zilongwang/ReadingBank huggingface dataset:
Perform an interference analysis between the Wedge and Wedge Screw components. Select the Inspect tab and Analyze Interference. Define set #1 as the Wedge and set #2 as the Screw. Select OK. Revert to wireframe screen mode and perform a screen grab of the image. Select the View tab, Visual Style, and Wire Frame with Hidden Edges. If necessary, redo the Interference Analysis to highlight the area of interference. Print the image out and affix it to a page in your engineering notebook. Make an entry in your notebook that speculates as to the reason why interference exists between these two components. Save the Jack Lift assembly file.
x = ______ y = ______ x = ______ y = ______ z = ______ a = ______ c = ______ x = ______ What is the perimeter of the square? EC = ______ DC = ______
Note 5 Unless other temperatures and/or times are specified. Refer to Section 4.6.2 of this Manual for alternative storage conditions. Note 6 Samples of the formulation taken before and after the storage stability test may be analyzed concurrently after the test in order to reduce the analytical error.
Verbal/Written Questions: Q2, Q4, Q12, Q15, Q4 Observation: 2, 16, 17, 18, 19, 26 Work based Scenarios: 1, 3a Maintain confidentiality Case studies situations: 1, 7 Verbal/Written Questions: Q7, Q12, Q15, Q21 Observation: 2, 8, 9, 12, 16, 17, 18, 19 Work based Scenarios: 3a, 3b, 3c Where possible, seek the agreement of the client prior to providing services Case studies situations: 2, 3, 4, 5, 6, 7 Verbal/Written Questions: Q6, Q7, Q8, Q9, Q10, Q12, Q15, Q22, Q23 Observation: 1, 2, 3, 5, 6, 7, 8, 10, 11, 14, 15, 17, 18, 19, 22 Work based Scenarios: 3a, 2a, 3b, 3c Follow identified policies and practices 2.1 Perform work within identified protocols, policies and procedures Case studies situations: 1, 2, 3, 4, 5, 6, 7 Verbal/Written Questions: Q5, Q12, Q15, Q19 Observation: 2, 4, 7, 9, 16, 18, 19 Work based Scenarios: 1, 2b, 2c, 2d 2.2 Contribute to the review and development of policies and protocols as appropriate Case studies situations: 2 Verbal/Written Questions: Q12. Q15 Observation: 4, 25 Work based Scenarios: 1, 2b, 2c, 2d 2.3 Work within position specifications and role responsibilities Case studies situations: 1, 2, 3, 4, 5, 6, 7 Verbal/Written Questions: Q3, Q6, Q12, Q15, Q21, Q22, Q23 Observation: 2, 4, 7, 8, 16, 18 Work based Scenarios: 1, 2b, 2c, 2d 2.4 Seek clarification when unsure of scope of practice as defined by position description or specific work role requirements Case studies situations: 1, 2, 3, 5, 6 Verbal/Written Questions: Q3, Q7, Q12, Q15, Q23
Table 5 Air quality and air flow patterns Requirements Nonconformity guide 5.1 Air flow patterns must be such as to prevent air from flowing from biosecurity isolation areas to other areas unless HEPA filtered and prevent dead pockets. Minor 5.2 Ventilation must give negative pressure in the lab. Inward flow is required if imported animals are sharing a common air supply with non-imported animals (except in the case of specific pathogen free (SPF) animals where they would be in an isolator of SPF barrier). Major 5.3 Intake air should be 100 per cent fresh to avoid cross-contamination by infectious agents and to dispose of irritating chemicals, primarily ammonia). Minor 5.4 Intake air should not be contaminated by exhaust air from the site, incinerator smoke, or other contaminated air. Minor 5.5 There must be at least eight fresh air changes each hour. Minor 5.6 Vacuum lines and air outlets should, where necessary, be protected by high efficiency particulate air filters (HEPA) and liquid disinfectant traps. Major
Table 8C General (continued) Requirements Nonconformity guide 8.16 Ensure records are kept for a minimum of 18 months for goods subject to biosecurity control at the AA site. Minor or major 8.17 Ensure goods subject to biosecurity control are traceable in terms of (where applicable): declaration/entry number Import Permit number Air Waybill or Bill of Lading number date of receipt processing (including inspection, treatment, testing) details release from biosecurity control disposal details storage location accredited person responsible for the items. Major Major Minor Major Major Major Major Major Major 8.18 The BIP must ensure that persons having physical access to goods subject to biosecurity control are aware that such items must only be handled by an accredited person or under the direct supervision of an accredited person. Major 8.19 A contingency plan must be in place to manage unexpected events that threaten to compromise biosecurity integrity of the AA site. Unexpected events include: appearance of pests or symptoms of disease structural damage (for example, due to storms) unauthorised removal of goods subject to biosecurity control spillages of goods subject to biosecurity control sudden unavailability of an accredited person. Major Major Major Major Minor 8.20 Ceasing or transferring operations. The department must be informed in writing, at least 15 working days prior to intended: closure of a current AA site Major relocation of the business, including the AA class function ceasing of operation as an AA site. Any goods subject to biosecurity control that remain at the AA site must be treated or destroyed in accordance with a department approved method or transferred to another AA site with prior approval from the department. The BIP will be liable for associated costs. Critical
Exam Board (Code) 10 Does the proposed amendment affect the method or weighting of assessment? Yes No If Yes please give details below Current Assessment Pattern Method of Assessment Percentage weighting of assessment components Examination Length or coursework word count Exam period (if applicable) Last assessment to be completed? (indicate with an X New Assessment Pattern (if proposing a new module delivery, please complete this section only) Method of Assessment Percentage weighting of assessment components Examination Length or coursework word count Exam period (if applicable) Last assessment to be completed? (indicate with an X 11 Approvals Head of Department Faculty Approval Evidence of External Scrutiny (Major amendments only) Name: (Please print) Signature: Date: Name: (Please print) Signature: Date: Name: (Please print) Signature: Date: Please append the External Scrutineer’s report and/or email commenting on the module.
Year 9 Internal Exam Timetable Tuesday 7th – Friday 10th May 2019 DAY PERIOD 1 AND 2 PERIOD 3 PERIOD 4 AND 5 Tuesday 7th May Maths Non calculator 1 hour Maths Calculator 1 hour English 1 hour 45 minutes Wednesday 8th May Biology 1 hour Chemistry 1 hour French 1 hour Thursday 9th May Geography 1 hour History 1 hour Friday 10th Citizenship 2 hours IT 1 hour 15 mins Physics 1 hour
Project Team Innovators List Names, Organizations: Experts List Names, Organizations: Customers Check Only One: Employer Job Seeker List Names, Organizations Innovation Impact Project Target Population Check One or More: Original Accelerator Project Target Population Check All that Apply: End-Use Customers Check Only One: Long Term Unemployed Returning Veterans Individuals with Disabilities Low-Income Workers CalWORKS Participants Disconnected Youth Ex-Offenders Immigrant Job Seekers Long Term Unemployed Returning Veterans Individuals with Disabilities Low-Income Workers CalWORKS Participants Disconnected Youth Ex-Offenders Immigrant Job Seekers Job Seekers Employers/Business Both System Goals and Performance Measures All Applicants must address System Goals & Performance Measures. Only those that plan to include direct services should address Service Delivery Goals. What will the project do? List project outcomes, outputs, and deliverables (quantitative and/or qualitative) How will this be measured? Describe how you will know if the project is successful (quantitative and/or qualitative measures)
A ballooned isometric view of each subassembly and other orthographic and/or section view(s) of the subassemblies as needed to fully describe the sub-assemblies. A ballooned isometric view of the complete assembly (with all parts assembled together) and orthographic and/or section view(s) of the assembly as needed to fully describe the assembly. A parts list giving part names, material, density, volume, surface area, and mass. General notes, including general tolerances. Documentation detailing the reverse engineering process and finding as presented in Project 6.5 Product Reverse Engineering Presentation. Visual Analysis Functional Analysis Structural Analysis Conclusions and Recommendations. Offer suggestions as to how the design of the existing toy vehicle could be improved or the cost of manufacture reduced. Note that this pertains only to improving the existing design and not to the design of accessories or enhancements. The design of accessories and enhancements will be completed in a later activity. Conclusion Why is detailed documentation important in the design of a product? What is the purpose of engineering documentation in reverse engineering? Do you agree with the Automoblox claim that their vehicles provide opportunities for children to practice creative problems solving, gross and fine motor skills, and visio-spatial processing? Justify your answer with specific examples on how each is accomplished, or not.
7-7 Practice Geometric Sequences as Exponential Functions Determine whether each sequence is arithmetic, geometric, or neither. Explain. 1. 1, –5, –11, –17, … 2. 3, , 1, , … 3. 108, 36, 12, 4, … 4. –2, 4, –6, 8, … Find the next three terms in each geometric sequence. 5. 64, 16, 4, … 6. 2, –12, 72, … 7. 3750, 750, 150, … 8. 4, 28, 196, … 9. Write an equation for the nth term of the geometric sequence 896, –448, 224, … . Find the eighth term of this sequence. 10. Write an equation for the nth term of the geometric sequence 3584, 896, 224, … . Find the sixth term of this sequence. 11. Find the sixth term of a geometric sequence for which = 288 and r = . 12. Find the eighth term of a geometric sequence for which = 35 and r = 7. 13. PENNIES Thomas is saving pennies in a jar. The first day he saves 3 pennies, the second day 12 pennies, the third day 48 pennies, and so on. How many pennies does Thomas save on the eighth day?
In many cosmologies, the universe was made up of three worlds. Gods, ancestors, and other supernatural beings resided either in either the upper world or the underworld. These two worlds were viewed as opposites. For example, the upper world was light, while the underworld was dark. Mankind lived in the intermediate world, which combined elements from the other two worlds. The intermediate world was visible and could be touched. Though the upper world and the underworld were powerful, they were hidden from most people. Plants and animals were classified into one of these worlds based on their shape, habitat, food, and culture. Birds symbolized the upper world. People, jaguars, and deer personified the intermediate world. The underworld was represented by bats, snakes and other creatures that lived in openings in the earth. Certain colors and smells were also associated with each level. Votive figure in the shape of a human being This is an image shows a votive object made by craftsmen sometime between 600 and 1600 AD. A votive is an object dedicated to a god in a religious ceremony. The object is roughly 2 inches x 5 inches. What features make it look like a human being? In what ways does it not look human? Why do you think it doesn’t look more like an actual human? Because the design of votives like this is very rough, scholars think craftsmen produced large numbers of these objects. What does that tell you about who used votives? Why might people have given votives to gods? How do votive objects like this one reflect beliefs about the cosmos? Votive figure in the shape of a human being
Date Amendments Approved by Jun 2013 1.0 First release Industry Arrangements Reform Program Oct 2013 1.1 Second release Industry Arrangements Reform Program Apr 2014 1.2 Third release Industry Arrangements Reform Program Jun 2014 2.0 Removal of criteria: 1.3.1-Fees must be paid for service imposed in accordance with section 46A (1) and section 86E of the Quarantine Act 1908 and subordinate legislation by the due date shown on invoices issued by the department. Approved Arrangements section Apr 2016 2.1 Updated departmental branding Approved Arrangements section 16 Jun 2016 3.0 Updated references to the department and the Biosecurity Act 2015. Approved Arrangements section Table of contents Guide to using this document This document sets out the requirements that must be met before the relevant Director will consider approval for the provision of biosecurity activities under section 406 of the Biosecurity Act 2015, otherwise known as an Approved Arrangement (AA). This document specifies the requirements to be met for the approval, operation and audit of this class of AA. Compliance with the requirements will be assessed by audit.
held subject to biosecurity control within the site until dogs are released from biosecurity control securely contained and disposed of as biosecurity waste. 3.15 Kennels and equipment must be cleaned and disinfected following the illness or death of a dog. Major 3.16 Dogs undergoing PEQ must be separated, including during transport, through the use of distance or physical barriers, to prevent cross contamination of dogs. Major 3.17 Dogs undergoing PEQ must not come into direct or indirect contact with any other dogs. Major or critical 3.18 If contact does occur with a dog which is not in PEQ that dog must be moved into the AA site and the department must be notified as soon as practical within 48 hours. Major or critical 3.19 Individual dogs within the site must be kept isolated from each other to avoid direct or indirect contact. If contact does occur between dogs, the department must be notified as soon as practical within 48 hours. Major 3.20 Dogs must be isolated or confined to their kennels until completion of the arrival veterinary examination. Major or critical 3.21 Dogs undergoing PEQ must not leave the QAP without prior written approval or direction from the department. Critical 3.22 The department must be notified as soon as practical within 48 hours upon detection of the unauthorised release of any dogs undergoing PEQ. Critical 3.23 Dogs undergoing PEQ which require movement to or from the site must be: securely contained within the site when loading and unloading crated and transported in an enclosed transport vehicle. Major 3.24 Major
Oral cavity Other (missing, broken, etc): Other (missing, broken, etc): Peripheral LN palapation NAD NAD Cardiovascular system HR: bpm HR: bpm Cardiovascular system NAD NAD Respiratory system URT: NAD URT: NAD Respiratory system LRT (auscultation): NAD LRT (auscultation): NAD Respiratory system RR: bmp RR: bmp Abdominal palpation NAD NAD Musculoskeletal system Forelimbs: NAD Forelimbs: NAD Musculoskeletal system Hind limbs: NAD Hind limbs: NAD Musculoskeletal system Other: Other: Reproductive system NAD NAD Reproductive system Entire male - scrotal palpation: Entire male - scrotal palpation: Reproductive system NAD NAD Rectal temp/anus Other Examining veterinarian signature: Additional comments:
Policy 7.01 Plan – Region 1 Developmental Disabilities Administration (DDA) 2014-2015 Plan Due Dates: April 2 (Regional Plan submitted to Assistant Secretary) and April 30 (Assistant Secretary Plan submitted to IPSS) of each year. Implementation Plan Progress Report (1) Goals/Objectives (2) Activities (3) Expected Outcome (4) Lead Staff and Target Date (5) Status Update for the Fiscal Year Starting Last July 1 Update Colville Confederated Tribes on Developmental Disabilities Administration (DDA) Contacts Send annual letter with DDA fact sheets, org chart, and phone lists sent to the Colville Confederated Tribes per 7.01 Communication Protocol Information about DDA services and supports will be available to all Colville Confederated tribal members Regional Administrator New information packet sent to the Colville Confederated Tribe per 7.01 Communication Protocol by 4/30/14 Enhance and maintain communication between the Colville Confederated Tribe and DDA Region 1. Send quarterly email Colville Confederated tribal representative. Increase information sharing between Colville Confederated Tribe and region. Regional Quality Assurance Manager Send quarterly email update including DDA updates, contact information and trainings offered. Ongoing. Establish and maintain a working relationship with the Colville Confederated Tribe. DDA to attend and participate with Colville Confederated Tribal health fairs. DDA will participate with an information table at Health Fair. Regional Administrator Ongoing Offer trainings to the public on the Colville Confederated Tribe. Coordinate mutual trainings with the Colville Confederated Tribes Social Service Tribal Programs to include mental health agencies, families, and providers. Increased collaboration and networking with other agencies serving the Colville Confederated Tribes and the reservation’s ceded areas to Field Psychologist Quality Assurance Manager Training to be scheduled
provide a better understanding and awareness. Promote cultural awareness, sensitivity, historical context and Government to Government relationship between DDA and Tribes/RAIOs by all DDA staff Ensure that managers and designated tribal liaison staff attend 7.01 American Indian Policy training. Every new DDA staff member and DDA staff that haven’t attended the 7.01 training within the last 5 years will attend the mandatory 7.01 training. Respectful government to government relations Quality Assurance Manager Ongoing for new staff and staff that haven’t attended the 7.01 training within the last 5 years. Acronym Guide: Developmental Disabilities Administration – DDA Voluntary Placement Services (for youth) - VPS
opportunities within DDA for Cowlitz Tribal members Cowlitz Tribal members to apply for DDA positions. Increased diversity within the DDA workforce Assistant scheduled for: January 2015 4. Promote cultural awareness and sensitivity by all DDA staff Ensure DDA staff attends 7.01, and Centennial Accord training as appropriate Participate in Cowlitz Tribal cultural events such as the Tribe’s Health Fair on Sept. 20, 2014. DDA staff may have the opportunity to receive Cowlitz Tribal history from Cowlitz historians/elders DDA staff will be available to the Cowlitz Tribe to learn their history as opportunity and training is provided by the Cowlitz Tribe Designated Cowlitz Tribal representatives, local Tribal liaisons, regional DDA staff and Loni Greninger, OIP DDA Regional Administrator has formally communicated the priority of all supervisors and applicable staff to attend Government to Government training by June 30, 2014. 15 DDA staff attended 7.01 training during this reporting period 5 Ensure that the Cowlitz Tribe is made aware of trainings available through DDA Send a quarterly email to Cowlitz Tribal designated representatives concerning DDA trainings Opportunities for Cowlitz Tribal members to be aware of and participate in DDA trainings QA manager or designee DDA will check the status during annual meetings tentatively scheduled for: January 2015
Policy 7.01 Plan Region 3 Developmental Disabilities Administration (DDA) and Hoh Tribe 2014-2015 Update Implementation Plan Progress Report (1) Goals/Objectives (2) Activities (3) Expected Outcome (4) Lead Staff and Target Date (5) Status Update for the Fiscal Year Starting Last July 1 1. Ensure the Hoh Tribe has information available for services and support DDA will meet annually with the Hoh Tribe to schedule a review of the 7.01 Plan. The designated local DDA liaison will participate in meetings as requested by the Hoh Tribe. Promote local collaboration between the Hoh Tribe and DDA. As requested by the Hoh Tribe, DDA staff will provide training and education regarding DDA programs and services. Participate in weekly staff meetings as requested by the Hoh Tribe. The Hoh Tribal members will have the opportunity to apply and receive services as Tribal member DDA eligibility is identified DDA Regional Administrator (RA) and DDA Quality Assurance (QA) Manager Will meet in: February 2015 DDA local Tribal Liaison Tobias Clawson Tribal Representatives DDA and the Hoh Tribe met on 2/4/2014 2. Provide written information about DDA services to all Tribes at least annually Region 3 DDA will send a formal letter to the Tribal Chair with copies to the Social Services Director and to the Office of Indian Policy, including: Current brochures describing DDA services; A current list of Region 3 DDA staff designated as Tribal liaisons, including staff telephone numbers and email addresses. Information about DDA services and local contacts will be available to the Tribe on an ongoing basis. DDA Regional QA Manager will send out on an annual basis. Information was shared in the 7.01 meeting on 2/4/2014 the designated Tribal members received updated information including contacts. 3. Facilitate employment opportunities within DDA for Tribal members DDA will forward job/recruitment announcements electronically to the Hoh Tribe designated representatives Ongoing opportunity for Hoh Tribal members to apply for DDA positions DDA Regional Administrative Assistant Ongoing
Increased diversity within the DDA workforce 4. Promote cultural awareness and sensitivity by all DDA staff Ensure DDA staff attends and Centennial Accord training as appropriate. Participate in cultural sensitivity training offered by the Hoh Tribe At the request of the Hoh Tribe, DDA liaison will participate in the Annual Tribal Health Fair in May DDA staff will be available to the Hoh Tribe to learn their history as opportunity and training is provided by the Tribe Designated Hoh Tribal representatives, local Tribal liaisons, and regional DDA staff DDA Region 3 is currently assessing training needs for its staff and plans to ensure that needed training occurs in 2014-15 5. Ensure that the Hoh Tribe is made aware of trainings available through DDA. DDA will forward training announcements and information electronically to the Tribes designated representatives. Ongoing opportunities for Tribal members to be aware of and participate in relevant DDA trainings. QA manager or designee Ongoing
Our Customer Engagement Policy will be reviewed annually to ensure that it is relevant including annual updating of the supplementary action plan and to take advantage of developments in consultation methods. This strategy will then be fully reviewed every three years in order to reflect the Library planning process. Actions for 2017-2020 Surveying Library Customers To review all the responses to such surveys and agree suitable remedial action or further development activities as appropriate. Mechanism/Method Segment/Dimension Purpose Frequency Responsibility National Student Survey (NSS) Final-year students Overall satisfaction level plus feedback from free text comments. Specific question on library resources. Annual Library Management Team Postgraduate Taught Experience Survey Postgraduate students Annual Library Management Team Postgraduate Research Experience Survey. Postgraduate researchers (2017 and 2019) Library Management Team First Impression Survey (FE) Further Education students Specific question on the Library Annual Library Management Team Library and IT student satisfaction survey Library student users Measure satisfaction and seek input on developing new services Annual Library Management Team Library and IT Staff Survey Library staff users Measure satisfaction and seek input on developing new services Annual Library Management Team Module Evaluation Survey Current Undergraduate Students Feedback on Library resources at a course/module level Twice Yearly Library Management Team
Policy 7.01 Plan – Region 1 Developmental Disabilities Administration (DDA) 2014-2015 Plan Due Dates: April 2 (Regional Plan submitted to Assistant Secretary) and April 30 (Assistant Secretary Plan submitted to IPSS) of each year. Implementation Plan Progress Report (1) Goals/Objectives (2) Activities (3) Expected Outcome (4) Lead Staff and Target Date (5) Status Update for the Fiscal Year Starting Last July 1 Update Kalispel Tribes on Developmental Disabilities Administration (DDA) Contacts Send annual letter with DDA fact sheets, org chart, and phone lists sent to the Kalispel Tribes per 7.01 Communication Protocol Information about DDA services and supports will be available to all Kalispel tribal members DDA Acting Regional Administrator, Tammy Winegar Enhance and maintain communication between the Kalispel Tribe and DDA Region 1. Send quarterly email to Kalispel tribal representative. Increase information sharing between Kalispel Tribe and region. DDA Quality Assurance Manager, Kim Abe-Gunter, Kalispel Health Care Administrator, Lisa Guzman Maintain a working relationship between the Kalispel Tribe and the reservation’s ceded areas. DDA to attend and participate with Kalispel tribal health fairs. DDA will participate with an information table at Health Fair. DDA Supervisor, Michelle Wolf, Kalispel Health Care Administrator, Lisa Guzman Offer trainings related to developmental disabilities and mental health issues to the Coordinate mutual trainings with the Kalispel Tribes Social Service Tribal Programs to include mental health agencies, families, and providers. Increased collaboration and networking with other agencies serving the DDA Regional Psychologist, Phil Diaz PhD Training to be scheduled
public on the Kalispel Tribe and the reservation’s ceded areas. Kalispel Tribes and the reservation’s ceded areas to provide a better understanding and awareness. DDA Regional Psychologist, Christen Kishel Kalispel Health Care Administrator, Lisa Guzman Kalispel Clinical Director, Angela Mello, MSW, LICSW, CDP Kalispel Director, Wendy Thomas Kalispel Attorney, Shannon Thomas Increase tribal community awareness about DDA services. DDA representative will attend meetings at People’s Place bi-annually. Increase community awareness about services available for individuals determined eligible with DDA Supervisor, Michelle Wolf Kalispel Health Care Administrator, Lisa Guzman
Wendy Thomas Promote cultural awareness, sensitivity, historical context and Government to Government relationship between DDA and Tribes/RAIOs by all DDA staff Ensure that managers and designated tribal liaison staff attend 7.01 American Indian Policy training. Every new DDA staff member and DDA staff that hasn’t attended the 7.01 training within the last 5 years will attend the mandatory 7.01 training. As Respectful government to government relations DDA Quality Assurance Manager. Kim Abe-Gunter OIP Regional Manager, Daryl Toulou
Honors Geometry Flatland Project Assignment: Write a paper on the book Flatland by Edwin Abbott. Your paper should be 2-3 pages long and should discuss one or more things you thought were interesting about the book, accompanied by specific examples from the book. Some topics you may want to write about: Which was your favorite chapter and why? What things did you find strange or confusing about Flatland? What do you think how Abbott portrayed males and females in Flatland? What was the “High Council” in Flatland, and why did it exist? What purpose(s) did it serve? How was Abbott using Flatland to make points about our society? What points do you think he was trying to make? If you had written Flatland, in what ways would your book have been different from Abbott’s book? Note that these are only suggestions; you may have other ideas that occur to you. Note also that you are not writing a “book report.” While you will need to describe certain things that happen in the book, I don’t want you to only describe the events of the book. I want to know what you found interesting and why. You will turn in two things: A Microsoft Word document, emailed as an attachment to Mr. B at . (Your Word doc must have your name typed at the top of the document.) A hardcopy printout of the Word doc. Grading: This project will count as one quiz grade. Due date: Your paper will be due on ___________________________________________. The hardcopy printout must be turned in to Mr. Bledsoe by 2:30pm on this date; the email containing the Word doc must be timestamped by 11:59pm on this date. Points will be deducted for late work.
worked in San Francisco with Seifel Consulting, a real estate and urban economics consulting firm, and for the City of Philadelphia as a Housing Analyst in the Office of Housing and Community Development. Tom Donahue, Construction Project Manager Tom Donahue brings to Sherick over 20 years of Construction and Project Management experience. Tom has spent 13 years in the Residential home building industry as a Project Manager managing over 50 communities from inception thru completion of all homes and transitioning of communities to various townships. Along the way he gained experience in Building Science, Scheduling efficiency, Contracting, and Customer relations. Before coming to Sherick, Tom ran his own Construction business in Philadelphia. Tom joined Sherick in July 2014. Alexandra Moorhead, Project Manager Alexandra joined the SPM team in 2013 and has focused on proposal writing for funding applications. She assists all project managers in overseeing a wide range of projects and coordinating day to day operations, as well as communicating with the clients, and organizing and scheduling the Sherick team.
Policy 7.01 Plan Region 3 Developmental Disabilities Administration (DDA) and Makah Tribe 2014-2015 Update Implementation Plan Progress Report (1) Goals/Objectives (2) Activities (3) Expected Outcome (4) Lead Staff and Target Date (5) Status Update for the Fiscal Year Starting Last July 1 1.Ensure the Makah Tribe has information available for services and support. DDA will meet quarterly with the Makah Tribe to schedule a review of the 7.01 Plan. The designated local DDA liaison will participate in meetings as requested by the Tribe. Promote local collaboration between the Tribe and DDA As requested by the Tribe, DDA staff will provide training and education regarding DDA programs and services The Makah Tribal members will have the opportunity to apply and receive services as Tribal member DDA eligibility is identified. DDA Regional Administrator (RA) and DDA Quality Assurance (QA) Manager Will meet in: January 2015 April 2014 July 2014 October 2014 DDA local Tribal Liaison Tobias Clawson Tribal Representatives No reportable activities for 2012-13 2. Provide written information about DDA services to all Tribes at least annually. Region 3 DDA will send a formal letter to the Tribal Chair with copies to the Social Services Director and to the Office of Indian Policy, including: Current brochures describing DDA services; A current list of Region 3 DDA staff designated as Tribal liaisons, including staff telephone numbers and email addresses. Information about DDA services and local contacts will be available to the Tribe on an ongoing basis. DDA Regional QA Manager will send out on an annual basis. Information was shared in the 7.01 meeting on 2/3/2014 the designated Tribal members received updated information including contacts. 3. Facilitate employment Send ongoing emails to Tribal designated representatives concerning job announcements Ongoing opportunity for DDA Regional Administrative Ongoing
opportunities within DDA for Tribal members. Tribal members to apply for DDA positions. Increased diversity within the DDA workforce. Assistant 4. Promote cultural awareness and sensitivity by all DDA staff. Ensure DDA staff attends and Centennial Accord training as appropriate. Participate in cultural sensitivity training offered by the Tribe. Consult the Tribe’s website to increase awareness of Tribal culture and events. At the request of the Tribe DDA liaison will participate in the Makah Annual Tribal Health Fairs. DDA staff will be available to the Makah Tribe to learn their history as opportunity and training is provided by the Tribe. Designated Tribal representatives, local Tribal liaisons, and regional DDA staff. DDA Region 3 is currently assessing training needs for its staff and plans to ensure that needed training occurs in 2014-15. 5. Ensure that the Tribe is made aware of trainings available through DDA. Send a quarterly email to Tribal designated representatives concerning training and job announcements Ongoing opportunities for Tribal members to be aware of and participate in relevant DDA trainings. QA manager or designee Ongoing in a new format
Policy 7.01 Plan Region 3 Developmental Disabilities Administration (DDA) and Nisqually Indian Tribe 2014-2015 Update Implementation Plan Progress Report (1) Goals/Objectives (2) Activities (3) Expected Outcome (4) Lead Staff and Target Date (5) Status Update for the Fiscal Year Starting Last July 1 1. Ensure the Nisqually Indian Tribe has information available for services and support. At least quarterly DDA and the Nisqually Indian Tribe will schedule a meeting to review the 7.01 Plan. The local DDA liaison will contact the Nisqually Indian Tribal Representatives and explore and identify the needs of the Nisqually Indian Tribe and attempt to promote local collaboration. Provide written information about DDA services to the Nisqually Indian Tribe at least annually. DDA will provide training and/or orientation to the Nisqually Indian Tribe regarding Intake and Eligibility and general information for access to DDA services. The designated local DDA liaison will participate in meetings as requested by the Nisqually Indian Tribe. The designated local DDA liaison will participate and attend Nisqually Indian Tribal activities and events such as the Nisqually Indian Tribal Health Fair in August. The Nisqually Indian Tribal members will have the opportunity to apply and receive services as Tribal member DDA eligibility is identified DDA Regional Administrator (RA) and DDA Quality Assurance (QA) Manager Office of Indian Policy (OIP) Regional Manager Loni Greninger DDA local Tribal Liaison Cathleen Corcorran Tribal Representatives Will meet in: April 2014 July 2014 October 2014 January 2015 DDA and the Nisqually Indian Tribe met on: February 13, 2014 March 26, 2014 2. Provide written information about DDA services to the Nisqually Indian Tribe at least annually In conjunction with Office of Indian Policy, Region 3 DDA will send information on DDA services to the Nisqually Indian Tribal Community Services staff which will include: Current brochures describing DDA Information about DDA services and local contacts will be available to the Nisqually Indian DDA Regional QA Manager will provide on an annual basis The information identified in section 2 was provided in the 7.01 meeting in February 2014 to the designated Nisqually Indian Tribal members, as well as Office of
services; A current list of Region 3 DDA staff designated as Tribal liaisons, including staff telephone numbers and email addresses. DDA local Tribal Liaison will set up an informational table at the Tribe (location determined by Tribe) for tribal staff and tribal citizens to stop by and discuss services, eligibility, etc. Tribe on an ongoing basis. Tribal staff and citizens will build a relationship with the local liaison, and will be aware of current DDA services. DDA Local Tribal Liaison will come to the Tribe every six months, or more often if Tribe invites. Indian Policy.
Living Landscapes literacy and science resources SJ=Schools Journal TSM=Teacher support material Title Type of resource Reference Year Level and or NZC Level The Bittern School Journal + TSM Pt 3 #1 2009 Yr 5 Flying Fungi As above Feb Level 2 The Butterfly Effect for lifecycle As above April 2012 Level 3 Te Taonga Nai a Tane (Harvesting of the Kauri Tree.) As above Pt 1, Nov 2011 Yr 4 Timber As above Nov 2011 L 3, Yr 6 Puketi Robins SJ only. Pt 2#1 2011 How Big is your footprint?(for Green house effect and climate change and challenges facing earth) School Journal + TSM Pt 3#1 2011 Yr 5 The Ant Army (to learn about ants) School Journal + TSM Pt 2#4 2010 Yr 5 Save our Sand dunes School Journal + TSM Pt2#3 2010 Yr 4 Changing Landscapes SJ only. Pt 2#1 2007 Pest Fish SJ only. Pt2#42005 Ants on the March (characteristics of army ants as predators.) School Journal + TSM Pt2#4 2010 L2 Killer Plants . SJ only. Pt2#1 2010 Plight of the Sea Turtle SJ only. Pt3#2 2008 Get your Hands Dirt.(about worms) SJ only. Pt1#4 2009 Making paper +(MP3) Junior Journal + TSM 44 L2 Gold Our Recycled Wormfarms Junior Journal + TSM 40 (Audio 40/41) L1 Gold Pet Day Problem (Worms) Junior Journal 40 L1 Gold Make a mini Worm Farm Junior Journal + TSM 39 Purple Catching Mustelids (About protection or endangered wildlife) Junior Journal + TSM 43 (Audio 42/43) Endangered Bird Junior Journal + TSM 29 Our Treasured Island Junior Journal + TSM 37 Hoiho and a New Home for Mokomoko Junior Journal 43 Spider/Spiderwork Junior Journal 42 (Audio 42/43) Honey makers (about bees) Ready to Read+TSM L1 orange Blue Eggs (How the song thrush came to NZ) Ready to Read+TSM L1 Gold Duckling Palace Ready to Read Purple
Policy 7.01 Plan Region 3 Developmental Disabilities Administration (DDA) and Puyallup Tribe 2014-2015 Update Implementation Plan Progress Report (1) Goals/Objectives (2) Activities (3) Expected Outcome (4) Lead Staff and Target Date (5) Status Update for the Fiscal Year Starting Last July 1 1. Ensure the Puyallup Tribe has information available for services and support. At least quarterly DDA and the Puyallup Tribe will schedule a meeting to review the 7.01 Plan. Explore and identify the needs of the Tribe Promote local collaboration between the Tribe and DDA Provide written information about DDA services to all Tribes at least annually. DDA will provide an orientation to eligibility and Intake Services to the Puyallup Tribe’s designated representatives. The Puyallup Tribal members will have the opportunity to apply and receive services as Tribal member DDA eligibility is identified. Increased positive working relationship between the Puyallup Tribal staff and DDA staff. Puyallup Tribal staff will have an increased knowledge of DDA services. DDA staff will have an increased awareness of Tribe’s needs. DDA Regional Administrator (RA) and DDA Quality Assurance (QA) Manager Will meet in: January 2015 April 2014 July 2014 October 2014 DDA local Tribal Liaison: Alex Boede Tribal Representatives DDA and the Puyallup Tribe met on 2/13/2014 2. Collaborate with the Puyallup Tribe in addressing the needs of Tribal members, or persons represented by the Puyallup Tribe, The designated local DDA liaison and/or an individual’s DDA Social Worker or Case Manager will participate in team meetings and/or case staffings when requested to do so by the Puyallup Tribe and with the consent of the DDA client. To include: DDA will provide information about access to available DDA services and resources in addressing an Designated local DDA liaisons, Social Workers or Case Managers. Target Date: As
who are enrolled DDA clients. Birth to 6, Melanie Stafford Phone: (253) 680-5510 Email: Children’s Services, Raven HeavyRunner Phone: (253) 680-5541 Email: Working in conjunction with Tribal School, Norm Dorpat Phone: (253) 606) 7578 Email: Elders, Russ Hanscom Phone: (253) 680-5481 Email: Vulnerable Adults, Russ Hanscom individual’s needs. requested by Puyallup Tribe. 3. Upon invitation by Puyallup Tribe, DDA staff to attend cultural events, health fairs, etc. A) Puyallup tribe to email local DDA staff of upcoming events. B) DDA staff to volunteer at Canoe Journey at Puyallup if time is available. Increased cultural awareness amongst DDA staff, increased trust and positive relationship between Puyallup Tribal members and staff, and DDA staff. Lead Puyallup Tribe staff contact DDA QA Manager and Puyallup Tribe Liaison Loni Greninger, OIP Target Date: Annual training
DDA for Quileute Tribal members members to apply for DDA positions. Increased diversity within the DDA workforce 4. Promote cultural awareness and sensitivity by all DDA staff Ensure DDA staff attends and Centennial Accord training as appropriate Participate in Quileute Tribal cultural events such as Welcoming the Whales Ceremony At the request of the Quileute Tribe DDA liaison will participate in the Annual Tribal Health Fairs DDA staff will be available to the Quileute Tribe to learn their history as opportunity and training is provided by the Tribe Designated Quileute Tribal representatives, local Tribal liaisons, and regional DDA staff DDA Region 3 is currently assessing training needs for its staff and plans to ensure that needed training occurs in 2014-15 5 Ensure that the Quileute Tribe is made aware of trainings available through DDA DDA will forward training announcements and information electronically to the Quileute Tribes designated representatives Help facilitate Care Giving Support Training as requested by the tribe Ongoing opportunities for Quileute Tribal members to be aware of and participate in relevant DDA trainings QA manager or designee Ongoing
2017 -18 Planned Strategy Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Targeted intervention for students who require urgent literacy support – arranged by the SENCO. Pupils eligible for catch up funding often have weak literacy scores on entry to UCC, as well as low scaled scores. We look at Standardised Reading and Spelling scores that are below 80 to target this intervention in order to accelerate their literacy skills so that they are able to access the curriculum throughout Key Stage 3 and 4 successfully. All pupils eligible for catch up funding are tested on entry to the school to check their levels of literacy. Students who have Standardised Scores of below 80 in reading and/ or spelling will receive targeted intervention with a Higher Level Teaching Assistant or Senior Teaching Assistant directed by the SENCO. Students with more significant difficulties with reading and/ or writing work with a Higher Level Teaching Assistant on guided reading activities and follow a spelling programme based around Launch the Lifeboat for one hour per week. This is a scheme that was recommended to us by the specialist teacher for literacy to support a Structured Reading and Spelling programme for students with significant difficulties. Students with reading difficulties only will either have guided reading with an HLTA for 1 hour per week or will read regularly during registration with a Learning Support Assistant and their reading will be closely monitored. Students with spelling difficulties only will work with a Senior Teaching Assistant on Launch the Lifeboat Activities, which are tailored to the needs of the student. The SENCO meets with literacy staff each half term, and meets with the HLTA for literacy at least once every two weeks to discuss implementation. The programmes are reviewed early in the spring term, and again at the end of the term. We have been monitoring results over time. also given Students end of Year English grades will be analysed as well as reading and spelling scores. Parents are provided with information on how to help their children’s literacy skills develop at home. SENCO Progress from last year was reviewed in July/ September. Students are assessed in September. Programmes will start in October. They will be reviewed early in the spring term, and again in June/ July 2018.
Policy 7.01 Plan Region 3 Developmental Disabilities Administration (DDA) and Skokomish Tribe Update for 2014-2015 Implementation Plan Progress Report (1) Goals/Objectives (2) Activities (3) Expected Outcome (4) Lead Staff and Target Date (5) Status Update for the Fiscal Year Starting Last July 1 1. Ensure the Skokomish Tribe has information available for services and support At least quarterly DDA and the Skokomish Tribe will schedule a meeting to review the 7.01 Plan. The local DDA liaison will contact the Skokomish Tribal Representatives and explore and identify the needs of the Skokomish Tribe and attempt to promote local collaboration between the Skokomish Tribe and DDA. Provide written information about DDA services to Skokomish Tribe at least annually. DDA will provide training and/or orientation to the Skokomish Tribe regarding Intake and Eligibility, Referral Process, Financial Eligibility, in-home services, group living, housing and other general information for access to DDA services. The designated local DDA liaison will participate and attend in Skokomish Tribal activities and events such as the Skokomish Tribal Health Fair in August The Skokomish Tribal members will have the opportunity to apply and receive services as Tribal member DDA eligibility is identified DDA Regional Administrator (RA) and DDA Quality Assurance (QA) Manager Office of Indian Policy (OIP) Regional Manager Loni Greninger DDA local Tribal Liaison Rebecca Roadman Tribal Representatives Will meet in: May 2014 July 2014 October 2014 January 2015 DDA and the Skokomish Tribe met on 2-13-14. Next target meeting date with Skokomish Tribe is May 2014. 2. Provide written information about DDA services the Skokomish Tribe at least annually In conjunction with Office of Indian Policy, Region 3 DDA will send a formal letter to the Skokomish Tribal Chair with copies to the Skokomish Tribal representative including: Information about DDA services and local contacts will be available to the Skokomish Tribe DDA Regional Administrator and QA Manager will provide on an annual basis The information identified in section 2 was provided in the 7.01 meeting in February 2014 to the designated Skokomish Tribal members, as well as Office of
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The physician organization? To the learners attending the CPD activity? The scientific planning committee? To the learners attending the CPD activity? ? If the responsibility for these payments is delegated to a third party, please describe how the physician organization or SPC retains overall accountability for these payments. ? PART D: Declaration