zilongwang/ReadingBank huggingface dataset:
PLACE: ~ MONTH YEAR ~ Sun Mon Tue Wed Thu Fri Sat Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose will they Meet and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet Begin and end times Date Volunteer Name Purpose Where will they Meet and end times Date Volunteer Name Purpose Where will they Meet Begin and end times
Auto Insurance cards on file (6 mo) DJJ Photo ID and Locator cards (each staff member) CPR/First Aid completion verified ()(yearly) SIGN IN/OUT REGISTERS YES NO N/A Standard Comments Visitors/clients sign in/out register in Lobby/Waiting Area Search Logs in place TECHNOLOGY YES NO N/A Standard Comments Security Awareness Training (2 years) TIME SHEETS / LEAVE YES NO N/A Standard Comments Employees entered into Kronos Time Keeping System Employee's work week on file FLSA YES NO N/A Standard Comments Monthly monitoring of accumulated FLSA hours LABOR POOL EMPLOYEES YES NO N/A Standard Comments Time Sheets reconciled in Kronos by the end of pay periods QUARTERLY CASE RECORD AUDITS BY JPM YES NO N/A Standard Comments 10% random audit by category of all records quarterly of Designated Felon cases being supervised in the community every 6 months Errors, corrective action documented in office's Quality Assurance administrative file Documented follow-up of corrective action in office's Quality Assurance administrative file DRUG SCREENING YES NO N/A Standard Comments Local procedures on file
Notice of Privacy Practices posted on official bulletin board FLSA Minimum Wage Poster posted on official bulletin board USERRA Rights on official bulletin Workers’ Comp Bill of Rights on official bulletin board Workers’ Comp Notice on official bulletin board Equal Pay for Equal Work Notice on official bulletin board Unemployment Insurance Notice on official bulletin board Vacation Unemployment Insurance Notice on official bulletin board Hazardous Chemical Notice on official bulletin board Notice of Right to Bail posted in a prominent location easily accessible to youth and parents/guardians. "No Smoking" signs posted in visible areas Designated smoking area posted MSDS forms on file Employee Assistance Program posted on official bulletin Organizational Chart Posted in office EMERGENCY PLANS YES NO N/A Standard Comments Fire Marshall annual inspection Accurate fire/evacuation plan, posted in red frames Annual Emergency on file as required, accessible to staff for use and review Monthly Emergency Drills on file Documented new employee training on Emergency Plans within 30 days of hire date Documented annual staff training on Emergency Plans Emergency exits posted Fire Extinguishers properly charged and tagged Fire Extinguishers properly mounted on wall First Aid Kits stocked, accessible to staff, stored in secure area OFFICE INVENTORY YES NO N/A Standard Comments
Request for Modification/Termination of Designated Felon Order Request For: Modification Termination Date, if any, of last request: Youth’s Name: DOB: JTS ID#: Region: District: County: Youth Address 1: Address 2: City, State, Zip: Phone: Parent/Guardian Name: Address 1: Address 2: City, Zip: Phone: Facility/Community Case Manager Name: Address 1: Address 2: City, State, Zip: Phone: PDRA Level and Safety Plan PDRA Risk Level: Low Medium High Current Safety/Supervision Plan: Y N N/A (attach if applicable) Higher Sights Level: White Blue Green Gold OFFENSE HISTORY Committing Judge: DF Commitment Order Date: Committing Offense: # Months Restrictive Custody Ordered: Pending Charges: (juvenile & adult, including traffic) County Date Charge A/J SIX MONTH REPORTS (attach all reports) Date of Reports: , , , , , , , , , , SERVICE PLAN / TREATMENT PROGRESS Goal Area / Intervention Progress Comments Offense/Conditions % Basic Care % Criminogenic % Impact of Crime Class Restitution Amount Ordered: Amount Paid: Community Service Hours Ordered: Hours Done: Supervision Fees / Fines Amount Ordered: Amount Paid: Summary of any treatment interventions (ex: substance abuse, failed drug screens, sex offender, etc.) and progress made: ACADEMIC AND/OR VOCATIONAL PROGRESS (attach current transcript) School Attendance: Grade Level: Classroom Behavior Reports: Extracurricular Activities: GED or H.S. Diploma Received: Y N Employed: Y N If so, ATTACHMENTS JTS Graduated Sanctions Summary: Disciplinary Hearing Reports: Placement History Report: Safety/Supervision Plan and Relapse Prevention Plan, if applicable: Victim Impact Statement: Youth personal statement:
Certified Community Sex Offender Supervision Specialist Scope of Services Specialist Name: CSO: District: Region: Address: Numbers: Office: DJJ Cell: Fax: Email Address: Supervising Juvenile Program Manager’s Name: Phone Numbers: Office: DJJ Cell: Date of Certification: General Description: A Certified Community Sex Offender Supervision Specialist will provide supervision and services and provide support to other Community Case Managers. The Certified Community Sex Offender Supervision Specialist may offer group sex offender education services until such time that a community provider can be secured. These services must follow the program as outlined in the DJJ Sex Offender Program Services Manual. The Certified Community Sex Offender Supervision Specialist will supervise a specialized caseload of identified sexually abusive youth. This caseload may be comprised other youth as assigned by the JPM with District Director approval. The Certified Community Sex Offender Supervision Specialist may be responsible, as assigned, for providing oversight to other offices where a Certified Community Sex Offender Supervision Specialist is not available. Other functions will include completing assessments, safety plans and connecting the youth with services in the community. Specific Duties: Complete all of the requirements for certification by the Approved Sex Offender Counselor Training Program. Provide specialized supervision to assigned cases. Provide group sex offender education services as needed. Maintain at least monthly contact with the youth’s community treatment provider to coordinate the youth’s supervision and track progress. Maintain monthly contact with the Juvenile Sex Offender Certified Counselor, if in YDC. Maintain contact with youth’s parent/legal guardians and Maintain contact with the youth’s parent/legal guardian according to Standards of Contact as outlined by DJJ Policy 20.32. Meet quarterly to review the specialized caseload with the JPM and District Director. Develop and provide oversight for all safety plans. Complete the Home Report for Sexually Abusive Youth for each youth on the specialized caseload.
and Meal Tracking Form Date: ________________________ Meal (B/L/D) Group Time In (last youth received tray) Time Out (last youth returned tray) # Reimb Meals # Meals # Sporks Issued # Sporks Collected Staff Initials Discrepancies (explain): __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ NOTE: Write “Sack” under Group column for sack meals provided. Write “To Go” under Group column for hot meals provided in to-go trays for youth not dining in cafeteria.
National Incident Management System Training Requirements Required classes are: Primary Classes – Professional Development Series IS-100.b – Introduction to the Incident Command System IS-200.b – Incident Command System for Single Resources and Initial Action Incidents IS 700.a – National Incident Management System (NIMS) an Introduction IS 800.b – A National Response Plan (NRP), an Introduction IS 907 – Active Shooter - What You Can Do Secondary Classes – Professional Development Series IS 230 – Fundamentals of Emergency Management IS 235 – Emergency Planning IS 240 – Leadership & Influence IS 241 – Decision Making and Problem Solving IS 242 – Effective Communication
Criminal justice comprises criminal law policy and legislation, policing, aid, infringements, corrections and services to victims of crime. Civil justice comprises civil law policy and legislation (including that relating to courts and tribunals and regulation of the legal profession), alternative dispute resolution, identity management through the Registry of Births, Deaths and Marriages and other rights-based services delivered by government and agencies. Emergency management comprises prevention, mitigation, preparedness for response to and recovery from public safety emergencies, whether as a result of natural or man-made events or disasters. Regulation comprises the regulation of liquor, gaming and racing and consumer protection and supports responsible gambling, racing industry integrity and the responsible service of alcohol. The regulation system also includes assurance functions provided by the Inspector-General for Emergency Management and the Office of Correctional Services Review. How our systems align to the Victorian Government Performance Management Framework Criminal justice system Objective Objective indicators Output groups Outputs Ensuring community safety through policing, law enforcement and prevention activities Community safety during the day and at night Crime statistics Road fatalities and injuries Policing and Crime Prevention Policing Services and Crime Prevention Effective management of prisoners and offenders and provision of opportunities for rehabilitation and reparation Escapes from corrective facilities Percentage of Community Correction Orders completed Rate of prisoner return to prison within two years Rate of offender return to corrective services within two years Enforcing and Managing Correctional Orders Prisoner Supervision and Support Community Based Offender Supervision A fair and accessible Victorian justice system that supports a just society based on the rule of law Prosecutions completed and returning guilty outcomes (percentage of total case finalisations) Legal advice and assistance provided Infringement notices processed Clinical forensic medical services provided Number of Sentencing Advisory Council publications Services provided to victims of crime against the person Working with Children Checks processed (negative notices issued within three days of receiving decision) Criminal Justice Services Public Prosecutions and Legal Assistance Infringements and Warrants Criminal Law Support and Reform Victims and Community Support Services Civil justice system Objective Objective indicators Output group Outputs A just and supportive society with increased confidence and equality in the Victorian community Complaint received and handled by the Victorian Equal Opportunity and Human Rights Commission (VEOHRC) People assisted through Public Advocate advice Civil Justice Services Protection of Personal Identity and Individual / Community Rights Dispute Resolution and Civil Justice Support Services
Residential tenancies fund Established under the Residential Tenancies Act 1997 to hold monies in accordance with sections 492 and 493 of that Act. 37,096 29,082 29,513 36,665 39,097 26,716 28,717 37,096 Vehicle lease trust account Established under the Financial Management Act 1994 to process the sales of VicFleet motor vehicles. 0 1,052 1,052 0 0 1,619 1,619 0 Treasury trust fund Established under the Financial Management Act 1994 for the receipt and disbursement of unclaimed monies and other funds held in trust. 31,146 24,392 27,501 28,037 26,311 24,214 19,379 31,146 Victorian consumer law fund Established the Australian Consumer Law and Fair Trading Act 2012 to hold monies in accordance with section 134 and Part 6.2 of that Act. 1,390 405 100 1,695 1,134 256 0 1,390 Total controlled trusts 527,681 139,098 241,598 425,181 515,277 136,194 123,790 527,681 (i) Trust account balances include cash and deposits (note 7.3) and investments (note 5.3). ($ thousand) Cash and deposits, and investments 2017 2016 Opening balance as at 1 July 2016 Total receipts Total payments Closing balance as at 30 June 2017 Opening balance as at 1 July 2015 Total receipts Total payments Closing balance as at 30 June 2016 Administered trusts Asset confiscation office retained monies trust Established under the Financial Management Act 1994 for the Asset Confiscation Office. 14,185 6,504 9,785 10,904 15,695 9,508 11,018 14,185 Victorian government solicitor’s trust Established under the Financial Management Act 1994 for the Victorian Government Solicitors Office. 37,957 65,915 95,628 8,244 18,170 40,972 21,185 37,957
Our vision The department’s vision is for a safe, just, innovative and thriving Victoria, where the rule of law is upheld, and rights and responsibilities are respected. Domain one: Victorians are safe Outcome Indicators Victorians are free from and harm People and their property are safe from crime and harmful activities, unlawful or harmful business practices and disasters or disorder Reduce violence and injury Increase safety for victims of harm Increase community safety Victorians are responsible for their actions People do not intentionally or inadvertently place themselves or others in danger through their actions or behaviours Reduce illegal or harmful business practices Reduce reoffending Victorians are held to account There are appropriate consequences for people and businesses that engage in unlawful or harmful activities Increase completion of orders Increase regulatory compliance Domain two: Victorians are connected and resilient Outcome Indicators Victorian communities are informed and engaged Communities understand local risks and prepare for and minimise impact Increase knowledge and awareness of risks Increase level of preparedness for emergencies Increase community engagement Increase awareness of support for victims of harm Victorian communities respond and adapt People and communities respond quickly and effectively to adverse events and to hardships and challenges Increase participation in community recovery Increase recovery from trauma Increase capability and capacity to respond to change Victorian communities are inclusive Victorian communities are without prejudice and celebrate diversity Increase trust, cooperation and respect Increase in community connection Increase sense of belonging Domain three: Victorians have equal rights and responsibilities Outcome Indicators Victorians experience dignity and respect The rights and dignity of every individual are respected and protected Reduce discrimination Increase connection to community and culture Victorians experience social and economic wellbeing Barriers that individuals face in participating and contributing to the social and economic life of the community are reduced wherever possible Increase connection to jobs and education Increase housing stability Increase positive family and social connections Increase in wellbeing Victorians take up opportunities to exercise their rights People know their rights and have access to appropriate remedies, and have the skills and knowledge to build Increase knowledge and understanding of rights
Accountability & Incentives Management (AIM) Screen Accountability & Incentives Management (AIM) is a structured of choices to use in response to behaviors exhibited by youth under community supervision. Sanctions are penalties to deter undesirable behaviors, where the change in response is determined by the youth’s progress toward the severity of non-compliant or delinquent behavior and CD Level. Document a CD Sanction For each sanction , click Sanctions & Incentives on the left menu tree and enter the corresponding information. Click Add New Sanction CD to enter new Community Detention sanction. Enter the Infraction Determination Guide information, including Behavior, Behavior Date, Frequency of Violation, Duration of Violation, Community Safety and Compliance with Conditions. Then click Calculate, METS will calculate the Recommended Infraction Level. The Recommended Infraction is calculated and Response Information section is activated below. Note: See Graduated Response Grid in Appendix A, for a full list of appropriate DJS responses to behaviors. Enter the Response Date, CD Level, and Response. All fields are required and must be completed to save the record. to stay on this same page or click to return to the Sanctions/Incentives List. Note: Clicking Save or Finish will lock the record, only click Save or Finish when you are certain that the documented information is accurate. Clicking Cancel will cancel the entire record, including information entered into the Infraction Determination Guide. Deleting a Record Once a response is documented, the record is locked and uneditable. There are two actions you can choose to update or modify the record. If the record was entered in error, the record can be deleted. To delete a record, from the Sanctions & Incentives List screen move your cursor over the , and select Delete. A confirmation message appears, yes.
If I wanted to weigh a mineral what tool would I use? Triple Beam Balance Ruler Graduated Cylinder Hot Plate If I wanted to warm a chemical that is already in a graduated cylinder what tool would I use? Triple Beam Balance Ruler Graduated Cylinder Hot Plate Which of the following units is part of the International System of Units (SI)? Pounds Ounces Meters Inches SPI 0607.Inq.3 Interpret and translate data in a table, graph, or diagram. Students counted the number of organisms located in a one-meter square plot in a grassland prairie. Their data are shown below. Which graph best represents the data? A good way to organize and record your results and observations is ______________________. In a data table By using a calculator With a balance or spring scale By having a hypothesis before you begin your experiment The picture shows four plants set up in an experiment. The plants were left under these conditions for a week. Which plant grew the most? Plant in box W Plant in box X in box Y Plant in box Z The chart shows how lima bean plants grew in different kinds of planting material under controlled conditions. Another lima bean plant was grown for the same amount of time as the other plants, but it was grown in mud. It grew 1.2 centimeters and had 1 leaf, which is similar to the plants grown in ______________________. Potting soil. Sand. Gravel. Based on the data, the students concluded that all cities in Tennessee will receive approximately 3.6 inches of rainfall next August. Which best explains why the students’ conclusion is incorrect? The data collected did not include yearly rainfall amounts. The data collected did not include daily rainfall amounts. Rainfall averages were collected only from one city. Rainfall averages were not compared to a previous year. SPI 0607.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence.
Investigations & Inspections Status of Non-Conformance Register Number Date Raised Description Corrective Actions College / Portfolio School / Department Closure Date Status of Corrective Actions Register Number Date Raised Description Corrective Actions College / Portfolio School / Department Closure Date Update on Internal HSW Audits [Completed Audits / Scheduled Audits] Health and Safety Risks [High Level Health and Safety Risks, identified, controlled, under investigation]
assignedEntity for the planned health care service This template is used to specify the organization/person responsible for the planned care. Table 8: assignedEntity content Constraints Overview XPath Card Verb Data Type CONF# Fixed Value assignedEntity Id 1..1 SHALL @extension 1..1 SHALL @root 1..1 SHALL @assigning AuthorityName 1..1 SHALL Addr 1..1 telecom 1..1 SHALL assignedPerson 1..1 SHOULD represented organization 1..1 SHALL The conformance criteria for assignedEntity elements are specified in in the DK-CDA-header document. Service delivery location This template is used to specify where the planned appointment for the health care service will take place. Table 9: Appointment participantrole content Constraints Overview Card Verb Data Type CONF# Value participantrole[templateId/@root = '1.2.208.184.14.11.3'] @classCode 1..1 SHALL SDLOC templateId 1..1 SHALL @root 1..1 SHALL 1.2.208.184.14.11.3 @extension 1..1 2017-03-10 id 1..1 SHALL @extension 1..1 SHALL @root 1..1 SHALL 1.2.208.176.1.1 @assigning AuthorityName 1..1 SOR addr 1..1 SHALL telecom 1..1 SHALL playingEntity 1..1 SHALL name 1..1 SHALL The address to be used is “besøgsadressen” in the SOR registry. SHALL contain exactly one [1..1] @classCode=”SDLOC” (CONF-DK: 48). SHALL conform to the DK Service Delivery Location template (templateId: 1.2.208.184.14.11.3) (CONF-DK: 49).
DIY Menu for PBL 5- Africa Week Directions: You must complete the entire left "Must Complete" column, then take the quick check test to move on. Then, complete one of the "Choose One Below" columns, depending on your test score. Complete only one letter option from the "Choose One Below" columns. DIY's 3 & 4 Due ____________ Africa 1. Read "The Impact of Colonialism on African Life" and answer the corresponding questions. 2. Create a postcard with a picture and written note as if you are Mandela, dealing with discrimination. It must include: -drawing portion: depiction of what Mandela went through AND -written portion: the struggles and human rights abuses he witnessed as well as suffered. (give specific examples) (6.1B, 6.2A, 6.11D) (6.1A) A) CONTENT 1. Watch the Apartheid brainpop. 2. Watch Safari Montage interview with Nick Clooney. 3. Write a paragraph explaining the influences (ex: politcal, economic, social, and cultural) of different groups on Africa. (6.2A&B) C) edHelper 1. Read both edHelpers on Rwanda and Darfur and answer corresponding questions. 2.Complete additional research on the conflicts in Rwanda and Darfur. 3. Identify the problems for each and construct a list of solutions for each issue. 4. Write a brief reflection: How could you implement these solutions and/or prevent these problems happening in other places? (including the US) (6.23A) B) VOCAB 1. Complete a Frayer model on the following words: Hutu, Tutsi, colonialism, Apartheid, injustice, imperialism, and invasion. 2. Complete the quizlet flashcards and quiz. What are the characteristics of this society? What are the historical events of this society? How did those events shape or change this society? Are there any individuals that contributed to this society? Politics? Economy? Culture? What was this society like in the past? What conflicts did they have in the past? What is this society like now? Did those conflicts affect their current conditions? If so, how? Were human rights violated? If so, how?
A coaxial cable has an inner conductor of radius Rwhich is surrounded by an outer conductor of inner radius 1.5R and outer radius 2R. a current I enters through the inner conductor and comes out through the outer conductor. The current is uniformly distributed across the cross sections. Find the magnetic field at a distance r from the axis. A cylindrical conductor of radius a has an off axis hole of radius b running through the cylinder. The distance between the axis of the cylinder and the hole is d. The cylinder carries a current I uniformly distributed over the cross section. Determine the magnetic field at a point inside the hole which is at a distance r from the axis of the cylinder. A cylindrical conductor of radius a has a non uniformly distributed current. The current density at a distance r from the axis of the cylinder is . Calculate the magnetic field strength both inside and outside the cylinder. Consider an semi-infinite current sheet of finite width w and negligible thickness which carries a current I along its length. Calculate the magnetic field at a distance d from one of the edges. A solenoid of radius 10 cm and length 1.5 m, carries a current 20 A in its windings. If the at the centre of the solenoid is 100 Gauss, how many turns are there in the solenoid? A toroid of inner radius 18 cm and outer radius 20 cm, carries a current of 10 A. What are the maximum and minimum values of the field strength in the toroid, if it has 1000 turns? A long cylinder of radius 2R has a coaxial hole of radius R. The cylinder carries a current I distributed uniformly across its section. Calculate the field at a point on the axis.
2018-20 Chapter Officers’ Leadership Training ● June 2, 2018 Pineville Convention Center, 2727 Monroe Hwy, Pineville Please type or print. Make check payable to: Epsilon State. Deadline: May 11, 2018 Mail to: Martha Turner, 2429 Clearbrook Way, Haughton, LA 71037 For New Chapter Officers Chapter:_________________________ District: _______________ (If anyone is substituting for an officer, please write substitute beside the office with the substitute’s information written below.) Chapter President (Name) Mailing Address Email Phone Special Needs Attending Lunch (Circle) Yes No Chapter 1st Vice President (Name) Mailing Address Email Phone Special Needs Attending Lunch (Circle) Yes No Chapter Second Vice President (Name) Mailing Address Email Phone Special Attending Lunch (Circle) Yes No Chapter Treasurer (Name) Mailing Address Email Phone Special Needs Attending Lunch (Circle) Yes No Registration Fees for Chapter Officers Attending ($15 per attendee) 1 2 3 4 $ Luncheon Fees ($17 per attendee) 1 2 3 4 $ Total Amount Enclosed $ For State Officers/Personnel, District Directors, & Leadership Development Committee Members Only Name Title Mailing Address Email Phone Number Special Needs Attending Lunch (Circle) Yes No Registration Fee ($15 per attendee) $ Luncheon Fee ($17 per attendee) $ Total Amount Enclosed $
DKG ~ Nu Chapter Minutes Texas State Organization The Delta Kappa Gamma Society International Chapel of the Hills, Wimberley, TX September 11, 2018 Nu Chapter of the Texas State Organization of The Delta Kappa Gamma Society International met on Tuesday, September 11th at 5:30p.m. at Chapel of the Hills, Wimberley, TX for fellowship followed by a regularly scheduled meeting. President Tonya Rhodes and Secretary Cheryl Blake attended. A quorum was established. Members in Attendance: Loretta Eiben, Debra Zupancic, Cheryl Blake, Robin Estepp, Karen Franco, Connie Martin-Thompson, Bonnie Flammang, Jenny Turney, Tanya Rhodes, Nadyne Gartmann, Peggy Parker, Gracie Rocha, Tonda Frady, Carol Grim, Kathy Martinez-Prather, Sandra Morales -President Rhodes welcomed and thanked everyone. . An inspirational reading followed by Morales. Everyone enjoyed a salad meal provided by the officers. Meeting Program ~ “The Latest from State and International” presented by Eiben & Morales. President Rhodes called the meeting to order at 6:15p.m. Recording Secretary Blake submitted the minutes of May 15, 2018, accepted as posted online. Treasurer Frady reported a balance of $391.03. She also reported that we received an ASTEF check of $2500 to be awarded to Mendez Elementary. Martin-Thompson asked when dues for the year are due and what is the amount? All dues must be submitted prior to Novemeber. Programs/Projects: Eiben is currently working with the principal of Mendez to schedule a date for the presentation of the money. We will also be attending a variety of their programs as a part of our grant commitment. Online Yearbook: Gartmann reported that the yearbook can now be found online and has been emailed to all members. Members without emails have received a printed copy. Yearbook has been submitted to state. Old Business None New Business Update: Gartmann reviewed the updates to the rules to make the chapter in compliance with International. Gartmann made a motion to adopt the 2018 Updated Rules as corrected and amended to coincide with the 2018 International Standing Rules and Bylaws as amended at the 2018 International convention. Motion was made that the Yearbook Committee moves the adoption of the 2018 Nu Chapter Yearbook with any necessary corrections. Both motions carried.
DKG New Jersey Convention Artisan Faire April 13 – 15, 2018 APPLICATION INFORMATION The DKG New Jersey Artisan Faire is a juried exhibition and sale of art objects and crafts held during the DKG 2018 Convention. Jurors who are experts in the field choose artists to participate in the Artisan Faire. Artists are selected on the basis of the originality, artistic conception, and quality of their work. The faire will be open Friday evening at the conclusion of the Basket Auction and Saturday during the day until 4:15 PM. Please note: The faire will be closed during the State meeting and during the luncheon. All exhibitors will be expected to remain with or arrange for someone to remain with the their work during open hours. DEADLINES, INFORMATION AND FEES: Electronic applications should be filed beginning January 15, 2018. The application period closes on February 15, 2018 or before if all spaces are reserved. The fee for applying for space is $20.00. Fees will be donated to a DKG NJ scholarship or charity fund determined by the state officers. NOTICE: The application fee is non-refundable and due once you are accepted into the show. Check information will be sent in the acceptance email. A maximum of 12, 8’ tables are available. Each artist has 8’ of table space and any freestanding display behind the 8’ area. Artists may share the table space but must indicate at the time of application if they will share a table and with whom. Space is limited and will be allotted on a first come, first served basis. ELIGIBILITY: The DKG New Jersey Artisan Faire is committed to presenting the most skilled, original art and craft objects created by our members. The Artisan Faire is looking for artists who produce one-of-a-kind and limited edition objects that have been created by the artist's own hands. MEDIUM CATEGORIES: Basketry, ceramics, decorative fiber, furniture, glass, jewelry, leather, metal, photography, mixed media, paper, wearable art, canvas and wood. All work must be for sale. If you have any questions about categories, email Jan at . DKG Artisan Faire Application Email to:
Autumn is here and it’s hard to believe that our first month is over. The time has passed quickly as we’ve all been so busy, as you can see from our classroom and pictures the children have been taking home. The children in the morning and afternoon sessions are settling really well. They are getting used to the new activities and routines of playgroup. Extended sessions as from Mon. 5th October for funded full time children as follows: Morning Session 9am - 11.45pm Afternoon Session 12.30pm – 3.15pm We are looking forward to welcoming the children (who have turned on their last birthday) as from the 5th and 7th October and throughout the coming months. These children will attend two days each week – which they have been notified of already. Hopefully they will enjoy being one of the Discovering Kids. Pre-preschool children Morning Session Monday - Thursday 9am – 11am Afternoon Session Monday - Thursday 12.30pm - 2.30pm If your child settles quickly and is content, they can stay the same length of time in the playgroup as the older children as they may wish to do. The prepre children are required to pay £10 as a registration fee and £5 each session. The Committee have asked for the daily sessions to be paid monthly – at the beginning of each month, to help the treasurer with the lodgements into the bank. Each child will be provided with a named envelope to use and bring into playgroup. Dates for your diary. 12thOctober Playgroup will operate as usual. You will be notified of the extra day for a holiday Term 2 or 3. Mon. 19th– Fri.23rd Oct. Settling in interviews with the key workers Thurs. 22nd October We will be holding a Superhero/Princess Craft Day for parents/carers to join us for part of the morning and afternoon sessions. We have decided to do this to support the Special Olympics Ulster training programme for the selected athletes to compete in 2019. In the Ulster region there are almost 2,000 athletes in 90 clubs and thousands of volunteers helping to deliver the huge programme. Each child is encouraged to make a small donation to this worthy cause whether they decide to dress up or not. As stated earlier there is no need to buy expensive dressing up outfits, just use what you have already or borrow from a friend. Closed for Halloween Wed 28th- Fri
Diagram Question Choices (page references for answers in brackets) 86. This sign A. Road incomplete. B. Divided road C. Incomplete roundabout ahead. D. Modified ‘T’ intersection ahead. (p. 19) 87. This sign A. Steep hill ahead. B. Unmade road ahead. C. Slippery road ahead. D. Winding road ahead (p. 19) 88. This sign means? A. Hairpin bend to the right. B. ‘U’ turns allowed. C. You must turn D. Road ends – turn around (p. 19) 89. This sign means? A. Helicopter landing pad B. Ambulance Station ahead. C. Hospital emergency entrance D. A crossroad intersection ahead. (p. 19) 90. This sign means? A. Left lane closed, right lane open. B. Left lane open, right lane closed. C. Trucks must use right lane. D. “T” intersection ahead. (p. 19) 91. This sign A. Bends ahead. B. Road slopes ahead. C. Slippery surface ahead. D. Steep winding road ahead. (p. 19) 92. This sign means? A. Do not pass another vehicle. B. Stop and give way to all traffic and pedestrians. C. Do not beyond this sign. D. Allowed to enter. (p. 18) 93. This sign means? A. No right turn. B. One way traffic. C. Left turn only sign. D. Keep to the left of the sign. (p. 18) 94. This sign A. Vehicles travel in both directions on this road. B. No right or left turns. C. No 3 point turns allowed. D. No U-turns allowed. (p. 18)
Diagram Question Choices (page references for answers in brackets) 125. You are driving Car B. You must give way to - A. No one (you pull out first). B. The pedestrian. C. The pedestrian and Car A. D. Car A. (p. 30) 126. Who must give way? A. Car A. B. The pedestrian. (p. 22) 127. In what order do the cars go? A. Car C, Car A, Car B and Car D B. Car C, Car B, Car A and Car D. C. Car B, Car A, Car C and Car D. (p. 27) 128. Which car goes first? A. Car A. B. Car B. (p. 27) 129. Does the car or the pedestrian have to give way? A. The Pedestrian. B. The Car. (p. 22) 130. Which car must give way? A. Car A B. Car B (p. 22) 131. Which car must give way? A. Car A B. Car B (p. 24) 132. Which car must give way? A. Car A B. Car B (p. 24)
PHYS 695 Biomagnetism 3 (3+0) Biomagnetic fields. The Josephson effect. SQUID Magnetometers: layout, noise cancellation, rf, dc, and high Tc SQUIDs. Magnetoencephalography (). Magnetocardiography (MCG). Magnetoneumography (MPG). PHYS 696 Free Radicals in Biological Systems 3 (3+0) General molecular bonding and structures - Definition of free radicals - Free radicals in chemical and biochemical interactions – Chemical properties of free radicals – Magnetic properties of free radicals – Biradicals – Generation of free radicals by spin resonance of free radicals – Hyperfine interactions of free radicals – Free radical labeling – Beneficial and damaging roles of free radicals in biological systems – Antioxidants and free radical scavengers. PHYS 697 Environmental Radiation Biophysics 3 (3+0) Radiation and environmental radioactivity. Sources of environmental radioactivity. Radioecological pollution. radiation interaction with matter. radiation effects on living system. stochastic and non-stochastic effects. delayed effects and physical-chemical properties of radiation effect in cells. environmental pathways analysis and dose assessment; radioactivity risk assessment
Commercial Plates In Plates Isolates No versus growth ITC VRC PSC Drug-free ITC VRC PSC Drug-free All isolates Score ≤0 versus >0 91% 83% 67% 100% 86% 85% 69% 100% Score ≤1 versus >1 90% 88% 95% 100% 90% 91% 90% 100% Score ≤2 versus >2 74% 95% 87% 97% 68% 95% 87% 94% Wild-type Score ≤0 versus >0 98% 98% 98% 98% 93% 100% 100% 98% Score ≤1 versus >1 100% 100% 100% 98% 100% 100% 100% 98% Score ≤2 versus >2 100% 100% 100% 95% 100% 100% 100% 90% CYP mutants Score ≤0 versus >0 83% 68% 38% 98% 78% 68% 40% 98% Score ≤1 versus >1 80% 75% 90% 98% 80% 80% 80% 98% Score ≤2 versus >2 50% 88% 75% 95% 38% 88% 75% 93% Table S3. Sensitivity and specificity based on presence of CYP mutations and growth score ≤1 versus >1 in at least 1 azole containing agar well out of all thee azoles (itraconazole, posaconazole and voriconazole) and out of two of the azoles (itraconazole/voriconazole, or itraconazole/posaconazole or voriconazole/posaconazole, respectively). Laboratory Commercial Plates - Observer 1 In house Plates - Observer 1 Commercial Plates - Observer 2 In house Plates - Observer 2
DL Course Weekly Schedule of Activities Complete the following table, by entering the official WebCMS information for this course, the current methods used in the traditional offering of this course, and use the abbreviations from Table 1 for the DL delivery of the course. Estimate a student’s time on task expected for each DL abbreviation activity listed. Include all of the students’ time needed for this course; consider the “college hour” (2 hours of homework for every lecture hour). Include both the “in-class” hours as well as the homework hours in this table. Table 2. DL Course Weekly Schedule of Activities All methods listed in 1 must be listed below. Use a 16-week format, even if shorter versions of the course are offered. Demonstrating “Regular and Effective Contact” in the course is required by state and federal regulations. 1 2 3 4 5 Week Course Outline Lecture and/or Lab (from WebCMS) Traditional Course (use descriptions) DL Course (use abbreviations from Table 1) Estimated time on task (hrs) 1 Course Orientation Introduction to the LMS Introduction activities Course Orientation Introduction to the LMS Introduction activities Videos CO AN DF TR CM LEC/F2F VI PM 1.0 0.5 1.0 3.0 0.5 2.0 1.0 TOTAL: 9.0
Assessment Overview- Pharmaceuticals Manufacturer A team of students & faculty from the IAC at the University of Delaware performed an industrial assessment at AstraZeneca Pharmaceuticals’ Newark, DE Supply Site. The assessment was sponsored by the Department of Energy and was led by Center Director Dr. Keith Goossen, a faculty member in the Department of Electrical and Computer Engineering. On March 26th, 2010 the IAC team employed a comprehensive assessment methodology that considered energy, waste, & improvements. The team examined all large energy-consuming equipment &systems for potential savings. They compiled a waste inventory & investigated the potential for waste reduction or improved disposal/recycling methods. The team also examined manufacturing processes for potential improvements, & emerging technologies were assessed for potential contributions to efficiency improvements. Summary Through the Department of Energy’s Industrial Assessment Center (IAC) located at University of Delaware, a pharmaceutical manufacturer was able to realize a 12.8% reduction in electricity and 26.9% in natural gas, resulting in a 17.4% overall utility cost reduction. Company Background AstraZeneca’s plant in Newark, DE, is a 612,200 ft2 facility that produces large volumes of pharmaceutical products each year. At the time of the assessment, the plant consumed about 35,762,484 kWh and 187,861 MMBTU of natural gas per year. Existing plant Best Energy Practices included updated lighting, VFDs installation for most motors, insulated structures and input from a sustainability team. Recommendations Implemented The table below summarizes specific recommendations that were made during the assessment and were implemented or will be implemented in the near future. projections of savings & capital costs identified during the assessment have been established through engineering analyses and research. As a result, eleven recommendations were implemented by the company and are listed below. Not Implemented It was recommended to adjust the speed of the desiccant wheel (that dehumidifies the plant) to minimize steam consumption, and in principle save 14,300 MMBTU/year natural gas, but the wheel speed as not able to be varied. Points of Interest Relaxing HVAC set points during the weekends, and implementing lighting controls, saved the company ~ $0.5 MM/year. Furthermore, this plant also saw significant gains in optimizing boiler efficiency and operation. Installing O2 trim, eliminating low-load operation, and returning condensate saved the plant 32,572 MMBtu and $328,000 per year. Implemented Recommendations
NFQ Level 8 Competence - Context Use advanced skills to conduct research, or advanced technical or professional activity, accepting accountability for all related decision making: transfer and apply diagnostic and creative skills in a range of contexts. Evidence of learning Please a short paragraph indicating your prior learning. This paragraph shows your competence at honours degree level. In what contexts do you use the Internet? What impact has it had on the decisions you make professionally? How has it changed your work practices and the practice in your field? DL122 Certificate in Fundamentals of User Experience Design Applicant name: _________________________ NFQ Level 8 Competence Role Act effectively under guidance in a peer relationship with qualified practitioners: lead multiple, complex and heterogeneous groups. Evidence of learning Please write a short paragraph indicating your prior learning. This paragraph shows how you relate to colleagues. Describe a user experience design project where you had to work with other people. In particular, outline the role you carried out, and the manner in which you had to work with other people. Describe any leadership, management or strategic decisions that you had to make that affected the work of other people. DL122 Certificate in Fundamentals of User Experience Design Applicant name: _________________________
2 Musicology and Contextual Studies 10 Full Academic Year The aims of the module are to: Initiate a comprehensive understanding of musical structure, pacing, and tempo. Provide an understanding of the effects of music on popular culture and political climate. Introduce the student to the narrative possibilities of music Provide the student with a thorough understanding of the history and evolution of Deepen the knowledge of genres of popular music forms. Create an understanding of the power of the human voice to shorten and lengthen social distance with microtonal changes. Provide an awareness of the psychological impact of in terms of mood and physical response. On successful completion of the module, you will be able to: Discuss and consider different musical genres, and their provenance and interrelationships. Assess and describe contemporary in the relation to political and social placement. Describe and compare the voice and its emotive and presentational possibilities in terms of narration, commentary and vocalisation. Judge and critique the emotive and visceral potential of music.
SECTION 4 Appealing a PIP decision Follow these steps if you are unhappy with your Personal Independence Payment (PIP) decision. Discuss the decision with the Department for Work and Pensions (DWP) and explain why you think the decision is wrong. If you are not happy with the decision you can make a formal request to have it looked at again. This is known as a ‘mandatory reconsideration’, this must be done within one month of the date of your decision letter. We can help you with this. You will receive a ‘mandatory reconsideration notice’ as a response. The final stage is to make a formal Appeal, Fill in the form and send it to the address on the form. We can help with this. You must send this within one calendar month of the date on the mandatory reconsideration decision letter and include your mandatory reconsideration notice. SECTION 5 Useful links
References Crowe, T. P., & Grenyer, B. F. (2008). Is therapist alliance or whole group cohesion more influential in group psychotherapy outcomes? Clinical Psychology and Psychotherapy, 15, 239-246. http://dx.doi.org/10.1002/cpp.583 Dovidio, J. F., T., & Shnabel, N. (2009). Cooperation and conflict within groups: Bridging intragroup and intergroup processes. Journal of Social Issues, 65(2), 429-449. Retrieved from Kearney-Nunnery, R. (2012). Working with groups. In Advancing your career: Concepts in professional nursing (5th ed., pp. 39-53). New York, NY: F. A. Davis Company. Markin, R. D. (2009, December). Exploring a method for transference assessment in group therapy using the social relations model: suggestions for future research. The Journal for Specialists in Group Work, 34(4), 307-325. http://dx.doi.org/10.1080/01933920903219086 Roberts, J. (2005). Transparency and self-disclosure in family therapy: Dangers and possibilities. Family Process, 44(1), 45-63. Retrieved from Tuckman, B. W., & Jensen, M. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 21(4), 419-427. Retrieved from http://www.freewebs.com/group-management/BruceTuckman(1).pdf
Walters, D. A. (2009, May). Transference and countertransference as existential themes in the psychoanalytic theory of W. R. Bion. Pscyhodynamic Practice, 15(2), 161-172. http://dx.doi.org/10.1080/14753630902811367 Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books. Yalom, I. (n.d.). Chapter 5: Therapist basic tasks [Lecture notes]. Retrieved from Grade 57.60 / 60.00 Graded on Saturday, 24 August 2013, 8:59 AM Graded by Debbie McCreedy Feedback comments 1) Write a 2,000 word essay which analyses some of the concepts, theories and practices of group work within mental health care. The essay is worth 60% of your final grade. 2) Format to APA standards including a title page, an abstract and a reference list. 3) A minimum of five references is