zilongwang/ReadingBank huggingface dataset:
Segment 9: Self Care Segment 10: Evaluation Lesson Plan Segment and Timing Learning Objectives Methodology Segment 1: Welcome, Framing, Values, and Introductions 9:00 - 9:35 35 minutes K1, V1, V3, V4 Lecture group activity Large group discussion Segment 2: Recap of CSEC/Y 101 9:35 - 9:55 20 minutes K1, K5, V2 Lecture Large group discussion Segment 3: Stages of Change 9:55 - 10:45 50 minutes K4, S1, V2 Lecture Small group activity Large group discussion Break 10:45 - 10:55 10 minutes Segment 4: Engagement Strategies 10:55 - 11:15 20 minutes S2, V3 Large group discussion Segment 5: Motivational Interviewing 11:15 - 12:00 45 minutes S2, V3 Video Observation Role play Large group discussion Break 60 minutes 12:00 - 1:00 Segment 6: Working Toward Safety 1:00 - 1:20 20 minutes K2, V3 Lecture Large group discussion
Materials: Trainee Content: CSEC/Y 101 Recap (pages 9-11 in the trainee guide) Purpose: Get all participants on the same page about the issue Review CSEC/Y 101 material Provide participants with a common vocabulary for discussing the issue Slides: 10-19 Preparation: Familiarize yourself with the powerpoint slides for this segment During Training (what to do): Framing: “During this part of the day, we will be going over the foundational knowledge from CSEC/Y 101 to make sure we are all on the same page. I would like you to focus particularly on youth’s vulnerabilities and the process of exploitation. I would also like to emphasize understanding youth as individuals who have things in common, but also have many differences as well. This is a very important concept when we discuss various interventions.” You should be able to move through this content fairly quickly as a review of the CSEC 101 content. Refer participants to the trainee content CSEC 101 Recap and start with a discussion about some key concepts. Youth who are experiencing commercial sexual exploitation may or may not have a third party exploiter. The youth is considered a CSEC victim regardless of the presence of an exploiter. Youth cannot legally consent to participate in commercial sexual activity. CSEC is considered a form of child maltreatment and the juvenile court may take jurisdiction under Welfare and Institutions Code 300(b)(2) if CSEC happening. The presence of fraud and/or coercion are used to determine whether or not an exploiter is involved. For the sake of clarity, you may mention that adult commercial sex workers may also experience exploitation via force, fraud, and/or coercion. Adult sex workers may also participate in consensual commercial sex work. Note that the presence of an exploiter must be considered when developing safety plans and service interventions. Further, if there is an exploiter, it is important to work with youth to provide safety from the exploiter and empower the youth to end participation in the relationship.
Appendix D – Resources for Procedures Sample Procedures for Specific Work in Confined Spaces Certain Confined Spaces Work done in Confined Space Resources Regulation Welding, cutting, brazing WAC 296-24-69507 WAC 296-24-71507 through 71519 WAC 296-24-70007 Construction WAC 296-155-203 Electrical WAC 296-45&62 (WRD 18.40) Certain Confined Spaces Elevator pits WRD 12.55 Telecommunication vaults WAC 296-32-340 entry WA Labor & Industries Confined Spaces Helpful Tools Sample Procedure Sample Procedures for Permit-Required Confined Space Entry REVIEW: Carefully review the space to be entered, types of hazards, safety precautions, control measures and assess the work to be done in the space. COMPLETE: Obtain and fully complete a Permit-Required Confined Space Entry form. ENSURE: Ensure all participants in the entry have been trained. Assign duties to all participants. IDENTIFY: Proper PPE, ventilation, air monitoring and rescue equipment needed for entry is available, assembled, and in working order.
Comparative Study of Electoral Systems (CSES) Module 5: Design Report (Sample Design and Data Collection Report) September 14, 2016 Country: Date of Election: Prepared by: Date of Preparation: NOTES TO COLLABORATORS: Where brackets [ ] appear, answer by placing an “X” within the appropriate bracket or brackets. If more is needed to answer any question, please lengthen the document as necessary. Collaborator(s): Collaborators are the contact persons for election studies that appear in the CSES dataset - they are not necessarily the parties who collected the data. These collaborators and their contact information will be listed on the CSES website. Name: Title: Organization: Address: Telephone: Fax: E-Mail: Website: Name: Title: Organization: Address: Telephone: Fax: E-Mail: Website: Name: Title: Organization: Address: Telephone: Fax: E-Mail: Website: Name: Title: Organization: Address: Telephone: Fax: E-Mail: Website: Data Collection Organization:
Post-Survey Adjustment Weights 37. Are weights necessary to make the sample representative of the populated being studied? [ ] Yes [ ] No If yes, please explain: 38. Are weights included in the data file? [ ] Yes [ ] No 39. If weights are included in the data file, please describe in detail how the weights were constructed: 40a. If weights are included in the data file, are the weights designed to compensate for disproportionate probability of selection? [ ] Yes [ ] No If yes, please describe: 40b. If weights are included in the data file, are the weights designed to match known demographic characteristics of the population? [ ] Yes [ ] No If yes, please describe: 40c. If weights are included in the data file, are the weights designed to correct for non-response? [ ] Yes [ ] No
CLINICAL SUPERVISOR EVALUATION TOOL: Please ask your student to complete this form so that it may help to inform your further development as a Clinical Supervisor. Clinical Supervisor Name: Student Name: Date: How much do you agree with the following statements? (Please Circle) Statement Strongly Agree Agree Neutral Disagree Strongly Disagree I felt welcomed and accepted by my clinical supervisor (CS) 1 2 3 4 5 My CS demonstrated enthusiasm in their preceptor role 1 2 3 4 5 My CS communicated in a manner that displayed respect for me as a student 1 2 3 4 5 My CS communicated to me in a clear and helpful manner 1 2 3 4 5 My CS was professional in attitude toward patients, relatives and other health professionals 1 2 3 4 5 My CS functioned as a role model during my Professional Experience Placement 1 2 3 4 5 My CS functioned as a resource person during my Professional Experience Placement 1 2 3 4 5 My CS assisted in providing opportunities to optimise my learning 1 2 3 4 5 I received an appropriate level of support and supervision from my CS 1 2 3 4 5 My CS provided guidance without taking over the experience 1 2 3 4 5 My preceptor provided explanations and rationales for procedures 1 2 3 4 5 My CSencouraged extension of my knowledge base and to make links between theory and practice 1 2 3 4 5 My preceptor encouraged me to use problem solving skills independently 1 2 3 4 5 My CS challenged my knowledge and reinforced learnt principles 1 2 3 4 5 My CS encouraged me to ask questions and seek assistance 1 2 3 4 5
My CS clearly stated expectations regarding my work and performance 1 2 3 4 5 My CS was realistic regarding expectations of my ability 1 2 3 4 5 My CS demonstrated an understanding of my learning needs 1 2 3 4 5 I received constructive feedback 1 2 3 4 5 Feedback regarding practice was timely and specific 1 2 3 4 5 Information regarding progress was treated with confidentiality and respect 1 2 3 4 5 My CS demonstrated a sound knowledge of policies, procedures, practices and unit routines 1 2 3 4 5 My CS utilised available resources, and promoted an evidence based approach to nursing 1 2 3 4 5 Time spent with my CS was educational and beneficial to my development 1 2 3 4 5 I felt positive about working with my CS 1 2 3 4 5 General Comments: What did you find was the most helpful/enjoyable learning experience? What did you find was the most challenging learning experience? Do you have any suggestions for improving support for our students? Thank you for taking time to complete this evaluation
ANJALI VERMA C O M P U T E R S C I E N C E E N G I N E E R C A R E E R O B J E C T I V E To as a software engineer in a job that both challenges and inspires me, while pushing me to work to the best of my abilities and produce the highest quality work that I am capable of. C O N T A C T +91-8012345678 New Nallakunta Hyderabad S K I L L S Java 7 HTML CSS Photoshop Operating systems DBMS Microsoft Office C E R T I F I C A T I O N Oracle Certified Associate, Java SE 8 Programmer JUN 2016 Software Quality Certification Engineer JUN 2014 E D U C A T I O N A C H I E V E M E N T S Winner of National Level chess competition - 2016 Runner's up - 500 M Running Race - 2015 Gold Medal Inter College Basketball Competition Research Papers on Nanotechnology - 2014 H O B B I E S Travel | Film | Biking | Baking | Gadgets
This child sexual exploitation (CSE) risk assessment information sheet should be completed prior to, and alongside the Child Sexual Exploitation Risk Assessment. All of the following information is required when there are concerns regarding a child being at risk of /or experiencing CSE. Named worker leading on the Risk Assessment Contact Details Date Line manager /designated CP lead of named worker Contact details Date Child’s full name (+ aliases) D.O.B. Age Home Address and contact number Participated Y N Emergency contact Gender Ethnicity Details of Primary Carer language M / F Placement Address and contact number (if applicable) Foster Care Adopted Reference / I.D Number (if applicable) CPP Status : Y / N Y / N Previous Current Legal Status Disability Religion GP Details & contact number Sexual orientation Y / N Is the Child or Young Person missing? Known to Police Known to YOS Type of Form Known to CAMHS Initial /Review Y / N Y / N Y / N Y / N Please provide any other relevant details *Such as professional relationships
where there are concerns they are being targeted and groomed and where any of the CSE warning signs have been identified. However, at this stage there is no evidence of any offences. then please complete the following actions: Discuss risk with line-manager Contact CSE Coordinator or Specialist Intervention Workers Upload risk assessment onto LCS documents Develop and record clear safety plan on LCS Notify services involved with of the possible CSE risk as appropriate Sexualised risk taking / Inappropriate sexual activity Sexually transmitted infections Experimenting with drugs/alcohol in the community Reduced contact with family/friends/support network; whereabouts and/or peer groups increasingly unknown boyfriend/girlfriend RISK MATRIX BEHAVIOURS COMMENTS / SUMMARY If a or young person is assessed as category 2 or 3 a CSE strategy meeting must be convened CSE RISK CATEGORY 2: Reports of involvement in CSE Being groomed on internet Encouraging/facilitating young people into exploitative situations.
Evidence a child or young person is being targeted for opportunistic abuse through the exchange of sex for drugs, perceived affection, sense of belonging, accommodation (overnight stays), money and goods etc. This can also include a child or young person being sexually exploited through the use of technology and without the child or young person receiving any reward. I.e. the exchange of indecent images The likelihood of coercion and then please complete the following actions: Discuss with line-manager Discuss with Specialist Intervention Workers and/or CSE Coordinator A CSE strategy meeting will need to be held and chaired by the CSE Coordinator. If necessary for timescales to hold a strategy discussion. Notify services involved with child of the possible CSE risk as appropriate Upload risk assessment onto LCS documents Refer to the Islington MASE Develop and record clear safety plan on case file Complete/update the generic risk assessment form on the case file Older boyfriend/girlfriend known to services linked to Offending/harmful sexual behaviours or a gang nominal
Change in appearance including sudden increase in make up or tattoos and piercings etc Change in sporting leisure activities/ interests (e.g. no longer interested in football / dancing when they used to be) Comments: Vulnerability Factors (select all appropriate options) Live in a chaotic or dysfunctional family Low self-esteem or confidence Parents with mental health problems Live in residential or foster care or unstable adoptive placement Drugs or alcohol abuse Mental health problems Sexually active Subject of bullying History of sexual abuse within the family Social or learning difficulties Recent bereavement or loss Homeless Parents with drugs or alcohol abuse Migrant, refugee or asylum seeker Unsure of their sexual orientation Previous victim of CSE Lack of protective factors within family History of domestic abuse within family Comments: Page 4 of 5 Additional Comments
4) Virus threat Virus is a program that interrupts the usual operation of your personal computer system. PCs linked to the Internet have high probability of virus attacks and as a result of this your hard disk can crash, giving you a lot of 1) Information The biggest benefit offered by the Internet is information. It functions as a valuable resource of information. You can find any type of information on any subject with the help of the search engines like Yahoo and Google. 2) Communication The primary goal of the Internet is communication. It has done extremely well in this field, however the development process is still going on to make it more dependable and quick. By sending an e-mail, we can contact a person who is physically present thousand miles away within the fraction of a second’s time. 3) Entertainment Internet functions as a popular medium of entertainment. A wide variety of entertainment including video games, music, movies, chat room, news and others can be accessed through the Internet. 4) E-commerce E-commerce is the idea that is implemented for any form of commercial strategy or business transactions that entails transmission of data from one corner of the world to another. E-commerce has become a fantastic option through which you can shop anything. trouble. Applications Education Entertainment Research Science Medicine Communication Games 9.Brief the major problems encountered in the software system? (a) Correctness: The correctness of the software system refers to 1. Agreement of program code with specification. 2. of the actual application of the software system. (b) Reliability Reliability of a software system is defined as the probability that this system fulfills a function for a specified number of input trails under specified input conditions in a specified time interval. Also if the test produces the lower error rate the system is reliable. The error rate depends on the frequency of inputs and on the probability that an individual input will lead to error. (c) User Friendliness Adequacy 1. The required for the user should be limited to only what is necessary. 2. The performance offered by the software system should be adapted to extensibility. 3. The results that a software system delivers should be output in a clear and wellstructured form and be easy be interpret. Learnability
On-Campus Volunteering Eligible for CSF On-Campus Volunteering Ineligible for CSF Volunteering at an activity (serving food at ASCC event, hosting craft table at Family Night, ushering theatre event, etc.) Volunteering for the Foundation (wearing the Penguin Mascot at a sport event) Reading books onto tape for Disability Support Services Working the concession stand at sport event Creating Centerpieces for Alumni-Student Dinner Participating in an activity (just eating food at ASCC event, bringing your family and doing crafts with them at Family Night, etc.) Tutoring Any work the club or individual students are being financially compensated for Any activity the students are receiving graded credit for Watching a sports event Any activity not approved through ASCC Club Coordinator Club/Movie Eligible for CSF Club/Movie Ineligible for CSF Bringing a production to campus Planning/ hosting a campus-wide event Working with the art gallery to bring an exhibit to Clark Work on other club’s webpage Donation drive for charity Providing free services to students Volunteering for a community organization on campus Hosting a movie that is advertised to all students Being in a theatrical production Own club’s webpage design Fundraiser for club Event paid for via One Time Funding Request Hosting a movie solely for club Attending an off-campus conference Any Off-campus activity not pre-approved through ASCC Club Coordinator Committee Eligible for CSF Committee Ineligible for CSF ASCC Elections Committee ASCC Finance Committee Planning Committees Tenure Committees College Committees ASCC Executive Council ASCC Activities Programming ASCC Club Committee Committees within own club Judicial Review Committee
SELECTED COVERAGE Television: CBS Evening News WGN Morning Show Good Day Chicago Byline Now Toronto WKYT Radio: NPR On Point (NPR) Windsor Now (CKLW, Windsor, ON, Canada) The Joy Cardin Show (Wisconsin Public Radio) The Kathleen Dunn Show (Wisconsin Public Radio) Australian Public Radio KRCL (Salt Lake City) Matt Townsend Show (BYR Radio, Sirius XM) The Alice Stockton-Rossini Show (WOR New York on Clearchannel Media) Eight Forty Eight (WBEZ, Chicago National Public Radio) KDKA (Pittsburgh), WRFL FM This Morning Korea) Detroit Public Radio Print/Web: Wall Street Journal New York Times Slate Metro Newspaper CNN Daily Telegraph (London) Washington Post Lexington Herald Leader Time Colonist (British Columbia) Detroit Free Press Huffington Post Parents Miami Herald The Guardian The Atlantic Working Mother Science Daily Decoded Science WebMD MS. Magazine American Baby AAUW Parenting ParentMap Publisher’s Weekly Library Journal New York Magazine Vogue The New Yorker Yahoo Parenting Podcast: College of Arts & Sciences, Listening to Kids on iTunesU Your Parenting Mojo PROFESSIONAL and SERVICE ACTIVITIES
CS Form 2 MARQUETTE UNIVERSITY RECORD OF CONTROLLED SUBSTANCE PURCHASES Registrant Name: Registration Number: Product Name Amount Purchased Date Received Company (Purchased from & DEA Number) Invoice or Shipping Document Number Note: To insure a comprehensive record, file a copy of the invoice or shipping document in folder. Insure the date of receipt is recorded on the invoice or shipping document. Rev. 4/16/2013
Community engagement project description Community capacity building is a crucial aspect of the Coastal Small Grants package and to achieving environmental outcomes. Projects need to demonstrate an appropriate contribution to building the capacity of the community through the project, such as field days, volunteer opportunities, workshops and guest speakers. Appropriate engagement of Indigenous and non-traditional NRM groups would be highly regarded. Please describe the community engagement and education activities proposed in this application. Key Milestones / Activity Expected Completion Date
243. General N/A Would the Department please provide the scoring methodology/formula? Response Proposals are ranked not scored. See RFP Section 5 – Evaluation Committee, Evaluation Criteria, and Selection Procedure. 244. General N/A What is the weight of the technical proposal relative to the cost proposal? Response Technical factors will receive equal weight with financial factors. See RFP Section 5.5.3, Award Determination. 245. 3.4.5 Processing Services 54 Would the Department please provide the costs per user associated with the ECMS? Response See the Response to Question #157. 246. 3.4.5 Processing Services 54 Would the Department please provide the costs per scanner associated with the ECMS? Response See the Response to Question #157. 247. 3.4.5 Processing Services 54 What are the licensing associated with the ECMS? Response See the Response to Question #157. 248. 3.12.6 – Transition – Out Period 92 This section lists a number of deliverables expected of the contractor during the transition-out period. Will these same deliverables also be made available to the incoming contractor during the period for this contract?
number of clients/members Total number of clients/members who live in Napier What percentage of your project / service will be delivered in Napier? % How often is your project / service delivered in Napier Choose one from below: Full time Weekly Number of days per week: Monthly Number of days per month: Adhoc (when needed) Budget – COSTS FOR NAPIER DELIVERY ONLY List all the for the project or service proposed. Include costs that your organisation or others are funding (this may be a ‘share’ of a cost item) . List the costs that your are seeking funding from Napier City Council FIRST. (see example at the end of this form) Item Cost Amount of funding requested from Napier City Council Amount from other contributors e.g. own organisation/other funder/sponsorship/user fees etc A: Total B: Total C: Other Contributions Please list all the other funders you have applied to for funding for this project or service Funder Amount Requested Outcome (Approved, declined or enter the date the outcome will be known) Total Funding Requested (Total $ Request Total Funding Amount requested (Total D from Q 9 - GST exclusive) $ Total amount requested from NCC (Total B from Q 8 above) $ Is your organisation, and/or staff, required to meet external accreditation/audit requirements in order to provide its services? (eg CYFS acreditation, industry registration etc) No – go to question 12 Yes – what accreditation or audit requirements apply? Please List:
Statutes (chapter 119), expressly waive all rights whatsoever that I have to request records containing the identity of the individuals who provide written feedback on this proposal. With my signature below, I voluntarily agree to this waiver of my right of access to these records because I believe it will help ensure a truly candid review of my proposal by my academic peers. If awarded, any unallowable expenditure on the award will be subject to removal off the grant to an unrestricted account. Department/College that will assist the PI with paperwork Name: Phone Number and E-Mail Address: Signatures (Print, Sign, and Date) Principal Investigator Dept. or Center Head Dean of College or School (Print name above) name above) (Print name above) (Sign name above) (Sign name (Sign name above) (Print date above) date above) (Print date above)
Researcher will review literature, studies and research published in recognized medical and education journals, periodicals and research-oriented online website databases, i.e. Education Resources Information Center (ERIC), for the purpose of investigation and identification of valid data related to self-esteem and adolescent females in the United States. The literature review is a critical evaluation of previously published material which will enable the researcher to establish content and a valid experimental design for the development of an after school arts program (Empowerment Thru Art) for 100 female adolescents (aged 12-15) from LMS in the City of Virginia Beach, Virginia. The student participants will engage in a series of ten (10) art lessons with each lesson incorporating activities and providing information designed with multi-cultural inspiration to promote gender empowerment. Upon completion of the program, students will be surveyed for the purpose of determining whether engaging in creative art activities and lessons provided during the Empowerment Thru Art after school arts program provided education and tools whereby low self-esteem in the female adolescent student participants was reduced or alleviated. Research Questions What are valid content and design criteria for an after school arts program that could be used to diminish the dropout rate among female adolescent students at Lynnhaven Middle School? What are the valid criteria needed to enhance self-esteem and self-efficacy for female adolescent students enrolled at Lynnhaven Middle School in Virginia Beach, VA?
y disgyblion Canran y disgyblion Canran sy’n cyflawni Lefel 5 Asesiadau athrawon mewn Cymraeg Ail Iaith ar ddiwedd Cyfnod Allweddol 3 1507 (Mai 2012) 1389 (Mai 2013) 1350 (Mai 2014) 1318 (Mai 2015) 89.7% 89.7% 90.0% 88.4% 70.6% 72.6% 75.5% 76.7% Atodiad 6
Head of Household: Household Size: CSBG 125% FY2017 FEDERAL POVERTY INCOME GUIDELINES Household Size Annual Gross Income 1 $15,075 2 $20,300 3 $25,525 4 $30,750 5 $35,975 6 $41,200 7 $46,425 8 $51,650 For each additional household member add: $5225.00 Income Information Earned and Unearned Income: Starting with applicant, list all household members who received Earned and/or Unearned Income. Name (Last/First) Source Annual Income GROSS Past 30 Days Total Annual $ $ $ $ $ $ $ $ $ $ $ $ TOTAL Annual Income (Last Column) $ Income Source 1. SS (Social Security) 2. Wages 3. SSI/SSDA/SSA/Social Security 4. GA 5. ADC/TANF/CASH 6. Pension/Retirement 7. Self-Employment 8. Unemployment 9. Child Support 10. Other _________________________________________________ [ ] APPROVED Vendor/Company/Recipient: Amount: $ Justification: Account #: Vendor/Company/Recipient: Amount: $ Justification: Account #: [ ] DENIED Reason: ______ ______________ Approved by: CAP Administrator Date If you disagree with this decision, you have a right to an appeal. Hearing process sheets can be obtained in the CAP office.
CMS Limitations on Employment Policy, Prohibition Against Contracting with Any Ineligible Person Policy, HCA : “Offshore” Telemedicine - Billing Implications Records Management Policy, Federation of Medical Boards, Directory of State Medical and Osteopathic Boards Compliance Line, Inc. (CCI) website: A on : see CPC-32, “Provider File Review Cactus Actions – Flagging” PARA.MF.PTAC.817 MEDITECH PARA.MF.PTAC.818 MEDITECH PARA.MF.PTAC.819 MEDITECH PARA.PP.PTAC.215 , EC.025
KTS and Mill Pond were on the decline because Springfield Public Schools (SPS) had virtually stopped referring students to out-of-district programs, instead building in-district programs that provided similar services to those at the Study Home’s schools. Back in 2005, after years of low enrollment numbers at some of the residential programs, the Board’s Executive Committee had created a contingency plan to consolidate its operations should the agency need to downsize. The plan called for the agency to vacate the Sherman Street campus and move all of the remaining programs and personnel to the Mill Pond campus in Sixteen Acres. Such drastic measures were avoided when residential enrollments began to creep up again, but with both schools hurting, KTS relocated to the Mill Pond campus in 2008, leaving the space it had occupied since its founding in 1966. The landscape of child welfare and social service provision was changing, as McCafferty noted in 2005. Following DSS’s shifting priorities, the Study Home had begun to “move from a child protective agency to a family preservation one.” For the Study Home, evidence of that shift materialized in 2010. With the aid of a $50,000 Community Development Block Grant from the City of Springfield, the old KTS building was renovated to create a Family Center for use by the Study Home’s growing family and foster care programs. SNAPSHOT: LIFE AT THE STUDY HOME IN THE 2000s Kevin Joslyn, Volunteer (2008-12) and Camp CASA Founder/Director (2013) In 2008, days before beginning his freshman year at Western New England University, Kevin Joslyn joined a freshman orientation program on volunteering in Springfield and found himself painting the Cottage basement with local artist and art
LHD shall have written policies and procedures in accordance with CSHCS published policy that are reviewed annually and updated as needed regarding local CSHCS program functions. This indicator may be met by: There shall be evidence of written policies and procedures (electronic or hard-copy) that stipulate local procedures in accordance with current CSHCS published policy. There shall be evidence that the written policies and procedures are reviewed annually and updated as necessary. See Addendum 1 for a complete list of policies. Documentation Required: All are required. Written policies and procedures with dated notation of annual review and revisions as necessary. Materials should be submitted in advance of the review. Evaluation Question: Does the local health department have written policies and procedures of local functions that are reviewed annually and updated as necessary? Indicator 3.3 LHD CSHCS shall facilitate family input regarding the local CSHCS program at least annually. This indicator may be met by: There shall be evidence of outreach for family involvement for input, feedback, and recommendations regarding possible improvements to the overall local CSHCS program. Documentation Required: (The bullet is required as written. Other documentation is needed to complete the requirement.) Written policy and procedure delineating how and when family input is obtained. Example of further documentation needed that meet the requirement, including but not limited to. Copies of outreach to families e.g., family survey documents and results, satisfaction surveys, groups, meeting notes etc. Materials should be submitted in advance of the review. On-site interview that indicates how family input is obtained and the outcome of family input. Evaluation Questions:
On-site interview that indicates when and how families of CYSHCN as well as of are referred to other needed services/programs. Dated client chart notation documenting application assistance and staff identifier. Information regarding program application assistance in the client’s Family Needs Summary Checklist. Information regarding program application assistance in the individual plan of care. On-site interview that indicates how the LHD assists families in applying for other programs that the client/family may be eligible. Evaluation Question: Does the LHD program refer CSHCS clients, as well as clients with special health needs who are not enrolled in CSHCS, to other needed programs and services, and assist families in applying for other programs as applicable? Indicator 4.3 LHD CSHCS shall inform all families about the Family Center for Children and Youth with Special Health Care Needs (Family Center). Written documents sent to families from the LHD shall contain the Family Phone Line toll-free number and the CSHCS website (). This indicator may be met by: There shall be evidence of informing clients/families about the Family Center, to include the Family Phone Line when appropriate, as well as inclusion of the required information on family-focused materials and correspondence to families. Documentation Required: (The two bullets are required as written. Other documentation is needed to complete the requirement.) Written policy and procedure delineating how/when families are informed and/or referred to the Family Center, which includes referral to the Family Phone Line as appropriate. Family correspondence and public relations materials contain the Family Line number and the CSHCS website. Materials should be submitted in advance of the review. Example of further documentation to meet the requirement, including but not limited to: Dated client chart notation including staff identifier Plan of care Checklist
scale. Applied is dominant. State intervention. Basic science plus commercial IP. applied growth, dreams of IP Hierarchy and social selection Steep university hierarchy. ‘One-chance’ universal competition with selection into prestige institutions. WCUs are fast track for life Steep institutional hierarchy mediated by SAAT scores. Some part second chances, mainly public sector. Top WCUs are fast track for life Competition for place in university hierarchy mediated by school results with some part second chances. WCUs provide strong start Fostering of World-Class Universities Part of tradition, universal target of family aspirations. Support for building of WCUs by funding and regulation. Emerging global agenda Entrenched hierarchy of Ivy League and flagship state universities, via research grants, tuition hikes, philanthropy. Source of global pride Ambivalence in national temperament and government policy on status of top institutions. Private and public funding hit ceilings Source: author
A good Family opinion before smacking was banned 60 mins Summer Workshops Puppet show about homeless Heatherbank, 1994 Homelessness: a Christian response Dealing with youth homelessness The Rock Foundation 14 mins Home Children, Canada and Silent Adults telling the story of their migration as children 19 mins and 12 mins Leonard Cheshire Options offered to people with disabilities throughout the starting in 1950 Leonard Cheshire Foundation 22 mins Lennox Castle The human history of an institution Interviews providing the history of the hospital which opened in 1927 to house the mentally handicapped Howard Mitchell, 2002 Lennox Castle History Project 75 mins The of Something Wonderful Showing how people with learning difficulties could function happily in ‘normal’ society after moving out of Lennox Castle with care in the community Produced by 2 GCU students, n.d. (CD format) 24 mins No Problem Attitudes to and care of physically disabled people from Victorian Heatherbank? 17 mins Quarriers Reel labelled Master A Question of Care Reminiscences of the children who lived in Quarriers Village homes from the 1970s Heatherbank? 13 mins Sinner Fictional story of a young girl in an Irish Magdalene Home for unmarried pregnant girls in the 1960s 60 mins Travelling People A look at the needs of travelling people in Scotland Heatherbank? 19 mins A Turning Point The Children’s Panel system dealing with children in trouble in Scotland Children’s Panel Advisory Group, Scotland, n.d. 15 mins Washing away the Stain Life in an Irish Magdalene Homes. Labelled Ex-S 1993 30 mins APPENDIX Scottish Borders Council Archives Not strictly oral history but this archive holds 40 daily journals of a Selkirk G.P. which might be of interest. They are currently blogging information daily – see:
has trouble sleeping away from home ☐ ☐ ☐ Yes No N/A (visiting relatives, vacation). Child awakens during night screaming, sweating, ☐ ☐ ☐ Yes No N/A and inconsolable. awakens alarmed by a frightening dream. ☐ ☐ ☐ Yes No N/A Waking During the NIght Child awakens once during the night. ☐ ☐ ☐ Yes No N/A Child awakens more than once during the night. ☐ ☐ ☐ Yes No N/A Child returns to sleep without help after waking. ☐ ☐ ☐ Yes No N/A How many minutes does a typical night waking usually last? _________________________________________ Morning Waking Child wakes by him/herself. ☐ ☐ ☐ Yes No N/A Child wakes up with alarm clock. ☐ ☐ ☐ Yes No N/A Child wakes up in negative mood. ☐ ☐ ☐ Yes No N/A Adults or sibling wake up the child. ☐ ☐ ☐ Yes No N/A Child has difficulty getting out of bed in the morning. ☐ ☐ ☐ Yes No N/A Child takes a long time to become alert in the morning. ☐ ☐ ☐ Yes No N/A Child wakes up very early in the morning. ☐ ☐ ☐ Yes No N/A Child has a good appetite in the morning. ☐ ☐ ☐ Yes No N/A Child wakes up by self very early in the morning. ☐ ☐ ☐ Yes No N/A Daytime Sleepiness Child naps during the day. ☐ ☐ ☐ Yes No N/A Child suddenly falls asleep in the middle of active ☐ ☐ ☐ Yes No N/A behavior. Child seems tired. ☐ ☐ ☐ Yes No N/A During the past week, how sleep has your child Been in the following situations? Not Sleepy Very Sleepy Falls Asleep Playing alone ☐ ☐ ☐ Watching TV ☐ ☐ ☐ Riding in car ☐ ☐ ☐ Eating meals ☐ ☐ ☐
Computer Club Thursday 3:15pm – 4:15pm Tech 4 All students Tracy Goodwin David Walker Conversation Club Monday Lunchtimes B Seminar 11 – 12 students Melanie Postmus Dungeons & Dragons Club Thursday & Fridays 8:00am – 9:00am Music Building All students Glenn Robinson Friday Beatz Friday Lunchtimes Quadrangle out front of Canteen Year 9- 12 students Sandra Boujos Good Breakfast Club Tuesdays 8:10am -9:00am H5 All students and staff welcome Webb Homework Club Monday Tuesday & Wednesday 3:30pm- 4:30pm Library and upstairs of F block All students depending on day and time (check with library) Sally Morris Indoor Soccer Club Wednesdays 3:30pm – 4:30pm Gym All students Oliver Callaghan Lunch Club Monday & Wednesday lunchtimes D4 All students Emma Lawson Litter Group Wednesday Lunchtimes (Every second week) All Students Helena Steadman Maker Space Friday lunchtimes Library All students Jane Price Mock Trials Wednesdays 8:00am – 9:00am F Activity Area Year 10 – 12 students Bree Carter Netball Wednesdays & Thursdays 8:00am – 9:00am Gym Year 8 students Amanda Monaghan & Maree Sterrett
Section 23 55 33.16 – Sample Specification for TF Gas Fired Unit Heaters PART 1 – GENERAL RELATED DOCUMENTS Drawings and general provisions of the Contract, including General and Supplementary Conditions and Division 1 Specification Sections, apply to this Section. SUMMARY This section includes gas-fired unit heaters INFORMATIONAL SUBMITTALS Product Data: For each type of gas-fired unit heater indicated. Include rated capacities, operating characteristics, and accessories. Shop Drawings: For gas-fired unit heaters. Detail equipment assemblies and indicate dimensions, weights, required clearances, components, and location and size of each field connection. Wiring Diagrams: Power and control wiring. MAINTENANCE MATERIAL SUBMITTALS Operation and Maintenance Data: For gas-fired unit heaters to include, installation, operation, and maintenance manuals. QUALITY ASSURANCE Equipment, Electrical Components, Devices, and Accessories: Listed and labeled as defined by Intertek’s ETL certification. Comply with the following codes and standards where applicable: ANSI Z83.8 -2009/CSA 2.6-2009 – American National Standard/CSA Standard for Gas Unit Heaters, Gas Packaged Heaters, Gas Utility Heaters and Gas-Fired Duct Furnaces. ASHRAE/IESNA 90.1-2010 – Applicable requirements in ASHRAE/IESNA 90.1-2010, Section 6 – “Heating, Ventilating, and Air-Conditioning”. NFPA 70, National Electric Code for electrical components and installation. NFPA 54, National Fuel Code for gas components and installation. WARRANTY Special Warranty: Manufacturer’s standard form in which manufacturer agrees to repair or replace components listed below of gas-fired unit heater that fails in materials or workmanship within the specified warranty period. Warranty Period for Heat Exchangers: Manufacturer’s standard, but not less than 10 years from the date of shipment. Warranty shall be non-prorated. PART -2 – PRODUCTS MANUFACTURES
Adaptability in Northern areas of Punjab and Khyber Pakhtunkhwa NARC Sarsun (OPV) Yield Potential: 3000 Kg/ha Maturity duration: 160-175 days Oil contents: 43 % Adaptability in Northern areas of Punjab and Khyber Pakhtunkhwa Approved by VEC in 2018 Groundnut: Pothowar (OPV) Pod Grain Yield Potential: 4200 Kg/ha Shelling Percentage: Good Maturity duration: 160-170 days Bunch type and Moderately resistant against Tikka Disease Pod size: Large Adaptability in Pothowar Approved by Punjab Seed Council in 2017 NARC-2017 (OPV) Pod Grain Yield Potential: 4300 Kg/ha Shelling Percentage: Good Maturity duration: 155-165 days Spreading type and Moderately resistant against Tikka Disease Pod size: Adaptability in Pothowar Approved by VEC in 2018 Maize: Fakhr-e-NARC (Hybrid) Yield Potential: 11-12 Tons/ha Maturity duration: 110-115 days Semi dent and white seeded Suitable for and fodder in Autumn season Approved by VEC in 2016 NARC White (OPV) Yield Potential: 05-06 Tons/ha Maturity duration: 105-110 days Flint and white Seeded Suitable for grain and fodder in spring and autumn seasons Better adapted in hilly areas Approved by VEC in 2016 QPHM-200 (Hybrid) Yield Potential: 12-13 Tons/ha Maturity duration: 110-120 days Flint and yellow Seeded Rich in quality protein (Lysine and tryptophan) Suitable for quality food, feed and fodder in spring Approved by VEC in 2017
Practices must successfully meet thresholds according to the rate sheet, in the developmental contract. If the appropriate number of thresholds are met (e.g. 4 out of 6), the corresponding performance incentive will be paid accordingly to the practice. Performance Year I: Practices must meet four out of six thresholds for success, via the appropriate method. Performance Year II: Practices must meet four out of six thresholds for success, via the appropriate method. Practices will be eligible for the additional performance incentive (as indicated in the developmental contract) if they successfully achieve thresholds for six out of six measures, via the appropriate method. 2014-2015 CAHPS PCMH Survey Recommendations Timing for surveys and adjudication Surveys will be administered in Fall of 2015. Details of data review We will continue to use top box scores for each domain as this allows for comparison to national standards, averages, and benchmarks. One threshold will be set for all performance levels on each measure Question 12 has been removed from the Access measure nationally. We will continue to monitor Question 12, but not use for performance, as to remain consistent with national standards. Thresholds for 07/01/2016 Adjudication Measure 2015-2016 Threshold Access 60% Communication 84% Shared Decision Making 68% Self-Management 54%
Step 3: Shift lead has to check if there are 15 files present in the directory “\\10.90.5.23\E$\Dev_Database\FTPFiles\WNS-CSI\Import”after 3.00AM EST. Note: These files are copied automatically thru RoboFTP application. Step 3a: If 15 files found to be missing in “\\10.90.5.23\E$\Dev_Database\FTPFiles\WNS-CSI\Import”directory, copy all files from “\\10.90.1.9\F$\FTPdata\csi_ftp\LawOutbound”to “\\10.90.5.23\E$\Dev_Database\FTPFiles\WNS-CSI\Import”directory. Step 4: Check for the “Csi_Load” job view history after 3.15AM EST. (There should be green tick without any error). Step 5: Check for the “CSI_Export2” job view history after 3.30AM EST. (There should be green tick without any error).
Below steps are similar to the steps mentioned above (Step 1 to 8) Copy all files from “\\10.90.1.9\F$\FTPdata\csi_ftp\LawOutbound”to “\\10.90.5.23\E$\Dev_Database\FTPFiles\WNS-CSI\Import”directory. Then run the “CSI_Load” Job first and then “CSI_Export2” job from SQL server “10.90.5.23”. Then copy all files (File Name starts with esb_) from “\\10.90.5.23\E$\Dev_Database\FTPFiles\WNS-CSI\Export” to “\\10.90.1.9\F$\FTPdata\csi_ftp\EssInbound” and on Wednesday only file fscwkychu.csv from to “\\10.90.1.9\F$\FTPdata\csi_ftp\LawInbound” directory. Then email WNS once the files copied back to FTP location. Escalation matrix Name Email-ID Contact no. Shift-Lead Helpdesk@churchs.com 1-877-232-0111 Rahul 040-30907322
Polyflor Expona PUR Routine Maintenance The following recommendations are provided as a guideline and the frequencies can be changed to optimize the appearance. Daily Mop sweep or vacuum to remove dust and loose dirt If required, spot clean to remove stubborn marks with neutral cleanser If required, dry buff to restore finish Weekly/monthly Assess the appearance of the floor If required, scrub with a scrubber dryer fitted with suitable pads, and using neutral cleanser (ph 7 to 9) If required, dry buff to restore finish Application of a floor Dressing Should you wish to apply a floor dressing to the floorcovering to provide extra protection in heavily trafficked areas, please follow details of the procedure below. Using an applicator and tray, or mop with wringer and bucket, the first coat should be applied thinly and evenly across the floor, to within 200mm of the skirtings It should then be left to dry.This normally takes approximately thirty minutes, depending on the ambient conditions and the thickness of the coating. When the first coat is dry, a second coat should be applied right up to the skirting.. Two or three thin coats are usually sufficient to provide excellent resistance to abrasion, scuffing and removal of black heel marks. Periodically- generally every six months- assess the appearance of the floor Regular cleaning is more beneficial to the floorcovering and more cost effective than occasional heavy cleaning. EXTRA MATERIALS: Furnish extra maintenance materials to Owner. Furnish extra materials from same manufactured lot as materials installed. Deliver to Owner enclosed in protective packaging with appropriate identifying labels. Tile Flooring: Furnish not less than one box for 50 boxes or fraction thereof, for each type, color, pattern and size installed. Resilient Accessories: Furnish not less than ten linear feet for each 500 linear feet or fraction thereof, of each type, size, color and pattern installed. END OF SECTION 09650 THIS SPECIFICATION ISSUED IN JANUARY 2014 SUPERSEDES ALL PREVIOUS POLYFLOR SPECIFICATION GUIDES.
Purchase Of Relocation Airticket / Book / Computer / Educational-related Item / Training / Workshops SECTION 1 – TO BE COMPLETED BY APPLICANT Item purchased: Purpose / Reason for purchasing the above item: Price: For Official Use: Item purchased: Purpose / Reason for purchasing the above item: Price: For Official Use: Item purchased: Purpose / Reason for purchasing the above item: Price: For Official Use: Item purchased: Purpose / Reason for purchasing the above item: Price: For Official Use: Item purchased: Purpose / Reason for purchasing the above item: Price: For Official Use: Total cost * Attach a separate sheet if necessary ______________________ Signature of student/ Date RFP FORM National University of Singapore
Fitting: Clip-on-Stop. Fitting: Fixed Jaw. Fitting: Push-Lock Swageless Fitting. Fitting: Push-Lock with Threaded Eye Swageless Fitting. Fitting: Pull-Lock Swageless Fitting. FlNlSHES Steel Finishes: Finish: Mill. Finish: Primed. Finish: Primed and painted. Finish: Powder coated. Color: ____________________. Color: As selected by Architect from Manufacturer's standard color offerings. Apply final finish before installation of cable hardware and cables. Stainless Steel Finishes: Finish: #4 Satin. Finish: #8 Polished. EXECUTION EXAMINATION Examine to receive new cable railing system. Notify Architect if areas are not acceptable. Do not begin installation until unacceptable conditions have been corrected. INSTALLATION Install cable railing system in accordance with manufacturer's instructions at locations indicated on the drawings. Install cable railing system plumb, level, square, and rigid. Anchor cable railing system to mounting surface as indicated on the drawings. Install wood railing components in accordance with Section 06430, Wood Stairs and Railings. Use manufacturer's supplied cable hardware. Terminate and tension cables in accordance with manufacturer's instructions. Tension cables to a minimum of 225 pounds (102.06 kilograms) each in sequence in accordance with manufacturer's instructions. Ensure cables are parallel to each other, and without kinks or sags. Replace defective or damaged components as directed by Architect. Repair damaged factory-applied finish as directed by Architect.