zilongwang/ReadingBank huggingface dataset:
held degrees in engineering or computer technology, 2 percent in mathematics, and the remaining 61 percent had degrees in fields of business, accounting, finance, health care, arts and the humanities . Understandably FSU’s new core curriculum’s inclusion of the humanities and creative arts, as little as it is, is at least moving in the right direction to “help students develop a sense of social responsibility, as well as strong and transferable intellectual and practical skills such as communication, analytical and problem-solving skills, and a demonstrated ability to apply knowledge and skills in real-world settings”. It remains to be seen how successful this core curriculum is translated into majors of focus in the upcoming years ahead. School of Nursing Following the reinstatement of their nursing program in 2011, there were 407 students enrolled in the fall 2012 semester and 429 students enrolled in the spring 2013 semester (Fayetteville State University, 2013a). A breakdown of the actual school of nursing student population was not available, but it is possible that it mirrors the parent institution’s student profile. Also, using statistical data provided by the North Carolina Board of Nursing, it is most likely that the profile of nursing students at FSU are predominately female, and between the ages of 21 – 25 years old . Outside of offering a generic four year track baccalaureate in science program, FSU also offers a RN-BSN program that has been actively successful since 1992. Admission into the generic BSN nursing program is calculated using an admission ranking formula. Components of the formula include: successful completion of all required prerequisite courses with a grade of C or better; an overall GPA of 2.75 and a Math/Science GPA of 2.8 or higher; and a passing score on the Kaplan, TEAS or HESI entrance exams. Additional points are awarded to students who are FSU active military, including veterans, and 4-year second degree seeking students (Fayetteville State University, 2013b).
Table 6: Summary of results from selected papers investigating efficacy of kinesiotape in treatment of shoulder impingement (SI). Study Presenting condition Outcomes measured Experimental group Control group Summary of results Hsu, et al, 2009 Shoulder impingement (n = 17) 1. Shoulder kinematics 2. Muscle activity 3. Muscle strength KT to trapezius (n = 17) Identical taping but with non-flexible 3M tape (n = 17) Improved scapular posterior tilt at 30-60 in both groups Increased lower trapezius activity at 60-30 in KT group Decreased activity in same in control group Increase in serratus anterior and upper trapezius activity in both Increase in strength of lower trapezius in KT group Kaya et al, 2010 Shoulder impingement (n = 55) 1. Pain 2. Disability KT over supraspinatus, deltoid and teres minor + home exercise program (n = 30) Ultrasound, TENS, heat pack and exercise daily + home exercise program (n = 25) Pain improved equally by end of but improvement was initially faster in KT group Disability scores lower in KT group than control group at end of Thelen et al, 2008 Shoulder impingement (n = 42) 1. Pain 2. Disability 3. Range of movement (ROM) KT over supraspinatus and deltoid and across coracoid process (n = 21) KT applied with no tension in areas (n = 21) Immediate improvement in ROM in KT group but similar improvement in both groups at end of trial No significant improvements to pain or disability in either group Key: KT = Kinesiotaping ; SI = Shoulder Impingement trial
This study is the first to explore the connections between SI and lung function. Results indicate that greater numbers of social roles are associated with higher levels of lung function (Figure 2), and that plausible pathways connecting the variables include physical activity, not smoking, and greater happiness. Social Roles and Lung Function When examining individual roles, we found that marriage was the strongest predictor of lung function. This is consistent with research showing that married people have lower levels of morbidity and mortality (Kiecolt-Glaser & Newton, 2001). Marriage confers many benefits, including increased levels of socioeconomic status via dual incomes, which can lead to increased access to health care and decreased medical costs. Spouses may also be constant monitors of their partner’s behavior and provide encouragement in health and well-being goals (Tucker & Anders, 2001; Umberson, 1992). Finally, the presence of an intimate and close relationship that is consistently available may provide stability that leads to better well-being and to social support in the face of adversity (Cohen & Wills, 1985). We then asked whether the association of number of social roles with PEFR was attributable to the individual role of marriage. Although marriage is associated with employment and parenthood, it is also associated with not belonging to clubs or being a friend. When marriage is removed from the calculation of number of social roles, number of roles still predicts lung function, and does so independently of marriage. Overall, these data indicate that marriage does not account for the association of SI and lung function, but merely contributes to it. We also addressed what other roles contributed to the relation between SI and lung function. There were individual associations of marriage, friends and relatives, with increased lung functioning indicating benefits of having these roles. This is consistent with the findings
Date Date Supervisor’s Manager Date Title Signature Date Date HR Date Title Signature Date LIST TRAINING RECEIVED OVER THIS REVIEW PERIOD Run an e-learning training report for this review period. The report includes CRJ’s annual required courses, i.e. Treatment Philosophy, Workplace Violence, HIPAA and Sexual Harassment. List below any completed courses recommended/required for developmental/job enrichment noted in the employee’s last IDP if not listed in the attached e-learning (e-Academy) report. In completing this review, all trainings should be considered to determine if the employee applied the learning/improved their performance. Course Title Related Competency/ Performance Standard(s) Date Completed Number of Hours GOALS/OBJECTIVES Indicate primary goals/objectives noted in last year’s IDP and over the course of the year that were communicated to the employee as critical to achieve. Consider how you weighted the goals in terms of importance, the capacity of the employee over the course of the year and any additional resources needed to accomplish the goals/objectives. 1. Comments: Rating: 2. Comments: Rating: 3. Comments: Rating: 4. Comments: Rating:
Source Applicability: This site focuses on corrections and policy issues focused on women corrections facilities. The policy examples are applicable for the discussions and the Final Paper. . This source addresses policy initiatives on a wide variety of criminal justice topics. Note the featured topics down the left side of the web page or use the advanced search on the right side. Source Applicability: The policy issues on this government site generally take a look at the policy initiatives from wide holistic perspectives. The policy examples are applicable for the discussions, the journal article review, and the Paper. . (http://www.sentencingproject.org/) “The Sentencing Project works for a fair and effective U.S. criminal justice system by promoting reforms in sentencing policy, addressing unjust racial disparities and practices, and advocating for alternatives to incarceration.” (The Sentencing Project website) Source Applicability: This is a good website to identify potential criminal justice policy issues from a state perspective versus the federal government. The policy examples are applicable for the discussions, the journal article review, and the Final Paper. WEEK FIVE POLICE and COURTS AS POLICY ACTORS Recommended Resources Text Chen, E. (2014). strikes: Passage, implementation, evaluation, and reform. In S. L. Mallicoat & C. L. Gardiner (Eds.), Criminal justice policy (pp. 261-274). Thousand Oaks: Sage Publications, Inc. This is Chapter 16 in your primary textbook Criminal Justice Policy. Durfee, A. (2014). Mandatory arrest policies and intimate partner violence. In S. L. Mallicoat & C. L. Gardiner (Eds.), Criminal justice policy (pp. 101-117). Thousand Oaks: Sage Publications, Inc. This is Chapter 7 in your primary textbook Criminal Justice Policy.
Unit Enrichment 1.) Supply each member with a copy of the Charter for Racial Justice Policies. 2.) As a unit, attend a worship service of a church, synagogue or temple with a racial/ethnic background different from your own. Be certain to inform the leadership of your intended visit. 3.) Plan and present a worship experience for your unit or church with an emphasis on racial justice. 4.) Present a program on equal education, housing, employment or medical care exploring how race may have been a factor or implicated in the area. 5.) Plan jointly with a group of a different racial/ethnic background: programs from the UMW Program Resource Book at one or more meetings. book reviews using books from the Reading Program with special emphases on books related to ethnic racial groups or persons. ecumenical resources on social justice 6.) Give a Special Mission Recognition pin to someone who works to promote racial justice. Beyond the Local Unit Host an international tasting party, cultural fair or other event. Be certain to integrate a racial justice element into the programming. Hold a postcard writing party encouraging legislation favorable to the economically deprived or challenged. Provide a space or childcare for ESL (English as a Second Language) classes. Have a pulpit exchange with a pastor of another ethnicity. For one month scan the daily news media TV/newspaper advertising, pictures, and/or children's literature) to ascertain the degree of racial stereotyping portrayed. Use the information in one of the following ways: Design and present unit programs Share information with administrative body of your church Share with Sunday School classes Share with youth group
COURSE OUTLINE (All assignments are due on Fridays by 5:00pm EST) WEEK DATE SWAYS & ASSOCIATED QUIZZES READINGS & ASSOCIATED QUIZZES DISCUSSION POSTS RESEARCH EXERCISES INFOGRAPHICS SECTION: INTRODUCTION TO COURSE 1 Aug Introduction to Course SECTION: CRIMINAL LAW AND CRIME 2 Aug Criminal Law and Crime Criminal Law and Crime Discussion Post 3 Aug 1 -Two Crime Measures -Prevalence of Crime -Homicide in U.S. Crime Exercise Sept
4 2-8 Crime Infographic (Note: Learning how to make these will take substantial time, so don’t delay. I’ve given you all a week.) SECTION: LAW ENFORCEMENT 5 Sept Law Enforcement -Federal Justice Statistics -Federal Law Enforcement Officers (including “Definitions of job function categories” p. 10) and Local Law Enforcement Agencies 6 Sept -Personnel, Policies, and Practices -Requests for Police Assistance -Traffic and Street Stops Law Enforcement Discussion Post 7 Sept -Police Use of Nonfatal Force -Arrest in U.S. -Arrest-Related Deaths Arrest Exercise
8 Sept 6 -Campus Law Enforcement -Equipment and Technology Arrest Infographic SECTION: COURTS 9 Oct 7-13 Courts Courts Discussion Post 10 Oct -Prosecutors in State Courts -State Public Defender Programs 11 Oct -Mandatory Minimum Penalties -Survey of District Judges Sentencing Exercise 12 Oct 3 -State Court Organization -Criminal Appeals in State Courts (including “Terms and definitions” p. 12) Sentencing Infographic Nov
Anderson, Elijah. 1994. The Code of the Streets. Atlantic monthly 273(5):81-94. Available at Sutherland, Edwin H. 1947. Principles of Criminology, 4th ed. Chicago, IL: J.B. Lippincott Company. Excerpt available on D2L Ronald L. 1996. Is Differential Association/Social Learning Cultural Deviance Theory? Criminology 34:229-247. Available* at Take Reading and Sway Overview Quiz ----- Watch Theorist Video and Complete Associated Parts of Study Guide None this section Complete Theorist Quiz ----- Complete Discussion Post Graded Work due by 5:00PM EST of DECEMBER 1, 2017.
Request Date: Date & Time of scan:________Time point: _________ LAST Name: Name: M.I. DOB: Site # - Subject ID #: PI Name: Coordinator Name / Telephone: Coordinator Signature/ Date: Sponsor/Protocol # HRPO #: CCIR#(if applicable): / (CHECK APPLY) CCIR Equipment □ 3.0 T Trio MRI □ 1.5 T Avanto MRI □ PET / CT □ PET / MRI Hospital (BJC) Equipment □ Clinical CT □ Clinical MRI □ Clinical X-Ray □ Barnes-Jewish South County □ Barnes-Jewish West County □ Barnes-Jewish St Peters □ Other (explain): ______________ ***Special Instructions*** For Multiple Requests – Must include Date of Scan and corresponding Time points (CRL CRL Coordinator Signature: Date: **Please Note: Additional charges may apply to requests made with less than 24 hour notice.**
Professional development plan end of ASYE/social worker To address areas noted by assessor at the final review meeting as well as areas identified in this document. Additional objectives can be added. Period covered Learning objective How will you meet the objective? Development activity or action planned. How does this link to the PCF and KSS assessment outcomes for the ASYE? How will you know if the objective is met? Intended outcomes for practice and people who need of care and support. Timescales Date for completion and/ or review. Once the objective was achieved, what impact did this have on your practice? 1. 2. 3.
6. ORGANISATION/PERSON NOMINATING AND SECONDING THE CANDIDATE 6.1 ORGANISATION/PERSON NOMINATING CANDIDATE 6.1.1 FULL NAMES AND SURNAME OF PERSON 6.1.2 NAME OF ORGANISATION 6.1.3 OFFICE OF PERSON ACTING ON BEHALF OF ORGANISATION (e.g Chairperson etc) 6.1.4 COMMUNITY REPRESENTED BY ORGANISATION 6.1.5 POSTAL ADDRESS POSTAL CODE 6.1.6 CONTACT NUMBERS CELLPHONE TELEPHONE (HOME) TELEPHONE (WORK) FAX E-MAIL 6.2 SECONDER 6.2.1 FULL NAME AND SURNAME 6.2.2 POSTAL ADDRESS 6.2.3 CONTACT NUMBERS 7. MOTIVATION FOR NOMINATION The nominated candidate must motivate shortly why he or she is best suited to serve on this Commission.
-0.2 - -0.1 K (window channels) Aircraft instrument, S-HIS LW: -0.2-0.2K (along wavenumber)** MW: 0.0-0.3K (along wavenumber) SW: -0.0-0.2K (along wavenumber) ** excluding spectral regions with significant sensitivity above the aircraft altitude (20 km) Spectral Calibration Accuracy Pre-launch spectral calibration error budget and Current Best Estimates (CBE) for worst performing FOVs Figure 5. Pre-launch spectral calibration error budget tree and Current Best Estimates (CBE) of performance based upon TVAC testing [Ref. 4].
Figure 2 shows the plots of the absolute values for the impedance of the capacitor , inductor and output impedance for the parallel combination . At low frequencies, the inductor acts like a “short circuit” At high frequencies, the capacitor acts like a “short circuit” At resonance resonance frequency The output impedance has a sharp peak at the resonance frequency . Fig. 2. The magnitude of the impedances for the capacitor, inductor and parallel combination as functions of frequency of the source. A sharp peak occurs at the resonance frequency for the impedance of the parallel combination. Since the total circuit impedance has a maximum value at the resonance, the current from the source must be a minimum at the resonance frequency (figure 3). At resonance, the source voltage and the source
Action Plan for [Project Name] ACTION STEPS Action Steps By Whom By When Resources and Support Available/Needed Potential Barriers or Resistance Communication Plan for Implementation What needs to be done? Who will take actions? By what date will the action be done? Resources Available Resources Needed (financial, human, political, and other) What individuals and organizations might resist? How? What individuals and organizations should be informed about/involved with these actions? Step 1: Step 2: Step 3: Step 4:
EVENT DATE SUMMARY PEOPLE OTHER Passage of the 13,14, & 15 amendments (p. 183 – 184) 1865 1868 1870 Freed the slaves guaranteed citizenship rights gave the right to vote to black males Reconstruction Amendments Plessy v. Ferguson (p. 528) 1896 “separate but equal” Segregation is legal in the south Jackie Robinson plays for the Dodgers (p. 917) 1947 Integrated professional baseball Jackie Robinson led to the integration of all other professional sports President Truman integrates the military (p. 918) July 1948 Executive Order 9981 Desegregated the military Pres. Harry Truman Brown v. BOE (p. 918) 1954 segregation in public schools is unconstitutional schools must desegregate at all levels Separate is NOT equal overturned Plessy v. Ferguson Montgomery Bus Boycott (p. 921) Dec. 1955 Rosa Parks was arrested when she refused to give up her seat which led to the boycott Protest against bus discrimination lasted more than a year Rosa Parks catalyst for the Civil Rights Movement Founding of SCLC (p. 923) June 1957 Advocated nonviolent resistance organized protests and demonstrations throughout the South Martin Luther King, Jr David Abernathy Ministers/ Preachers Little Rock Nine (p. 920) Sept. 1957 Federal troops were sent to Little Rock Arkansas after the governor of Arkansas used the National Guard to refuse admittance of 9 African American students to Central High School Pres. Dwight Eisenhower first attempt to integrate schools after Brown v. BOE SNCC (p. 926) 1960 Founded by students to “get moving” up desegregation used sit-ins, freedom rides College students Guidance by SCLC used sit ins freedom rides Morphed in to Power” Greensboro sit-ins (p. 925) Feb. 1960 Taking up seats in dinners to protest “white only” sections SNCC Led to “wade-ins”, “read-ins” throughout the nation DATE SUMMARY PEOPLE OTHER
R 4.3 Mail contents R 4.4 Reports NOTE: Please note that requirements R4.1, R4.2 and R4.4 will have to be broken further into functional and/or non-functional requirements for this RS to be considered complete. F 5.0 - Data warehouse integration Feature ID Req ID Requirement Description F 5.0 R 5.1 "Data extraction" functionality NOTE: Please note that requirement R5.1will have to be broken further into functional and/or non-functional requirements for this RS to be considered complete. F 6.0 - Data cleanup Feature ID Req ID Requirement Description F 6.0 R 6.1 Data quality analysis R 6.2 Data clean up F 7.0 - Updates to the standard operating procedures Feature ID Req ID Requirement Description F 7.0 R 7.1 SOP for actuaries R 7.2 SOP for sales R 7.3 SOP for marketing R 7.4 SOP for the call center R 7.5 SOP for IT F 8.0 - Training
Feature ID Req ID Requirement Description F 8.0 R 8.1 Training for actuaries R 8.2 Training for sales R 8.3 Training for marketing R 8.4 Training for call center R 8.5 Training for IT Appendix N/A
Choosing a Research Paper Topic Worksheet Students often find establishing a topic for a research paper a challenge. The purpose of this document is to help you narrow your ideas to create a great research topic. The most common mistake students make when selecting a topic is choosing one that is too broad. We can construct a focused research topic that can be completed in the size allotted by asking ourselves the questions what, when, where, who, and why. Directions: Read the example below and use it as a guide while completing the worksheet on the next page. After you have finished, choose ‘Save As’ and save this document with your name in the file name. Lastly, you can attach it to your Outlook email and send it to your professor. Topic in the broadest sense Criminal Justice What about the topic? What area of criminal justice are you going to write about? Example: prisons/courts/police When? What time eras are you interested in? Example: versus pre-9/11 Where? What geographical location is the topic set in? Example: United States/California/ New York City Who? What nationality, ethnic, cultural, religious, or other category are you going to write about? Example: Americans/lawyers Why? What question are you going to try to answer? What problem are you analyzing or evaluating? What value judgment are you making? Example: Success in rehabilitation Example Topic: The successes in rehabilitation of female inmates in modern American prisons.
1.4 Excavation Property Declarations The properties are comprehensively declared in this section using the following format: • Property names are presented as headings in bold face, preceded by unique property identifiers; • The line “Domain:” declares the class for which the property is defined; • The line “Range:” declares the class to which the property points, or that provides the values for property; • The line “Superproperty of:” is a cross-reference to any subproperties the property may have; • The line “Scope note:” contains the textual definition of the concept the property represents; • The line “Examples:” contains a bulleted list of examples of instances of this property. AP1 produced (was produced by) Domain: Excavation Process Unit Amount of Matter Quantification: one to many (0,n:0,1) Scope note: This property identifies the S11 Amount of Matter, e.g. a basket, that is preserved (part or total of) from an A1 Excavation Process Unit for further examination or evidence keeping. Examples: The Excavation Process Unit excavating the Stratigraphic Volume Unit (2) produced an amount of black turf with wood inclusions In First Order Logic: AP1(x,y) ⊃ A1(x) AP11(x,y) ⊃ S11 (y) Properties: AP2 discarded into (was discarded by) Domain: Excavation Process Unit Range: Amount of Matter Quantification: one to many (0,n:0,1) note: This property identifies the S11 Amount of Matter (e.g. a heap) into which material from an A1 Excavation Process Unit is discarded. Examples: The Excavation Process Unit excavating the Stratigraphic Volume Unit (2) discarded an amount of matter into the waste heap of the excavation In First Order Logic: Properties: AP3 excavated (was excavated by) Domain: Excavation Process Unit Range: Place Quantification: one to many (0,n:0,1)
AP19 is embedding in (contains embedding) The crm-sig resolving the 303 changed the scope note of AP19, corrected the quantifications and added the appropriate FOL expression FROM: Domain: A7 Embedding A2 Stratigraphic Volume Unit Quantification: one to many (0,n:0,1) Scope note: This property identifies the A2 Stratigraphic Volume Unit that contains the A7 Embedding. TO: Domain: Embedding Range: Stratigraphic Volume Unit Quantification: one to many (1,1:0,n) note: This property identifies the instance of A2 Stratigraphic Volume Unit that contains the A7 Embedding. An Embedding may not extend over more than one instance of A2 Stratigraphic Volume Unit. In Order Logic: AP19(x,y) ⊃ A7(x) AP19(x,y) ⊃ A2(y) AP20 is embedding at (contains) The crm-sig resolving the issue 303 changed the scope note of AP20, corrected the quantifications and added the appropriate FOL expression FROM: Domain: Embedding Range: Place Quantification: one to many (0,n:0,1) Scope note: This property identifies the E53 Place that is documented as the E53 Place of the A7 Embedding. TO: Domain: Embedding Range: Place Quantification: one to many (1,n:0,n) Scope note: This property identifies the E53 Place that is documented as the E53 Place of the A7 Embedding. This place must be at rest relative to the instance of A2 Stratigraphic Volume Unit that contains the A7 Embedding. In First Order Logic:
Arizona Coordinated Resource Management Plan Guidance A Coordinated Resource Management Plan (CRMP) is required anytime Arizona NRCS Conservation Planners are assisting a client develop a conservation plan for a ranch that includes state, and/or federally managed lands within the boundaries of the ranching operation. A Coordinated Resource Management Plan involving a tribal authority and/or the Bureau of Indian Affairs (BIA) may also be necessary in certain instances on tribal lands. Note: Federal lands are the responsibility of the appropriate federal agency and are not inventoried, planned or monitored by the NRCS unless the planning process is done with a representative of the federal agency (180 GM-Part 409.4AZ). Technical assistance to Federal agencies that will require a significant amount of NRCS resources will be based on an agreement that provides for reimbursement of NRCS services (440 M-Part 525.22). The following information will serve to guide Arizona NRCS Conservation Planners in the development of Coordinated Resource Management Plans. This document is meant to provide guidance on the format and the information that will be included in the CRMP document. Coordinated Resource Management Plan Ranch/Allotment Name Include common names the ranch is known by Coordinated Plan Participants Examples: Arizona CRM Field Group Rancher or Land User Conservation District Forest Service Ranger District Bureau of Land Management Area Office Arizona Land Department Resource Area NRCS Field Office Office Game and Fish USFWS Others Description of Ranch and Location Provide ranch/permit location information and permit/lease numbers. Briefly describe the ranching operation (cow-calf, stocker, etc.) Provide any other information that the CRMP participants felt was important during the planning process. Land Status Ownership Acres # Private Controlled Private Uncontrolled
A Writing Field class can be used to describe the portion of the surface of the arch reserved by the builders and appositely arranged for accommodating the inscription in order to highlight it from the other parts of the object and to enhance its readability. Thus, the CRMtex encoding in this case will include two s instances. The intellectual message to be conveyed ( Symbolic Object) is encoded by means of a language ( Language) and by means of the writing system this language uses. From this follows that the Written Text class is the concrete graphical manifestation (i.e. the signs – in this case the letters – we can read on the stone) of the conceptual level of encoding a linguistic expression through the semiotic activity of writing ( Writing) by means of a Writing System (in this case, Latin alphabet) and of the graphemes ( Symbolic Object) composing it. Over the centuries, the arch of Constantine has been investigated thousands of times by scholars from all over the world and also reproduced by famous illustrators such as Giovan Battista Piranesi. Also, the inscriptions have been studied and transcribed several times in order to understand its nature, clarify the meaning of each section and improve its historical comprehension so as to put it in direct relation with the events that determined its creation. For this type of activity, at studying and processing the inscribed text, CRMtex provides specific classes and properties. The transcription of the text(s) present in Corpus Inscriptionum Latinarum (CIL VI 1139), for instance, can be represented via the Transcription class while the analysis of the same inscription(s), carried out by Rodolfo Lanciani in 1892, can be documented using the Reading class, a subclass of the CRMsci Observation class, underlying the scientific nature of the investigation. Reading () and transcription () activities can be related via the has specific purpose property, inherited by CIDOC CRM core. The Written Text Fragment class can be used to highlight specific portions of text on which the study focuses, on which specific phenomena appear or from which it is possible to derive special meanings. Figure 4 shows a CRMtex conceptualisation of one of the inscriptions on the Arch of Constantine. Figure 4: CRMtex encoding of one of the inscriptions on the Arch of Constantine.
“My Projects” Page and Functionality 5.1 “My Projects” Page The “My Projects” page is where you can view your current and completed projects. This page is a list of the projects that you have requested and provides a summary of each project/form. When you click on the project name hyperlink, it will take you to a more detailed view of your project request. 5.2 Contacting your Analyst There are numerous ways to communicate with the Analyst through the system. Note the icons beside the name of your Analyst for “Chat” and “Email” in the screenshot below. By choosing the “Chat” with your Analyst, an IM (Lync instant message) window will open on that individual’s desktop. This is a great way to communicate when you have a quick question or additions to your product. If a business decision is made, the Analyst will document the conversation in the “Notes” section of the project page 5.3 Notes You can add project related notes to your project by entering them into the field and clicking “Add note”. When you enter a note, the Analyst responsible for your project will also be able to view this entry. 5.4 Project Files The files that pertain to the project (including the ones that you uploaded in the original request) are shown at the bottom of the project summary screen and can
employees, officers or members of the entity (e.g. members of a commission or members of a governing board) accountable authorities directors persons prescribed by an Act (e.g. statutory office holders) or the . Officials do not include: Ministers judges most consultants and independent contractors (however, a contractor who perform financial tasks for the Commonwealth can be an allocated official who will be subject to the PGPA Act) any others excluded by an Act or the . Responsibilities of officials As an official you have a responsibility to: comply with finance law behave to a required standard comply with the governance arrangements in your entity, e.g. internal controls on the proper use and management of public resources meet high standards of accountability. Officials are obliged to comply with the finance law As an official you must comply with the finance law, includes: and any other instruments made under the PGPA Act (including any delegations and internal controls made by your accountable authority) Appropriation Acts. Legislative instruments made the PGPA Act – – Commonwealth Financial Reporting Rule (not yet published) Finance Minister Determinations to: adjust annual appropriations – establish, vary or revoke special accounts – Finance Minister Government Policy Orders to apply Government policies to: corporate Commonwealth entities – Commonwealth companies – Finance Minister authorisations for: corporate Commonwealth entities to borrow money or invest relevant money non-corporate Commonwealth entities to invest relevant money and
5 Ethical Conduct in the Workplace T 09/17 Chapters 7 & 8 Articles Review Material Quiz Case Analysis Biography Online DQs 6 Corporate Social Responsibility and Global Considerations T 09/24 Chapters 9 & 11 Articles Review Material Quiz Case Analysis Online DQs 7 Presentations T 10/01 Group Presentations Exam Individual Paper Peer Evaluation
Writing and speaking rubric 4 3 2 1 Content and completion Student discussed all information asked of him or her in the prompt Student asked the majority of the information asked of him/her in the prompt Student discussed at least half of the info asked of him or her Student discussed less than half of the info asked of him or her Comprehensibility (Pronunciation-for speaking) Fully comprehensible; clear and fluid ideas Some reader effort required to comprehend Some words/sentences not comprehensible Entirely not comprehensible Grammar Demonstrates complete understanding of grammar applicable to lesson with only 0-1 errors and/or occurrences of grammar not applicable to lesson Demonstrates basic understanding of grammar applicable to lesson but with errors and/or occurrences of grammar not applicable to the lesson Demonstrate little understanding of grammar applicable to the lesson with 4-5 erros and/or occurrences of grammar not applicable to lesson No understanding of grammar with more than 5 errors and/or occurrences of grammar not applicable to lesson Vocabulary Excellent use of varied vocabulary from the current unit and previous units Uses most vocabulary correctly but with few misuses or occurrences of vocab not applicable to lesson Uses some vocab from unit and previous units and/or many misuses or occurrences of vocab not applicable to lesson Minimal vocabulary use from unit. Sentence structure Demonstrates complete understanding of sentence structure pertinent to lesson; good flow; sentences cohesive Demonstrates understanding of sentence structure but with a few errors or occurrences of sentence structure not applicable to level; some random sentences Demonstrates below level understanding of sentence structure applicable to the lesson; sentences are random with no cohesiveness; no flow Sentence structure level used with many errors that impede comprehension.
Week 6: Oct. 5 Week 7: Oct. 12 Week 8: Oct. 19 Week 9: Oct. 26 Week 10: Nov. 2 Week 11: Nov. 9 Week 12: Nov. 16 Week 13: Nov. 23 Week 14: Nov.30 Week 15: Dec. 7 Week 16: Dec. 14 Chapter 6: Curriculum Standards and Testing Field Experience # 1 Due Midterm Exam Chapter 7: The History of American Education Dream School Start. Group work. Chapter 8: Philosophy of Education Field Experience # 2 Due Chapter 9: Financing and Governing America’s Schools Chapter 10: School Law and Ethics Chapter 11: Teacher Effectiveness Experience # 3 Due Chapter 12: Your First Classroom (Nov. 25 – no class) Thanksgiving recess Lesson Plan Presentations Due Chapter 13: Q and A Guide to Entering the Teaching Profession Review for final Portfolio Due Final Exam Course Assignments 1. Class Participation and class work (45 points) 2. Field Observations and Portfolio (200 points) 3. Lesson Plan Presentation (30 points) Your lesson plan should be based on Dr. Madeline Hunter‘s Seven-Step Lesson Plan (pages 119-120 in your book). Additionally, you must also include the following items in your lesson plan. Grade level
ACTIVITY Exemplary Proficient Incomplete Demonstrates an understanding of the discussion prompt/questions 6 points Displays an excellent understanding of course materials and concept being discussed. 4 points Displays some understanding of course materials and concept being discussed. 2 points Displays little understanding of course materials and underlying concept discussed. Reflections and Analysis 6 points Evidence of strong Critical Thinking. 4 points Evidence of some Critical Thinking. 2 points Little evidence of Critical Thinking. Quality of writing and proofreading 6 points Written responses are free of grammatical, spelling or punctuation errors. 4 points Written responses are largely free of grammatical, spelling or punctuation errors. 2 points Written responses contain several errors. The style of writing does not facilitate communication. Quality of Responses to classmates 6 points Responses to classmates' postings are thoughtful and enrich the learning community. 4 points Responses to classmates' postings are valid, but brief and not enriching. 0 point Responses to classmates' postings are either not given or are not thoughtful. Discussion Responses require an original post that must be submitted by 11:59pm of the due date. You are required to read at least 75% of all postings to all Discussion Threads. You are also required to respond to AT LEAST THREE of your classmates’ postings by the Discussion Response deadline. Deadline Policy: I do not accept late work. Extra credit assignments are available to allow students to make up for any missed points. Withdrawal Policy: Students who fail to complete 5 assigned tasks, whether discussions, assignments, quizzes, or exams will be withdrawn from the course. It is the student’s responsibility to withdraw from the course if he or she feels he can not complete the requirements of the course. The withdrawal deadline for this semester is Friday, March 30. After the deadline, however, only your instructor will be able to withdraw students and, then, only for excessive absences.
Does the program pitch to a national audience? Is it relevant to rural/regional listeners (as opposed to being city-centric)? Does it avoid time-checks, local weather or other local references? Does it avoid implying broadcast time eg/ morning, afternoon? Is the source station identified in the program? Is the source station identified correctly? (eg/name but not frequency) Is CRN identified in the show? Is CRN identified correctly by the presenter/s? Are sponsorship announcements tagged properly? Comments General Program Concept, Content and Presentation Does it appear that this program was well planned? Does the program achieve what it is aiming to communicate? (Refer to individual program brief) Did you find the program interesting, engaging and informative?
Attend a minimum of three (3) hours of group and/or individual therapy sessions, bi-monthly with no less than two (2) hours of individual therapy Pursue education or employment (unless otherwise approved) through documented job search or participation Obtain safe, stable, sober housing Random urinalysis 2-5 times per week Meet with your probation officer as directed Meet with the Drug Court Coordinator as directed Regular payments toward Supervision and treatment fees Compliance with debt management plan, if applicable Completion of weekly verification sheets due to your treatment provider no than 5pm every Wednesday reviews, a minimum of two times per month A relapse prevention plan and clean living plan must be completed and presented in Drug Court prior to advancement to Phase 4 Minimum 60 days verified clean and sober time Minimum 60 days of no sanctions This phase may be completed in 4 months if sobriety is maintained and you remain in compliance & sanction free Phase 4 Aftercare and Transition Minimum of three (3) support group meetings per week (e.g. programs) Maintain a sponsor or sober support person and continue step work or equivalent Attend a minimum of one (1) hour of individual therapy per month Continued search, acquisition, and maintenance of an approved education program or employment (unless otherwise approved) Maintain safe, stable, sober housing Random urinalysis 2-5 times per week Meet with your probation officer as directed Meet with the Drug Coordinator as directed Regular payments toward Supervision and treatment fees Complete Phase 4 Leadership project Alumni group participation/mentoring opportunities
Business Practices: The paper-based identity-proofing approach is based on collecting a "Subscriber Agreement" from the registrant under CROMERR section 3.2000(b)(5)(vii)(C). A subscriber agreement is a CROMERR electronic signature agreement (ESA) executed on paper with the registrant's handwritten signature. The procedure is the following: When the registration process presents the registrant with the two identity-proofing options, s/he chooses the option. <Partner System> generates the subscriber agreement form, for the registrant to download. A subscriber agreement form contains a unique cryptographic transaction ID which <Partner System> logs to associate the subscriber agreement form with the registrant's UserID; it also contains information identifying the registrant and the organization affiliation, including the registrant's email address and his/her organization name and address. Registrant is placed in a "pending" state until the subscriber agreement is returned to <Partner Help Desk> and verified for completeness. The registrant signs the subscriber agreement with a handwritten signature. Returns: Registrant returns subscriber agreement via USPS to the <Partner Help Desk>. Processing: <Partner Help Desk> receives the subscriber agreement, and then the <Partner Help Desk> performs the following steps: Verifies that the subscriber agreement has been filled out and signed; Validates the information on the subscriber agreement by making telephone contact with the registrant's authorizing official/employer to confirm business employment and submitter authorization; Activates the registrant's account, and notifies the registrant via email. (Registrant is also notified by email in case the subscriber agreement is deficient and the account is not activated.) Maintenance: <Partner Help Desk> receives the subscriber agreement: Stores the received subscriber agreement in a filing system, in a badge accessible room; Retains subscriber agreements for all signing credentials for a minimum of five years after signature device deactivation.
13a. Determination that credential is authentic Business Practices: System Functions: For users of the SCS User Management Service: The credential used to create the signature in the e-Signature case is the UserID/Password supplemented with a Knowledge Query (KBQ) question/answer as a second factor. SCS determines that this credential is authentic by verifying that the UserID/Password and question/answer are associated with the user's registered account profile. See checklist item #3 for details on how SCS securely issues and protects the Pin/Password. See checklist item #5 for details on how SCS creates the temporary X.509 certificate. Supporting Documentation (list attachments): 13b. Determination of credential ownership Business Practices:
7A Does the system give signers the opportunity to review any applicable certification statement – including any applicable warnings that false certification carries criminal penalties – before they execute their signatures? Submission Process A CROMERR-compliant e-document receiving system must assure message integrity, that is, that the document content received is identical to the content that was sent by the submitter. The checklist addresses this in: Transmission error checking and documentation (Item 8). In addition, the system must be able to show that the submission was intentional – that both the content and its submission were what the submitter and any signer intended – and must allow the submitter/signer to repudiate the submission in case it was unintended. The checklist addresses these requirements in: Opportunity to review copy of record (Item 9); Procedures to address submitter/signatory repudiation of a copy of record (Item 10); and Procedures to flag accidental submissions (Item 11). Finally, in cases of e-signature, the system must provide a way for signers to know that submissions were received with their signatures/certifications, even they do not access the copy of record for review. The checklist addresses this in: Automatic acknowledgment of submission (Item 12). CROMERR Terms copy of record (COR) – a true and correct copy of an electronic document received by an electronic document receiving system, which copy can be viewed in a human-readable format that clearly and accurately associates all the information provided in the electronic document with descriptions or labeling of the information. A copy of record includes: (1) All electronic signatures contained in or logically associated with that document; (2) The date and time of receipt; and (3) Any other information used to record the meaning of the document or the circumstances of its receipt. electronic document (e-document) – any information in digital form that is conveyed to an agency or where ‘‘information’’ may include data, text, sounds, codes, computer programs, software, or databases. ‘‘Data,’’ in this context, refers to a delimited set of data elements, each of which consists of a content or value together with an understanding of what the content or value means; where the electronic document includes data, this understanding of what the data element content or value means must be explicitly included in the electronic document itself or else be readily available to the electronic document recipient.
Crompton – Memory Café 2nd Monday of every month In The Communal Lounge 2pm till 4pm Monday 13th June 2016 My Life presentation by Tracy Robinson Monday 11th July 2016 Themed picture quiz by The Health & Well Being Team Monday 8th August 2016 My Life comedy clips Monday 12th September 2016 My life Bingo Monday 10th October 2016 Music Quiz Monday 14th November 2016 Colouring and Artwork Monday 12th December 2016 Christmas Antics?
The Pharmacy Clinical Trial File – Set up IT IS THE RESPONSIBILITY OF ALL USERS OF THIS SOP TO ENSURE THAT THE CORRECT VERSION IS BEING USED SOP Reference: Version Number: Author: Implementation date of current version: CRNPharm/02 1.0 Name and Surname Date Approved by: Name/Position: Signature: Date: Xxxxxxxxxxxxx Xxxxxxxxxxxxxx Xxxxxxxxxxxxxx This SOP will normally be reviewed every 2 years unless changes to the legislation require otherwise
MIAMI-DADE COUNTY PUBLIC SCHOOLS JOB DESCRIPTION CLASS TITLE: Head Custodian JOB CODE: 5608 DEPARTMENT: Assigned Departments PAY GRADE: 22 (B4) DATE: 06/26/13 Schools/Plant Operations BASIC OBJECTIVES This is custodial work involving cleaning and maintaining buildings, facilities, equipment and grounds with responsibility for planning, assigning, inspecting, and scheduling the work of custodial personnel; which is clearly prescribed by the site or supervising administrator, with some latitude in planning work methods and assignments. Performs manual work involving a variety of housekeeping which are specific in nature and follow a well-established and clearly prescribed routine. Responsible for the use of proper methods and materials in cleaning and otherwise caring for buildings, facilities, equipment and grounds. Work is subject to inspection during progress and upon completion.
COMMON SENSE SUGGESTIONS FOR NON-INSTRUCTIONAL PERSONNEL Do not discipline, counsel, or touch students. Notify an administrator if you believe a student is misbehaving. Do not flirt with students, staff members, and co-workers. Do not discuss your personal life or personal matters with students, staff members, and co-workers. Know and follow your worksite policy regarding reporting absences and tardies. Request vacation days in writing and in advance for approval. Do not call in the morning and expect to be granted vacation leave for that day. Do not conduct personal business during work hours or use the phone for personal calls. Be present and on time day. Be a role model at work and in the community. Dress professionally, appropriately, and modestly. Wear your uniform if your job requires it. Know School Board Rules, especially regarding Drug-Free Work Place, Violence in the Workplace, Weapons Possession, Corporal Punishment, Sexual Harassment, Employee Conduct, and Employee/Student Relationships. School Board Rule 1139 Do not argue with co-workers; Board Rule prohibits use of profanity. Respect your supervisor and follow all instructions given, whether or not you agree with them. Request a if you will be absent from the worksite more than 30 days.
NOVIEMBRE 9 INGLES: Present simple(aff neg- interrogative Some -any Past simple ( regular- irregular aff- neg- interrogative) Comparatives - superlatives Future will be goin gto Colegio del Sagrado Corazón TEMAS EVALUACION FINAL 4º NOVIEMBRE 10 SOCIALES: Grandes etapas del período hispánico (Conquista) Conquista del territorio colombiano La colonia ( Todo) Ecosistema colombiano. Algunos mecanismos de participación ciudadana. NOVIEMBRE 15 SCIENCE : Cells and their functiong. Organelles. Mitochondria Chloroplast Digestive system NOVIEMBRE 14 LENGUA CASTELLANA : Clasificación de la palabra según el número de silabas. Oración y sus partes. Artículos Sustantivos. Adjetivos. Verbo y tiempos verbales. Género Dramático. NOVIEMBRE 8 RELIGIÓN: Sacramentos. Mandamientos. Jesús nos envía el espíritu santo. Dios es Hijo y Espíritu Santo. Organización de la Iglesia ( papa , obispo, diáconos, presbiterios,. Religiosos y laicos.