAYWAHE, Timothy Gordon HAYWAHE, Timothy Jordan HAYWARD, Marsden Seneca HAYWARD, Jane HEALEY, Tanya Lynn HENDRICKS, Kassandra Annaia HENDRICKS, Kimberlee Dawn HENDRICKS-WALKER, Kaitlynn Alexandria HIGGINBOTHAM, Carol Lee HIGGINBOTHAM, Johnna HIGGINBOTHAM, Kyla Janae HOBMAN, Audrey Joan HONEY, DAVID WILLIAM HOPKINS, Leona Lucinda HOTAMANI, Sherita Lee Evelyn HOTOMANI, Aaron Terrance Andrew HOTOMANI, Abigail Justice HOTOMANI, Ahston Mandy HOTOMANI, Angelo Taylor HOTOMANI, Arnold Lyle HOTOMANI, Ashley Andrea Lynn HOTOMANI, Blaine Oral HOTOMANI, Blaine Oral Junior HOTOMANI, Bonnie Lynn Ellis HOTOMANI, Braiden Shade HOTOMANI, Carlene Wendy HOTOMANI, Chrystal Winter Dawn HOTOMANI, Clifton Blaine HOTOMANI, Clinton Earl Vic HOTOMANI, Colinda Lee HOTOMANI, Constance Kimberly HOTOMANI, Corwin Larry HOTOMANI, Craig Scott Kennedy HOTOMANI, Crystal Yvonne HOTOMANI, Damien Cory HOTOMANI, Daniel Lou Herman Victor HOTOMANI, Dayna Allison HOTOMANI, Delaney Lester
IRONSTAR, Liberty Dawn IRONSTAR, Luanna IRONSTAR, Luellen Kim IRONSTAR, Shantae Terren IRONSTAR, Tara Celena IRONSTAR, Teri Lynn Cherice IRONSTAR, Terry Kim IRONSTAR, Tristan Ross IRONSTAR, Tyrrel Lyle IRONSTAR, Verna IRONSTAR, Walter Kimbal IRONSTAR, Wayne Garnet IRONSTAR, Wesley Brian IRONSTAR, Wesley Philip IRONSTAR, Winona Linsey IRONSTAR-MURRAY, Kyler Daniel Patrick ISAAC, Holly Muriel JACK, Alyssa Deidre JACK, Bernard Joseph Marlow JACK, Charikee Reegan JACK, Chelsea Morgan Faithe JACK, Cheyenne Lynn JACK, Cynthia Carla JACK, Daniel David JACK, Darlene JACK, Darrell Kirk JACK, Drew Leonard Douglas JACK, Elsie Mae JACK, Gabriel Joseph William JACK, Gloria Karen Charlene JACK, Jalon Bernard JACK, Janine Rose JACK, Jason Carmen JACK, Jeremiah Morley JACK, Jessica Marci-Lynn JACK, Joanne Margaret JACK, Johanna Naiomi Faith JACK, Josiah Zane JACK, Katherine JACK, Owen JACK, Kristalee Angel JACK, Kristin Ashley JACK, Kyrah Jaise JACK, Lauralyn Sheri JACK, Leonard JACK, Markel Ty-Rayn Ann JACK, Markenzie Anna Faith JACK, Marlyne Jeremy Grant JACK, Marvin Dale JACK, Mary Ann
Developmental Stages of Writing Scribble Stage Scribbles are lines and circles starting any place on the page. Separated Scribbles Scribbles separate as moves pencil to many starting points. Left to Right Scribbles Child moves pencil across the page from left to right. Scribble/Mock Writing Scribbles resemble writing with no identifiable letters. Letters Some scribbles resemble actual letters. Transition Stage attempts to make specific letters. Strings of Letters Child writes letters without forming words. Copies Print interested in writing real words and attempts copying. Conventional Writing Child writes real words and is interested in spelling.
Parents as Teachers National Center, Inc., 1997 Social Studies Standards for Kindergarten Foundations of Social Studies: Children as Citizens Students should be able to: Identify the location of his or her home, school, neighborhood, and city or town on a map Illustrate the features of his or her home, school, and neighborhood by creating maps, models and drawings Identify his or her personal connections to places, including home, school, neighborhood, and city and or town Recognize natural features of his or her environment, e.g., mountains and bodies of water Explain the purpose of rules and laws and the consequences of breaking them Summarize the roles of authority figures in a child’s life, including those of parents and teachers Identify authority figures in the school and community who enforce rules and laws that keep people safe, including crossing guards, bus drivers, fire fighters, and police officers Explain how following rules and obeying authority figures reflect qualities of good citizenship, including honesty, responsibility, respect, fairness, and patriotism Recognize the importance of symbols of the United States that represent its democratic values, including the American flag, the bald eagle, the Statue of Liberty, the Pledge of Allegiance, and “The Star-Spangled Banner” Identify the reasons for celebrating national holidays, including Veterans Day, Thanksgiving, and Martin Luther King, Jr. Day, Presidents ’ Day, Memorial Day, and Independence Day Describe the actions of important figures that reflect the values of American democracy, including George Washington, Abraham Lincoln, B. Anthony, Rosa Parks, and Martin Luther King, Jr. Compare the daily lives of children and their families in the past and present Explain how changes in types of transportation and communication have affected the way families live and work together Recognize the ways community businesses have provided goods and services for families in the past and do so in the present Recognize that families of the past have made choices to fulfill their wants and needs and that families do so in the present Activities Have your child: Identify your city on a local map Point out geographic features in his/her community, such as lakes or mountains, that make it unique Participate in a family game Help your child learn to follow the rules of the game, including taking turns. Discuss why following the rules makes the game fun for everyone
This is a unique opportunity for an outstanding individual to deliver a new and exciting early intervention to perpetrators as part of the wider ‘Change that Lasts’ whole systems change approach. EXPERIENCE Essential Desirable A strong track record in working with survivors, perpetrators, or other challenging client groups X Experience of building partnerships to support effective programme delivery X An open and flexible approach to what works in creating behaviour change and risk reduction that is responsive to individual needs X Ability to think ambitiously and creatively to engage and empower communities in responding to domestic abuse X Experience of facilitating training, workshops and/or seminars to communities and/or professionals X Able to talk to groups of people and deliver presentations X Ability to work on own initiative to meet objectives in a complex, changing environment X Ability to keep the momentum within projects by working to deadlines X Experience of frontline service delivery, including risk management and safeguarding X KNOWLEDGE Evidence and understanding of the causes of VAWDASV on an individual and social level and an awareness of the experiences and needs of survivors of VAWDASV X Knowledge of safe, effective interventions with perpetrators or other challenging client groups X An understanding of the role of a range of services in supporting survivors of VAWDASV X
Willingness to travel regularly and work occasional weekends and evenings as required. X EDUCATION/QUALIFICATIONS No formal qualifications are required for this role although evidence of relevant learning, particularly in relation to the development and delivery of safe, effective perpetrator responses, is desirable. X
CTLI TRAINING PROGRAMME FOR 2015 SCHOOL TERM INTERVENTIONS 1.1 TERM 1 COURSE DATE DURATION TARGET AND NUMBER VENUE CTLI CO-ORDINATOR Roles and Responsibilities of ILST/SBST Course 1 12 to 16 January 5 days 50 Foundation (Gr 1,2,3) teachers CTLI Buhle Khumalo FP Mathematics Course 1 9 to 20 February 2 weeks 50 Foundation (Gr 1,2,3) teachers CTLI Magdelena Benn IP IsiXhosa Home Language Course 1 9 to 20 February 2 weeks 50 Intermediate Phase (Gr 4,5,6) teachers CTLI Nobantu Pasiya FP English First Additional Language Course 1 16 to 27 February 2 weeks 50 Foundation Phase (Gr 1,2,3) teachers CTLI Magdelena Benn Barriers to Learning Mathematics Course 1 16 to 27 February 2 weeks 50 Foundation (Gr 1,2,3) teachers CTLI Buhle Khumalo Roles and Responsibilities of Deputy Principals Level 1 16 to 27 Feb 2 weeks 50 Permanently employed Deputy Principals CTLI Gavin De Bruyn FP IsiXhosa Home Language Course 1 23 February to 6 March 2 weeks 50 Foundation Phase (Gr 1,2,3) teachers CTLI Magdelena Benn IP Mathematics Course 1 23 February to 6 March 2 weeks 50 Intermediate (Gr 4,5,6) teachers CTLI Nobantu Pasiya Barriers to Learning Languages Course 1 2 to 13 March 2 50 Foundation (Gr 1,2,3) teachers CTLI Buhle Khumalo
Skills Excellent presentation and communication skills (e.g. in publishing and presenting research, training and outreach activities) – both oral and written √ An inspiring research supervisor with broad interests across the subject area with effective people management skills √ Leadership, organisational and administrative skills √ Strong expertise and ability in the preparation of research proposals, conducting individual research work and the dissemination of results and impact √ Ability to organise and prioritise own and others’ workloads √ Ability to write research reports and to effectively disseminate outcomes √ High level of proficiency in experimental techniques (as appropriate to discipline) √ Proficiency in utilising IT to improve the effectiveness and efficiency of research work (as appropriate to discipline) √ Attributes Versatile, innovative and developing creative solutions √ Commitment to excellence in research, and to providing the highest quality experience for students √ Ability to be an effective interdisciplinary team worker √ Commitment to safe working practices √ Commitment to working within professional and ethical codes of conduct √ Commitment to collaborative and interdisciplinary research √
Procedures 4.01 Recording Procedures The Closing Attorney [or real estate paralegal] shall: Submit documents for recording to the county register of deeds for recording immediately upon update of title and prior to disbursement of any funds. Use electronic recording where requested Respond immediately to recording rejections, disbursement must be delayed until completed. Maintain a record verifying when documents were recorded Comply with the lender’s written closing instructions, the Offer to Purchase and Contract, the client’s instructions and the Firm Settlement Policies and Procedures (attached) 4.02 Pricing Procedures The Closing Attorney [or real estate paralegal] shall: Collect at closing the invoiced premium provided with the Title Commitment, and assure any changes are made if the coverage amount are changed. Ensure discounted rates are charged when appropriate, including reissue rates Review after closing to ensure consumers were charged proper rates Timely refund consumers when overpayment is detected 4.03 Training The Closing Attorney and all real estate paralegals attend at least annually updated CLE and CPE presentations addressing changes in the closing process, RESPA requirements and other relevant information. Any issues will be discussed within the Firm on a regular basis to assure that all employees are well-educated on the requirements of their position and compliance with state and federal consumer laws. Approved by / Date SAMPLE WRITTEN POLICY: FOR SETTLEMENT POLICIES & PROCEDURES The Firm acknowledges that Lenders expect full disclosure of all receipts and disbursements in accordance with written mutual instructions. All sets of Closing Instructions are collected and reviewed prior to closing. If any one set of Closing Instructions is adverse to another set of closing instructions – the Firm obtains in writing from all parties consent to the changes made to correct the adverse matters prior to closing. The closing is performed in accordance to all instructions from: a) Lender Closing Instructions b) Title Commitment c) Purchase Agreement d) Any other misc. agreements (Escrow Agreements, etc.) Follow all regulations and lender instructions in preparation of the Settlement Statements and be sure that ALL disbursement checks EXACTLY as to what is shown on the final Settlement Statement. Specific Detailed Guidelines: Disbursement Of Proceeds Buyer/Borrower Proceeds: Any amount shown as funds due from Buyer/Borrower on the Settlement Statement must come into the Firm’s trust account from the borrower or be disbursed to the borrower as shown. Any funds received by any other party must reflect on the appropriate line, designating the source of funds.
SECTION 5.0 - AUDIT/INSPECTION REPORT If ‘audit/inspection report’ selected in question 1.9, the following questions appear: *Select the type of audit or inspection that was conducted: Health Canada inspection Sponsor ‘for audit (do not include standard sponsor monitoring visits) FDA audit Internal institutional audit (e.g., QA) Other If ‘Other’: *Specify: *Description/summary of the findings: *Are there findings that suggest that the research participants are at greater risk of harm than was previously known or recognized? Yes No If ‘Yes’: *Describe the increased risk: If ‘Yes’: *Describe the proposed corrective action(s) or to be taken by the sponsor and/or PI in response (select all that apply): Suspend study enrollment at this site and investigate further Implement immediate changes to reduce/eliminate hazards to current participants If ‘Other’: Describe: Upload any relevant document (e.g., correspondence, inspection/audit report or summary), if available: Upload Document SECTION 6.0 – STUDY PARTICIPANT COMPLAINT If selected in question 1.9, the following questions appear: DO NOT INCLUDE ANY INDIVIDUAL IDENTIFYING INFORMATION 6.1 *Study Participant unique study ID number/code: 6.2 *Please indicate who the complaint was made by: The study participant A family member of the study participant A friend of the study participant Other If ‘Other’: *Please provide the relationship to the study participant: 6.3 *Date of complaint: 6.4 *Please describe the nature of the complaint including to whom the complaint was made:
SCHEDULE E REB CTO ID Number: Agreement Between: (“Participating Institution”): Address for direction of legal notices under this agreement: Address: Attention: And (“REB Host Institution”): Address for direction of legal notices under this agreement: Address: Attention: And Participating Institution Principal Investigator Name: (“Participating Institution PI”) Address: Phone: Fax: Email: Collectively, the “Parties” This Agreement is effective as of the date of last signature below (the “Effective Date”). Study Title (the “Study”): Preamble The institutions which are party to this Agreement have each entered into a
Partial date of birth Full date of Partial date of death Age Sex/gender Full postal code First 3 digits of postal code Pathology specimen number Medical device identifier Admission date Discharge date Medical record number Ontario health card number Driver’s license number Address Telephone number Fax number E-Mail address Full face photograph Voice/audio recording Other If *Specify other information: If ‘Other’: *Justify other information: If ‘Full name’: *Justify full name: If ‘Full initials’: *Justify full initials: If ‘Partial initials’: *Justify partial initials: If ‘Full date of birth’: *Justify full date of birth: If ‘Partial date of birth’: *Justify partial date of birth: If ‘Full date of death’: *Justify full date of death: If ‘Partial date of death’: *Justify partial date of death: If ‘Age’: *Justify age: If ‘Sex/gender’: *Justify sex/gender: If ‘Full postal code’: *Justify full postal code: If ‘First 3 digits of postal code’: *Justify first 3 digits of postal code: If ‘Pathology specimen number’: *Justify pathology specimen number: If ‘Medical device identifier’: *Justify medical device identifier: If ‘Admission date’: *Justify admission date: If ‘Discharge date’: *Justify discharge date: If ‘Medical record number’: *Justify medical record number: If ‘Ontario health card number’: *Justify Ontario health card number: If ‘Driver’s license number’: *Justify driver’s license number: If ‘Address’: *Justify address: If ‘Telephone number’: *Justify telephone number: If ‘Fax number’: *Justify fax number: If ‘E-mail address’: *Justify E-mail address: If ‘Full face photograph’: *Justify full face photograph: If ‘Voice/audio recording’: *Justify voice/audio recording:
On what services does this service depend? Availability, Robustness and Resiliency What uptime guarantees does this service require? How are those guarantees going to be met? Interoperability How does the proposed project interoperate with the rest of the Harvard and HUIT infrastructure? What data does the project obtain from applications or databases, and how does it obtain that data? What data does the application supply to other applications or write to databases, and how does it supply or write that data? Overall Comments Plan Fund Release Request Date of review: Reviewer Name: Does the plan for analysis and solution definition make technical sense? Engineering Focus Area Enterprise Architect Comments Requirements Has the project documented high level requirements and identified in/out of scope elements? HUIT Technical Values Are the technical plans and architecture consistent with HUIT
Ron Mau Chuck NOrris Michael Murray Stephanie Edwards Heatherly Robert Edwards Nick Breedlove Daniel Manning Paige Roberson Beauford RIddle Dan Harbaugh NCDOT Div 14 Rep Commissioner to be appointed 10/20/14 Committee member N Committee member O Committee member P Committee member Q Village of Forest HIlls X Cashiers X Town of Webster X Town of Sylva X Town of Dillsboro X Whittier Township (I know they aren’t incorporated, but the Community Understanding Report (CUR) mentioned them as a significant growth area EBCI Jackson County X Bicycling Community X Pedestrians Jackson Co. Transit Provider X Transit Rider Hispanic (Minority and LEP) Western Carolina University X Southwestern Community College X Workforce/Lower Income Advocates Tuckaseigee Water & Sewer Authority (TWSA) X
Business Description Business or industry description (400 characters or less including spaces): Primary products or services of the business (200 characters or less including spaces): Number of years business has been established in Washington: Frequency at business pays Washington State Business and Occupation (B&O) Tax to the Washington State Department of Revenue: (Monthly or Quarterly; please choose one of the following) Training Needs and Outcomes1 Summary of the need for training (400 characters or less including spaces): Desired contract outcomes for the business, e.g., new employment positions to be created, business expansion, business relocation, etc. (400 characters or less including spaces): Desired training outcomes for the business, e.g., trainees will be able to function in the position, run the equipment, etc. (400 characters or less including spaces): Description of any other economic or workforce development resources, programs, or funds that this training is coordinated with, leveraged by, or an outgrowth of, e.g., Industry Skill Panels, WorkSource hiring pool, state-financed development loans, etc. (400 characters or less including spaces): Trainee Summary Total unduplicated count of trainees to be trained in the project: Description of positions to be trained: Unduplicated count of trainees in each type of position Average hourly wage of regular employees in these positions Medical/health benefits offered? Management trainees: Yes No Supervisor trainees: Yes No Production trainees: Yes No Support staff trainees: Yes No Sales trainees: Yes No Other trainees: Please describe: Yes No Budget cost of training project:2 Per-trainee cost of training: Must equal total cost (6.a.) divided by total employees to be trained (5.a.)
TIME: 9:00 – 12:00 pm LOCATION: CONTACT: SACOG 1415 L Street Sacramento, CA 95814 Laurie Waters Office of Planning/Division of Transportation Planning 916-653-4466 COMMITTEE PURPOSE: The purpose of the California Transportation Plan (CTP) 2040 PAC is to serve in an advisory capacity for the development of the CTP 2040. MEETING CALLED BY: Pam TYPE OF MEETING: Policy Advisory Pam Waters NOTE TAKER: Ryan Ong PLEASE Handouts will be provided at the meeting. Agenda # TIME TOPIC PRESENTER PURPOSE 9:00 – 9:10 Welcome/Introductions Katie Benouar 9:10 – 9:15 Agenda Review Pam Korte Mutual Understanding of Meeting Purpose 9:15 – 10:15 CTP Goal Area Break-Out Groups All Feedback on General Direction of Goals 1, 2, 3, 5, and 6 10:15 – 10:30 All 10:30 – 11:00 California Statewide Traffic Demand Model and Discussion Ron West Overview of Capabilities and Limitations 11:00 – 11:50 GHG Reduction Strategies Survey Results Pam Korte/Austin Hicks/All Finalize Strategy Selection 11:50 – 12:00 Wrap-up Pam Korte Next Meeting’s Agenda Closing Thoughts
(To be completed by ALL referrers) Name of Service User: Completed by: Date of birth: Profession: Address: Date of referral: Has this service user been seen by CTPLD before? Y / N Should two workers attend for the first visit? Y/N Please explain why If there are indications that there is a risk or potential risk present in the following areas, please circle YES or NO. If YES, then complete the details in the appropriate sections. Referrers may attach separate specific risk assessments if these have been done. Regarding the Person’s Environment Parking/Access Physical hazards (e.g. hazardous surfaces) Lighting Lifts or stairways Electrical Safety Other environmental hazards (e.g., dogs, snakes, infection issues/concerns) YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO Regarding the Person: Behaviour of service user or (including violent incidents) Mental health problems (e.g. acute anxiety states) Physical health problems Transport or Mobility issues Communication/Dietary/Medication issues Manual Handling Risk Infections/open wounds etc YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO
Activity - Invite students and parents to an ice cream social to tour the school, get school supply lists and meet the teacher before the August rush begins. Host an extended learning night where students can apply science skills while making homemade ice cream. then invite parents to join in after class to taste the scientific concoctions. Post to your district web page, Facebook page or Twitter feed, the 31 "flavors" of education in your district or school. Example: <NAME OF DISTIRCT> ISD celebrates ice cream month with an education flavor of the day: Our Science Team earned top honors at the National Science Fair! Twitter/Facebook - Here's the scoop! <YOUR SCHOOL or DISTRICT> ISD has accomplished <ADD YOUR NEWS HERE>. OR I scream, you scream! We all scream for <YOUR SCHOOL>! Other Special Dates/Activities: July 9 – First day of Ramadan July 11 – E.B. White’s Birthday July 14 – Bastille Day July 18 – Nelson Mandela Day July 19 – Anniversary of the Seneca Convention July 20 – First Humans on the Moon July 30 – International Friendship Day
TIME: 9:00 – 12:00 pm LOCATION: CONTACT: Sacramento Area Council of Governments Board Room 1415 L Street, Sacramento, CA 95814 Laurie Waters or Terri Bridges Office of State Planning/Division of Transportation Planning 916-653-4466 COMMITTEE PURPOSE: The purpose of the California Transportation Plan (CTP) 2040 PAC is to serve in an advisory capacity for the development of the CTP 2040. MEETING CALLED BY: Pam Korte TYPE OF MEETING: Policy Advisory Pam Korte/Laurie Waters/Surlene Grant NOTE TAKER: Terri Bridges PLEASE BRING: Handouts and snacks will be provided at the meeting. Agenda # TIME TOPIC PRESENTER PURPOSE 9:00 – 9:15 Welcome/Introductions Road User Charge Pilot Study Kome Ajise/ Katie Benouar Informational/Relationship to CTP Strategies 9:15 – 9:20 Agenda Review Pam Korte Mutual Understanding of Meeting Purpose 9:20 – 9:30 Interregional Transportation Strategic Plan and the CTP PAC Bruce de Terra PAC Consent 9:30 – 10:00 Transportation System Management and Operations Kris Kuhl Informational & Discussion 10:00 – 10:15 Agricultural Land Stewardship Katy Spanos Informational 10:15 – 10:30 Break All 10:30 – 11:45 CTP Chapter 4 All PAC Comment on Direction of Goal Areas 11:45-11:55 GHG Emission Reduction Strategies Pam Korte/ Austin Hicks PAC Direction on Strategies 11:55 – 12:00 Wrap-up Pam Korte Next Meeting’s Agenda Closing Thoughts
Document filename: CTP_Input_Data_Use_Case_Consume_GP_Held_Record.docx Directorate / Programme Clinical Triage Platform Project Interoperability and Standards Document Reference <insert> Project Manager Status Owner Version <0.1> Author Version Issue Date
Task and Activity – Funded Staff Section 1: positions funded under this task Member 1 Staff Member 2 Staff Member 3 Staff Member 4 Technical Engineering and Mapping Hazard Mitigation Risk Assessment Outreach Program Management and Overseeing Contracts {Insert additional activities} Total (not to exceed 100% per employee) Task and Activity – Unfunded Staff Section 2: Staff positions supporting CTP activities not funded under this task Staff Member 1 Staff Member 2 Staff Member 3 Staff Member 4 Technical Engineering and Mapping Hazard Mitigation Risk Assessment Outreach Program Management and Overseeing Contracts {Insert additional activities}
incorporate new technologies; preparation of multiple-year mapping or data collection plans; maintenance of hardware, software, licenses and certifications, etc., necessary to complete, review, monitor and report on the work.). Management and commitment to existing, and continued support of, flood hazard identification and mapping activities and other program activities conducted with and by FEMA. Internal turnaround time of “active” processing should be less than 140 days. Identify current processing times. Also identify if any cases have exceeded this timeframe.. If there are any delinquencies, provide a Corrective Action Plan.
***Note: This note should be deleted prior to application submission. This template should be used by Cooperating Technical Partners (CTPs) submitting an application for an award to complete Community Outreach and Mitigation Strategies activities for a flood risk project(s). The CTP should complete the fields for all sections of this template relevant to the activities deemed applicable to the project; activities not applicable to the project should be deleted. *** {Insert CTP Name(s)} Cooperating Technical Partners (CTP) Program Management (PM) Statement of Work (SOW) PM SOW No. {Insert Statement of Work Number} In accordance with the CTP Partnership Agreement dated {Insert CTP Partnership Agreement date} between {Insert CTP name} (herein referred to as “CTP”) and the Federal Emergency Management Agency (FEMA), PM SOW No. {Insert SOW #} is as follows:
Note: Section 1 in the table below is for staff who are funded under the current CTP Program Activity. Section 2 is for staff who are not funded. Task and Activity – Funded Staff Section 1: Staff positions funded under this task Staff Member 1 Staff Member 2 Member 3 Staff Member 4 Technical Engineering and Mapping Hazard Mitigation Risk Assessment Outreach Program Management and Overseeing Contracts {Insert additional activities} Total (not to exceed 100% per employee) Task and Activity – Unfunded Staff Section 2: Staff positions supporting CTP activities not funded under this task Staff Member 1 Staff Member 2 Member 3 Member 4 Technical Engineering and Mapping Hazard Mitigation Risk Assessment Outreach Program Management and Overseeing Contracts
MAS Activities Deliverable Deliverable Due Date Submitted To Business Plan (required) Business Plan Ex: 2 months from award date FEMA PO Global Program Management (required) Program Management Plan Ex: 2 months from award date FEMA PO Global Outreach for Mapping Outreach Plan; Report of outreach activities 2 months from award date; Quarterly FEMA PO Training to State and Local Officials Training schedule (and updates); Completed surveys Quarterly; Within 30 days of completion Community and FEMA PO Mentoring and Best Practices 2 months from award date; Quarterly Mitigation Technical Assistance Each Quarter Staffing Each Quarter Technical Projects 2 months from award date; Quarterly
CTR Training and Continuing Education Documentation Please attach all information that documents your training. For clarification, please number each educational event and number and attach all related documentation to that particular educational event. This form can be duplicated if necessary. A minimum of seventy-two (72) hours are required for CTR designation. Educational event number Educational provider Title of workshop or training (Educational event) Date/s attended Number of hours Documentation verification Sponsor verification (sponsors only) Example: # 0 International Critical Incident Stress Foundation (ICISF) Crisis Intervention (See attached list of specific workshops) 6/12 and 6/13/2013 8 Certificate attached Educational event number Educational provider Title of workshop or training (Educational event) Date/s attended Number of hours Documentation verification Sponsor verification (sponsors only)
Name: Date: Module: Markers: ITEM 1 – AGENDA SETTING AND ADHERENCE Competence level Examples NB: Score according to features, not examples! 0 No agenda set, highly inappropriate agenda set, or agenda not adhered to. 1 Inappropriate agenda set (eg. lack of focus, unrealistic, no account of patient’s presentation, homework not reviewed. 2 An attempt at an agenda made, but major difficulties evidence (eg. Unilaterally set). Poor adherence. 3 Appropriate agenda, which was set well, but some difficulties evident (eg. Poor collaboration). Some adherence. 4 Appropriate agenda, minor difficulties evident (eg. no prioritization), but appropriate features covered (eg. review of homework). Moderate adherence. 5 Appropriate agenda set with discrete and prioritized targets – review at the end. Agenda adhered to. Minimal problems. 6 Excellent agenda set, or highly effective agenda set in the face of difficulties. ITEM 2 – FEEDBACK Competence level Examples NB: Score according to features, not examples! 0 Absence of feedback or highly inappropriate feedback. 1 Minimal appropriate feedback (verbal and/or written) 2 Appropriate feedback, but not given frequently enough by therapist, with insufficient attempts to elicit and give feedback, eg. feedback too vague to provide opportunities for understanding and change. 3 Appropriate feedback given and elicited frequently, although some difficulties evident in terms of content or method of delivery. 4 Appropriate feedback given and elicited frequently, facilitating moderate therapeutic gains. Minor problems evident (eg. inconsistent). 5 Highly appropriate feedback and elicited regularly, facilitating shared understanding and enabling significant therapeutic gains. Minimal problems. 6 Excellent use of feedback, or highly effective feedback given and elicited regularly in the face of difficulties.
CTSS Training and Continuing Education Documentation Please attach all information that documents your training. For clarification, please number each educational and number and attach all related documentation to that particular educational event. This form can be duplicated if necessary. A minimum of seventy-two (72) are required for CTSS designation. Educational event number Educational provider Title of workshop or training (Educational event) Date/s attended Number of hours Documentation verification Sponsor verification (sponsors only) Example: # 0 International Critical Incident Stress Foundation (ICISF) Crisis Intervention (See attached list of specific workshops) 6/12 and 6/13/2013 8 Certificate attached Educational event number Educational provider Title of workshop or training (Educational event) Date/s attended Number of hours Documentation verification Sponsor verification (sponsors only)
Part I: Questions Related to Strategic Initiative: Access Use the demographic data provided to describe how well you are providing access to your program by answering the questions below. Strategic Initiative Institutional Expectations Does Not Meet Meets Part I: Access Demographics The program does not provide an appropriate analysis regarding identified differences in the program’s population compared to that of the general population The program provides an analysis of the demographic data and provides an interpretation in response to any identified variance. If warranted, discuss the plans or activities that are in place to recruit and retain underserved populations. Pattern of Service The program’s pattern of service is not related to the needs of students. The program provides evidence that the pattern of service or instruction meets student needs. If warranted, or activities are in place to meet a broader range of needs.
buildings provide many challenges. Lack of electrical and network locations, and infestation of rodents are destroying network cabling are two major issues. Furthermore classrooms are not designed to allow installation of smart classroom technologies comparable with that in new buildings. Ideally, these buildings will be replaced or remodeled in the near future. If that does not happen, funds will need to be identified to keep these systems running or to update them. New buildings also present a challenge in that the equipment in those buildings is more expensive to maintain and replace. A budget will need to be identified to maintain the new smart classroom technologies that have been deployed. V: Questions Related to Strategic Initiative: Technology, Campus Climate and Partnerships Strategic Initiative Institutional Expectations Does Not Meet Meets Part V: Technology, Partnerships & Campus Climate Program does not demonstrate that it incorporates the strategic initiatives of Technology, Partnerships, or Campus Climate. Program does not have plans to implement the strategic initiatives of Technology, Partnerships, or Campus Climate Program demonstrates that it incorporates the strategic initiatives of Technology, Partnerships and/or Campus Climate. Program has to further implement the strategic initiatives of Technology, Partnerships and/or Campus Climate.
CTS PowerDialer NOTES Welcome to our Training Module on “The CTS PowerDialer.” OVERVIEW We’ll begin by reviewing how our “CTS PowerDialer” system can help us be much more efficient and effective when calling lead lists. What we’ll do in this training is give you a basic overview of the system and go through some of the FEATURES it offers that pertain to us. We will not be going into everything this product offers or we’d be here all night, but we will be covering the main functions and features that you will likely use most. And we’ll let you know where you can get the link to review it in more detail and subscribe to the FREE trial offer for the service. This is NOT an Auto-Dialer Remember, this is a tool to automate the process of manually calling Lead Lists, it is NOT an auto-dialer. For auto-dialing applications, we provide the MegaRich Broadcasting System, which is a totally different product. The CTS PowerDialer is for automating the task of calling Lead Lists. For many of our members, myself included, Lead Lists remain a very successful lead generation method, and this remarkable tool makes this task so much easier, a lot faster and incredibly efficient. Calling Lead Lists First, let’s talk a bit about calling lead lists. Back when I first started with CTS in 2004, Lead Lists were basically the only lead generation option available, so I learned to get pretty good at it. I still alternate between occasional Voice Broadcasts and Calling Lead lists, but Lead List prospecting
Session Description: (150 words or less; Descriptive of content; Related to NCTRC Job Analysis.) This is the description that will appear in the program. Please pay attention to the quality of the text. Limit summary to 1 paragraph of 3 to 4 sentences. _________________ Learning Objectives: List 3 measurable outcomes the audience will learn by participating in your session. Detailed Session Outline: Provide a detailed session outline of content and methodology. (If a session includes participation i.e. activity of any kind, it may be no more than 50% of the session.) Example below: Detailed Session Outline Time Allotted Introduction of presenter 5 Minutes Short quiz 5 Minutes Discussion about quiz 5 Minutes Self-determination theory 15 Minutes Autonomy-supportive environment vs. a controlled environment 20 Minutes Autonomy-supportive environment techniques 10 Minutes Break into groups to discuss how to relate to their agency/population 20 Minutes Wrap up & Evaluation 10 Minutes Detailed Session Outline Time Allotted Instructional Methods: Lecture Discussion Interactive Debate Panel Experiential Other ______________________________ Presentation Format:
Conclusions This should be very brief and describe any changes to the previous knowledge or efficacy and safety resulting from information gained since the last DSUR. The conclusions should outline the actions that have been or will be taken to address emerging safety issues E.g. The risks remain consistent with experience described in previous DSUR (or in our application to the regulator) and we conclude that in the information obtained in this reporting period warrants continuation of the study, with the modifications outlined in this DSUR. Appendices Possible appendices: Investigators Brochure; Cumulative Table of Important Regulatory Requests; Cumulative Summary Tabulations of Demographic Data; Line Listings of Serious Adverse Reactions (mandatory – please see template 1); Cumulative Summary Tabulation of Serious Adverse Events; Scientific Abstracts (if relevant).
Template 1: Example Line Listing of All Serious Adverse Events Study Subject ID Country/ gender diagnosis Outcome Time to Onset from administration Suspected drug Dose, route of administration and formulation Date of treatment Comments 0023* UK - male hypotension resolved 2 hours IMP 10mg/kg, x3, IV 10-Apr-2011 11-Apr-2011 14-May-2011 Describe event. 0168 UK male Metastatic prostate cancer ongoing 3 months blinded 10mg/kg, x3 IV or placebo 21-feb-2011 18-Mar-2011 15-June -2011 Describe event 0109** UK female neutropenia sequale 3 days blinded 10mg/kg, x3 IV or placebo 06-May-2011 07-May 2011 12-May-2011 Describe event * Indicates event suspected to be related to the IMP – a serious adverse reaction (SAR) ** Indicates event reported as a Suspected Unexpected Serious Adverse Reaction (SUSAR).