zilongwang/ReadingBank huggingface dataset:
Faculty of Engineering, Health, Science and the Environment 2015 Small Project Grant Scheme Successful Applicants (Alphabetical order) 10 April 2015 Applicant/s School Project David Crook Environment – RIEL Building a new life history model for barramundi Alison King Environment – RIEL Do fish vary their level of parental care according to environmental conditions? Marilynne Kirshbaum & Gretchen Ennis Health ART in Cancer Care: Exploring the role of experiential arts programs in the Top End Peter Kyne & Andrew Campbell Environment – RIEL Surveying remote Northern Territory rivers for the Endangered Northern River Shark Glyphis garricki: understanding distribution and population for management Natalie Karen Gibb, Levente Bodrossy & Samantha Setterfield Environment – RIEL Impacts of gamba grass invasion on soil microbial communities and N dynamics Timothy Skinner, Jim Lee, Marilynne Kirshbaum & Isabelle Skinner Psychological & Clinical Sciences Impact of Short and Disturbed Sleep on Physical and Social and Emotional Well-Being for Aboriginal Australians Yvonne White, Marilynne Kirshbaum & Jim Lee Health Disruptive Technology to record the impact of Peritoneal Dialysis on body mechanics: Implications for reducing back pain and fatigue Wai Kean Yap Environment – RIEL The quantitative effects of dust and shading on photovoltaic modules under the tropical environment
CII-SR EHS Excellence Awards 2018 ASSESSOR REPLY FORM Name Perumal Manoharan Designation Freelance Safety Consultant Mobile/Alternate No (Landline) +91 9600051360 Email manoharan212@yahoo.com Brief Profile Qualifications Degrees in Chemistry, Chemical Engineering and Law Diploma in Industrial Safety(Regional Labour Institute ) Diploma in Industrial Pollution control Diploma in Industrial Hygiene Diploma in Safety in Chemical industry Master degree in Business Administration Years of Experience – Past Experience (List of companies worked along with designation and Year) Total industrial experience – 44 years Total experience in Safety and Environment – 30 years Retired in June 2017 Industries Worked : Heavy Chemicals – Mettur Chemicals, Chemplast Sanmar Petro Chemicals – Hindustan Polymers, Chemplast Sanmar, Manali Petro Chemicals Oil and Gas industry – Petroleum Development Oman Construction & Project – Petroleum Development Oman Pharmaceuticals – ICI India Agro chemicals – Zeneca, Syngenta Foundry – Sanmar Foundry, Matrix Metals, USA Engineering Products - Sanmar Engineering Technology Ltd
states of Tamilnadu Kerala and Karnataka. Lead auditor in ISO 9000. ISO 14000 and OSHAS 18000. Accredited for “Responsible Care of Code “ with Indian Chemical Council Certification(s) Completed Lead auditor course in ISO 9000, ISO 14000 and OSHAS 18000 Completed the Safety Auditor course conducted by the Director General of Factory Advisory Services and Regional Labour Institute, Mumbai and certified to audit the Major Accident Hazard Industry as per the provisions of Manufacture, Storage and Import of Hazardous Chemicals Rules. (MSIHC Rules ) Completed the Advance Safety Audit course conducted by the British Safety Council Approved to conduct safety audits as per MSIHC Rules in the states of Tamilnadu, Karnataka and Kerala Membership with President of Safety Engineers Association ( India ) Executive committee member of the National Safety Council of India, Tamilnadu Chapter Member of Institute of Occupational Health and Safety, United Kingdom Guest Lectures/Faculty/Training Details (5-10 bullet points) Visiting faculty for Health & Safety for MPH and MSc programmes conducted by Sri Ramachandra University, Chennai Member of technical committee of National Safety council of India and conducted safety training classes for different industries on behalf of National Safety Council of India, Tamilnadu Chapter. Delivered guest lecture in Indian Oil Corporation – Pipe line Division on the last environment day. Faculty in the training rpogrmme conducted by Safety Engineers association on “ Internal audit “ External faculty for the Tamilnadu Institute of Labour Studies Awards & Recognition In the past functioned as
Name: Role / relationship: Contact details: Name: Role / relationship: Contact details: Name: Role / relationship: Contact details: Name: Role / relationship: Contact details: Name: Role / relationship: Contact details: Name: Role / relationship: Contact details:
Hearing Conservation Program http://ehs.psu.edu/hearing-conservation/overview EHS Contact: Mike Burke, 814-865-6391 Who does this program apply to? All University employees and students who operate gas powered or other “noisy” equipment or who work in “noisy” areas. Contact EHS is you have questions on making this determination. Rule-of-thumb for “noisy” areas or equipment: If you must raise your voice to clearly communicate with someone 3 feet away you need hearing protection. Contact EHS to confirm they are aware of the noise source. What are the key requirements of this program? Sound level testing by EHS. Development and implementation of engineering controls, where possible. Proper selection and use of hearing protection when engineering controls are not possible. Annual hearing testing and training for affected employees. Safety Officers, Facility Coordinators, Managers and Supervisors must: Maintain a listing of affected employees in their units. Coordinate annual hearing testing and training. Ensure employees and students select and properly use hearing protection when needed. Notify EHS of new possible “loud” noise sources so sound level testing can be conducted as needed. Purchase “quiet” when possible when replacing equipment, etc. Employees and students must: Select and properly use hearing protection when needed. Notify supervisors and EHS of new possible “loud” noise sources so sound level testing can be conducted as needed. Training requirements: Hearing Conservation Awareness Training is required annually for employees who are enrolled in the program. Self-inspection programs or requirements: Everyone should be observant and report potentially “loud” noise sources to EHS. Ensure employees and co-workers are properly wearing hearing protection (plugs inserted properly; muffs under jacket hoods, not outside, etc.). Recordkeeping requirements: Maintain a listing of affected employees (work units). Maintain hearing testing records (PSU Occupational Medicine). Sound level testing data (EHS). For additional information: OSHA Hearing Conservation Publication: OSHA Hearing Conservation information: National Hearing Conservation Association (NHCA):
thinking, to the healthcare environment. Identify alternate processes and potential solutions Financial Management Understand and apply basic accounting, financial management, and financial analysis principles Human Resource Management Familiarity with and ability to apply human resource laws and regulations Performance management and employment satisfaction measurement and improvement systems Examine and implement selection, recruitment, and retention techniques Develop organizational policies and procedures Organizational Dynamics and Governance Ability to analyze and apply organizational systems theory and structure Ability to analyze and governance theory and structure Assess organizational culture and its impact on effectiveness Interpret and integrate federal, state, and local regulation/laws Strategic Planning and Marketing Define and construct strategic planning principles and processes Information Management Explain the role and function of information technology in operations Ability to plan and implement information systems Ability to integrate technology security requirements Interpret and analyze data necessary for decision making Quality Improvement Understand and apply quality management principles Familiarity with and ability to apply data collection, measurement, and analysis tools and techniques Health Economics and Policy Analyze and apply economic theory and concepts to business decisions Identify policy issues and key stakeholders Design and evaluate policy strategies Communication and Relationship Management: The ability to communicate clearly and concisely with internal and external stakeholders, establish and maintain relationships, and facilitate constructive interactions with individuals and groups. Communication Skills Demonstrate effective written, oral communication, and presentation skills Provide and receive constructive feedback Listen and respond effectively to the and thoughts of others Relationship Management Build collaborative relationships Demonstrate effective interpersonal relations Practice and value shared decision making Facilitation and Negotiation Demonstrate effective negotiation and facilitation techniques Facilitate conflict, mediation, and alternative dispute resolution DOMAIN COMPETENCY INDICATOR Leadership: The ability to inspire individual and organizational excellence, create a shared vision and effectively manage change to attain the organization’s strategic ends and successful performance. Leadership Skills and Behavior Champion solutions and encourage decision making Engage in critical thinking and decision making Utilize relevant data to critically analyze financial and organizational issues Provide visionary leadership identifying future possibilities for the organization Organizational Climate and Culture Create an organizational climate that encourages teamwork
Department of Environmental Health Sciences Directory Department Chair David A. Lawrence, PhD Center for Medical Science Room 1155 150 New Scotland Avenue Albany, NY 12208 518-486-9154 Department Manager Graduate Director Shao Lin, MPH, MD George Education Center Room 189 1 University Place Rensselaer, NY 12144 518-402-7962 Department Staff Jamie Kirchner Office of the Dean Room 100 1 University Place Rensselaer, NY 12144 518-402-1294 Committees Executive Committee David A. Lawrence, Chair Shao Lin Erin Bell Michael S. Bloom Haider Khwaja Ramune Reliene David Spink JoEllen Welsh Graduate Academic/ Curriculum Committee (GACC) Ramune Reliene, Chair Ellen Braun-Howland Beth Feingold Shao Lin Xianliang Zhou Admissions Committee David Spink, Chair David Carpenter Shao Lin Thomas Semkow JoEllen
MS Degree - Program of Study Courses Credits Semester offered/ Complete EHS 590: Introduction to Environmental Health 3 Fall – Year 1 EPI 501: Principles and Methods of Epidemiology 3 Fall – Year 1 EHS 690: Research Rotations * 3 Fall – Year 1 EHS 780: Current Literature in Environmental Sciences 1 Fall – Year 1 EHS 790 (Seminar) 0-1 One Semester per year EHS 520: Principles of Environmental Chemistry 3 Fall – Year 1 EHS 530: Principles of Toxicology 3 Spring – Year 1 EPI 551: Introductory Applied Statistics ** 3 Spring – Year 1 EHS 675/BMS 670: Responsible Conduct of Scientific Research 1 Fall Elective (3 credits) Transfer credits Total course credits (22 min) MS Thesis Research Credits (14 required)*** * EHS 690 – Rotations are not required for MS students who have selected a research mentor prior to entering the graduate program. ** EC/TOX students will take EPI 551; EOH students will take EPI 552 (fall) and EPI 553(spring) *** with request from student’s advisor and approval by GACC and the Department Chair up to six credits may be exchanged for elective course credits Mentor Approval Form: Date: _ Thesis Committee Formed: Date: _ Field Exam: Date: _ Passed Failed _ Expected Date of Graduation Date: _
population and all parts of the world linked by air travel, new diseases such as AIDS spread rapidly-and a virus as deadly as AIDS but more easily transmissible could appear at any time. Starvation, social strife, and disease interact in complex ways. If famine were the sole mechanism of collapse, the species become extinct quite suddenly. A population that grows in response to abundant but finite resources, like the reindeer of St. Matthew Island, tends to exhaust these resources completely. By the time individuals discover that remaining resources will not be adequate for the next generation, the next generation has already been born. And in its struggle to survive, the last generation uses up every scrap, so that nothing remains that would sustain even a small population. But famine seldom acts alone. It is exacerbated by social strife, which interferes with the production and delivery of food. And it weakens the natural defenses by which organisms fight off disease. Paradoxically, disease can act to spare resources. If, for example, a new epidemic should reduce the human population to a small number of people who happen to be resistant to it before all the world's resources are severely depleted, the species might be able to survive a while longer. AFTER THE FALL But even if a few people manage to survive worldwide population collapse, civilization will not. The complex association of cultural traits of which modern humans are so proud is a consequence of abundant resources, and cannot long outlive their depletion. Civilization refers, in its derivation, to the of living in dense nucleated settlements, which appeared as population grew in response to plentiful resources. Many things seem to follow as a matter of course when people live in cities, and wherever civilization occurred, it has involved political consolidation, economic specialization, social stratification, some sort of monumental architecture, and a flowering of artistic and intellectual endeavor (Childe, 1951). Localized episodes of such cultural elaboration have always been associated with rapid population growth. Reasons for the abundance of resources that promoted this growth vary from one case to another. In some instances, a population moved into a new region with previously untapped resources; in other instances the development or adoption of new crops, new technologies, or new social strategies
3.Participation and Engagement The school has systems and processes in to ensure the views of all children and young people are reflected across all areas of school life including those less vocal or visible? The school provides opportunities for children and young people to develop responsibility, build confidence and There are opportunities for all children to be involved in school life and decision making. Pupils can specify opportunities they have to participate e.g. circle time, focus groups, questionnaires, PSHE lessons, School Council or class councils. Pupils are able to develop emotional health by taking responsibility both within and outside the classroom. e.g. Peer support/buddies PSHE/SEAL lessons House Captains/Responsibilities Volunteering Whole School Element Evidence of Good Practice Notes
individual work around developing social skills and managing anger and/or anxiety. This may be at a cost to schools. Primary – : for half termly training and consultation for a designated member of Secondary – can offer Whole Staff Training on a range of topics. Please discuss this with your link CAMH worker.
HOSPITAL PAYMENT CALCULATION INSTRUCTIONS Key Points: Discharges and inpatient bed-days are limited to those from the acute care portion of a hospital. The Federal rule excludes the following from being considered in the payment calculations. The following should be excluded from the Medicare Cost Report information: Nursery bed days and nursery discharges for newborns discharges. Swing bed days that are used to furnish skilled nursing facility or nursing facility level of care. Services rendered in the psychiatric unit of the hospital which is a distinct part of the hospital Services rendered in the rehabilitation unit of the hospital which is a distinct part of the hospital Medicaid acute inpatient-bed-days may not include those patients for which Medicare paid a share (dually eligible recipients). Charity care should not include bad debt charges. Calculator Instructions: the base hospital fiscal year: Base Year: The base year is most recent 12 month period that data is available When the base year is entered, the previous 3 years will automatically populate on the calculator. Enter the appropriate information for the specified fiscal year cost report as identified on the form. Depending on whether you are using the 2552-10 or the 2552-96 Medicare Cost Report form, you will pull the specific information from the cost reports. When the data has been entered, select the Calculation Tab. Scroll to the bottom to see the esimtated payment amounts which are calculated over three years. Payments: Medicaid will calculate payments for all eligible hospitals information submitted on the hospital’s enrollment document. The amount of the calculation will be presented to the hospital for review prior to final eligibility determination. It is a requirement that auditable data sources be used to calculate EHR hospital incentive amounts. The most recent Medicare cost reports will be used to validate the information. Payments to eligible hospitals will be made over a three-year time period: 50 percent in the first year, 40 percent in the second year 10 percent in the third year.
Mind-set & Skills needed for entrepreneurial success: Are you a self-starter?, Are you a positive thinker?, Are you disciplined?, Can you be objective?, Traits, Gain respect of their peers, Believe and trust in themselves, Follow a plan, Think creatively, Explore their exceptional skills, Envision their success, NEVER GIVE UP, Communication, Math, Problem-solving, Technology and computer, Decision-making, Organizing and planning, Teamwork, Social, Adaptability, Basic business Reasons to be aware of industry trends and technology: Entrepreneurs need to be aware of trends and technology as a predictor of GROWTH and future opportunities. Read more @ See article @ See one more article @ http://www.entrepreneur.com/article/174142 Trends: Internet Businesses, Service Businesses, Home-Based Businesses, Socially Responsible Nonprofit Businesses, Focus on Technology Outsourcing – contracting with other companies for service Strategic Alliances – forming a partnership with another company Corporate Ventures – new venture started inside a large corporation Convenience Products/services, Professional development opportunities are many! Opportunities will depend on your industry/business choice. Some examples: Hispaniconline.com – Meetup, Minority Business Network – Facebook, Women in Business – Colleges, SCORE – Universities, SBA – Conferences, LinkedIn – Workshops, Conventions - PLCs
R340.1706(1)(a) Inability to build or maintain satisfactory interpersonal relationships within school environment Interpersonal relationships refer to a student’s actions and reactions toward peers and adults in the school environment. Problem behaviors must be pervasive, generally affecting relationships with teachers and peers and occur over an extended period of time across settings and situations. Examples of specific behaviors that may be used to document the presence of this characteristic include, but are not limited to the following: Isolates physically and/or verbally from others Attempts to interact with are unsuccessful Unresponsive emotionally to people expression, unengaged, no response when spoken to) Lacks skills to establish friends in home, school, and/or community settings Lacks skills to maintain socially appropriate interactive behavior with others Lacks skills to interact with a group (difficulty with turn-taking and playing by the rules) Aggressive (verbally or physically) with other students and/or adults Alienates others (seeks excessive approval, misperceives others intent, ascribes harmful motives to others, relentless negative remarks to others or about others) R340.1706(1)(b) Inappropriate types of behaviors or feelings under normal circumstances This characteristic refers to an extreme over reaction or reaction to a typical situation. This characteristic (1)(b) places the emphasis on coping with daily situations, and differs from characteristic (1)(a) which identifies social skill ability related to interpersonal relationships. Examples of specific behaviors that may be used to document the presence of this characteristic include, but are not limited to the following: Overreacts to everyday occurrences (rage, excessive laughter, hysterics, excessive swearing) Demonstrates flat, distorted, or excessive affect in response to events Exhibits self-abusive behaviors Exhibits delusions and/or hallucinations (auditory or visual) Exhibits intrusive or obsessive thoughts and/or compulsive behaviors Exhibits inappropriate sexually related behaviors Demonstrates persistently immature behaviors when stressed (hurts others, sucks thumb) Demonstrates extreme mood swings that vacillate unpredictably from one extreme to another and over which the student has no control Due to misperception, fails to accept responsibility for own behavior shown by a tendency to blame others and deny the behavior R340.1706(1)(c) General pervasive mood of unhappiness or depression
Previous Support Grade Support Person Frequency & Area of focus 12 MINUTE STUDENT SUPPORT PLAN Student Name<7053135632246207 sfHL></7053135632246207></sfHL> Grade Teacher <7053135629136713 Meeting Participants PROBLEM IDENTIFICATION 2 Minutes
Name:______________________________ Starting Date:_______________________ Comments:________________________________________________________________________________________ __________________________________________________________________________________________________ _________ / _________ __________ Successive Day
5) Principle #5 - Intervention be integrated into a comprehensive plan that encourages transdisciplinary activities and avoids unnecessary duplication of services. The plan shall be built around family routines, with written home activity programs to encourage family participation in therapeutic activities on a daily basis. Definition of Written Home Activity Program - A written home activity program is a document that is written in the home or place of service, with the input of the parent/caregiver during a direct service session. It should identify developmental strategies to meet functional outcomes that are important to the family and that support the family in developing or refining their ability to facilitate their child’s active involvement in his or her community and family. This document should be shared with all members of the IFSP service team and the parent/caregiver. Time to create a written home activity program with the parent/caregiver is considered to be family training, education and support time that is billable as direct service time only. Will the proposed increase in frequency or intensity or change in location be a duplication of services that the child is currently receiving? Is there an existing home activity program in place that you developed with the parent/caregiver? If so, was the existing program around family routines and does it encourage family participation in therapeutic activities on a daily basis? Have the family and other members of the child’s IFSP team implemented that program? a change to the existing home activity program be more appropriate rather than an increase in frequency/intensity or change in location? If an increase in frequency/intensity or a change in location is still required, explain how the recommended increase or change will impact/change the existing home activity program that is currently in place. Principle #5 Written Justification: 6) Principle #6 - Intervention should be monitored periodically to assure that the strategies implemented are successful in achieving outcomes. Explain how you will work with this family/caregiver to monitor and make changes to the “written home activity program” when needed. NOTE: Please refer back to Principle #3. Principle #6 Written Justification:
EI 2.01 Entrepreneurial Discovery Activities Directions: Complete each activity below as directed. When complete, print your work and attach to your rubric. Part A: iPhone 5 Recently, the new iPhone 5 was revealed. Read the article linked below and answer the following questions. Note that you are to explain your answers – use complete sentences and show evidence of critical thinking! Additionally, you may want to visit Apple’s website for more information about the product. Questions: Does this new version of the iPhone represent a scientific or a circumstantial discovery? Explain your answer. <type answer here> Which area(s) of entrepreneurial discovery does this new iPhone represent? Explain your answer. <type answer here> How does Apple distinguish themselves from their competition? Explain your answer. <type answer here> Part B: Entrepreneurial Alertness Pretend that you run a cell phone accessory kiosk at the local mall. With the new iPhone becoming available to customers, what opportunity(s) does this present for you and your business? Identify at least two things you could do to increase your sales while satisfying customers’ needs as a result of this new product entering the market. Be specific and explain your answers. <type answer here> Part C: Entrepreneurial Ethics In the article, there is a discussion about the new charger style that must be used with the iPhone 5. The article writes that he is upset by this. Do you agree or disagree with his position/opinion? Explain your answer. <type answer here>
Induction and Training We want to ensure our Volunteer/befrienders are and confident to carry out their role. Upon beginning Volunteer/befriendering with Integration there will be an induction prepared and delivered by the named supervisor. This will include the following: An introduction to the setting and the work of each department The role of the Volunteer/befriender A list of all staff members and Volunteer/befrienders, An organisational plus the history and the ethos of the organisation This Volunteer/befriender Handbook Induction training, including a health and safety walk- through, and details of ongoing training Any other information as deemed appropriate by the department Safeguarding where appropriate There will also be on-going teacher training as needed for ITL teachers, assistants and play-group helpers It is the intention of Integration to provide training for all Volunteer/befrienders as appropriate and priority will be given on the ground of the need to deliver an effective service to the community. Reliability and Commitment It is important for Volunteer/befrienders to be reliable and to adhere/stick to any arrangements made with us. If a Volunteer/befriender’s circumstances change we request that they let their named Keyworkers know as soon as possible. When Volunteer/befrienders plan to go on holiday we request that they let their named supervisor know that they’ll be unavailable for certain dates and when they plan to return. Support All Volunteer/befrienders will have a named supervisor as their main contact. You can find the details of your named Keyworkers at the back of this handbook. You will be provided with regular supervision to feedback on progress, discuss future developments and air any problems. A grievance procedure exists to deal with any unresolved problems; you named Keyworkers will guide you through the correct procedure.
Entrepreneurship I UNIT A Entrepreneurship Foundations ESSENTIAL STANDARD: 2.00 B2 28% Understand entrepreneurship, product/service management, information management, professional development, emotional intelligence, and operations OBJECTIVE: 2.07 B2 Employ product-mix strategies to meet customer expectations INSTRUCTIONAL ACTIVITIES RELEVANCY TO OBJECTIVE Introduce the objective through the use of 2.07 PPT and the Guided notes in Appendix A 2. Feature / Benefit Activity: Discuss features and benefits with students and show an episode of one of the Life or Planet Earth videos. As students watch the episode, they choose three animals and list as many features and benefits as they can for each animal in a feature/benefit chart. If they listen closely to the narrator, many features and benefits are given for each animal. For example, an animal might have long, sharp claws (feature) that help defend them from predators (benefit), and help in digging for food (benefit). It helps students define the terms and they love watching these videos.
Screening Feature Affected Possible effect of development Likely significant effect Duration Discussion Screening outcome Otter Construction activity close to known otter habitat Disturbance during construction to otters feeding, moving and resting Greater during construction period Construction will some disruption in the local area on a temporary basis. Otters likely to avoid area but plenty additional suitable habitat nearby Minor negative – Slight adverse impact on 2 species Permanent structure on otter home range Loss of feeding area and minimal displacement of individual animals Permanent Very minor section of coastal home range lost Neutral Increase in commercial activity. Boats and vehicles moving 24/7 Larger vessels using site more frequently increased likelihood of pollution and waste entering marine environment. Greater potential for significant incident – oil spill On-going but year round Wildlife tends to be more tolerant and adaptable to regular patterns of work. Fish processing may provide additional food sources. New breakwaters may provide new habitats for food (fish and crustaceans) Minor negative – Slight adverse impact on Annex 2 species Increase in recreational activity scale recreational craft – kayaks, sailing craft etc Possible increase in camper vans and associated dog walking Increase in more irregular disturbance to otter behaviour. Otters may choose to make less use of the area for feeding and to pass through the area more rapidly On-going but highly seasonal The site may become a significant target destination for visitors. More people will be walking along the shore and exercising dogs but visitor disturbance is likely to be highly seasonal. Small craft activity is generally unpredictable and may increase casual visitation to Staffin island Minor negative – Slight adverse impact on Annex 2 species Common Seal Increase in commercial and recreational activity Potential of disturbance to seals feeding, moving and resting. Removal of natural haul out sites. Greater during construction period then permanent Loss of natural haul out sites on reef. Potential to adapt to new breakwater structures Minor negative – Slight adverse impact on 2 species Grey Seal Increase in commercial and recreational activity Disturbance to seals feeding, moving and resting maybe attracted by potential for additional feeding from fish scraps Neutral effect on Annex 2 species Minor loss of foreshore Disturbance to number of feeding birds like oystercatchers and curlew – unlikely to be significant. Potential increase in opportunist species – gulls and corvids. During construction period then permanent Birds can adapt to increase levels of activity and there are a range of other locations close by with equivalent feeding opportunities Neutral Marine mammals Increase in commercial and recreational activity More vessel movements – but impacts unlikely to be significant Permanent Larger marine mammals tend to be found further offshore Neutral
This ensures the University staff understand the importance of equality and diversity in this context. The training and understanding will help the University discharge its legal obligation and protect it from vicarious liability if any potential discrimination cases arise during the recruitment and selection process. Step 3 – Could there be any implications for a protected characteristic group in this policy/ practice? 3.1 Identify whether the policy or practice has any links with University equality policies, equality schemes and action plans for any of the protected characteristics. The EDM can advise on which equality policies and action are relevant to you. 3.2 Consider the effect of the policy/ practice on the protected characteristic groups, for example: 3.3 People with a disability – including those with: Visual impairment Hearing impairment Mobility impairment Long term health condition (such as cancer) Mental health impairment (such as depression) Learning disability Dyslexia or dyspraxia Unseen disability (such as diabetes) For example – An academic uses a dvd within the learning and teaching programme, ensuring that subtitles and audio commentary meet the needs of deaf and visually impaired students, an unintended positive outcome is that bilingual students also benefit from this resource. For example - A member of staff with diabetes who works in a laboratory is allowed regular breaks for food and drink. For example – When validating a new course the diverse learning needs of students are taken into account. 3.4 People from an ethnic minority For example - In delivering lectures academic consider the implications of learning and teaching for students who have English as a second language, by avoiding local colloquialisms without explanation. 3.5 students from sex protected characteristic background For example - A Department/ School adapts practice of holding additional seminars at lunchtime, instead of the evening so that students with caring responsibilities can attend.
INTER-ORGANIZATIONAL BOUNDARY SPANNING IN GLOBAL SOFTWARE DEVELOPMENT: A CASE STUDY OF A MAJOR INDIAN VENDOR By Anne-Marie Søderberg & Laurence Romani LANGUAGE MANAGEMENT TOOLS: AN OVERVIEW By Guro Refsum Sanden ORGANIZATIONAL MECHANISMS FOR DEVELOPING AND TRANSFERRING CAPABILITIES IN THE MULTINATIONAL CORPORATION By Asier Pereda EXPLORING THE RELATION BETWEEN INTERNATIONAL EXPERIENCE AND INNOVATION COLLABORATION: CASE OF SMES FROM ADRIATIC REGIONS OF ITALY By Bernardo Balboni, Guido Bortoluzzi, Claudio Cozza, Gouya Harirchi, & Ales Pustovrh II – INTERNATIONALIZATION STRATEGY (Room Volpato) Session chair: Chris Carr THE INTERNATIONALISATION OF BRITISH BREWING: A CASE STUDY AND SOME RAMIFICATIONS By Gerald Watson Crompton THE MODERATION EFFECT OF CULTURE ON EXPORT PERFORMANCE: EVIDENCE FROM THE ASIAN EXPORTING RELATIONSHIPS By Umar Burki SUB-NATIONAL INSTITUTIONS AS DETERMINANTS OF THE MNE’S LOCATION DECISION: UNDERSTANDING THE GEOGRAPHY OF SPANISH FDI IN USA By Cristina Duarte, Juan Duran-Herrera, José García-Cabrera & Antonia Mercedes CROSS-CULTURAL PERSPECTIVES OF WORD-OF-MOUTH RECOMMENDATION By Wolfgang Messner 12.15-13.45 Lunch (antechamber Room Volpato) 13.45-14.15 Best student paper (Room Saraceno) INSTITUTIONAL ENTREPRENEURSHIP OF MULTINATIONALS IN EMERGING MARKETS: COMPARING EMERGING MARKET MULTINATIONALS (EMNES) AND DEVELOPED MARKET MULTINATIONALS (DMNES) By Khaled Fourati
List of training institutions Principal University of Nairobi College of Agriculture and Veterinary Sciences P. O. Box 29053, - 00625 KANGEMI Principal Bondo University College P.O. Box 210 - 40601 BONDO – KENYA. Head, KIM School of Management Luther Plaza 2nd floor Uhuru highway NYERERE ROAD JUNCTION Director Apex Management Systems P. O. Box 100974 - 00101, JAMIA NAIROBI Director Kimathi University Nairobi campus Union Tower Moi Avenue NAIROBI Vice Chancellor Egerton University Njoro Campus P.O Box 536 20115 EGERTON Vice Chancellor Kenyatta University P.O. Box 43844-00100 NAIROBI. Vice chancellor African Nazarene University Address: P.O. Box 53067 00200 NAIROBI. Vice Chancellor Jomo Kenyatta University of Agriculture and Technology P.O. Box 62,000 – 00200 NAIROBI. Director The Kenya National Cleaner Production Centre PO BOX 1360-00200 CITY SQUARE NAIROBI Principal Kenya school of Agriculture P.O. Box 1909 NYERI Principal Technical University of Mombasa. Tom Mboya Street, P.O. Box 90420-80100 MOMBASA Director Productivity consulting limited New Commercial House, 4th Floor, Commercial Street Industrial Area P.O Box 13622-00100,G.P.O, NAIROBI Director CETRAD - Center for training and Integrated Research In ASAL Development P.O.Box 144 – 10400, NANYUKI Vice chancellor Kisii University P. O. Box 408(40200) Director ChromAfrica LLC Africa Operations 2nd Floor Odyssey Plaza Mukoma Road South B P.O.Box 4963-0100, NAIROBI Chairman
University of Nairobi Real Estate and Construction Management Department ADD Building, Lower State House Rd. P. O. Box 30197 - 00100 NAIROBI Dean, School of Environmental Studies University of Eldoret-School of Environmental Studies. P.O. Box 1125 - 30100 ELDORET Vice Chancellor Riara University P.O.Box 49940-00100 NAIROBI Director Africa and Environment Management Centre Top Plaza, 4th Floor Office Suite 8 Kilimani along Kindaruma Road off Ngong Road P.O.Box 14365-00100 NAIROBI Prof. Nicholas Oguge Director, CASELAP University of Nairobi P.O.Box 30197 NAIROBI Vice Chancellor Catholic University of Eastern Africa NAIROBI, KENYA Prof. Francis K Lelo Vice Chancellor Laikipia University P.O.Box 1100-20300 NYAHURURU Email:vc@laikipia.ac.ke Managing Director &CEO Geothermal Development Company Kawi House South C Bellevue Off Mombasa Road ,Red Cross Road P.O.Box NAIROBI
I also want to specifically note the role of EIB Vice-President Andrew McDowell in making today’s initiative happen, and for his work in further developing the mutually relationship that exists between the Ireland and the European Investment Bank. The EIB, as you will be is the long-term lending institution of the European Union. It is owned by the EU’s Member States, including Ireland. Since 1973, the EIB has provided more than 15 billion euro for investment to improve public services and key infrastructure. It has unlocked new funding opportunities. I welcome the recent opening of the EIB’s new offices in Dublin, and the increased engagement by the EIB with Government Departments and key stakeholders in Ireland. This is strengthening support for crucial investment across our country. There is therefore a strong current match between Ireland’s need to invest in social housing, and the EIB’s willingness to support socially-minded infrastructure projects.
Early Learning Council Equity Implementation Committee Tuesday, 17th, 2018 9:30 am to 11:45 am In Person: Education Northwest 101 SW Main St #500 Portland, OR 97204 Webinar Info Shared Separately Agenda Document Time Owner (Staff Members) Standing Items 5 mins Welcome and Introductions Sue Miller Inform/Discuss Work Session: 1 15 Mins Review Committee Role in Strategic Planning Review any outstanding questions Further define role of EIC if needed Alyssa Chatterjee, ELD Member Work Session: 2 15 Mins ELC Strategic Planning: Process so Far Review March invites Presenters: Impressions of Meeting Review April invites, upcoming sectors Alyssa Chatterjee, ELD Member Sadie Feibel, Kelly Poe Work Session: 3 40 Mins ELC Strategic Planning: Outside Engagement Strategies Who is at the table? Who is missing? Expectations of engagements Any additional opportunites EIC members see for engagement? Alyssa Chatterjee, ELD Staff Member Inform/Discuss Work Session: 4 40 Mins Review Council Feedback Recived Reflections on emerging themes What isn’t represented Alyssa Chatterjee, ELD Staff Member Discuss Closing 10 Mins Next meeting topics Lillian Green Discuss Future Meeting Dates: May 15th, 2018 – Virtual
Learning Council Strategic Planning Timeline Throughout 2018, the majority of the Council’s work will be engaging cross-sector partners to inform the creation of an updated Strategic Plan. As such, several meetings will primarily be dedicated to this engagement, with 3-4 hours for the first part of each meeting dedicated to engagement sessions and approximately 2 hours dedicated to Council business. *K-12, Human Services & Health may be rearranged for scheduling purposes* October 2017 November 2017 January 25, 2018 February 22nd 3 Hour Session March 22nd 4 Hour Session April 26th 4 Hour Session May 24th 4 Hour Session June 22nd 1 Hour Session July No ELC Meeting August No ELC Meeting September 27th October November 15th Maternal Child Health Update (OHA) COSA Panel Finalize input on Governor’s Priorities Learning Engagement Session -Early Learning Funders Circle (identify partners) Debrief Early Learning Engagement Session (1 hr) Debrief Health Engagement Session (1 hr) Debrief K-12 Engagement Session (1 hr) Debrief Human Services Engagement Session (1 hr) Revisit Goals and Legislative Strategies with Agency Directors Early Learning Council Retreat: Review Final-Draft Strategic Plan Adopt ELC Strategic Plan Health Engagement Session (3 hrs) -OHA, OHPB -Community Partners -Hubs (with Parents & Families) -Advocates & Philanthropy K-12 Engagement Session (3 hrs) -ODE, SBE -Community Partners -Hubs (with Parents & Families) -Advocates & Philanthropy Services Engagement Session (3 hrs) - DHS/Self Sufficiency -Community Partners -Hubs (with Parents & Families) -Advocates & Philanthropy Ongoing Summer: Community Engagement -parents -provider -CBOs -business leaders Support from BUILD? -interviews with business leaders -develop protocols for focus groups with parents, providers Outside Engagements February 7th Hub Collaborative How much time is needed? Date TBD G2G Ed Cluster Dates TBD -Summer Hub Collaborative; -Governor’s Ed Cabinet
Equity Implementation Committee Work plan 2017 FOCUS AREA TASKS SEPT OCT NOV DEC JAN FEB Equity Policy Agenda ELD/Community Partners EIC X X ELC Committees and ELD Program Project Review CCEC Spark rules EIC X Update Child Care Rules: staff qualifications & training EIC X Update BB Family Support Questionnaire EIC X HFO-Accreditation Process / 5 year Strategic Plan EIC X Strategic Plan Infant Toddler Assessment EIC X Update MS EL System Dashboard EIC X
Spark Ad Hoc Spark Revisions EIC X X Update Review of Grant Making and Requests for Proposals Process Review a set of RFP/Grant application questions for use in all ELC/ELD funding opportunities, program staff with ELD program staff. EIC X X Update Review and advise on a process for ELD staff to bring all RFP/grant applications before the Equity Implementation Committee in a timely manner so the committee may ensure that the equity lens has been used throughout the process. EIC X Update Policy Accountability Structure Review a process to offer review and recommendation to community partners who are introducing policy affecting the early learning system. EIC X X Update
Develop a process to ensure recommendations are made clear to the ELC. EIC X X Update Review process to ensure Tribal consultations when needed for pertinent early learning system changes; acknowledging their sovereignty and value to the system. EIC X X Update Equity Implementation Committee Membership Recruit diverse membership Sue X X X X X X Fill vacancies Sue X X X X X X Provide informational sessions about the work of the committee Sue X X X X X X Modify and expand the committee work plan EIC X X X X X X
business leaders as a way of advancing equality and diversity, through partnership between the public and private sectors (CBI, 2009) and by a government inquiry as a means of overcoming occupational gender segregation (Business Innovation and Skills Committee, 2013: 67). Effecting change in the construction workforce is challenging, however, due to the extensive practice of subcontracting, often with lengthy supply chains and high levels of precarious self-employment, which is often effectively bogus or false self-employment (Behling and Harvey, 2015). Therefore any efforts by public sector purchasers to influence the employment practices of private sector contractors need to take account of subcontractors. public procurement to promote equality There is historical precedent for using the power of public procurement to advance equality objectives in the UK and the United States. Public procurement can be defined as purchasing by government from private sector contractors, typically on the basis of competitive bidding, of goods and services need by government (McCrudden, 2007a: 3). The related term contract compliance refers to the use of public sector procurement to achieve wider social and economic goals (Orton and Ratcliffe, 2005: 259) and was adopted during the 1980s by some UK local authorities to require contractors to undertake equality measures, particularly in relation to race equality (Dickens, 2007). Under the leadership of Labour’s Ken Livingstone, the former Greater London Council (GLC), was a prominent advocate of contract compliance, which had the effect that almost half of contracted companies improved their equality procedures as a result (Djan Tackey et al., 2009: 13-14). However, reforms introduced by the Conservative government in 1988 ended the practice by preventing local authorities from taking into account ‘non-commercial’ factors in the awarding of contracts (Dickens, 2007: 485). Under the Labour governments from 1997 there
write code for programming, including Python. Experience conducting independent, applied scientific research on infectious diseases and promising publication track record. Education: PhD in biology, ecology, epidemiology, or related life-science (required) Application: Please email cover letter and CV by September 8th to: Christine Kreuder Johnson, VMD, PhD Professor of Ecosystem Health and Epidemiology EpiCenter for Disease Dynamics | One Health Institute School of Veterinary Medicine University of California Davis, CA 95616 530-752-1238
In 1903, more than one hundred years ago, the future for Thomas Edison as he predicted was "The doctor … (who) will give no medicine, but instruct his patient in the care of the human frame, in diet and in the cause and prevention of disease" Today, we can predict that the future world of medicine will be a world of electronic health records, robots, artificial intelligence and machine learning as well as highly developed communication means. However, moving to a future of medicine is probably like driving on a country road with its ruts, convolutions and unexpected turns rather than 5 driving on a highway. Recent problems with the Watson supercomputer demonstrate that. A new study from MIT computer scientists, suggests that human doctors provide a dimension that, as yet, artificial intelligence does not. They have found that a physician’s "gut feeling" plays a significant role in the intensive care unit. As researcher Mohammad Ghassemi said: "there is something about a doctor's experience and their years of training and practice, that allows them to know in a more comprehensive sense, beyond just the list of symptoms, whether you are doing well or you are not. We can predict that physicians will provide integrated care as members of multidisciplinary teams and will perform more complex tasks in an increasingly complex work environment, although the question remains: who will be the leaders of these teams? But there is another factor that must be addressed in order to effectively propel medicine into the next decades. Today, at the time I am speaking on this highly-respected podium, more than 10 million physicians all over the world take care of those in need of 6 medical help and nearly half of them have symptoms of burnout defined as emotional exhaustion, interpersonal disengagement, and a low sense of personal accomplishment. Besides a physician's well-being, burnout