zilongwang/ReadingBank huggingface dataset:
Lorraine Herne – - DWP representative Chris Major – - Angling Ken Castle - Bowls Kathy Moore – - Home Office Dave Warburton (CSSC Cricket team) – Cricket Shellie Rogers – DWP – Havant Jobcentre – shellie.rogers@dwp.gsi.gov.uk Regional Volunteer Support Advisor Andy Burdett andy.burdett@cssc.co.uk 07802 482332 Regional Volunteer Support Administrator Pat Linstead 888449 07903 282004 pat.linstead@cssc.co.uk 888444 Countdown Save £££££s by your Countdown Card. Supermarkets include ASDA, Morrison’s and Sainsbury’s but check out other high street names such as B&Q, Boots, Iceland, Halfords and Matalan, just to name a few of the hundreds we offer. http://www.cssc.co.uk/Offers/Countdown_holding/Welcome_to_Countdown.aspx Online Shop – the way forward! You can get your hands on a range of popular tickets and items suitable for all the family including; Discounted cinema tickets, Marwell Zoo, Blue Planet tickets, Hi-life Dining cards and much more. It’s very easy - all you need to do is visit the link below and take advantage of the discounts our shop has to offer.
0929.86 0929.87 0929.88 0929.89 0929.90 0929.91 Analyze safety and sanitation practices in retail, institutions and home (including the use of equipment). Analyze the causes and foods at risk for food borne illnesses. Analyze influence of scientific and technical advances on the nutrient content, availability, and safety of foods. Relate scientific and technical advances in food processing, storage, product development, and distribution for nutrition and wellness. Determine the effects of food science and technology on meeting nutritional needs. Evaluate the functions and the requirements of vitamins, minerals, proteins, fats, carbohydrates and water on nutrition and wellness across the lifespan, and their food sources. Skill Set Life Choices and Relationships Knowledge Objectives 0929.92 Students will demonstrate knowledge of personal roles and traits. heredity and environment. adjusting to change. identifying problems and crises. problem solving techniques. family dynamics. peer relationships. parenting roles and responsibilities. Performance Objectives 0929.93 0929.94 0929.95 0929.96 0929.97 0929.98 0929.99 0929.100 0929.101 0929.102 0929.103 0929.104 Students will examine how an individual’s roles and personal traits influence the development of their self-concept. examine the factors that develop a positive self image. demonstrate appropriate etiquette in social situations. predict how the development characteristic changes in early adolescence influence an individual’s self-image. analyze roles and responsibilities in relationships. determine strategies for coping with various adolescent problems. analyze the relationship between rights, and responsibilities of family members. articulate the difference in the meaning of values, goals, and priorities. relate the importance of values in making personal decisions. utilize decision making strategies. examine effective conflict prevention and management techniques. the elements in an effective management process. Skill Set Leadership Development and Community Involvement Knowledge Objectives 0929.105 Students will demonstrate knowledge of leadership concepts. public speaking. parliamentary law.
CORE SKILLS SIGNPOSTING FOR SVQ LEVEL 3 ENABLING CLIENTS TO ACCESS CAREER DEVELOPMENT SERVICES Unit Ref Unit Title SCQF Level Communication Numeracy ICT Problem Solving Working With Others Mandatory Units Reading & Understanding Writing Speaking & Listening Using Numbers Measuring Use Graphical Information to Find Out Information Use Graphical Information to Communicate Information Perform ICT Operations Processing Information Accessing Information Keeping Information Safe Critical Thinking Planning & Organising Reviewing & Evaluating Working With Others Reviewing Contribution Communicate with potential clients 6 6 6 x x x x 5 6 5 6 5 6 5 6 6 Support clients to make use of services 6 6 6 x x x x 5 6 5 6 5 6 5 6 6 Review your contribution to services 6 6 6 x x x x 5 6 5 6 5 6 6 6 6 Optional Units Communicate information & knowledge 7 6 6 6 x x 5 6 6 6 6 6 6 6 6 6 6 Deal with incoming telephone calls from customers 5 5 5 6 x x x x 5 5 5 5 5 6 5 5 5 Deal with customers in 6 6 6 x x x 5 6 6 6 6 6 5 6 6 6 6
Chemical Safety and Security Officer (CSSO) Training Davao City, Mindanao, Philippines 23 – 27 October, 2012 Day 1 (Oct 23): Introduction to Chemical Safety and Security 8:30 Sign‐in/Registration 9:00 Welcome, Purpose, Goals, and Overview (Richard) 9:20 Introductions of Staff and Participants (Richard) 9:45 Chemical Safety and Security Overview (Richard) 10:15 Tea Break 10:30 Fundamentals of Chemical Health and Safety (Patrick) 11:15 Aspects of Chemical Security, Dual Use, International Controls, and Chemical Safety and Security (Patrick) 12:00 13:00 CSSP Organization, Responsibilities, and CSSO Duties (Richard) 14:00 Chemical Safety and Security Plan- Introduction to Lab Assessment Exercise (Richard) 14:30 Tea Break 15:00 Lab Assessment Exercise : Lab Layout, Hazards and Safety Controls 16:30 Adjourn Day 2 (Oct 24): Lab Design, Ventilation & Hoods, Toxicology, Emergency Planning, Chemical Spills, PPE 8:30 Principles & Concepts of Lab Design (Poks) 9:00 Principles & Concepts of Lab Ventilation and Chemical Hoods (Poks) 10:15 Tea Break 10:30 Hazards in the Chemical Laboratory (Poks) 11:20 Toxicology (Poks) 12:00 13:00 Laboratory Emergency Planning, Response, and Management (Roland) 13:30 Chemical Spill Response and Cleanup (Roland) 14:00 PPE and Safety Equipment Performance Specifications (Roland) 15:00 Tea 15:15 Lab Assessment Exercise : Lab Assessments and Lab Improvements (Prioritization, CSSTeam and Scheduling) 17:15 Adjourn
If there is a need for service coordination between providers, include the name of service provider, contact person and telephone numbers, services being provided, and the names of staff responsible for coordination: STAFFING/SUPERVISION NEEDS: Person accesses support as needed Person requires some services, doesn’t require 24 hour plan of care Person needs 24 hour plan of care (may not require supervision at all times but there is someone identified/assigned that is responsible and accessible to the consumer in case of emergency. 24 hour plan of care required for individuals in ICF-MR and waiver eligible individuals). Person requires overnight supervision Person requires 24 hour awake supervision LEVEL OF SERVICES REQUIRED FOR HEALTH AND SAFETY SUPPORTS (check one): Current level of services required for health and safety supports (check one): Full day Partial day other (specify other): Can be without caregiver for minutes hours (check one) Other: Specific Plan: (Identify in detail any special arrangements which would need to be implemented in order for person to remain alone or unsupervised or identify where specific plan is located). OF SUPPORT REQUIRED FOR RESIDENTIAL SERVICES: Support person on premises at all times when individual is home. Can be unsupervised at home for minutes hours (check one) (Specify details of alone time if there are specific limitations or plans associated with alone time under the specific plan section.) Can be unsupervised in the community for minutes hours (check one) Specific Plan: (Identify in detail any special arrangements which would need to be implemented in order for person to remain alone or unsupervised or identify where specific plan is located). Does the person require a restriction of their rights as determined necessary to ensure the health, safety, and well-being of the person? Yes No If yes, indicate what right(s) are restricted: to the attached Rights Restrictions form for all additional requirements and documentation.) Can this person use dangerous items or equipment? Yes No If yes, address any concerns or limitations: Has it been determined by the person’s physician or mental health provider to be medically or psychologically contraindicated to use an emergency use of manual restraint when a person’s conduct poses an imminent risk of physical harm to self or others and less restrictive strategies would not achieve safety? Yes No Requested but have not yet received If yes, the company will not allow the use of the behavioral intervention/manual restraint to be used for the person. Health Needs
(d) Medications of consumers who self-administer their medications and who live in a setting with other consumers may be stored in the consumer's unit if the consumer and PA take reasonable precautions to prohibit access to the medications by other consumers. For consumers who require administration of medication or verbal assistance in medication, the PA staff shall store all prescription and non-prescription medication in a safe and organized manner as follows: 1. Both prescription and non-prescription medications shall be kept locked at all times when a staff member is not in the room. The medications shall be kept locked in a closet, cabinet, drawer, adequately secured box, or in a room exclusively dedicated for this purpose. 2. Medications that require refrigeration shall be maintained in a secure manner (for example, by using locked boxes or a locked refrigerator) and at a temperature required by the manufacturer of the medication. 3. The medications specific to each consumer shall be kept in a separate bag, box, container, or drawer clearly labeled with the consumer's name. The newly received supply of each medication for a consumer shall be kept in a separate bag, box, container, or drawer clearly labeled for newly received medications for the particular consumer until the currently used supply of the particular medication is finished. 4. A discontinued medication for a consumer shall be removed from the supply as soon as it is discontinued and placed within a separate bag, box, container, or drawer clearly labeled for medications no longer in use. 5. The keys to stored medications shall not be accessible to consumers or staff who do not assist the consumer with medications. 6. In supervised residences and shared supportive housing residences, no stock supply of prescription medications or syringes shall be stored in the consumer's room or dwelling unit with the exception of insulin syringes. 7. PA staff shall destroy medications that are outdated or discontinued in accordance with established procedures. (e) A list of all prescribed medications including the name, purpose, dosage, frequency, and date prescribed for each medication shall be entered into the consumer's clinical record, as per PA policy. SUBCHAPTER 7. STAFF QUALIFICATIONS, RESPONSIBILITIES, AND TRAINING 10:37A-7.1 General requirements administration
Ministerial Order No. 870 Clause 13. Strategies to promote child empowerment and participation (standard seven) MO No. 870 requirement Done (Y/N) Existing document to be updated New document to be created Action proposed Completion date Responsibility (1) The school governing authority must develop strategies to deliver appropriate education about:: (a) standards of behaviour for students attending the school; (b) healthy and respectful relationships (including sexuality); (c) resilience; and (d) child abuse awareness and prevention.
Out of bound arithmetic – advancing a pointer beyond the buffer 's bounds Out of bound update - writing to an address beyond the buffer 's bounds The Airbus code itself is confidential so we will use open source examples. Examples to buffer overrun: Such overruns are common, FUZZ study has found that in 9 different UNIX systems, of hangs or crashes are caused by overruns. Another study, CERT, has shown direct connection between buffer overruns and software attack (50% of the attacks are based on buffer overflows). We want an algorithm that is efficient, and fully supports C syntax. We also want it to produce a few as possible false alarms that are very expensive in critical applications such as aviation. A complicated example: In this example there are two possible overflows:TODO In statement strcpy(&temp[i],"(long)") if 7 + offset (cp) BUFSIZ In command strcpy(&temp[i+6],cp) if offset(cp)+7 +len(cp) BUFSIZ Verifying absence of buffer overflow is non-trivial, the conditions may become complex. In the next example the conditions for the absence of buffer overflow are included: These conditions are built in a bottom up manner. They use the following expressions: string(src) – indicates that src is null terminated. alloc(dst) – returns the size of buffer (or sub-buffer) pointed by dst. strlen(src) - returns the length of string (or sub-string) pointed by src. The CSSV approach Challenges Challenge Selected Method Details Complex linear relationships Use Polyhedra[CH78] Linear inequalities Pointer arithmetic Pointer analysis Point-To Loops Widening Might cause false-alarms Procedures Procedure contracts In/out conditions per procedure
The integer relations computed using the code, the points-to information and contract: A report on the error in line [5] of main; the inequalities before execution of line [5] and a counter example: Results are the results of running CSSV on extreme string manipulation procedures. As can be seen the outcome is very good, detects errors with low false alarm rate. But the consumed time and space resources are very high, increasing with procedure size. Time can be reduced by simplifying the constrains, as in Microsoft SAL which uses only {0,1} coefficients in the conditions. In common cases where less complicated string manipulation is performed, the results are even better. Also one should have in mind that due to the fact that each procedure is analyzed alone, the memory consumption of the whole analysis is mostly influenced by the largest procedure. Compile-Time Verification of Properties of Heap Intensive Programs by Mooly Sagiv, Thomas Reps, Reinhard Wilhem. For more information you can look at: Introduction to Shape Analysis The intention of this collaborative work is to verify through static analysis a code that makes intensive use of the heap. The TVLA system was developed at Tel Aviv University. It produces static analysis of the code using set of rules given by the programmer. It handles specially issues and deals with dynamic allocations and pointers. In fact, TVLA does Shape Analysis of the code.
Appendix 3 Impact of parental mental ill health on children’s development Age/stage of development Expected development Impact on development Pre-birth Foetus developing normally with expectant mother attending and engaging with ante-natal appointments, looking after her health, avoiding alcohol and drugs and following an adequate diet. Mother may avoid contact with ante-natal services. Impact of medication on the development of the foetus and impact on mother’s mental health of stopping medication Mother’s physical health and emotional wellbeing may impact on the development of the foetus 0-12 months Child requires a high level of physical care to meet their needs; development is monitored by health professionals to ensure milestones met and for immunisations. Cognitive and language development can be observed through interest in surroundings, play and “babbling”. Rapid development of brain is stimulated by interaction with parents and helps the child to form a good attachment; this will influence the child’s emotional development. Parents may be less attentive to the child’s needs leading to neglect of their physical care and lack of interaction leading to delay in their emotional and cognitive development. Lack of warmth in responses to child or emotional unavailability of parent may affect emotional development leading to poor attachment. Effect of medication may blunt parent’s emotions and restrict responses to child. Child is particularly vulnerable where parents have severe mental health problems that involve delusional or suicidal thoughts. Lack of contact with health professionals means the child’s development may not be monitored and immunisations not taken up. 1-2 The child’s physical development means they are becoming more mobile and exploring their environment through play. The child will be developing their speech and language skills. The relationship with the carer means the child feels safe and secure and is learning to control emotions. Increased mobility means the child is more vulnerable to accidents and parents may not be vigilant to this. The effects of medication may affect ability to keep the child safe and children may be at risk if medication is not safely stored.
Consumer Name: * Consumer Medicaid ID: * Agency Name: * Agency CSS Medicaid ID: * Rehabilitation Goal 2 from CRNA: Valued Life Role: Wellness Dimension: Strengths Related to Goal: KSR Development/Measurable Objective #1: CSS Intervention(s) Responsible Credential Band # Location of Service Frequency Duration Band # # of Units HCPCS Code KSR Development/Measurable Objective #2: CSS Intervention(s) Responsible Credential Band # Location of Service Frequency Duration Band # # of Units HCPCS Code KSR Development/Measurable Objective #3: CSS Intervention(s) Responsible Credential Band # Location of Service Frequency Duration Band # # of Units HCPCS Code Page 3 of 8 Community Support Services – Individualized Rehabilitation Plan
Consumer Name: * Consumer Medicaid ID: * Agency Name: * Agency CSS Medicaid ID: * Rehabilitation Goal 4 from CRNA: Valued Life Role: Wellness Dimension: Strengths Related to Goal: KSR Development/Measurable Objective #1: CSS Intervention(s) Responsible Credential Band # Location of Service Frequency Duration Band # # of Units HCPCS Code KSR Development/Measurable Objective #2: CSS Intervention(s) Responsible Credential Band # Location of Service Frequency Duration Band # # of Units HCPCS Code KSR Development/Measurable Objective #3: CSS Intervention(s) Responsible Credential Band # Location of Service Frequency Duration Band # # of Units HCPCS Code Page 5 of 8 Community Support Services – Individualized Rehabilitation Plan
Figure 7.5. Scatterplot of Baseline Versus Endpoint Measurements for xxx Figure 7.6A. Box Plot – Last Baseline and Last Postbaseline Measures Figure 7.6B. Box Plot – Minimum Baseline and Minimum Postbaseline Measures Figure 7.6C. Box Plot – Maximum Baseline and Maximum Postbaseline Measures Figure 7.7A. Box Plot – Change From Last Baseline to Last Postbaseline Measures Figure 7.7B. Box Plot – Change From Minimum Baseline to Minimum Postbaseline Measures Figure 7.7C. Box Plot – Change From Maximum Baseline to Maximum Postbaseline Measures Figure 7.8. Box Plot – Last/Minimum/Maximum Baseline and Last/Minimum/Maximum Postbaseline Measures and Change from Last/Minimum/Maximum Baseline to Last/Minimum/Maximum Postbaseline Measures
Figure 7.1 Scatter Plot and Shift Summary for Quantitative Safety Measures Assessing Low Value – Individual Study Figure 7.2 Scatter Plot and Shift Summary for Quantitative Safety Measures Assessing High Value – Individual Study Figure 7.3 Scatter Plot and Shift Summary for Quantitative Safety Measures Assessing Low Value with Change Criteria – Individual Study Figure 7.4 Scatter Plot and Shift Summary for Quantitative Safety Measures Assessing High Value with Change Criteria – Individual Study
Determine the total number of patients at evacuating facilities identified as being able to be evacuated to receiving facilities after 90 minutes. HPP Capability: Medical Surge FEMA Core Capability: Public Health and Medical Services X Determine the total number of patients at all evacuating facilities. HPP Capability: Medical Surge FEMA Core Capability: Public Health and Medical Services; Operational Communications X Determine the total number of staffed acute care beds in the coalition at the time of the incident HPP Capability: Medical Surge FEMA Core Capability: Public Health and Medical Services; Operational Communications X Determine the total amount of time for the evacuating facility to report the total number of patients identified as being needed to evacuate. HPP Capability: Medical Surge FEMA Core Capability: Public Health and Medical Services; Operational Communications X Determine the total number of beds identified at all receiving facilities within 90 minutes. HPP Capability: Medical FEMA Core Capability: Operational Communications X Determine the time (in minutes) for the last receiving facilities to report the total number of beds available. HPP Capability: Medical Surge FEMA Core Capability: Operational Communications X Determine the total number of patients matched to a confirmed, appropriate mode of transport to their receiving facility at 90 minutes. HPP Capability: Medical Surge; Continuity of Health Care Service Delivery FEMA Core Capability: Critical Transportation X Determine the time (in minutes) for an available and appropriate mode of transport to be identified for the last evacuating patient. HPP Capability: Medical Surge; Continuity of Health Care Service Delivery FEMA Core Capability: Critical Transportation X Implement internal and external communications systems to coordinate the evacuation. HPP Capability: Health Care and Medical Response Coordination FEMA Core Capability: Operational Communications; Public Information and Warning X Hospital Exercise Objectives & Core Capabilities Hospital Exercise Objectives Core Capability Performed without (P) Performed with Some Challenges (S) Performed with Major Challenges (M) Unable to be Performed (U)
Math CST 10 Outline Class # Unit Topic Assessment & Homework Course Outline, Expectations Functions, Inequal & Sys Intro to Functions – table of values, rules, constant function, linear function Daily problems from Math 3000 or Visions textbook Linear Function – rule, rate of change, to rule, solving for x & y, solving for slope (grade 9 review) Linear Function – rule, rate of change, words to rule, solving for x & y, solving for slope (grade 9 review) Assignment #1 Assignment #1 QUIZ Linear Inequalities Linear Inequalities QUIZ Exponential function Exponential Function – rule & graph Exponential Function – Words (%, pop, $) End Sept Assignment #2 Assignment #2 QUIZ Quadratic Function Periodic Function Periodic Function Overflow…. Step Function Step Function Overflow… QUIZ Piecewise Function (notation important) Assignment #3 Assignment #3 Oct 22nd TEST – C2 QUIZ Systems – graph, table of values, given words & also visually with other functions Solving Systems – (review using word problems) Solving Systems – (review word problems) Solving Systems – difficult problems – like old 436 problems Solving Systems – y=ax+b & word problems (“2 more than 3 Assignment #5 Assignment #5 Nov 8th TEST – C2 Training – Sit Prob SITUATIONAL PROBLEM – C1 Analytical Geometry Distance between two points Midpoint & Division Point Division Point Assignment #1 Assignment #1 QUIZ Perpendicular & Parallel Lines Perpendicular & Parallel Assignment #2 Assignment #2 QUIZ
Putting everything together Putting everything together Assignment #3 Assignment #3 TEST – C2 Assignment #4 – situational prob Assignment #4 Assignment #5 – situational prob (visions) Assignment #5 SITUATIONAL PROBLEM – C1 Triangles – Isometric, Similar & Trig Angles (complementary, supplementary, corresponding, alt interior) *For regular CST students only Dec 15th Isometric Triangles – SSS, SAS, ASA Similar Triangles – SSS, SAS, AAA Xmas Holidays Similar Triangles – SSS, SAS, AAA Similar Triangles with Proportionalities & missing sides including x Similar Triangles with Proportionalities & missing sides including x Assignment #1 Assignment #1 Similar Triangles – exam type ques – Formal Proofs, Counter-example, Validation Midterm break QUIZ Metric Relations Metric Relations Metric Relations Overflow class…. Assignment #2 Assignment #2 QUIZ Trig – solving sides Note: For repeaters only teach sine law!!! Trig – solving angles Assignment #1 Assignment #1 Trig – Complex Problems Assignment #2 Assignment #2 QUIZ Sine Law Sine Law – Complex Problems QUIZ Area of Triangles x3 Assignment #3 Assignment #3 Assignment #4 Assignment #4 Overflow Spring Break TEST – C2 SITUATIONAL PROBLEM – C1 Mid-Year Review Review Review TEST – C2 SITUATIONAL PROBLEM – C1 Probability Intro to Probability Odds Assignment #1 Assignment #1 QUIZ Expected Value Expected – betting Expected Value – x Expected Assignment #2 Assignment #2 Assignment #3 Assignment #3
Dam location address: Nearest town : Grid reference: E: _ _ _ _ _ N: _ _ _ _ _ _ Maximum dam storage capacity (megalitres): Wall height (metres): Wall length (metres): Crest width (metres): Type of dam (tick box): Earthen □ Concrete □ Other □ Provide description if ‘other’: *ANCOLD consequence category (tick box): V low □ Low □ Significant □ Assessment Date: * The owner will need to verify the Australian National Committee on Large Dams (ANCOLD) Guidelines consequence category through a suitably qualified engineer. Department of Environment Land Water and Planning has also developed a “Consequence Screening Tool for Small Dams” to assist to perform an initial level assessment Appendix 2 Intermediate Dam Safety Inspection Template for very low, low and significant consequence category dams Owner: Dam Name: Licence Number: ------------------------------ Date: ------------------------------ Dam location: E: _ _ _ _ _ N: _ _ _ _ _ _ Water level Full Supply Level(if known) Overflowing ----------------------------------- metres (dam level from top) ----------------------------------- metres □ Yes □ No Dam Depressions, cracks/changes Deformation of □ Yes □ No □ Yes □ No
Field Name Segment Purpose and Use Maximum Length/Format To Root FUND For income transfer standing orders (TD or TU) only. Represents the Root segment of a CoA coding string to which mandatory transfers of income from the endowment fund will be posted. Defaults to 00000 – Unspecified. 5 digits, valid transactional ROOT value % Tfr FUND For income transfer standing orders (TD or TU) only. Represents the percentage of income to transfer. Cannot be greater than 100.00 or less than 0.00. 5, numeric, with 4 decimal places (e.g., nnn.nnnn) Amt to Tfr FUND For income transfer standing orders (TD or TU) only. Represents the amount of annual income to transfer to the 33-digit CoA coding string. 11, numeric, with 2 decimal places (e.g., nnnnnnnn.nn) Tfr End Date FUND For income transfer standing orders (TD or TU) only. Represents the date (DD-MON- YYYY) at which mandatory transfers of income from the endowment fund to the transfer coding detail line ends. 31-DEC-2999 will be used to denote “until further notice.” 11 char, date (DD-MON-YYYY) Enab? FUND For income transfer standing orders (TD or TU) only. Indicates whether or not the standing transfer detail line is active (enabled). 1 char, Y or N Specific Instructions FUND The specific instructions associated with an endowment fund standing 100 char, mixed case Donor Terms (Standing Order Special Handling screen) FUND For special handling standing orders (SH) on endowment funds only. RSO to complete with standing order details for University Accounting Services. 500 char, mixed case Activity Type ACTIVITY A high-level classification of activities for accounting and reporting. Activity types are reflected in Harvard's chart by ranges of values and are reinforced by the Activity Type segment attribute stored on each value. For example, the activity type Other Income Statement is reflected in the CoA by values in the 500000-899999 range. Each value in that range is assigned the activity type attribute I-Other Income Statement to reinforce the ranging. The activity type for parent values is automatically derived as Z-Parent, since these values are not used in transacting. 1 char, UPPERCASE
English English: Writing Emphasis English Education Financial Management Graphic Design History Humanities and Fine Arts Music and Worship Leadership Music Education (Choral) Education (Instrumental) Music Therapy Performance (Instrumental) Performance Spanish Student Ministry Bachelor of Business Administration Accounting Management Marketing Business Administration: Emphasis in Entrepreneurship Business Administration: Emphasis in Human Resource Management Business Administration: Management Business Administration: Emphasis in Marketing Bachelor of Science Air Force ROTC Applied Mathematics Athletic Training Program Biochemistry Biology Education Biology: General Emphasis Biology: Pre-professional Emphasis Biology: Wildlife Emphasis Chemistry Computer Science Criminal Justice Early Childhood Education Economics Elementary Education Health Promotion Kinesiology Clinical Strength and Conditioning Mathematics Mathematics Education Natural Science Nursing Organizational Management Organizational Management: Healthcare Management Concentration Organizational Management: Human Resources Management Concentration Organizational Management: Project Management Concentration Physical Education Political Science Psychology Social Science Sociology Sociology: Human Services Emphasis Bachelor of Technology Bachelor of Technology (online) Computer Science or Information Systems Faculty Work Schedule and Checklist The following checklist is designed to help you prepare everything that you will need to teach. It will give you a framework of the actions that must be done and when they must be done.
11. Documentation of accreditation as required by Departmental policy. ADDITIONAL DOCUMENTATION Copy of Commercial General Liability or Comprehensive Liability Insurance Certificate; Organizational Chart of the agency; 3. A signed and notarized U.S. Citizen/Qualified Alien Affidavit, with required documentation to be completed by the CEO of the CSU. SUBMISSION REQUIREMENTS The completed DBHDD application, with all required documentation must be submitted simultaneously. The Department will not accept incomplete application packets. Application and supporting documentation must include a single hard copy of all elements, submitted in a 3-ring binder, appropriately labeled and tabbed for easy review. Documents must be submitted in the same order as listed on the checklist. Completed packets must be returned via U.S. Postal Service or other recognized mail carriers, such as UPS, Fed-Ex, DHL, etc. Please mail completed application with supporting documentation to: Department of Behavioral Health and Developmental Disabilities Behavioral Health Licensing Unit 2 Peachtree Street Suite 23.277 Atlanta, Georgia 30303-3142 HAND DELIVERIES WILL NOT BE ACCEPTED
Message Screen or Template What the Message Means Action the User Takes Where to Go for More Information You have either selected a segment type (&1) which does not exist or your template type (&2) is other than A, M or D DIS_ALL (for segment type error), All templates for template type error. You have either (1) entered an invalid segment type on the DIS_ALL template or (2) you have tried to upload a template on which the template type field (field C1) has somehow been corrupted and does not contain one of the three valid codes (A, M, or D). If (1), your spelling of the segment type data, correct it, and resubmit the record. If (2), download a fresh copy of the template from the CSMA Batch Upload page and start over. See the Submit Batch Requests work instruction on ABLE. See the Comment box in the column header of the template for details on data requirements. You have successfully uploaded &1 request records. <br> were &2 errors in &3 errored rows in batch file <br> "&4/Batch ID=&5". CSMA Batch Upload web page You have submitted a file to the CSMA Batch Upload screen with the File Fail on Error flag set to "N" and the import process has detected an error in your file. The records that did not have errors have been loaded to CSMA. The errored records have not. on the View Report Detail link to view error messages. Print or save a copy of the report. Submit a new template with the corrected records. See Submit Batch Requests work instruction on ABLE. Your profile option does not allow you to use this value. No rule id returned. All templates The CSMA Batch Upload process is not able to determine the appropriate approval routing for the request you tried to submit. Send a copy of the .csv file you are trying to load as well as a .pdf copy of the CSMA Batch Upload Results report to Client Services at along with an explanation of the problem. Client Services
If You Want To Then Go To Resubmit your original CoA request Insert a comment, if appropriate. When corrections are completed you may resubmit your request by clicking . CSMA will return you to the Worklist. Note: This action assumes you have made the corrections indicated in the ACT message. If you are resubmitting a request, you can enter comments on this screen and resubmit without reopening your original request. Step 4 View details of this request Click on the icon to the left of Click here to Update/Review Request. CSMA ACT – Update/Review Request
When the Caution message appears, perform one of the following: If You Want To Then Go To Continue with closing the request without saving your changes and/or comments Click to confirm. CSMA will your original CoA request. Open the ACT notification from the taskbar. Click Ret urn t o W orkli st to return to the Worklist and keep the notification visible. Return to your original request Click . When the Note message appears, perform the following: In Order To Then Go To Continue saving your changes and/or comments and close the request Click to confirm and save your changes and/or comments. CSMA will your original CoA request. Open the ACT notification from the taskbar. CSMA ACT – Notification Details Window
California State University Employees Union 2, 5, 7 and 9 Employees Employee Performance Review Employee Information Name Date: Job Review Period Permanent July _______ to June _________ Department Review Period Probationary 3 mo 6 mo 11 mo Manager Evaluator Rating Job Knowledge: Demonstrates understanding of knowledge, skills, processes, equipment operation, procedures and resources necessary to perform the essential functions of the job and work assignments. Improvement Satisfactory Exceeds Expectations Exceptional Required Rating Justification: Quality and Productivity of Work: Demonstrates accuracy, completeness and follow-through of work, looks for ways to improve and promote quality, work is reliable. Demonstrates timely completion of work and works at sufficient volume to perform the essential functions of the job and the work assigned. Improvement Satisfactory Exceeds Expectations Exceptional Required Rating Justification: Problem Solving and Decision Making: Ability to resolve problems independently, provide sound comprehensive solutions, exercises good judgment according to the essential functions of the job and the work assigned. Meets deadlines and achieves expected results. Improvement Satisfactory Exceeds Expectations Exceptional Required Rating Justification: Customer Service: Degree to which the staff member incorporates quality customer service with students, faculty, co-workers and the public. Includes telephone etiquette, friendliness, responsiveness and follow up with customers. Needs Improvement Satisfactory Exceeds Expectations Exceptional Required Rating Justification: Planning and Organizing: Demonstrates self-management skills, including time management, planning, scheduling, prioritizing and completing work responsibilities and job assignments in accordance with expectations and job functions. Needs Improvement Satisfactory Exceeds Expectations Exceptional Required Rating Justification:
whereas only 128 from all the other WRA camps renounced). The effort to restore citizenship took 22 years (all restored, except about 40-50 people). 20, 1946 Tule Lake “Segregation Center” closes, the last WRA camp to do so. Appendix C WWII Camp Activity Sheet were many different types of camps in the United States used for the incarceration of different categories of people during WWII—from American citizens to prisoners of war. Approximately 11,000 people of Japanese descent, were actually interned following a recognized legal procedure and the forms of law. All of the latter were citizens of a nation against which the United States was at war, seized for reasons supposedly based on their behavior, and entitled to an individual hearing before a board. Whereas, the 120,000 Japanese American men, women, and children from the USA’s West Coast in the War Relocation Authority camps had no due process of law and this violation of civil and human rights was justified on the grounds of military necessity. This legal differentiation was the basis for the redress movement, which led to the Civil Liberties Act of 1988, involving a governmental apology and $20,000 payment to more than 80,000 camp survivors. Summary Different Types of Camps & Categories of People Detained in Them Temporary Assembly Center (Santa Anita, Fresno, etc.) People of Japanese Ancestry Born in Japan/Immigrants to the U.S. & Japanese American Citizens War Relocation Authority Camp (Manzanar, Rohwer, Granada, etc.) People of Japanese Ancestry Born in Japan/Immigrants to the U.S. & Japanese American Citizens Segregation Center (Tule Lake) People of Japanese Ancestry Born in Japan/Immigrants to the U.S., Japanese American those Considered Disloyal or Troublemakers Immigration Detention Facility (Honolulu, Seattle, San Francisco, etc.) Japanese Nationals Arrested by the FBI Department of Justice Internment Camp (Crystal City, etc.) German and Italian Nationals, Japanese Latin Americans, Enemy Aliens U.S. Army Internment Camp (Camp Lordsburg, etc.) Prisoners of War U.S. Federal Prison Draft Resisters
CSU Monterey Bay Information Contact Details: Name Phone Email Address Exchange Office: Holly White 1-831-582-4735 hwhite@csumb.edu Director: Ida Mansourian 1-831-582-4492 fmansourian@csumb.edu Agreement Coordinator: Jennifer Leonard 1-831-582-3785 jleonard@csumb.edu Incoming Exchange Contact: Tiffany 1-831-582-4395 tcoyne@csumb.edu Outgoing Exchange Contact: Nicolass Jooste 1-831-582-4408 njooste@csumb.edu Administrative Support: Yvette Oblander 1-831-582-4735 yoblander@csumb.edu Interim Special Programs Coordinator: Elizabeth McCorkle 1-831-582-4754 emccorkle@csumb.edu Student Services Support: Kasey Scolavino 1-831-582-4789 kscolavino@csumb.edu Fax: 1-831-582-3314 Mailing Address: 100 Campus Center Building 201 Room 207 Seaside, CA 93955
Academic Information: Courses Available to exchange students: All courses in course catalogue except Graduate courses (500 level) and courses with upper division prerequisites. Are courses leading up to a Master’s degree available for exchange students? Only if the student is here studying as Master’s student. Are doctorate student able to participate in the exchange? No Type of Language Instruction Offered: English Credit system and assessment: What is the regular student workload per semester? Typical students take between 12 and 17 units What is the grading system of your university? Please describe 4.0 scale. Classes graded A-F Arrival and Orientation: Airport Pick Up: Yes. Orientation Program Dates: Orientations are held during the week before start of term. Accommodation:
A sample format for recording the content of the interview in a process recording format: This page for example only – (Do not turn in as part of your recording). You should have several of content, but the entire session does not need to be recorded. Select a significant part of the interaction. SUPERVISORY COMMENTS INTERVIEW CONTENT STUDENT’S GUT LEVEL FEELINGS CLIENTS FEELING/AFFECT INDENTIFY INTERVENTIONS AND MAJOR THEMES In this column, the supervisor can make remarks, comments, etc. regarding the interactions, student feelings or analysis that took during the interview. Let’s discuss opening interview techniques. Record word for word what happened in the interview, including both verbal and non-verbal communication. If were Unscheduled interruptions or activities, record these also. Student: Hello Mrs. J I am your social worker and would like to talk with you to see if I can help you. Client Well I’m not sure why I need to see you. (silence, client looks away) Indicate how you were feeling as the activity or interaction was taking place. Use the feelings list (attached) or come up with your own. Nervous Your impression of how client is feeling and the observations to support it. Shy & anxious no direct eye contact What themes are present in the interaction? What intervention(s) did you use? (see attached list therapeutic interventions) Intervention: Introduction / encouragement Theme: resistance
A sample format for recording the content of the interview in a process recording format: This page for example only – (Do not turn in as part of your recording). You should have several pages of content, but the entire session does not need to be recorded. Select a significant part of the interaction. SUPERVISORY COMMENTS INTERVIEW CONTENT STUDENT’S GUT FEELINGS CLIENTS FEELING/AFFECT INDENTIFY INTERVENTIONS AND MAJOR THEMES In this column, the supervisor can make remarks, comments, etc. regarding the interactions, student feelings or analysis that took place during the interview. Let’s discuss opening interview techniques. Record word for word what happened in the interview, including both verbal and non-verbal communication. If there were Unscheduled interruptions or activities, record these also. Student: Mrs. J I am your social worker and would like to talk with you to see if I can help you. Client Well I’m not sure why I need to see you. (silence, client looks away) Indicate how you were feeling as the activity or interaction was taking place. Use the feelings list (attached) or come up with your own. Nervous Your impression of how client is feeling and the observations to support it. Shy & anxious no direct eye contact What themes are present in the interaction? What intervention(s) did you use? (see attached list therapeutic interventions) Intervention: Introduction / encouragement resistance
Student’s Name: Client’s Name: (alias so as to preserve client’s confidentiality) Interview Date: Session #: SUPERVISORY COMMENTS INTERVIEW CONTENT STUDENT’S GUT LEVEL FEELINGS CLIENTS FEELING/AFFECT INDENTIFY INTERVENTIONS AND THEMES FOR EACH PROCESS RECORDING ANSWER THE FOLLOWING QUESTIONS:
PRACTICUM REQUIREMENTS AND GUIDELINES ……………………………………………………………………33 Practicum Hours ………………………………………………………………………………………………………34 Logging of Practicum Hours …………………………………………………..……………………………….…….35 Practicum Mentor …………………………………………………………………………………………………… 35 Worksite ………………………………………………………………………………………………………………..36 Affiliation Agreements (Contracts) for Clinical Sites …………………………………………………………….. 37 CERTIFICATION….. ……………………………………………………………………………………………………………37 SIGNATURE PAGE……………………………………………………………………………………………………………..38
ESSENTIAL IV ~ Information Systems/Technology and Patient Care Technology for the Improvement & Transformation of Healthcare Course 4.1. Use analytic methods to critically appraise existing literature and evidence to determine and implement the best evidence for practice. NURS 595 NURS 596 NURS 597 NURS 295 4.2. Analyze and communicate critical elements necessary to the selection, use and evaluation of health care information systems and patient care technology. NURS 584 NURS 595 NURS 295 4.3. Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems and databases. NURS 584 NURS 295 4.4. Provide leadership in the evaluation and resolution of ethical and legal issues within healthcare systems relating to the use of information, information technology, communication networks, and patient care technology. NURS 584 NURS 295 4.5. Evaluate consumer health information sources for accuracy, timeliness, and appropriateness. NURS 584 NURS 295 ESSENTIAL V ~ Health Care Policy for Advocacy in Healthcare Course 5.1. Critically analyze health policy proposals, health policies, and related issues from the perspective of consumers, nursing, health professions, and other stakeholders in policy and public forums. NURS 586 NURS 295 5.2. Demonstrate leadership in the development and implementation of institutional, local, state, federal, and/or international health policy. NURS 586 NURS 295 5.3. Influence policy makers through active participation on committees, boards, or task forces at the institutional, local, state, regional, national, and/or international levels to improve health care delivery and outcomes. NURS 586 NURS 295 5.4. Educate others, including policy makers at all levels, regarding nursing, health policy, and patient care outcomes. NURS 586 NURS 295
Worksheet Activity: Short and Sweet How many do you really need here? Pretend you are a computer trying to fit as much into your disk as possible. out all the groups of two or more letters that have already occurred. These are no longer needed as they could be replaced by a pointer. Your goal is to get as many letters crossed out as possible. I know an old lady who swallowed a bird How absurd! She swallowed a bird! She swallowed the bird to catch the spider That wriggled and jiggled and tickled inside her She swallowed the spider to the fly I don’t know why she swallowed a fly Perhaps she’ll die…
Activity 17 Sharing secrets—Information hiding protocols Summary Cryptographic techniques enable us to share information with other people, yet still maintain a surprisingly high level of privacy. This activity illustrates a situation where information is shared, and yet none of it is revealed: a group of students will calculate their average age without anyone having to reveal to anyone else what their age is. Curriculum Links Mathematics – Sums and averages Skills Calculating an average Random numbers Cooperative tasks Ages 7 years and up Materials Each of students will need: a pad of paper, and a pen. Sharing Secrets Introduction This activity involves finding the average age of a group of students, without anyone having to reveal what their age is. Alternatively, one could work out the average income (allowance) of the students in the group, or some similar personal detail. Calculating these statistics works particularly well with adults, because older people can be more sensitive about details like age and income. You will need at least three students in the group. Discussion Explain to the group that you would like to work out their average age, without anyone telling anyone else what their age is. Ask for suggestions about how this might be done, or even whether they believe it can be done. Select about six to ten students to work with. Give the pad and pen to the first student, and ask them to secretly write down a randomly chosen three-digit number on the top sheet of paper. In this example, 613 has been chosen as the random number. Have the first student tear off the first page, add their age to the random number, and write it on the second sheet on the pad. The first student's age is 8, so the
Intractable problems are ones that are not easily dealt with because it would take too long to come up with an answer. Although it may sound esoteric, intractability is of great practical interest because a breakthrough in this area would have major ramifications for many different lines of research. For example, most cryptographic codes rely on the intractability of some problems, and a criminal who managed to come up with an efficient solution could have a field day decoding secrets and selling them, or—more simply—just making phoney bank transactions. We will look at these things in Part V—Cryptography.
questions on Turing Test Answers. The students could suggest other questions that they would have liked to ask, and should discuss the kind of answers they might expect. This will require some imagination, since it is impossible to predict how the conversation might go. By way of illustration, here are two example conversations. The former illustrates “factual” questions that a computer might be able to answer correctly, while the latter shows just how wide-ranging the discussion might become, and demonstrates the kind of broad knowledge that a computer might need to call upon. There is a system called “Eliza” that is widely available on the web (it is a kind of “chatbot”, which is a system that you can have typed conversations with). Eliza simulates a session with a psychotherapist, and can generate remarkably intelligent conversation using some simple rules. Some sample sessions with Eliza are discussed below. Students might try out Eliza, or other chatbots, although be warned that some have been trained using language and subjects that might not be appropriate for school students.