zilongwang/ReadingBank huggingface dataset:
CURATES OPTIONAL PROGRAMME 2016-7 The following days and evenings are optional for all curates. We run a similar programme every 2 years, so don’t book in for something you did 2 years previously unless you are really keen. Please make sure if you sign up that you turn up, or let us know that you cannot come. I am always open to suggestions for other events. We look forward to seeing you there. Bookings to Jodie.galley@lichfield.anglican.org Date Topic Leader Venue Staff October 5, 2016 Selwyn lecture Lichfield Cathedral Lesley Bentley November 18 – 20, 2016 Compulsory weekend Leadership The Hayes, Swanwick Lesley Bentley, Andrea Russell, Gen Evans November 26, 2016 10am to 3pm Matthew, a Gospel with attitude. Preaching the Gospel of St Matthew Father Nick King St Thomas & St Andrews Church, Doxey, Stafford Lesley Bentley December Advent and Christmas January 31st, 2017 10am to 4pm Moving on Day (for those moving to Incumbent status posts in year 3 or 4) 3D Coaching St Thomas and St Andrew Church, Doxey Nick Watson February 15th 2017 10am to 4pm Interfaith – A Multi-Faith World Ray Gaston TBC – Central Wolverhampton 22nd, 2017 7pm til 9pm Dying in Hospital John Austerberry Stafford Area Lesley Bentley April 16th Easter Sunday April 4th, 2017 10am to 4pm Prison Ministry Rev’d Sarah Morris, Prison Chaplain H.M.Young Offender Institution Stoke Heath Full day April 4th, 2017 10am to 3pm How to be a Vicar day – final year Incumbent status curates only Archdeacon of Stoke – The Ven. Matthew Parker St Thomas and St Andrew Church, Doxey Lesley Bentley May 4th, 2017 7pm to 9pm The legalities of weddings Andrew Wynne St Thomas and St Andrew CHurch, Doxey August BBQ’s With friends or congregation You book it Great for building community
16. Name: first Bauhaus seal Date of production:1919 Name of designer: unknown Original material: unknown Chapter Number: 16 Image Number: 16-2 Page Number: 311 Caption: It’s a student’s work in the competition; however, I think this one reflects the spirit of Bauhaus. The image are running and embracing the wonderful wind. It’s symmetrical structured and expressed the medieval and craft affinities of the early Bauhaus. 17. Name: advertisement for CCA( Container Corporation of America) Date of production: 1938 Name of designer: A.M.Cassandre Original material: unknown Chapter Number: 17 Image Number: 17-22 Page Number: 343 Caption: This Ad is typical for its symmetrical organization of the three identical faces, leaving people with a deep impression, not only for its innovative structure but also for its contrast colors. A series of CCA advertisements have defied American advertising conventions as the
Name of designer: unknown Original material: unknown Chapter Number: 22 Image Number: 22-6 Page Number: 449 Caption: Japanese traditional patterns are all featured with symmetry and rotation, which is accord with its ethic characteristics and cultural habit. Since Japanese designers are clinging to simplified emblematic form, the European constructivism which advocates asymmetrical balance didn’t have a profound effect as the Japanese design movement took place. They are more prone to central structures of space around a median axis, reflecting the compositional traditions. The crest, also known as the mon, has a history of a thousand years. The major objects are flowers, birds, animals, plants. 23. Name: record cover design for Parliament Date of production: 1985
Official Gifts and Corporate Items Context In the course of official duties, the Lord and Councillors may exchange gifts with visiting officials as a gesture of goodwill and hospitality. Gifts are also exchanged as part of Sister City and Friendship City relationships. Acceptance of gifts in the course of official duties may be considered for acquisition into the Collection. Official gifts which commemorate events of significance to the City of Sydney are retained in the Collection to ensure that they are recorded, preserved, cared for and displayed in accordance with accepted museum and gallery standards for public collections. Major gifts presented to the City of Sydney, including items of presentation silver and the Sevres vase demonstrate the standing of the Council of the City of Sydney, its elected representatives and affection for the people of Sydney. Significant gifts presented through sister city and friendship city relationships acknowledge the opportunities for building global relationships with Sydney through cultural, economic and social exchange. Acquisition The declaration of gifts presented in the course of official duties and responsibilities is mandatory for City of Sydney Councilors and staff. Details of these gifts are recorded on the Gifts and Benefits Register, which provides for the transfer of significant items for acquisition to the Collection to the Curator. The acquisition of gifts into the Collection will be in accordance with this Policy. Minor gifts and corporate items will be registered on an inventory maintained by the Curator. Artwork or photography commissioned for a specific Council event or for corporate furnishing may be displayed in a civic property. Acquisition of such artwork into the Collection is subject to this Policy. Display and Use Items from the Collection of Civic Gifts and Corporate Items will be displayed in public areas of City properties wherever possible and appropriate. Disposal Gift items in the Collection that do not meet the Collection Policy will be recommended for disposal in accordance with this Policy. Gifts recommended for disposal may be offered to national, state or local Government repositories, donated to non-profit or charitable organisations, or destroyed in an appropriate manner, according to the approved guidelines. Those gifts identified for disposal that have been marked with inscriptions will be recorded prior to destruction. Gifts will not be sold.
MPMA Curators (Mountain-Plains) Elisa Phelps Director of Collections/Library History Colorado 1200 Broadway Denver, CO 80203 (303) 866-3688 Mobile 303-726-7698 Michelle Bahe, Curator Fort Caspar Museum 4001 Fort Casper Rd. Casper, WY 82604 (307) 235-8462 NEMA Curators (New England) Sheila K. Hoffman, Ph.D. Independent Curator and Scholar (607) 331-1519 Bonnie Stacy Chief Curator Martha’s Vineyard Museum PO Box 1310 Edgartown, MA 02539 (508) 627-4441 SEMC Curators (Southeastern) Laura Minton Curator of Collections and Exhibitions, Fine Art Museum John W. Bardo Fine and Performing Arts Center Western Carolina University Cullowhee, NC 28723 (828) 227-2553 Ann Rowson Love, Ph.D. Assistant Professor of Arts Administration, Museum Education and Exhibitions Department of Art Education Florida State University 1033 William Johnston Building 143 Honors Way Tallahassee, FL 32306-1232 (850) 645-2147 WMA Curators (Western) Redmond J. Barnett Historian, Museum Consultant 3401 North 29th Street Tacoma, WA 98407-6250 (253) 752-8107 Amy PhD Curator of Visual Arts Autry National Center 4700 Western Heritage Way Los Angeles, CA 90027-1462 (323) 667-2000 ext. 241 APPOINTMENTS AND SUBCOMMITTEE CHAIRPERSONS AIC Liaison Sheila Hoffman (see regional representatives) Archivist Cameron Wood (see regional representatives) Website Liaison Allison Cywin Ethics Committee 2017 Sheila Hoffman (Chair) Burns Nathan Peterson Elizabeth Varner 2018 Exhibition Competition Judge 3 people want to do this – how to decide Beth Chilton Bin Wu Yang Ann Rowson Love Others? 2018 Label Writing Competition John Russick, Vice President for Interpretation and Education Chicago History Museum 1601 N. Street Chicago, IL 60614-6099 (312) 799-2172 Mentoring Program Coordinator
Bin Wu Yang Professional Development Coordinator Beth Chilton Bin Wu Yang Ann Rowson Love Newsletter Editor Tessa Shultz Independent Museum Professional (206) 351-2503 2018 Nominating Committee Position open Program Committee 2018 James Burns Ann Rowson Love Beth Chilton Need additional members. 2018 Annual Meeting Coordinator – Board Meeting James Burns 2018 Annual Meeting Event Coordinator – Lunch Open 2018 Annual Meeting Event Coordinator – Field Trip Open 2018 Annual Meeting Event Coordinator – Marketplace of Ideas Stacey Swigart 2018 Annual Meeting Event Coordinator – Evening Event James Burns (needs co-coordinator) Electronic Communications/Social Media Committee Allison Cywin (Communications Coordinator) Visual Resources Curator College of Visual and Performing Arts Art History Dept. University of Massachusetts, Dartmouth 285 Old Westport Rd. North Dartmouth, MA 02747-2300 (508) 999-8701 Stacey Swigart (See Secretary) Cindy Olsen (See Vice Chair) Excellence in Exhibition Coordinator NAME 2018-2020 CARE 2021-2023 CURCOM 2024 – 2026 EdCom 2027 - 2029 40th Anniversary Project Stacey Swigart (See Secretary) David Kennedy Scott Neel, PhD Director Fort Sill National Historic Landmark and Museum 437 Quanah Road Fort Sill, OK 73503 (580) 442-6570
10. If your research involves overseas travel or fieldwork and your department requires a travel risk assessment, will you have completed and returned a risk assessment form beforehand? (This has to be approved by your department before you travel. If you are travelling overseas, you are strongly advised to take out .) Yes No Not required in this instance 11. Anticipated duration of research project overall: months or years (maximum 5) 12. Anticipated and end dates of the research project involving human participants: From: (dd/mm/yy) To: (dd/mm/yy) Please note that you will need ethics approval before you start your research. CUREC 1As may take up to 30 days to process. 13. External organisation funding the research (if applicable): 14. Title and very brief and simple lay description of (about 150 words), plus description (about 200 words) of the nature of participants. a) Title, brief description of research (150 words) in lay language. When describing the research, please include your methodology, how you are applying professional guidelines, and the use to which results/data will be put. Please also declare any conflicts of interest here. SECTION B continued
SECTION F: SUBMITTING THE COMPLETED CHECKLIST Check you have completed all sections (A-E) Ensure your application is signed by you, your supervisor (if student) and department Please attach all supporting documents (see section B, question 14b for details). If the appropriate supporting documentation is not included with your application, you will then be asked to provide this separately. This may well delay the ethical review process, and thus the start of your research. Ensure you have declared conflicts of interest (if any) in Section B, question 14a. If your department has a , submit this checklist and supporting information to the appropriate departmental officer. If your department does not have a DREC, submit the checklist and supporting information to the SSH IDREC (email ). Applications must be sent by email from your official ox.ac.uk email account. Please do not send applications by post. Please mark ‘X’
SECTION E : Flow Chart START HERE Have you ticked any shaded box in Section D? YES Was the only shaded box ticked in Section D, question 1, concerning informed consent? YES Are you going to apply standards set out in either a Professional Code of Conduct*or an ** governing your research activity? YES Enter name of Code of Conduct in Box C below or Approved Procedure number in Box A below and ensure Section F indicates how the Code or approved procedure is applied NO NO NO Please complete form CUREC 2 and submit to the Medical Sciences Inter-divisional Research Ethics Committee Are all aspects of your project which caused you to tick a shaded box fully covered by a single approved procedure** which has received CUREC approval? YES the relevant approved procedure number in Box A below and proceed to Section F NO Please complete the remainder of this CUREC 1 checklist Did you answer YES to question D7 on drugs etc. or D8 on medical devices? YES Please complete the combined CUREC 3 protocol/application form for submission to the Medical Sciences Inter-divisional Research Ethics Committee NO Will you be interviewing NHS or using NHS facilities, premises or data (see section G)? Please complete form CUREC 2. No further completion of this CUREC 1 form is required NO YES *** Your proposal to be checked by Clinical Trials and Research Governance (CTRG) for compliance with the University’s Indemnity Policy. Each department has a representative who can guide applicants through this procedure. When you have discussed your application with this representative, write their name in Box B below. Then send your application to CTRG for Sponsorship approval prior to submission to MS IDREC for ethics review Submit application form directly to the MS IDREC A. Approved procedure number(s) (if required at ** above): B. Name of departmental representative consulted: (if required at *** above): C. Professional Code of Conduct and section applied (if required at *
SECTION H: Methods to be used in the study (Please mark ‘X’ against as many methods as apply: this information will help the committee understand the nature of your research and may be used for audit.) Please ensure you have addressed any potential ethical issues related to methods in Section F, question 17 and in your participant information sheet. Method used: Please mark ‘X’ 1. Unstructured interview 2. Semi-structured interview. 3. Structured interview. 4. Questionnaire (in person) 5. Questionnaire ( online) 6. Use of social media 7. Use of NHS Trust data? 8. Analysis of existing records. 9. Participant performs verbal/paper and pencil/computer based task. 10. Measurement/recording of behaviour. 11. Audio recording of participant 12. Video recording or photography of participant. 13. Physiological recording from participant 14. Taking a sample of blood or other bodily fluid from participant. 15. Analysis of genetic material taken from a participant. 16. Ethnographic observation. 17. Systematic observation. 18. Observation of specific organisational practices 19. Other (please specify): SECTION I (Please mark ‘X’ in the Yes/No column as appropriate to indicate your response) Will your research involve sensitive issues? This could be information relating to race or ethnic origin, political opinions, religious beliefs, physical/mental health, sexual life or criminal activities. Yes No If you have answered ‘Yes’ to the question in Section I, please make sure you include supporting information in section F, question 15 and provide a copy of the questionnaire raising the issues that will be used in your research. Full committee review by the MS IDREC, on the basis of this checklist, the questionnaire and other supporting documentation that you provide, may be necessary. All checklists must be submitted by to . Please ensure that the fully-signed checklist, including signature of the head of department or nominee endorsing its submission, are sent from a University of Oxford email address. Please ensure that the sections below, INCLUDING THE FINAL CHECKLIST, are completed.
SECTION A: principal researcher contact details, other researcher(s) contact details, and project description (NB must be typed not handwritten) ** / supervisor (if student research) contact details: 1. Title of person and name: 2. Title and name of student (if student research): 3. Degree programme, e.g. BA, MPhil, BSc, MSc (if student research): 4. Department or Institute name: 5. Address for correspondence (if different from 4 above): 6. University E-mail address: University telephone number: 7. Training in research ethics: please indicate what training you have received with title and date completed () Other researcher(s) contact details (these 6 questions may be duplicated below for each individual): 8. of person (or people) and name(s): 9. Department or Institute name: 10. Address for correspondence (if different from 5 above): 11. University e-mail and telephone contact: 12. Role(s) in project: please give role(s), qualifications and relevant experience and degree course (if relevant): 13. Training in research ethics: please indicate what training other researcher(s) received with title and date completed () Project description 14. Title of research project: 15. List all ** where project will be conducted: 16. If your research involves overseas travel or fieldwork, by the time the research starts, will you have completed and returned a travel risk assessment form? (This may be necessary to ensure that the activity is covered by the University’s travel insurance – see ) Yes No N/A If no or N/A, please give further details: 17. Anticipated duration of project: months or 18. Anticipated start and end dates of the project: From: (dd/mm/year) To: (dd/mm/year) 19. External organisation funding the research (if applicable): 20. Involvement of other ethics committees. Will you submit or have you submitted this project to another ethics committee? Yes No If other relevant approvals for this research are required (e.g. from other universities’ ethics committees) please attach them and give more details below:
Optional statements are highlighted turquoise – delete entire table row if not applicable to your study and re-number remaining rows (then delete this advisory text) PARTICIPANT CONSENT FORM CUREC Approval Reference: [Study Title] Purpose of Study: [Insert] Please initial each box 1 I confirm that I have read and understand the information version _______ dated ________________ for the above study. I have had the opportunity to consider the information carefully, ask questions and have had these questions answered satisfactorily. 2 I understand that my participation is voluntary and that I am free to withdraw at any time, without giving any reason, and without any adverse consequences or academic penalty. 3 I have been advised the potential risks associated with taking part in this research and have taken these into consideration before consenting to participate. 4 I have been advised as to what I need to do for this research (especially with regard to drug/supplement intake) and I agree to follow the instructions given to me. 5 To the best of my knowledge, I do not meet any of the exclusion criteria outlined in the information sheet for this research. If this changes at a later date during study participation, I agree to notify the researchers immediately. 6 I understand that data collected during the study may be looked at by designated individuals from the University of Oxford. I give permission for these individuals to access my data. 8 I understand who will have access to personal data provided, how the data will be stored and what will happen to the data at the end of the project. 9 I agree for data collected in this study to be shared with other researchers, including those working outside of the EU, to be used in other research studies. I understand that any data shared will be fully anonymised so that I cannot be identified. 10 I understand how this research will be written up and published.
How to submit a CUREB Ethics Application: The CUREB protocol form, Request to Release Funds form, Course Based Research Form, and Secondary Data Review form are all submitted as new applications. First time users should email the Research Compliance Coordinator at to be given a user account in CuResearch. Provide: researcher name, department, Carleton address, status (Honour’s, Master’s Ph.D., or Post Doc, faculty, staff), student/employee number, and the name of their faculty supervisor (if applicable). The coordinator will send a confirmation email when the new user account is created. Log into the CuResearch Researcher Portal with your MyCarletonOne credentials at:
TASK TITLE: Cure Me Task! TASK OBJECTIVE: Causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries TASK DETAIL: You are a physician in London in 1348 and it is winter. The great pestilence has increased in its deadly wave and you are needed among your people. Already your mother and father have died to the disease and your younger brother, who is a priest, has started getting the early symptoms of the disease. Describe 5 treatments that you would use on your brother, in order to try to cure him of the plague. When writing, you need to adopt the ‘voice’ of the physician of the time. Think about the work you are doing with Romeo and Juliet. TASK 20 points RESOURCES: ASSESSMENT CRITERIA: SECTION VH H M L NS Cure Me The student has identified at least 5 cures that were tried and written about at the time of 1348. The student has written these using the correct ‘voice’ and language of the time. The student has understood the emphasis on basic and misinformed medical practices and their trust in faith and religion. The student has identified at least 5 cures that were tried and written about at the time of 1348. The student has tried to write these using the correct ‘voice’ and language of the time. The student has understood the emphasis on basic and misinformed medical practices were and their trust in faith and religion. The student has identified at least 5 cures that were tried and written about at the time of 1348. The student has attempted to write these using the correct ‘voice’ and language of the time. The student has made reference to how basic and misinformed medical practices were and their trust in faith and religion. The student has identified at 3 cures that were tried and written about at the time of 1348. The student has attempted to write these using the correct ‘voice’. The student has made reference to how basic and misinformed medical practices were and their trust in faith and religion. The student has not completed this task.
Hydro-geological appendix for preparation of Gas Station near Segev Shalom, southern Israel Geophysical Surveys in the field: Electrical Resistance Tomography – kibbutz Magen, southern Israel Electrical Resistance Tomography – kibbutz Balfuria, near Afula, northern Israel Electrical Resistance Tomography – kibbutz Elroi, near Qiriat-Tivon, northern Israel Ultra-sonic test – the Red line – Tel Aviv railway Drill sitting: – section 7, near Yoqneam, section 3 – near Somech junction, northern Israel Road 2 – Beit Yanai interchange Road57 – Netanya – Nizaney Oz (german platte, vane test, Shelbi samples, soil samples for California bearing ratio test).
The publisher assumes no responsibility for the correct or incorrect use of this information and no attempt should be made to use any of this information as a form of treatment without the approval and guidance of your medical doctor. This information is published to increase public awareness and to stimulate open debate on the topic of alternative medicine. The editor is not a doctor, nor is he qualified to advise anyone on how to treat the diseases discussed in this report. It is your responsibility to discuss these natural methods with your doctor before you try them. Any of the natural methods mentioned in this report can backfire and harm a specific individual. That it is why it is essential that you consult with your doctor before you try any natural method. Don't play games with your life. Do what your doctor says. This report is published under the First Amendment of the U.S. Constitution, which grants the right to discuss openly and freely all matters of public concern, and to express various viewpoints — no matter how controversial or unaccepted they may be. Published by The University of Natural Healing, Inc. 355 West Rio Road, Suite 201 Charlottesville, Virginia 22901 (804) 973-0262 (C) Copyright 1997, University of Natural Healing, Inc. All rights reserved. No part of this publication may be reproduced in any form or by any means (including electronic storage and retrieval or translation into a foreign language) without prior agreement and written consent from the University of Natural Healing, Inc., as governed by United States and international copyright laws. Neither Sam Biser, Editor, nor the publisher, The University of Natural Healing, Inc. have any financial connection, direct or indirect, with any product or service mentioned in this publication.
caught early in the trapping program were programmed for less frequent sampling to prolong the battery life. Cat 13 was detected as ‘alive’ two days prior to baiting but was not located following baiting and thus no data were recovered from the collar fitted to this cat. Table 3. Details of location sampling programmed into GPS datalogger collars. Manufacturers are indicated as Telemetry Solutions (TS), Holohil (H) and Sirtrack (S). Cat ID Collar frequency and supplier Date GPS sampling routine no. of locations 1 151.800 TS 22 June – 2 July 3 July – 3 August 60 mins 15 mins 227 3072 2 151.690 TS 23 June – 2 July 3 July – 20 July 60 mins 15 mins 230 1719 3 150.140 TS 24 June – 2 July 3 July – 12 July 60 mins 15 mins 208 937 4 150.360 TS 24 June – 2 July 3 July – 3 August 60 mins 15 mins 206 3072 5 150.460 TS 25 June – 2 July 3 July – 10 August 60 mins 15 mins 182 3699 6 151.650 TS 25 June – 2 July 3 July – 12 July 60 mins 15 mins 181 943 7 151.600 TS 26 June – 2 July 3 July – 10 August 60 mins 15 mins 158 3697 8 150.320 TS 25 June – 2 July 3 July – 15 July 60 mins 15 mins 180 1218 9 151.820 TS 26 June – 2 July 3 July – 14 July 60 mins 15 mins 155 1131 10 150.440 TS 26 June – 2 July 3 July – 12 July 60 mins 15 mins 154 942 11 150.780 TS 27 June – 2 July 3 July – 20 July 60 mins 15 mins 134 1685 12 150.420 TS 27 June – 2 July 3 July – 12 July 60 mins 15 mins
isolated from social activities with other youth. She also concluded that homeschooling may nurture leadership at least as well as the conventional schools do. Thomas Smedley prepared a master’s thesis for Radford University of Virginia on “The Socialization of Homeschool Children.” Smedley used the Vineland Adaptive Behavior Scales to evaluate the social maturity of twenty home-schooled children and thirteen demographically matched public school children. The communication skills, socialization, and living skills were evaluated. These scores were combined into the “Adoptive Behavior Composite” which reflects the general maturity of each subject. Smedley had this information processed using the statistical program for the social sciences and the results demonstrated that the home-schooled children were better socialized and more mature than the children in the public school. The home-schooled children scored in the 84th percentile while the matched sample of public school children only scored in the 27th percentile. Smedley further found that: In the public school system, children are socialized horizontally, and temporarily, into conformity with their immediate peers. Home educators seek to socialize their children vertically, toward responsibility, service, and adulthood, with an eye on eternity. In another 1992 study, Dr. Larry Shyers compared behaviors and social development test scores of two groups of seventy children ages eight to ten. One group was being educated at home while the other group attended public and private schools. He found that the home-schooled children did not lag behind children attending public or private schools in social development. Dr. Shyers further discovered that the home-schooled children had consistently fewer behavioral problems. The study indicated that children behave better because they tend to imitate their parents while conventionally schooled children model themselves after their peers. Shyers states, “The results seem to show that a child’s social development depends more on adult contact and less on contact with other children as previously thought.
5.3 Key Inputs Refer to the tier two Asian, Migrant and Refugee Services service specification. Staff will also identify with and ideally have lived experience of at least one cultural group (Asian, migrant, or refugee.) 5.4. Pacific Health Refer to the tier one Mental Health and Addiction service specification. 6. Service Linkages Refer to the tier two Asian, Migrant and Refugee Mental Health and Addiction service specification. 7. Purchase Units and Reporting Requirements 7.1 Purchase Unit (PU) Codes are defined in the DHB and Ministry’s Nationwide Service Framework Purchase Unit Data Dictionary. The following codes are used in this Service. PU Code PU Description PU Definition Unit of Measure MHR97C Asian Migrant & Refugee Cultural Support Coordination Service Mental Health – Nurses & allied health Cultural coordination service that works in partnership with mainstream mental health and addiction clinical and support services that is grounded in knowledge, cultural perspectives and understanding. The service is provided by nurses and allied health staff. FTE MHR97D Asian Migrant & Refugee Cultural Support Coordination Service Mental Health – Non-clinical staff Cultural coordination service that works in partnership with mainstream mental health and addiction clinical and support services that is grounded in knowledge, cultural perspectives and understanding. The service is provided by non-clinical staff. FTE MHR97E Asian Migrant & Refugee Cultural Support Coordination Service Mental Health – Cultural staff Cultural coordination service that works in partnership with mainstream mental health and addiction clinical and support services that is grounded in knowledge, cultural perspectives and understanding. The service is provided by cultural staff. FTE MHR97S Migrant & Refugee Cultural Support Coordination Service Mental Health Cultural coordination service that works in partnership with mainstream mental health and addiction clinical and support services that is grounded in knowledge, cultural perspectives and understanding. Service Unit of Measure Unit of Measure Definition FTE Full-time equivalent staff member (clinical or non-clinical) involved in direct delivery of services to consumers. Exclude time that is formally devoted to administrative or management functions e.g. half-time coordination of a community team.
The in consultation with the CEO, is responsible for the presentation of the meeting-by-meeting agendas which will be based on the Agenda Planning Cycle created by the Board and may include other items identified by the Board. The shall maintain ongoing communication with the CEO between Board meetings, in a manner and schedule determined jointly, in order to stay informed of issues and activities and identify matters for future Board consideration. The Chair has no authority to supervise the CEO. The Chair shall decide with the CEO, the means of ensuring the Board is apprised of matters of importance as they arise between Board meetings. The Chair shall validate Board meeting minutes by signing the original copy which is held in the Curl BC office. The Chair shall, when required, form and Chair an Ad Hoc Hiring Committee composed of the Past Chair and two other Board members to appoint/hire the CEO. The Chair shall be prepared to serve at least one year as Past-Chair when a new Chair is elected.
Curl BC Board of Governors Policy Type: B o a r d – C E O Linkage Policy Number Policy Name Approved dd/mm/yy Page BCL-Global 29/01/2011 BCL-1 29/01/2011 BCL-2 29/01/2011 BCL-3 29/01/2011 BCL-4 Monitoring of CEO Performance 06/02/2017 BCL-5 CEO Annual Performance Appraisal 06/02/2017
Experience Year(s) Time (in months) Section E My qualification for the position(s) includes Section F The following two people can supply character references for me Referee 1 Referee 2 Name Name Position Position Relationship to me Relationship to me Postal Address Postal Address Phone Number Phone Number Email Address Email Address Section G I feel I am well suited to the position(s) and can contribute in a proactive way because In making this application, I confirm that I am over 18, that I have access to a vehicle for the purpose of the duties of the role and that I am available for the period required (see role descriptions). If I am applying for Nest Protection Officer, I confirm that I do not have firearms or Wildlife Act offences to my name.
National Parks & Wildlife Service Curlew Conservation Programme Pilot Curlew Cooperation Scheme The Eurasian Curlew is protected under Irish and EU law. It is Ireland’s only Red Listed bird species on the IUCN list of threatened species. A national survey commissioned by NPWS in 2015 and 2016 found drastic declines of the national breeding population of Curlews. Whereas 5000 pairs are estimated to have bred in the late 1980s, there now remains no more than 150 pairs. This represents a 97% decline. Breeding productivity is so low that population viability analysis predicts that in the absence of any action, the Curlew will go extinct as a breeding species in Ireland within 5-10 years. A Curlew Task Force has been established with all major stakeholders represented, with a view to progressing action for Curlew conservation. One of the key constraints for breeding Curlew is the difficulties they are experiencing in hatching eggs and rearing young. Predation, especially by Fox, is believed to be a main cause of breeding failure. Another constraint is habitat quality. With the cooperation of landowners (via this scheme), the Curlew Conservation Project will find Curlew nests and target effective action by means of nest protection, predator control and small-scale habitat enhancement through capital works. The scheme is carefully designed to any potential of double-funding, for example by GLAS. The input of any farmers on this scheme is entirely separate and there are no “per hectare” payments or actions similar to those available under other agri-environmental schemes. Farmers with Curlew on their land are paid for transaction costs (at the standard agricultural rate of €12.40/h) and their time involved in the following actions, as advised, supervised, sanctioned and certified by the Curlew Advisory Officer operating in their region: Measure Potential Time Input (April-July c. 16wks) Maximum Payment Landowners targeted for nest protection Landowners targeted for capital works Liaison with Curlew Advisory Officer 15h €173.60 Liaison with Curlew Predator Control Operative 15h €173.60 Inspecting Fences/Batteries 16h €198.40 Liaison with local Curlew Champion 5h €62.00 Liaison with Curlew Researcher 4.5h €55.80 Liaison with NPWS Agri-Ecology Unit/Personal Accountant) 4h €49.60 Labour* 24h €297.60 Project Feedback 3h €37.20
S 06-25-10 By e-mail this date TWE distributed rev. 2 of the Phase II study plan to the PRG members for comment. S 06-30-10 A Phase II PRG webinar was held this date. S 07-16-10 By e-mail this date TWE distributed a 2015 build-out base case to PRG members for comment. S 12-20-10 By e-mail this date TWE distributed a final version of the TWE Commercial Operation base case to PRG members which includes all comments that were received. S 01-14-11 By e-mail this date TWE distributed the TWE Commercial Operation base case (Rev.1) and the case (Rev.1) to the PRG for their review. S 01-27-11 By e-mail this date TWE provided notice of a PRG webinar scheduled for 02-01-11 with the purpose of discussing the Phase II study plan and base cases. S 02-11-11 By e-mail this date TWE distributed to the PRG Rev.4 of the TWE Phase II study plan that was approved by the PRG during the 02-01-11. S 02-22-11 By e-mail this date TWE distributed the final notes from the PRG webinar of 02-01-11. These notes document approval of the TWE Phase II study plan as well as approval of the TWE Commercial Operation base case S 06-15-11 By e-mail this date TWE distributed preliminary post-transient power flow results for the TWE Commercial Operation non-simultaneous case to the PRG for their review.
Grade 2 Grade-Level Expanded Expectations NUMBER SENSE AND OPERATIONS IN BASE TEN: NBT 2.NBT.A Understand place value of three digit numbers. 2.NBT.A.1 Understand three-digit numbers are composed of hundreds, tens and ones. The expectation of the student is to understand three-digit numbers are composed of hundreds (100, 200, 300…), tens (10, 20, 30,…) and ones (zero, one, two, three…). (e.g., How many 10s are in 120?) 2.NBT.A.2 Understand that 100 can be thought of as 10 tens – called a “hundred”. The expectation of the student is to understand that 100 can be thought of as 10 tens– called a “hundred”. 2.NBT.A.3 Count within 1000 by 1s, 10s and 100s starting with any number. The expectation of the student is to on within 1000 by 1s, 10s and 100s starting with any number. 2.NBT.A.4 Read and write numbers to 1000 using number names, base-ten numerals and expanded form. The expectation of the student is to read and write numbers to 1000 using number names, base-ten numerals and expanded form. 2.NBT.A.5 Compare two three-digit numbers using the symbols >, = or <. The expectation of the student is to compare two numbers based on meaning of hundreds, tens and ones digits and recording the results of comparison using the symbols <, > or =. 2.NBT.B Use place value understanding and properties of operations to add and subtract. 2.NBT.B.6 Demonstrate fluency with addition and subtraction within 100. The expectation of the student is to demonstrate fluency of addition and subtraction with numbers and results within 100 using strategies based on place value (including composing and decomposing tens), properties of operations and/or the relationship between addition and subtraction. (Fluency refers to accuracy and efficiency and does not equate to memorization.) 2.NBT.B.7 Add up to four two-digit numbers. The expectation of the student is to add up to four two-digit numbers using strategies based on place-value and properties of operations.
7.DSP.C.7 Explain possible discrepancies between a developed probability model and observed frequencies. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. The expectation of the student is to explain possible discrepancies between a developed probability model and observed frequencies. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes and use the model to determine probabilities of events. (e.g., If a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.) Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. (e.g., Find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?) 7.DSP.C.8 Find probabilities of compound events using organized lists, tables, tree diagrams and simulations. Represent the sample space of a compound event. Design and use a simulation to generate frequencies for compound events. The expectation of the student is to find probabilities of compound events using organized lists, tables, tree diagrams and simulations. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event. Design and use a simulation to generate frequencies for compound events.
Possible Sources of Primary Sources: John Maynard Keynes, The General Theory of Employment, Interest and Money (1936) Dorthea Migrant Mother (1936) Music of Woodie Guthrie (1912-1967) John Steinbeck, Grapes of Wrath (1939) Roosevelt Administration, New Deal Program (1932) Franklin Roosevelt, Four Freedoms (1941) World War Two Conferences for Peace, Tehran, Yalta, Potsdam (1943-1945) Eugene Jarecki, Documentary, Why We Fight (1942-1945) Franklin Roosevelt, Day of Infamy Speech (1941) Franklin Roosevelt, Inaugural Addresses (1932-1945) Learned Hand, Spirit of Liberty Speech (1944) Korematsu v United States (1944) Neutrality Acts of 1935, 1936, 1937, and 1939 John Hershey, Hiroshima (1946) Gold Clause (1935) Schechter Poultry Corp v. United States (1935) West Coast Hotel v. Parrish (1937) West Virginia v. Barnette (1943) Wickard v. Filburn (1942) Historic artifacts from the period; including music, pictures, propaganda, maps, videos/film, letters, diaries, architecture, etc. Secondary Sources: Henry Hazlitt, The Failure of the "New Economics" (1959) Robert Schulzinger, U.S. Diplomacy Since 1900 (2001) Richard Tarnas, The Passion of the Western Mind: Understanding the Ideas That Have Shaped Our World View (1991) National Geographic Society. Historical of the United States (1988) David M. Kennedy, The American People in Depression and War, 1929-1945 (1999) Michael Kammen, American Visions: The Transformation of Tradition in American Culture. (1991) Anthony J. Badger, The New Deal: The Depression Years, (1989) Thomas Tandy Lewis, The Forties in America(2010) ______, The Thirties in America (2011) Arthur Miller, All My Sons (1947)
Theme 3: The Age of Discovery and Exchange: Unprecedented global interconnectedness resulted from the growth of empires, the spread and transformation of religions, and the age of exploration and colonization. This period of global exploration, inspired by technological and intellectual innovation along with economic pressures, connected previously isolated areas resulting in a global cultural exchange. This exchange expanded interregional systems of trade and communication, cultural interrelations, and learning. During this period, great empires in the old and new world developed, expanded and collapsed. Strand 1. History: Continuity and Change 2. Government Systems and Principles 3. Geographical Study 4. Economic Concepts 5. People, Groups, and Cultures Key Concepts and Understandings A. Analyze the historical context of the Protestant Reformation and Scientific Revolution to explain new institutions and ways of thinking, and explain their social, political and economic impact. B. Analyze the causes and consequences of European overseas expansion to determine its effect on peoples and cultures in Europe, Asia, Africa, and the Americas. C. Explain the challenges and benefits of large land empires including those found in Russia, China, and the Middle East. A. Describe how governments and governmental institutions of the Eastern and Western Hemispheres changed to deal with the challenges and opportunities of an interconnected world. B. Analyze the style and function of a leader to determine their impact on a governmental system. A. Analyze physical geography to explain the availability and movement of resources. B. Describe major changes in patterns of migration and human settlement in Africa, Asia and the Americas resulting from European expansion. A. Compare the extent and impacts of African, European, American and Asian trade networks. B. Compare the origins, development and effects of coerced labor systems in Asia, Africa, Europe, and the Americas. C. Describe how new sources of wealth resulting from global interaction impacted cultures and civilizations. A. Analyze the exchange of people, goods and ideas to determine their impact on global interdependence and conflict. B. Determine the extent and impact of cultural exchange, interaction, and disruption that resulted from the Columbian Exchange and European expansion in the Eastern and Western Hemispheres. C. Assess the roles of class, ethnic/racial groups, gender, and age to determine a person’s roles in society and social institutions. D. Trace the development and impact of religious reform on exploration and conflicts among groups and nations.
Possible Sources of Study Historical, political, and thematic maps Geospatial technology Cartographical overlays United Nation Statistical Database Annual World Almanac statistics Media from regional sources   Evidence of Material Culture Photographs o Architecture o Technology Artifacts of daily life Excerpts of literature from local authors
Theme 1- Tools of Social Science Inquiry con’t Strand 1. History: Continuity and Change 2.Government Systems and Principles 3. Geographical Study 4. Economic Concepts 5. People, Groups, and Cultures Disciplinary Tools C. With assistance, develop a research plan, identify appropriate resources for investigating social studies topics and create a research product which applies an aspect of world history prior to c.1450 to a contemporary issue. D. Using an inquiry lens, develop compelling questions about world history prior to c. 1450, to determine helpful resources and consider multiple points of views represented in the resources. E. Analyze the causes and consequences of a specific problem in world history prior to c. 1450 as well as the challenges and opportunities faced by those trying to address the problem. C. Locate major cities of the world and key world nations; the world’s continents, and oceans; and major topographical features of the world.
Suggested Sources of Study Primary Sources: Ban Zhou: “Lessons for Women” c. 80 BCE The Histories of Herdotus, c. 440 BCE The Twelve Tables of Rome, 451-450 BCE The Athenian Constitution, 350 BCE Analects of Confucius, c. 475-221 BCE Ban Zhao: Lessons for a Woman c.45 CE. Homer, Illiad and Odyssey Funeral Oration of Pericles Myth of Persephone Sun Tzu, “The Art of War 513 BCE Chinese Screen paintings Secondary Sources: Chart of Phoenician alphabet Images of art and architecture -Colossus of Rhodes, Parthenon, Pantheon, Venus de Milo, Winged Victory Thematic maps of Greek wars and conquests of Alexander the Great Thematic maps of regional trade patterns
 Nominal hours - With the changes to the unit and in particular, the much wider application across roles within the community health and human services sector, it was discussed and agreed by the Project Steering Committee that the nominal hours should be increased to 40 hours. 5. Future action: Sam will incorporate the suggestions made at this meeting to form a 2nd draft of the accreditation submission within 1 week of the meeting. John will then circulate the 2nd draft to the members accompanied by a Course Contents Endorsement form. Action: Sam McCurdy and John Dunton If the members are happy with the 2nd draft, then they can complete and sign the Course contents Endorsement form and return it to John. In this way there will be no requirement for another meeting. Due to the tight timelines for the project, it was emphasised that members would need to provide feedback within a week of receiving the documents, particularly as a few of the members were about to go on holidays. Action: All Steering Committee members However, should concerns be raised another Project Steering Committee meeting will need to be organised to resolve the problems. John reported that the Project Steering Committee sign off on the accreditation submission, an Accreditation Advisor meeting is organised with one Project Steering Committee member, Curriculum Writer (Sam) and CMM (John) attending. Once this process has been completed, the course documents are submitted to VRQA before posting to the Training Support Network website.
Vtctortan ReototrDU'on &. Qu,.llllo•liono Aulllo ly Course Contents Endorsement Form Course Course In Service Coordination :.;.·ir. _.!.J tf ·w r:a.e:e!J.I!ttl:f. y l§pmeP.':::c: ·ot tt.Hf¢.9 ts!i-.' rid iiiisur&.s' ': : t.iat:.·:'::'':.· --::::: :. 1. The structure of the course(s) meets the Identified Industry/enterprise/community need. r/Yes Cl No 2. The qualification levelIs appropriate to Industry needs riYes 0 No E;, i&n 3. _f;; :r. t. ,}H-Jt:·t·[r The content of the course(s) Includes all relevant occupationalhealth and safety requirements for this Industry/community (If appropriate). r t.E r/ Yes 0 No 0 Not Applicable 4. The course(s) any licensing requirements for this Industry/community. 0 Yes 0 No !I/'Not Applicable 5. The course(s) complies with any relevant legislation specific to the Industry/community (If appropriate). 0 Yes 0 No /Not Applicable ii t%= !v::'!;! m1 6. The content of each unit reflects the knowledge and skills required to achieve the vocational outcome. r/ Yes 0 No If you feel as a steering committee member that you cannot agree that one or more of the above requirements has been adequately addressed; please provide details of your yoncerns. (Please attach additionalpages if required.) Page 1 of 1