zilongwang/ReadingBank huggingface dataset:
Diversity-related interview questions: In The University of Montana strategic plan, diversity is listed as one of our four core values, along with leadership, engagement and sustainability. How has your experience and background prepared you to be effective in this environment with these four values? Please provide an example of a situation when you had to exercise your leadership skills to help resolve a conflict between two diverse colleagues or subordinates. Please outline the situation, the actions you took and what resulted. In your career experience, please outline a situation in which you had the opportunity to work with an organization whose leadership or focus was on a culture or community that was different from your own. How did you adapt and what was the result? If you were the successful candidate for this position, how would you connect colleagues and contacts from diverse communities to this university? What do you expect the challenges would be? What do you expect the benefits would be? How would your vision for this position be aligned with this university’s commitment to equity and diversity? If you are the successful candidate for the position, you would represent this university in every interaction you have. What measures will you take to ensure you create a “face” that is welcoming to individuals from all backgrounds? Please discuss how your record of achievements in your career has been enhanced by exposure to diverse people, places, experiences or publications. What is your approach to enhancing your understanding of different cultures? In other words, how do you expand your own learning with regard to diversity? What is your approach to dealing with discussions that are related to difficult questions; for example; race, religion, sexual orientation? How have you incorporated the viewpoints of [insert subject area, i.e. American Politics] from groups outside the mainstream such as GLBT, disabled, or recent immigrants into your curriculum?
Name Contact Antwaine Smith Assistant Athletic Director, Total Tiger Skills Program (410) 704-4355 Barbara Hufnagel Contract Administrator/MBE Liaison, Procurement (410) 704-3486 Barin Nag Professor, Department of e-Business and Technology Management and AFSA (410) 704-4054 bnag@towson.edu Beth Clifford Professor, Sociology, Anthropology, and Criminal Justice, CLA (410) 704-5164 Christina Korzec Employment Outreach Specialist, Human Resources (410) 704-2012 Cole Reilly Associate Professor, Elementary Education, COE (410) 704-5134 Cynthia Cooper Professor, Communication Studies, MCCS (410) 704-4012 David Fedorchak Director, University Admissions (410) 704-3974 Debbie Seeberger Assistant Vice President of Diversity & Inclusion, Office of the Provost (410) 704-2360 Finn Christensen Associate Professor, Economics, CBE (410) 704-2675 Jamila Student Athlete Advisory Council Jill Max Director, Baltimore Hebrew Institute (410) 704-7120 Joel Bolling Senior Director, Center for Student Diversity (410) 704-2051
Name Contact Antwaine Smith Assistant Athletic Director, Total Tiger Skills Program (410) 704-4355 Barbara Hufnagel Contract Administrator/MBE Liaison, Procurement (410) 704-3486 Barin Nag Professor, Department of e-Business and Technology Management and AFSA (410) 704-4054 bnag@towson.edu Beth Clifford Professor, Sociology, Anthropology, and Criminal Justice, CLA (410) 704-5164 Christina Korzec Employment Outreach Specialist, Human Resources (410) 704-2012 Cole Reilly Associate Professor, Elementary Education, COE (410) 704-5134 Cynthia Cooper Professor, Communication Studies, MCCS (410) 704-4012 David Fedorchak Director, University Admissions (410) 704-3974 Debbie Seeberger Assistant Vice President of Diversity & Inclusion, Office of the Provost (410) 704-2360 Finn Christensen Associate Professor, Economics, CBE (410) 704-2675 Jamila Brown Student Athlete Advisory Council Jill Max Director, Baltimore Hebrew Institute (410) 704-7120 Joel Bolling Senior Director, Center for Student Diversity (410) 704-2051
age, and disability. The Diversity and Inclusion program will address diversity and inclusion on all these dimensions on multiple measures and varying degrees. Second, the program will include the review of policies and procedures for their accessibility and alignment with legal mandates and their use of inclusive language and ideas. For example, the incumbent Diversity and Inclusion Coordinator has worked to include preferred names on faculty rosters, and to ensure that all-gender bathrooms are placed on campus maps. The coordinator will serve on college committees and connect with student organizations to ensure the goals of the diversity and inclusion initiative are advanced throughout the campus. To effect the important cultural change that will allow every student, staff, faculty member, and community member to feel included and appreciated, the college needs a program that has the staffing, leadership, and resources to keep issues of diversity on the forefront of the college’s agenda. Specific Activities and Initiatives include: Monthly Newsletters Weekly campus email updates Upcoming on-campus events TedTalks Current events Upcoming Diversity related conferences and other learning opportunities Workshops Cross-Cultural Communication Continuation of Cultural Education Series (Safe Space, UndocuAlly, Vet Net) Add new Cultural Education Series (ability, homelessness, etc.) Student Communication Series: One for employees (“How to pull info out of students”), and one for students (“how to ask the right questions”) Targeted focus groups to collect qualitative data regarding students’ experiences their coming to Crafton; Are our people, information, and signage helpful? Do students feel comfortable stating their personal views in class and within various offices and departments on campus? Build and maintain website and resources (see navigation menu above to the right) Campus Climate Initiatives #StepUp Cultural Celebratory Events Creation and distribution of posters around campus Educational slides to TVs in Crafton Center Establish a campus Cultural Center (currently on Facilities Master Plan) Review policies and procedures to reduce or eliminate unintended barriers
Dedicated to supporting the academic, personal, and social success of Pan Asian students at Dartmouth College. Undocumented Internships/Professional Development Programs : Year round internships in Graphic Design & Marketing, Illustration, Public Relations & Organizing, and Development. Support E4FC's mission of supporting undocumented young people in achieving their academic and career goals. Scholarship and internship opportunities that provides funds to undocumented students to cover tuition and room & board. applied research methodology and use these tools to provide some much needed research for community organizations and projects that are really making a difference for low-wage workers. For individuals who want to get involved in MALDEF's litigation, public policy, and community advocacy work. Leadership development and training program that gives students career experience as leaders and organizers in the Los Angeles labor movement. Funding/Scholarships : For students who are entering second year or higher of education beyond high school. Individuals granted deferred action status under the Deferred Action for Childhood Arrivals Program (DACA) encouraged to apply. For students enrolled in an undergraduate or graduate degree program. Applicants must demonstrate activism in the struggle to achieve rights, economic justice, international solidarity, or other progressive issues. Undocumented students are invited to apply. To provide outstanding, financially-needy undergraduate students with the financial assistance they need to pursue their health-related career. Addressing the immense need that the United States has to produce more domestic engineers and scientists. Must have a demonstrable record of community and school involvement that reveals exceptional leadership potential with a capacity to work well in diverse settings. Non-US citizens are eligible for this scholarship.
Ethnicity Table 2.5 reports the ethnicity of the college. Table 2.5 – Proportion of staff by Ethnicity in January 2017 (all staff) WHITE 73.68% NOT KNOWN 6.18% BLACK & MINORITY ETHNIC 20.14% BLACK 12.16% MIXED 2.29% 5.28% CHINESE/OTHER 0.40% 20% of the overall workforce were from a Black and Minority Ethnic (BME) group (includes Asian, Black, Chinese, Other and Mixed). This represented a +4% increase from 2016. 74% of staff were from a white ethnic group (White – British/Irish/Other). For 6% of staff ethnicity was not known. The highest proportion of BME staff (26%) is among teaching staff and the least ethnically diverse group of staff are managers with 11%, as shown in Table 2.6. Table 2.6 – Proportion of staff by ethnicity (analysed by employment groups) 100% APR-16 JAN-17 APR-16 JAN-17 APR-16 JAN-17 Manager Lecturer Support 0.74% 0.68% 0.74% 0.45% 0.53% 0.24% Mixed 0.74% 0.68% 2.48% 2.48% 3.43% 2.67% Black 6.62% 7.43% 16.13% 16.70% 9.50% 8.98% Asian 2.21% 2.03% 5.96% 6.09% 4.75% 5.58% Not known 0.74% 3.38% 2.98% 5.87% 1.32% 7.52% White 88.97% 85.81% 71.71% 68.40% 80.47% 75.00% DIVERSITY AND INCLUSION REPORT 2017 19
Expressions of Interest --- Diversity Initiatives Fund for 2015 Name of Initiative/Project: Faculty/School/Unit: Project Co-ordinator: Phone no: (The person responsible for the project) E-mail: CRITERIA: The purpose of the is now to support The University of Western Australia’s widening participation agenda for current and potential students who may come from a low socio-economic background Target Group(s). Is there a particular target group whom you have identified as low SES? How does this project reflect the objective of widening participation for students from lower socio economic groups? Outline of Infrastructure: FURTHER INFORMATION ON THE PROPOSED INITIATIVE MAY BE ATTACHED TO THE FORM Proposal for Evaluation and Assurance of Quality:
CWF SARA Organisms Animal Extinction article from Huffington Post Invasive Species Website Zebra Mussels Sea Lamprey Dichotomous Key Video Galapagos Island animals Yellowstone Wolf Project Wolf Controversy Wolf Controversy video National Geographic For Kids The Kid Should See this Peel board’s ideas for kids becoming change makers http://kidstakingaction.org Kids Saving Animals The first six QR codes: Please visit as many of these sites as you can to get ideas about what organism you want to research and what problem it faces. The last 5 QR codes: Please visit all of these to get ideas on how you and your partner might take action to create change for your organism. Diversity of Living Things Internet Resources for December 13, 2016
Any other White background (please specify): B Mixed and Black Caribbean White and Black African White and Asian Any other Mixed background (please specify): C Asian or Asian British Indian Pakistani Bangladeshi Chinese Any other Asian background (please specify): D Black or Black British African Caribbean Any other black background (please specify): E Other ethnic group Arab Any other ethnic background (please specify): F Other Other (please specify): Sexual orientation Which of the following options best describes how you think of yourself? Bisexual Gay man Gay woman/lesbian Heterosexual/straight Other Prefer not to say What is your religion? Tick one box only No Religion Christian (including CofE, Catholic, Protestant and all other Christian denominations)
Diversity Monitoring AMI is committed to treating all applicants equally based on their merits regardless of age, disability, gender, gender reassignment, marital status, pregnancy, race, religion or sexual orientation. By completing this section of the application will assist us in monitoring our efforts towards achieving an inclusive and diverse workforce. Vacancy Details Vacancy title Where did you see this post advertised? AMI website LinkedIn Twitter Indeed Other: Opportunities What is your sex? Male Female Prefer not to say Is your present gender the same as the one assigned at birth? Yes No Prefer not to say Are you married or in a civil partnership? Yes No Prefer not to say Age 16 - 24 45 - 54 25 - 34 55 - 64 35 - 44 65 + Prefer not to say White
The Program Strategy Action Responsibility Timeframe Performance Indicators Progress Planning Strategic Plan incorporates diversity principles Workforce planning includes objectives and strategies for increasing the diversity of the workforce Priority status is considered for recruitment and/or work placement opportunities wherever possible Executive Director HR Manager HR Manager July 2014 July 2014 Ongoing Strategic Plan implemented Diversity considered through change management processes and any proposed structural change Internship intake prioritises target groups and statistics reflect accessible process
Connecting Membership of and participation in the Australian Employers Network on Disability Membership and participation in NEEOPA Partnerships/exchanges considered between NHRI’s and/or domestic organisations such as other agencies, NGO’s, indigenous organisations or CLC’s. Recruitment advertising encourages applicants with diverse backgrounds Support attendance at cultural events eg GARMA Encourage staff attendance at Rights Talks with diversity related themes HR HR Policy, ICS, Legal All Managers ED All Managers Ongoing Ongoing As opportunities arise Ongoing Annually As opportunities arise Attendance at meetings Attendance at meetings Number of arrangements facilitated Diversity monitored where disclosed. Attendance monitored Attendance at events
Sharing Accessible and current intranet Encourage disclosure of EEO status Encourage responses to State of the Service survey Regular ‘At Home with HR’ sessions on workplace diversity and flexibility Workplace Reasonable Adjustment Policy promulgated Internal Communications Team HR HR HR HR June 2014 January 2015 May 2014 As issues arise September 2014 Intranet revised and evaluated by staff Percentage of staff completing EEO data forms Percentage of staff completing SoS Attendance levels and/or requests for topic information Policy implemented and At Home with HR session conducted Learning Cultural Competence training Induction includes cultural awareness modules External HR September 2014 June 2014 Training delivered Modules identified and staff completion
Monitoring Activity reports provided twice yearly to Commission meetings Data collection on employment of diversity trends including: Flexible working arrangements Employment of target groups Workforce profile Exit information Monitor HCO contacts quarterly Monitor implementation of RAP, DAP, AMP ED HR Manager Diversity Committee Ongoing Ongoing Quarterly Evaluated to determine success of new and existing strategies Data analysed and reported annually Ensure commitments are on target
Next Scheduled Meeting Date: Tuesday, December 15, 2015 Time: 10:00am – 11:00am Location: Mt. Washington, Davis, Conference Room A115 Conference number – 1-888-651-5908 Participant Code – 456789
Science Council Equal Opportunities Monitoring Form The Science Council is committed to equality of opportunity in the provision of its recruitment, selection and employment procedures. Monitoring is recommended by the Codes of Practice for the elimination of discrimination. In order to monitor this policy, we request the following information, which would be used for this purpose and will form no part of the selection and interview process. All information provided will be treated as strictly confidential in accordance with the Data Protection Act. The information will only be used for statistical purposes with access restricted to staff involved in processing and monitoring the data. No information will be published or used in any way that allows individuals to be identified. 1. Gender What is your gender? ☐Male ☐Female 2. Age Please tick the box corresponding to your age group: ☐15-19 ☐45-49 ☐20-24 ☐50-54 ☐25-29 ☐55-59 ☐30-34 ☐60-64 ☐35-39 ☐65-69 ☐40-44 ☐70+ 3. Nationality This question is about the country or nation that you belong to. Please tick one option that most accurately describes your nationality: ☐UK/British ☐English ☐Welsh ☐Scottish ☐Northern Irish ☐Irish ☐Other EU ((includes: Belgium, France, Germany, Italian, Netherlands, Luxembourg, Denmark, Ireland, Greece, Portugal, Spain, Austria, Sweden, Finland, Cyprus, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia, Slovenia, Bulgaria, Romania)) ☐Non-EU ☐USA ☐Australian ☐New Zealander ☐Chinese ☐Chinese (Hong Kong SAR) ☐African (excluding South African) ☐South African ☐Indian ☐Pakistani ☐Bangladeshi ☐Other, please specify________________________
American Indian/Alaska Native 3 1 Asian 41 2 Hispanic (of any race) 8 2 633 390 Total 721 405 Fall 2008 Ethnicity 36 12 Black or African American American Indian/Alaska Native 3 1 Asian 38 1 Hispanic (of any race) 6 4 White 632 367 Total 715 385 Fall 2009 Ethnicity 39 9 Black or African American American Indian/Alaska Native 4 2 53 2 Hispanic (of any race) 7 4 625 380 728 397 Fall 2010 Ethnicity 42 11 Black or African American American Indian/Alaska Native 4 6 Asian 53 6 Hispanic (of any race) 13 3 614 385 Two or More Races 16 3 Total 742 414 Faculty Diversity: Five-Year Target/Goals (2011-2015) Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Black or African American 44 46 48 50 53 American Indian/Alaskan Native 5 6 7 8 9 Asian/Pacific Islander 55 57 59 60 61 Hispanic 15 18 20 22 24 Two or more races 18 18 19 19 20
8:30 am – 9:30 am Breakfast and Registration 9:30 am – 10:30 am Opening Keynote Address: Truth & Reconciliation: Healing Wounds Reverend Nontombi Naomi Tutu, Race & Gender Justice Activist 10:30 am – 11:00 am Networking Coffee Break 11:00 am – 12:00 pm Morning Breakout Sessions A1 Continued Conversation with Rev. Naomi Tutu Naomi Tutu Room: 101 A2 All Gender Dorms: The Story Behind the Headlines Joanne Lembo, Christina Doykos Breen, Phillips Exeter Academy; Jennifer Elliott (via skype), Phillips Academy 114 A3 Beyond Analysis: Teaching Students to Disrupt and Dismantle Racism Aaliyah El-Amin, Harvard Graduate School of Education 104 A4 Using Boal’s Forum Theater in the Classroom: Recognizing and Responding to Hate in Your School’s Culture Melinda Jaz, Director of Theater Arts, Worcester Academy, Worcester, MA 202 A5 How Identity Exploration Enhances Service, Engagement, and Partnership Blake Kohn, Executive Director, NNSP, Ken Garcia-Gonzales, formerly of Chicago Lab School 206 A6 Interrupting Privilege in our Schools (also offered B6) Fran Partridge, Racial Equity Consultant 201 A7 Building an Inclusive School: Teaching Racial Literacy Through African American Social and Political Movements (also offered B2) Dr. Ousmane Power-Greene, Clark University 208 12:00 – 1:00 pm Lunch, Tiffany Ballroom
Sexual Orientation – lesbian, gay, bisexual, heterosexual/straight 4. Do you have evidence or reason to believe that this policy will or may impact on inequalities? Consideration must be given particularly to children and families Socio-economic Disadvantage Impact – please tick as appropriate) Low Income/Income Poverty – cannot afford to maintain regular payments such as bills, food, clothing Low and/or no wealth – enough money to meet basic living costs and pay bills but have no savings to deal with any unexpected spends and no provision for the future Material Deprivation – being unable to access basic goods and services i.e. financial products like life insurance, repair/replace broken electrical goods, warm home, leisure and hobbies Area Deprivation – where you live (rural areas), where you work (accessibility of transport) Socioeconomic Background – social class i.e. parents education, employment and income 5. Integrated impact assessment required? (Two ticks () above = full assessment necessary) YES NO 6. Decision rationale – if you have ticked no above, use this section to evidence why a full IIA is not required
Unemployed Single parents and vulnerable families People on benefits Those involved in the criminal justice system People in the most deprived communities (bottom 20 SIMD areas) People who live in rural areas pensioners Looked After Children Carers including young carers People misusing services Others e.g. veterans, students Single adult households People who have experienced the asylum system Those leaving the care setting including children and young people and those with illness Homeless people People with low literacy/numeracy People with lower educational qualifications People in low paid work People with one or more Protected Characteristic What effect/difference will the policy have on people How do you know that 5. Action Plan What action/s will be taken, by whom and what is the timescale for completion Actioner Name Action Date What is the issue What action will be taken Progress against action
Ambition and Drive – Our motivation: Our success is driven by the desire of our staff and students to challenge convention, create something new, and play their part in shaping the future. Enterprising – Our way of being – We’re forward-looking, fast-moving, flexible and quick to explore new ideas, to exploit fresh opportunities and to take well considered risks. Making a Difference – Our relevance and value – We aim to show the world what a modern university can do: delivering a service, solving problems and providing sustainability for the community and global society. Community – Our bedrock – Ours is a lively university community that encourages and challenges ideas, promotes dignity, respect, health and wellbeing, and makes Warwick welcoming. Accessible – How we engage and our ‘feel’ – We’ve always believed in widening participation, in being open, friendly, easy to work with as equal partners and as as possible. Global Perspective – Our horizon, our solutions and ideas – Our cosmopolitan outlook and identity enrich our thinking and inform our quest for global relevance and world-class impact. Independence – Our attitude – we’re self-sufficient, unafraid to upset the status quo, to redefine academic parameters and satisfy our appetite for exploration, innovation and leadership. The University Strategy identifies the main goals as: Goal 1: Enable our students to succeed (Provide a life-changing education, an outstanding student experience, a global perspective). Goal 2: Deliver world-class research (Excellence in all of our disciplines and a leader in interdisciplinary research). Goal 3: Secure our global position (Optimise the scale, scope and reach of all our activities). Goal 4: Engage our communities (Value our staff and students, and encourage them to contribute and achieve their potential). Goal 5: Champion social, cultural and economic growth (A catalyst and partner for regional, national and international development and sustainability).
Frequency = # of quadrats in a species occurs / number of quadrats examined x 100 (example: 5 out of 8 qudrats contained Golden Pothos = 62.5%. Must calculate a frequency for each species identified even if your quadrat did not have that species). 5. Simpson’s Diversity Index (D) (N = total # of organisms of all species found; n = number of individuals of a particular species. Must use entire class data to get this information). Lab Analysis Questions 1. Did all quadrats contain at least one species of plant? Was there any quadrat that was a devoid of life? 2. Based on the density of each species, which plant was the most dominant? 3. Based on the frequency of each species, which plant occurs most frequently? Is this the same species that was most dominant? Why or why not? 4. According to the frequency of each species, are the plants in the community uniformly distributed, randomly distributed or clumped in groups? 5. What is the relationship between density and frequency? Can a species of plant have a high relative density but a lower relative frequency or vice versa? 6. What is the Species Richness of your quadrat? How about the entire class? Was there a particular quadrat that had a very high or low species richness? What could account for this? Using the Simpon’s Index, calculate the biodiversity of just your groups’ quadrat. SHOW YOUR WORK! 8. You calculated Calculate the biodiversity of North Meck spooky woods. What does this calculation tell us about the diversity and stability of this area? Explain!
To be completed after each dive and returned to the University Dive Officer Date Dive # Divers Bar In Bar Out Time In Time Out Bottom Time RG SI RF EBT Diver Well? Dive Coordinator’s Signature: _____________________________ Dive Officer’s Date: _____________________________ Date: ________________________
top is a banner where bold, white, capital letters spell out the words ‘THE DIVIDE’ on a black background. This banner is an indicator board during the performance. As the scenes unfold captions appear on the banner announcing the time and place of the scene, always white against the black; sometimes this text is neatly typewritten, sometimes it is hand written. The scene is set in preparation for a book launch. On the left, facing us is a huge image of a book cover. It reaches almost to the banner at the top and fills about a third of the available space. A large image on the cover depicts a human head and shoulders, the face is blank and
witch who had killed his niece, and she ‘could see that his heart was sore.’ Annie’s accusation, however, laid the blame on the dead girl’s mother, Bakipile. At the trial, Annie’s own testimony weakened her defense. In describing how she had gained her supernatural powers she said: I have never received religious instruction in a school. I do not know how I learnt to pray, but at one time I was sick. I became unconscious on one occasion and while I was still unconscious an invisible person spoke. That person told me that if I wanted to be cured I should place my hands on the sick. I belong to a church and was born a churchwoman. We belong to the American Board Mission. I do not go about bula’ing, smelling out people [accusing people of practicing witchcraft]. I pray for the people who come to me. I believe that they will get assistance from God . . . God has given me powers to be able to do this. I often pray for people who are sick. To those listening in the magistrate’s courtroom, this narrative would have seemed reminiscent of the traditional ancestors’ call to become a diviner. In addition, other actions that Annie reported suggested a familiarity with the practices of divination. While she denied having lodged any direct accusations against the dead child’s mother, she did acknowledge her belief that Bakipile possessed some potentially dangerous ‘medicine’. According to Cele’s own court statement, ‘I said the medicine was very strong and could have affected the child. I asked the woman if she was going to admit or not and she admitted having the medicine’—comments that contained echoes of a diviner’s demand that a witch confess to using supernatural medicines. In the end the white magistrate did conclude that Annie was a witchdoctor. Annie and her (white) lawyer appealed the verdict, but the conviction was upheld. Her sentence consisted of either paying a substantial fine of £20 or serving three months in jail. Annie paid the fine. Annie Cele’s healing ritual combined Christian practices with older methods of divination. This article will argue that Cele was not unique: women’s importance as spiritual actors in South Africa in the period from the late nineteenth through the mid-twentieth centuries stemmed from their abilities to embrace hybrid spiritual identities that corresponded closely to the lived reality of African rural life, and that by embracing those identities, women expanded their roles as social healers. As Karen Flint suggests
Divine Care and Support Services Limited is an organisation that is providing personal care to people in own homes and it is located in an office suite at Unit 344 Camberwell Business Centre in London SE5 7HN . The Registered Manager, Mr Pius Badejo has a QCF Level 3 Diploma In Health and Social Care with many years of experience in the sector and will have the added responsibilities of training. He is currently due to complete his QCF Level 5 Diploma in Leadership for Health and Social Care and Children and Young People's Services at Tower College of Further & Higher Education, 473 New Cross Road London SE14 6TA in July 2018. The care agency will employ senior care assistants with a minimum of 5 years experience in a team-leading or supervisory role and have a minimum of QCF Level 3 in Health and Social Care to take up delegated functions of team leaders, supervisors and cordinators as would be offered by the registered manager from time to time. The care agency will be engaging care workers with a minimum of QCF 2 qualification who are DBS cleared and with legal right to work in this country. The care workers will be undergoing annual refresher training to update their professional development records. No of approved places / overnight beds (not NHS) 0 CQC service user The people that will use this location (‘The whole population’ means everyone). Adults aged 18-65 Adults aged 65+ Mental health Sensory impairment Physical disability People detained under the Mental Health Act Dementia People who misuse or alcohol People with an eating disorder Learning difficulties or autistic disorder Children aged 0 – 3 years Children aged 4-12 Children aged 13-18 The population Other (please specify below) The CQC service type(s) provided at this location Acute services (ACS) Prison healthcare services (PHS) Hospital services for people with mental health needs, learning disabilities, and problems with substance misuse (MLS)
Eye Opening Spontaneously 4 To verbal command 3 To painful stimulus 2 None 1 Glasgow Coma Scale Verbal Response Talking/Oriented 5 Confused/Disoriented 4 Inappropriate words 3 Incomprehensible words 2 None 1 Motor Response Obeys commands 6 Localizes to pain 5 Withdraws from pain 4 Abnormal Flexion 3 Abnormal extension 2 None 1
Diving In A Ratio A B C 1) Share 20 in the ratio 2 : 3 1) Jarvis and Damon share sweets in the ratio 2 : 3. Jarvis gets 4 sweets, how many does Damon get? 1) Crispin and Louise share sweets in the ratio 2 : 5. Louise gets 60 more than Crispin. How many does Crispin get? 2) Share 20 in the ratio 3 : 2 3) Share 20 in the ratio 4 : 1 2) 30 in the ratio 1 : 2 2) Tommy and Thom share sweets in the ratio 7 : 9. Tommy gets 80 less than Thom. How many does Tommy get? 4) Share 40 in the ratio 4 : 1 3) Justine and Brett share sweets in the ratio 7 : 3. Brett gets 30 sweets, how many does Justine get? 5) Share 40 on the ratio 8 : 2 3) Share 180° in the ratio 2 : 3 : 5 6) Share 40 in the ratio 8 : 12 4) Liam and Noel share some money in the ratio 1 : 5. Noel gets £25, how many does Liam get? 4) Richard and Tjinder share money in the ratio 4 : 9. Tjinder gets £24 more than Richard. How much money did they get altogether? 7) 40 in the ratio 10 : 6 8) Share 40 in the ratio 5 : 3 5) Share £9 in the ratio 1 : 5 5) Tim and Mark share some money in the ratio 4 : 5. Tim gets £25, how many does Mark get? 9) 40 in the ratio 1: 4 : 3 6) Mark and Gaz share some money in the ratio 7 : 4. Gaz gets £30, how many does Mark. get? 10) Share 40 in the ratio 5 : 1 : 2 6) Share 360° in the ratio 7 : 5 : 4 : 2
Republic of the Philippines Department of Education Region XII DIVISION OF SULTAN KUDARAT District of South President Quirino SUBEN ELEMENTARY SCHOOL CHILD PROTECTION POLICY The Department of Education aims to improve the enrolment in school by decreasing the number of pupils or students to drop out from classes. Several studies had been conducted on why school children drop out from the school. These studies reported that pupils leave schools because they feel that they do not belong to the school. Moreover, they experience anxiety from their classmates, teachers, and community. Lack of fund was also a great factor of drop outs. These conditions thwart learning. They are made worse when learners have incompetent teachers to guide them, no textbooks to learn from or exercise books to write in, or if they have textbooks, they are of inferior quality that reinforces damaging stereotypes. Learning is further stymied when schools have no toilets, running water or electricity. (CFS manual, 2009) The result of those problems encountered by our pupils led to the adaptation of Child Friendly Schools by the Philippine Government. A child-friendly school is one that is a and child-seeking school. It is actively looking for children not in school - girls, the poor, those with disabilities or who speak a different language - instead of simply waiting for pupils to enrol and trying to develop a programme that will keep each of them in school. It is a school that is, first of all, inclusive of all children. The government of the Philippines and UNICEF signed an agreement for a new five - year Country Program for Children (CPC V). The program wants to improve the quality of education and accessibility to basic education of disadvantaged children through the strategy of
Division I Plainview 1 Pauls Valley 2 Ada 3 Dickson 4 Byng 5 Sulphur 6 Lone Grove 7 Marietta 8 Madill 9 Division 2 Silo 1 Latta 2 Colbert 3 Tishomingo 4 Davis 5 Kingston 6 Valliant 6 Wilburton 7 Calera 8 Stratford 9 Wayne 9 Coalgate 10 Konawa 10 Division 3 Vanoss 1 Rock Creek 2 Tushka 3 Caddo 4 Achille 5 Ft. Townson 6 Elmore City-Pernell 7 Allen 8 Wynnewood 9 Springtown 10 Stonewall 11 Division 4 Asher 1 Coleman 2 Springer 3 Fox 4 Roff 5 Boswell 6 Caney 7 Mill Creek 7 Milburn 8 New Lima 9 Tupelo 10 Sasakwa 11 Victory 12 Wapanucka 13 Thackerville 14
Dividing Whole Numbers The process of dividing whole numbers involves several steps. These steps have been practiced in class. A great website for the steps is Example: ALWAYS your work – use multiplication for checking. Example: 34 x 2 = 68 Divide. Show your work. Dividing Whole Numbers with Zeros in the Quotient, and Larger Dividends Dividing with in the quotient – When going through the steps of long division, if you “bring down,” you must divide. If the number you are dividing into is smaller than the divisor, you must place a zero in the quotient. Dividing with larger dividends – Divide as you would with smaller dividends, completing the steps over and over until each digit in the dividend has been used Dividing with money – Divide as usual, turn your quotient into a money amount with a decimal point and dollar sign. If you have a remainder when dividing with money, round the remainder to the nearest penny (after listing the remainder as a fraction, if it is more than half, go up to the next penny. If the remainder is less than half, you may drop it.) Divide. Show your work. Division Steps When dividing, or separating, large numbers; please remember the following steps: Does Divide McDonald’s Multiply Sell Subtract Cheese Compare Burgers? Bring Down
Problem Solving – Understanding Remainders When you solve a word problem using division, the real-world situation tells how to make sense of the remainder. Ex: There are 135 students in a certain grade. Each table in the lunchroom seats six students. How many tables would need to be set up in the lunchroom? Division problem: 135 ÷ 6 = 22 with 3 left over. Since every student must have a place to sit, you would round the answer up to 23 tables. figure out the remainder based on the real-world situation). Bridget is selling lemonade. She needs 8 lemons for each pitcher of lemonade. If she has 85 lemons, how many pitchers of lemonade can she make? Each pitcher of lemonade needs ice. If Bridget has 240 cubes of ice, how many pieces of ice can she put in each pitcher from part a? This problem requires you to show all your work or explain all your reasoning. You may use drawings, words, or numbers in your answer. Your answer should be written so that another person could read it and understand your reasoning.
Volleyball Divisioning Criteria DIVISION I Playing all High School Rules including: Foot faults In the net Carries Blocking serve CRITERIA Majority of servers (4 out of 6 starters) could serve 15 straight if not returned, other (1 or 2) could serve 6 – 8 straight, possible one who could not serve 6 – 8 Majority of players (4 out of 6 starters) can return a serve or a volley routinely; rest of the team occasionally Majority of players can set teammates and play on ball set by teammates Majority of starters would move for a ball DIVISION II Some leniency in rules: Call all foot faults Can touch net if does not interfere with opponent, but call if during attempt to spike, and call if at least whole foot touches past center line or interferes with opponent Call only obvious carriers Call spiking serve CRITERIA Half of starters could serve 15 straight if not returned. 1 or 2 could serve 6 – 8 straight if not returned. 1 or 2 have at least 50% of serves that would be good. 1 or 2 could not serve 50% from the back line Half of the players can return a serve or volley routinely, 1 or 2 can return a serve or volley occasionally. 1 or 2 might return a serve or volley hit right to them, if in the front row Half of the starters can set a teammate and play on ball set by teammates Half of the starters move for a ball DIVISION III Added leniency in rules: Call foot faults if whole foot is over line Can touch net if does not interfere with opponents – call if more than one foot is touching under net or interferes with opponents Call only very obvious carries Call spiking a CRITERIA 1 or 2 players could serve 15 straight if not retuned. 1 or 2 would regularly serve 6 – 8 straight if not returned. 1 or 2 would have at least 50% of serves good. 1 or 2 could serve at least 50% of the served good. 1 or 2 players can return a serve or a volley routinely. 1 or 2 can return a serve or volley occasionally. 1 or 2 might return a serve or volley hit right to them if in the front row. 1 or 2 players who rarely would return a serve or volley event if hit right to them when in the front row. 1 or 2 players can set a teammate and play on a ball set by teammates. 1 or 2 players would move for a ball
Division Word Problems - One Step - Level 4c - Divide a 3-4 digit number by a single digit without remainders. Level 4c - Solve problems involving money and measures. 265 children go on a school trip. They travel on 5 coaches. How many children are there on each coach? 53 children A theatre can seat 3330 people. Each row can seat 9 people. How many rows are 370 rows Mr Brandrick has 640 chickens which he keeps in 4 identical chicken sheds. How many chickens are in each shed? 160 chickens A teaspoon holds 5ml of water. I have 3325ml of water. How many teaspoons can I fill? 665 teaspoons Mrs Jones wins £9630 on the lottery. She shares the money equally between her 3 children. How much money do they get each? £3210 Mrs Higgins bakes 2512 cakes. She puts them in boxes for a cake sale. Each box can hold 4 cakes. How many boxes will Mrs Higgins need? 628 boxes Garden fence panels are 3 metres long. How many panels are needed for a fence along one side of a garden 420 metres long? 140 panels I have 1524 stamps. Each letter 2 stamps. How many letters can I post? 762 letters Mrs Stead had 5394 cm of ribbon. She cut it into 6cm lengths for her art lesson. How many pieces of ribbon did she have? 899 pieces
Contract Information Documents comprise the following: [Documents appended to this section.] OR [Volume [2] of [2] of the Bid Documents] [Geotechnical Report] [ ] entitled [ ], dated [ ], prepared by [ ] and consisting of [ ]. [This Document is hereby incorporated into the Contract Documents in its entirety.] OR [The following parts[s] of this Document [is] [are] hereby incorporated into the Contract Documents: [ .] AND [This document is issued with the Bid Documents.] OR [This document, not issued with the Bid Documents, may be examined at the location specified in clause 6.1.] Other Information Documents comprise the following: [Report] [ ] entitled [ ], dated [ ], prepared by [ ] and consisting of [ ]. [This document may be examined at the location specified in clause 6.1.]
[Hydraulic Gates, and Valves] $ [ ] $ Division 13 Sound, Vibration and Seismic Control $ Pre-Engineered Structures $ * Instrumentation $ Division 15 * Mechanical $ Division 16 * Electrical $ 7. Allowances: [ ] $[ ] [ ] $[ ] [ ] $[ ] 8. Miscellaneous Items of Work: Cost of all other items of work not itemized separately: (Refer to clause 4.6 of this section) $ 9. General Requirements: General Requirements Cost: $
MINISTER AND MINISTER'S REPRESENTATIVE Minister's Duties and Authority Minister's Representative Appointment of Assistants Instructions in Writing Minister Interpreter of Contract Minister's Determinations Minister's Review ASSIGNMENT, SUBCONTRACTING AND NOMINATION Assignment Subcontracting Nominated Subcontractors and Suppliers DOCUMENTS Property and Use of Contract Documents Reporting of Conflicts, Errors and Discrepancies Disruption of Progress Additional Instructions Forms GENERAL OBLIGATIONS Contractor's Responsibilities Contract Security Site Operations and Methods of Construction Differing Physical Conditions or Obstructions Climatic and Weather Conditions Contractor's Superintendence Contractor's Employees Minister May Object Safety, Security and Protection of the Environment Minister's Responsibilities for Safety Care of Work Responsibility to Rectify Loss or Damage Hold Harmless Agreement Regulatory Requirements Artifacts and Fossils Patent Rights Royalties Other Contractors Permanent Work Designed by Contractor Records and Audit Record of Labour and Construction Equipment Customs Urgent Remedial Work QUALITY OF PRODUCTS AND WORK Products and Workmanship Cost of Samples Cost of Tests Provided For Cost of Tests Not Provided For Inspection and Testing Dates for Inspection and Testing Rejection Cost for Inspection and Testing Independent Inspection Examination of Work Before Covering Up Uncovering and Making Openings Removal of Improper Work or Products COMMENCEMENT, COMPLETION, CONTRACT TIME AND DELAYS Commencement of Work Possession of Site and Access to Site Contract Time Extension of Contract Time Contractor to Provide Notification and Details Interim Determination of Extension of Time Rate of Progress Substantial Performance of the Work Substantial Performance of Part or Parts of Work Total Performance of the Work Warranty Performance of the Work Acceleration Damages for
Use this section to develop the Schedule of Prices. This section must be used with Section 00425 - Unit Price Bid Form and Section 01280 – Measurement Schedule. These sections complement each other and should be read in conjunction with each other. Refer to the Data Sheet – Purpose and Use of Schedule of Prices, the Data Sheet – Preparation of Schedule of Prices and the Data Sheet – Sample Schedule of Prices. Allowances: Discuss the use of allowances with the TRANS Project Manager and refer to Section 01210 – Allowances. Allowances are used for specific purposes and are not to be used for general contingencies. Payment for changes in the work or additional work are made under Section 01250 – Changes in the Contract. Edit the schedule to suit the contract requirements. END OF COVER SHEET
Assignment will be effected by means of an Assignment and Novation Agreement, between the Minister, the Prime Contractor, and this Contractor. The Minister will give this Contractor at least [5] days notice in advance of the proposed effective date of the assignment. Upon assignment, all payments payable to the Contractor in accordance with Section 00630 – Payment Conditions and all of the other Minister’s obligations under this Contract, shall become the obligations of the Prime Contractor. – – END OF SECTION NOT NOT PRODUCTS EXECUTION
Provide a Traffic Accommodation Strategy detailing the measures proposed to safely accommodate the travelling public. The minimum requirements are specified in the Department manual: "Traffic Accommodation in Work Zones” (Latest Edition); Any Contract specific requirements, in excess of the minimum requirements, will be identified in this Section 01552. Provide a Traffic Accommodation Strategy consisting of drawings detailing the configuration of temporary construction signs and other traffic control devices at the Site and provide written confirmation of the methods or procedures being used by the Contractor to address specific traffic safety related issues or situations at the Site. When detours are required, ensure the Traffic Accommodation Strategy includes detailed drawings identifying the corresponding proposed traffic accommodation measures. Ensure any issues or concerns regarding the Contractor's proposed Traffic Accommodation Strategy are addressed to the mutual satisfaction of the Contractor and the Minister to the commencement of the Work. The Contractor shall have no claim against the Minister resulting from the Minister’s failure to accept the Contractor’s Traffic Accommodation Strategy submission. The Contractor is responsible for all costs to address concerns raised by the Minister during the review of the Contractor’s Traffic Accommodation Strategy submission. Unless otherwise specified, accommodate public traffic on a 24-hour per day basis using any means at the Contractor’s discretion, subject to the minimum requirements of the "Traffic Accommodation in Work Zones” (Latest Edition). Make suitable provisions, including the use of detours, to accommodate all vehicular and pedestrian traffic safely and with a minimum of inconvenience. Provide, install, maintain and protect traffic control devices such as signs, barriers, fences and lights at the Contractor’s expense and in accordance with Section 1.6 “Temporary Construction Signing”. Install, maintain and protect at the Contractor’s expense, any additional traffic control devices deemed necessary by the Minister. Provide the required number of flagpersons, during all periods of active equipment operations which may affect normal traffic operations. Control the Contractor’s operations to ensure normal school bus operations are not interfered with. Ensure uninterrupted access is provided to developments along the Site.
The following form is appended hereto and forms part of this section. Number Title 03305.01 Concrete Pour Release Form Provide concrete work in accordance with the following standards (latest revision) except where specified otherwise. American Concrete Institute (ACI). ACI 211.1 Standard Practice for Selecting Proportions for Normal, Heavyweight, and Mass Concrete. ACI 304R Guide for Measuring, Mixing, Transporting, and Placing Concrete. American Society for Testing and Materials (ASTM). ASTM C260/C260M Standard Specification for Air-Entraining Admixtures for Concrete. ASTM C309 Standard Specification for Liquid Membrane-Forming Compounds for Curing Concrete. ASTM C494/C494M Standard Specification for Chemical Admixtures for Concrete. Canadian Standards Association (CSA). CAN/CSA-A3000 Cementitious Materials Compendium. CAN/CSA-A23.1 Concrete Materials and Methods of Concrete Construction. CAN/CSA-A23.2 Methods of Test for Concrete. CSA-A23.3 Design of Concrete Structures. Provide the following submittals. Cementitious Materials: