zilongwang/ReadingBank huggingface dataset:
and who have been accepted into membership in the Corporation by resolution of the Board. 8.02 Membership A membership in the Corporation is not transferable and automatically terminates if the Member resigns or such membership is otherwise terminated in accordance with the Act. 8.03 Disciplinary Act or Termination of Membership for Cause Upon 15 days’ written notice to a Member, the Board may pass a resolution authorizing disciplinary action or the termination of membership for violating any provision of the articles or By-laws. The notice shall set out the reasons for the disciplinary action or termination of membership. The Member receiving the notice shall be entitled to give the Board a written submission opposing the disciplinary action or termination not less than 5 days before the end of the 15-day period. The Board shall consider the written submission of the Member before making a final decision regarding disciplinary action or termination of membership. Section 9 - Members’ Meetings 9.01 Annual Meeting The annual meeting shall be held on a day and at a place within Ontario fixed by the Board. Any Member, upon request, shall be provided, not less than 21 days before the annual meeting, with a copy of the approved financial statements, auditor’s report or review engagement report and other financial information required by the By-laws or articles. The business transacted at the annual meeting shall include: receipt of the agenda; receipt of the minutes of the previous annual and subsequent special meetings; consideration of the financial statements; report of the auditor or person who has been appointed to conduct a review engagement;
A Six Sigma Case Study – Tutorial for IT Call Center – Part 4 of 6 February 26, 2010 0 This combination “case study and tutorial” tracks the inception of a Six Sigma DMAIC project by an IT support business. The project is aimed at helping the company become more competitive and profitable. Each part follows the project team as it works through another stage of the DMAIC methodology. Click to read the rest of the case study: , , , and . Having refined the project’s key outcome measures, defined performance standards for project Y‘s, identified segmentation factors and defined measurement systems, the Six Sigma project team of the IT services business began to focus on the Analyze phase. The DMAIC (Define, Measure, Analyze, Improve, Control) roadmap called for work in these areas during the Analyze phase: A1. Measure Process Capability: Before segmenting the data and “peeling the onion” to look for root causes and drivers, the current performance is compared to standards (established in step M2 of the Measure phase). A2. Refine Improvement Goals: If the capability assessment shows a significant departure from expectations, some adjustment to the project goals may need to be considered. Any such changes will, of course, be made cautiously, supported with further data, and under full review with the project Champion and sponsors. A3. Identify Significant Data Segments and Patterns: By segmenting the Y data based on the factors (X‘s) identified during the Measure phase – the team looks for patterns that shed light on what may be causing or driving the observed Y variation. A4. Identify Possible X’s: Asking why the patterns seen in A3 are as observed highlights some factors as likely drivers. A5. Identify and Verify the Critical X’s: To sort out the real drivers from the “likely suspects” list built in A4, there is generally a shift from graphical analysis to statistical analysis. A6. Refine the Financial Benefit Forecast: Given the “short list” of the real driving x’s, the financial model forecasting “how much improvement?” may need to be adjusted.
# Word 1 2 3 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 X Total Errors This Page X Grader’s Initials Total Possible Points 50 Total Errors -_____ Score
Exhibit “A” Plan Summary for Proposed Modified Plan Disposable Income and Modified Plan Payments (Do Not Include any Pre-Modification Plan Payments) (A) Projected Schedule “I” Income (From most recently filed Schedule I) (B) Projected Schedule “J” Expenses (From most recently filed Schedule J) (C) Projected Disposable Income (Column A minus Column B) (D) Payment Amount to Trustee (E) Beginning Month # (F) Ending Month # (G) Payments for the Benefit of Creditors and for Reserves (H) Emergency Savings Fund Deposits Established Under Plan (Column D minus Column G) (I) Total Monthly Trustee Payments (Column D multiplied by number of months paid) Per Month Total Per Month Total Grand Total Projected Trustee Disbursements to Secured Creditors Name of Holder Description of Collateral Total Remaining Claims and Post Confirmation Claims Plan Int. Rate Monthly Payment Amount Starting Month # Ending Month # Total Holder’s Name: _______________ Treated under Plan Section: Check One: Surrendered Transferred Retained (paid direct) Retained (paid through Trustee) Cure Claim Monthly Payment Total Debt Claim Monthly Refinance Payment (¶ 8B) Holder’s Name: _______________ Treated under Plan Section: Check One: Surrendered Transferred Retained (paid direct) Retained (paid through Trustee) Cure Claim Mortgage Payment Total Debt Claim Monthly Refinance Payment (¶ 8B) Total of Payments to Secured Creditors
Cure Claim Monthly Contract Pmt. Total Debt Claim Payment of the amounts required in this section constitutes a cure of all defaults (existing as of the date this Modified Plan was filed) of the Debtor(s)’ obligations to the holder of the claim. If the monthly payment in this proposed Modified Plan is less than the amount of the adequate protection payment ordered in this case, the actual payment will be the amount of the monthly adequate protection payment. Each claim secured by a security interest is designated to be in a separate class. Secured Debts on Which There is No Default and to be Paid Directly by the Debtor(s). The claims held by the following secured creditors will be paid by the Debtor(s) (and not paid through the Trustee) in accordance with the pre-petition contracts between the Debtor(s) and the holder of the claim secured by a security interest: Name of Holder Collateral for Claim Total Claim on Petition Date Collateral Value on Petition Date Contract Interest Rate Monthly Payment Date Last Payment is Due Each claim secured by a security interest is designated to be in a separate class. Other Secured Claims (Property to be Retained). Payments on these claims will be made through the Trustee. The secured claims treated by this Paragraph are in the following table: Name of Holder of Secured Claim Remaining Claim Post-Confirmation Claims not Included in Remaining Clam Total Remaining Claims and Confirmation Claims Modified Plan Interest Rate Security for Claim Monthly Payment Amount Starting Month # Ending Month # Total P&I Escrow
RESIDENCES: Where have you lived in the past? Start with most recent: Type of Housing Rent amount Location Dates (From/To) Reason for moving FINANCIAL INFORMATION What is the total annual income you and all individuals who will be living with you? _____under $20,000 _____$20,000-$40,000 _____$41,000-$60,000 _____$61,000-$80,000 _____$Over $80,000 What is your income source (employment, Social Security, pension, investments, etc.)? __________________________________________________________________________ Which type of independent housing program would you like to apply for? (Check all that apply). Senior shared living (55 years old +) Senior apartments (55 years old +) (studio, one bedroom) Disabled shared living Single parent family apartment (one bedroom, two bedroom) Low-income family apartment (two bedroom) Accessory apartment program ( studio one bedroom, two bedroom) First time home ownership I hereby affirm that the above information is true and current. Falsification of information can result in termination of the application process or eviction. Signature:____________________________ Date: __________________________ Please return to: A-HOME 141 Tompkins Avenue, 3rd Floor Pleasantville, NY 10570 Phone Number: 914-741-0740 Fax: 914-741-0777 E-Mail: Website: a-homehousing.org
Applicant Details: Company/Business name: Address: Contact Person: Telephone/Mobile: Email: ABN: Please list and describe the purpose of each product you are sending for approval: Marketing material name What is the material’s purpose? Who is the intended audience? How will the material be distributed? E.g – letterbox drop, local or metropolitan newspaper, online – website or social media What are the distribution numbers? Please note that approval can take up to five business days from date of submission. For Department use: Tracking number: Material approved: Yes / No Additional notes:
JPA Board of Directors Informational Items Continued OCAT, CalSAWS QA Procurement Update Tom Hartman CalSAWS IAPD Status John Boule 4:25 p.m. Recess until 8:30 a.m. Friday, November 2, 2018 Friday, November 2, 2018 7:30 a.m. – 8:30 a.m. 8:30 a.m. – 8:45 a.m. Conference Day 2 Confirmation of Quorum Agenda Review John Boule Conference Informational Items 8:45 a.m. – 9:15 a.m. Discussion PSC Priorities Gilbert Ramos Dan Kohn 9:15 a.m. – 9:45 a.m. Discussion Policy Roadmap Michele Peterson Christiana Smith 9:45 a.m. – 10:00 a.m. Review Draft CalSAWS Roadmap John Boule Diane Alexander 10:00 a.m. – 10:15 a.m. Break 10:15 a.m. – 11:45 a.m. Presentation: Status of Cloud Proof of Concept DD&I Overview Next Steps Scot Bailey Seth Richman 11:45 a.m. – 12:00 p.m. Closing Address Los Angeles County Board of Supervisors Chair Sheila Kuehl 12:00 p.m. Public Comment Adjourn Meeting All Antonia Jimenez
Study Questions (for possible inclusion on the Quiz) 1. When opening SolidWorks you can create three different types of documents/files. Identify all three types of documents/files and describe the purpose of each. 2. If you lose track of a part model in the graphics area, what tool can find it/center it again? 3. What two editing modes can you work in when using SolidWorks? How do you know what editing mode you are currently in? 4. When making a new part in SolidWorks, where do you go to specify the unit system that you want to work in? What visual feedback is available about the current unit system? 5. Describe two different ways to change the view orientation of a part. 6. How do you delete parts of a sketch? 7. How do you exit a line chain? 8. Explain the difference between editing a sketch and editing a part. 9. Open SolidWork’s and draw the following somewhere on the screen: a Line, a circle, and a rectangle.
OMB Circular A-11 Object Class File Updated 1/20/16 In order to produce the OMB Circular A-11 Object Class File the user will execute the ARC DATA ACT PHASE I, complete the following steps in the ARC-ACCOUNTANT-XXX or ARC-PROJECTS ACCOUNTANT-XXX responsibility. Other > Requests > Submit a New Request… Submit a New Request Screen At the Submit a New Request Screen, Check Single Request and click OK. Submit Request Screen In the Name field type ARC DATA ACT PHASE I and hit ‘Tab’ to query and find the concurrent request. Parameters Screen Complete the following Parameters: Step Number Field Name Description Step 1 Period Name Accounting Period for which the report is being generated. Enter the applicable accounting period. 2 Customer Ledger Ledger for which the report is being generated. Enter 3-letter identifier for ledger. When the parameters have been completed, click OK and then click Submit to execute the ARC DATA ACT PHASE I concurrent request. View Output Click the ‘Refresh Data’ until the ‘Phase’ field indicates that the request is completed. Once the request has completed highlight the request and click ‘View Output’ to generate and save results. ARC DATA ACT PHASE I Report An example of the .txt file appears below. OMB Circular A-11 Object Class File Format File Name Length Starting Position Ending Position Description Domain Values/Notes
Distribution Difficult, esp. on larger scale Easy Mineral content Variable, low Consistent, high to very high Organic matter Present Absent Effect on soil structure Improvement No Direct food for fish Yes No Decomposition process Yes, with oxygen consumption No Price Low to medium High to very high Cost per nutrient unit Higher Lower Availability Possibly in neighborhood or even on own farm Commercial suppliers only; sometimes imported Direct pond fertilization Possible by raising animals on or near the pond Not feasible
Results Table 1 showing the types of plankton found in tanks Tanks # Photoplanktons Zooplanktons 1 Chlorella Cladocers (Daphnia pulex ) Rotifers (Brachionuspala),and copepods 2 Chlorella Mosquito larvae (Aedes or Culex) 3 Blue green algae Cladocers (Daphnia pulex ) Rotifers (Brachionuspala),and copepods 4 Chlorella Cladocers (Daphnia pulex ) Rotifers (Brachionuspala),and copepods No feeding Organic fertilizer Inorganic fertilizer Combined organic and inorganic fertilizer Final average weight (grams) 38.9 42 45.8 51.2 Initial average weight (grams) 22.8 22.6 22.4 22.6 Change in weight (grams) 16.1 19.4 23.4 28.6 Table 2 Showing the weight of the fishes that consumed the plankton Figure 4. Showing the growth rates of the fishes
[ ] Primary Enclosure [ ] Secondary Enclosure [ ] Cooling [ ] Mild Steel Radiators [ ] Welded [ ] Removable [ ] Stainless Steel Radiators [ ] Welded [ ] Removable [ ] Galvanized Steel Radiators (removable and unpainted) [ ] K-Factor Transformer [ ] Positive Nitrogen Pressure Oil Preservation System [ ] Current Transformers for Relaying/Metering [ ] Containment Pan for indoor use for 100% fluid containment [ ] Factory Mutual (FM) Approved transformer (for NEC Code-listed installations on, near, or inside of buildings) [ ] UL Listed and Classified transformer (for NEC Code-listed installations on, near, or inside of buildings) per UL XPLH [ ] UL Listed transformer (certifying compliance with ANSI standards only) per UL XPLH Shipping Transformers shall be loaded and unloaded with overhead cranes. Data with Proposal The following data shall be submitted with the proposal: Core losses (when requested per Sections 6.4 and 11.0). Winding losses (when requested per Sections 6.4 and 11.0). Percent Impedance Typical bid drawing The following checked data shall be submitted with the proposal: [ ] Exciting Current @ 100% and 110% rated Voltage. [ ] Efficiencies must be provided at loading levels of 100%, 75%, 50%, and 25%. [ ] Percent regulation must be provided at 0.8 PF and 1.0 PF. Drawings The following will be provided by request after receipt of order: [ ] Construction Drawings [ ] Record Drawings [ ] Approval Drawings
Acute Hospital Liaison There will be the opportunity to work in and develop acute hospital liaison services for the care of older adults C - Leadership Roles Role description Tasks Leadership role Lead clinical roles Lead consultant Implementing and reviewing standards, innovation in service delivery, clinical governance, patient safety, modelling high-quality patient care, supporting colleagues, building relationships with GPs and other external organisations Provide leadership role for specific and defined areas of development or practice Provide leadership and often line management for consultants and other medical staff within the service, often lead for quality within a directorate. D - Education and academic roles Role description Tasks Supervision of trainees Meeting requirements for revalidation Each trainee requires 1 hour of trainee-centred educational supervision per week Additional supervision will be required for clinical work Revalidation activities including continuing professional development and quality improvement
Accessibility Support / Level Description Recommendations for Use Calculator (embedded)/ Universal Tool An on-screen digital calculator that is available on select items for grades 6-8, 11 Available to all students based on student preference and selection Calculator Accommodation Special type of calculator- Braille or Talking For students with visual disability who cannot access the on-screen calculator that is available on select items Multiplication Table/ Scribe/ Same description for both levels Scribe/ Streamline/ Text-To-Speech/ Same description for both levels Text-To-Speech/ Translations (Glossary)/
Timeline Week 1 Entry event – Tuesday 12pm – whole stage in hall, STEM teachers explain and introduce. Staff may like to display STEM timetable/unit overview in their classrooms. KWLHQ – students complete individually and then combine to make class version. KWLHQ sheet. AHS staff and students visit to APS to present information on the care of chickens. Students to use attached note taking sheet. Assessment – feedback and reflection To be completed after AHS visit. All feedback and reflection sheets to be kept for final assessment. Week 2 English – text deconstruction Read and analyse L9 text Earthworms with class. The purpose of this activity is to highlight and discuss the features of a big book which students will need to focus on when creating their care book. analysis sheet earthworms Chicken Care Book – allocate students into groups. No more than 3 per group discuss ‘sound’ criteria for chicken care book using rubric STEM groups begin using scanned texts, high school PowerPoint’s and self – located resources read, highlight and re-write information they will need for their care book using the attached RUBRIC. Teachers may print sections of texts or allow students to refer to them on collaboration. Copies of resources are already in collaboration.
Programme Title: BTEC Extended Diploma in Sport & Exercise Sciences YR1 Assignment 2 the physiological response to steady state exercise and fatigue Students' Name: Date Set: 01/11/10 Assessors' Name: Kevin Browne First hand in date: 19/11/10 Late Submission: Yes / No Final hand in date: Friday 18th December 2010 Unit 1 and 2 Learning outcomes Unit 1 – know the structure of the skeletal system Unit 2 – Know how the body responds to steady state exercise Specific Objectives To achieve a pass grade the evidence must show that the learner is able to: To achieve a merit grade in addition to the criteria of a pass the evidence must show that the learner is able to:
Programme Title: BTEC Extended Diploma in Sport & Exercise Sciences YR1 Assignment 3: Effects of long term exercise on the body and types of muscle Students' Name: Date Set: 23/11/10 Assessors' Name: Kevin Browne First hand in date: 13/12/10 Late Submission: Yes / No Final hand in date: Friday 18th December 2010 Unit 1 & 2
Associate Assessment of Professional Competence (A-APC): Professional Competence Statement (PCS) Competencies Checklist PCS Competencies Demonstrated Evidence type (i.e. understanding, application or core) Log book entries PCS paragraph numbers 1 Professionalism and the RTPI Code of Conduct 2 The spatial planning context 3 Identifying and analysing issues 4 Gathering appropriate information 5 Identifying and evaluating a course of action 6 Initiating and implementing a course of action or for academic applications, dissemination of knowledge 7 The legal framework 8 Ethical challenges 9 The political framework 10 The economic context
A BADGE UPDATING LOG Event Points Awarded If required, brief description of activity/event undertaken Date(s) A Badge practical assessment (endorsement assessment) (mandatory requirement) 15 points Practical umpiring (mandatory requirement) 45 points 1 hour = 1 point Complete the Rules of Netball Theory Exam – 90% of higher (mandatory requirement) 5 points Participate in Netball Australia Emerging Talent Umpire Program 20 points Participate in an approved Member Organisation Umpire Talent Program 10 points Facilitate a Member Organisation based workshop/event/conference 15 points Attend Member Organisation approved umpiring workshop 5 points Attend Member Organisation approved umpiring conference 10 points Attend Member Organisation approved umpiring camp 20 points Complete a Netball Australia online education course (non-accredited) 5 points per course Attain Netball Australia All Australia (AA) Badge accreditation Meets total requirements Total points achieved THIS FORM SHOULD BE FORWARDED TO YOUR STATE/TERRITORY ASSOCIATION FOR PROCESSING. DO NOT SEND DIRECT TO NETBALL AUSTRALIA.
Assists the Manager of Graduate Studies with the annual enrolment audit and consults with auditors to produce requested reports and diagnostics. Prepares reports for the Dean, programs and management as required. OTHER DUTIES (35%) Co-ordinates a program of workshops, online resources and events to support the training and professional development of the graduate teaching assistantships at the University. Manages the certification requirements of the graduate teaching assistantship program. Identify and award graduate students who complete the certification. Participates in creation and editing of graduate academic calendar, handbooks, and other graduate studies publications. Participates in the annual review with OUAC graduate application processes and communications. Provides support to the Dean and Graduate Studies Manager, as required. Provides assistance to the Graduate Studies Office (including applications, admissions, recruitment, reception, website maintenance and general inquiries). As a member of the Graduate Studies team, provides overload assistance at peak times (recruitment functions, deposits, applications, calculation of grade point averages, student accounts) Liaises with IT to develop and maintain the Graduate student myTrent portal. Leads and/or participates in special projects as required. Assists with institutional recruitment and retention efforts by participating in internal and external events and networks as required. Maintains a thorough knowledge and understanding of relevant University regulations, policies and procedures, confidentiality requirements, provincial and federal legislation including freedom of information and privacy legislation. Assists with the training and oversees work of student assistants. Other related duties as assigned which do not account for more than 5% of the total duties. Education Honours University Degree Experience Required Two years of related experience in an academic environment. Proven ability to understand IT and work with/utilize student information systems and ability to work with computer programming. Demonstrated intermediate level proficiency in the use of MS Office (specifically Word, Excel, and Access) and Colleague (or advanced experience with another student information system (Banner or PeopleSoft). Experience with computer networked environments, Internet and web browsers. Ability to maintain confidentiality. Excellent written, oral, communication skills Demonstrated exceptional interpersonal and customer service skills, with the ability to interact effectively with students, faculty, staff and externals. Accuracy and attention to detail. Ability to work independently in a busy and challenging environment, with the flexibility to assist others. Excellent organizational and ability to prioritize workload in a fast-paced environment. Demonstrated and strong decision making, analytical and problem solving skills.
Department of Human Resources OPSEU Job Description Job Title: Career Counsellor Job Number: A-175 NOC: 4033 Band: 8 Department: Coop, Careers, and Experiential Learning Supervisor Title: Manager, Experiential & Co-operative Education Last Reviewed: September 29, 2006 Job Purpose In collaboration with the entire university, the Office of Student Transitions and Careers motivates students and alumni in the pursuit of their ambitions, through educating about career and life choices, providing resources, and creating awareness of opportunity. Reporting to the Director, Student Transitions and Careers, the Career Counsellor is responsible for contributing to the development and implementation of career development programs for all students and alumni at Trent, on both the Peterborough and Oshawa campuses. In addition, this position leads in the provision of group and individual services designed to guide students through all facets of career planning, employment preparation, and the transition to full-time employment and/or advanced levels of study. The incumbent will work with students, staff, and faculty, student organizations and with other student service areas to develop and implement appropriate service levels. The Career Counsellor has regular reporting responsibilities to the Director, Student Transitions and Careers regarding the efficiency and effectiveness of the career counselling support. Key Activities Advises and coaches students, undergraduate and graduate, and alumni on the career planning process through individual counselling/coaching, drop-in sessions, workshops, resource development and other services. Provides individual career counselling, which may include, but is not limited to: Educating students and alumni on the career development process and providing support in making decisions about careers, further education and employment. Assisting students and alumni in acquiring relevant and current information about careers and the labour market and models techniques to aid clients in developing their work search knowledge, skills and strategies. Administering and interpreting career assessment instruments, as required. As needed, provides resume/cover letter critiques and interview preparation. Provides career counselling and resume critiques in Oshawa, at minimum, 2 days/month. Uses technology to provide service and educate students. Develops and facilitates small group workshops and seminars that focus on career and employment topics -- may include workshops/seminars tailored to specific academic
Reese Hospital and the Illinois Institute of Technology, in the northern portion of the neighborhood. Great swaths of land were cleared in northeast Bronzeville to make way for new high-rise communities, such as Lake Meadows, which catered to middle-class individuals and families, most of whom were white or Asian. In the northwest corner, tenements were leveled to permit a campus expansion by IIT, which also served mainly whites. The Mecca, first targeted by IIT in March 1943, was one of those tenements, and its 1,500 people had to find new homes. […] imuel Black, having lived so long and seen so much, is often called upon to lead groups around Bronzeville, recalling its past glories. “When I take people on a tour,” he says, “I have to point at some vacant land to talk about the Regal or the Savoy or the Metropolitan, the Binga Arcade, the Vendome, the Pythian Temple. All that’s gone. You have to point to a site: ‘I used to live on the second floor of that vacant lot.’ The imagination can only stretch so far to help the tourists understand the richness. I can’t walk up the steps of a building that isn’t there. When I look at the restoration [of Bronzeville] that’s taking place, so much of the physical history’s been demolished.” As the neighborhood’s many remaining graystones and redstones are renovated and returned to something like their original elegance, they won’t hark back to the overcrowded days of the Black Belt, but to the earlier time when the community was one of wealth and privilege. […] “As the changes take place,” Black says, “the image [of what Bronzeville once looked like] will be very difficult to evoke, simply because so much of it has been wiped out. And so, when you want to learn about the history of Bronzeville, you’re going to have to go to books and read about it.”
Department of Human Resources OPSEU Job Description Job Title: Placement Coordinator Job Number: A-182 NOC: 1223 Band: 9 Department: Trent/Fleming School of Nursing Supervisor Title: Dean, Trent/Fleming School of Nursing Last Reviewed: May 29, 2012 Job Purpose Reporting to the Dean, Trent/Fleming School of Nursing and working in collaboration with Placement Coordinator (George Brown), the Placement Coordinator acts as a liaison to match students, instructors and agencies to provide students with appropriate learning experiences. The incumbent is responsible for complex communication and problem solving to maintain positive working relationships with a variety of contacts inside and outside the University. The Placement Coordinator reviews agency specific academic and non-academic requirements and advises students on practice requirements and placement opportunities. Key Activities Clinical and Practicum Support The Placement Coordinator arranges clinical placements in a variety of settings (e.g. hospitals, non-profit agencies, community health settings, schools, long term care facilities, seniors' lodges, home care, corporations), across Ontario and Canada although most often in Central and Eastern Ontario. Following consultation with Course Instructors and Program Coordinators, the Placement Coordinator is responsible for negotiating and arranging clinical experiences which meet the educational requirements for undergraduate students in all nursing programs within the Trent/Fleming School of Nursing. The incumbent: Develops protocols for selection and evaluation of Practicum sites and negotiation for prospective clinical sites; Assists Course Instructors in evaluating the appropriateness of clinical experiences and make necessary changes; Identifies untapped opportunities to provide access to a greater range of placement settings including rural and community placements; Works with program faculty to identify appropriateness of new and ongoing placements for students; Projects student clinical placement needs in collaboration with Course Instructors and Program Coordinators and school leaders; Communicates with placement agencies regarding plans for student placements 30%
Concept: Composing chants that represent different emotions. Objective/Outcome: Students will be able to state the different types of notes and how many beats each get in order to comprehend how they can be combined to compose a rhythm. Students will be able to organize notes into groups of four in order to compose 4 measure chants. Students will be able to perform 4 measure chants with dynamics and instruments in order to show how music conveys different emotions. Materials: Blank Paper Lined Paper Blackboard Rhythmic Instruments Fundamental Vocabulary: Composer, Composition, Whole note, Dotted ½ note, ½ note, ¼ note, 8th note, 16th note, rests, Rhythm, Chant, Beats, Lyrics, Instrumentation, Performance Sequence: What is the person called who writes music? (Composer) How do they write music? Make a list on the board Choose a topic, Write a rhythm, Add text, Add music Before composing, we must learn each note and how long it lasts Teacher and students create a rhythm together (If the students know the notes and their values well, the skip to the Class Rhythm Paper) Musical Dictionary - Teacher writes everything on the board and the students copy it down. Set up paper Fold paper in half hotdog way – hold it with the folded line running vertically Write name on paper Title it Musical Dictionary On left hand side write “notes” and On right hand side write “rests” Notes are certain amount of time when have sounds Rests are a certain amount of time when have silence Musical Dictionary Teachers ask the following questions and then write the notes and length on the left side of the board (students on their paper) and the same with the rests on the right. What is the note that has the longest amount of time? (4, whole) How do we draw it? Color it in? Have a stick? What do we call it? (fou-ou-ou-our) How many beats? (4) Draw what rest looks like What note gets the next largest amount of beats? (dotted-half) How do we draw it? Color it in? Have a stick? What do we call it? (three-ee-ee) How many beats? (3) Draw what rest looks like What note gets 2 beats? (half) How do we draw it? Color it in? Have a stick? What do we call it? (two-oo)
would in a similar situation. Most people after experiencing what Job experienced would go into denial and shock not wanting to accept the reality of the terrible things that have just taken place, or would try to put the events out of their minds as soon as the funeral was over; "life goes on" type thing. I'm always amazed at how quickly people begin to talk sports or light up a cigarette or gossip after a funeral service. No more than a minute passes after the final prayer at a graveside service and people are in a hurry to get back to "normal." It seems that we want to get the grieving over with as soon as possible. Many times those grieving want to blame God or question God concerning their tragedy. Why now, why this, why me, why them? Believers, however, are not most people. Their way of dealing with death and dying is different because of the cross that is behind them, the Spirit that is within them and the future that is before them. An example of this is Job's response to the loss of his wealth, children and position, all in the same day. In the book of Job, chapter 1, we see the 5
TASK FOUR: How does the cartoon below illustrate Malthus’ ideas about population? ACTIVITY EIGHT: ‘The Uncommercial Traveller’ by Charles Dickens Complete the tasks below. TASK ONE: Note down what you think of when you hear the word ‘workhouse’. These notes may take whatever form you like.
ACTIVITY TWENTY: Low Stakes Quiz Answer the multiple choice questions. Stave One Scrooge is a solitary as an… A shrew An oyster A crab A hermit What does Scrooge want to decrease? The surplus population Joy in Christmas The amount given to charity Bob Cratchit’s wages What does Marley say was his ‘business’? Making profit Charitable acts Mankind Helping Scrooge Stave Two How does the Ghost of Christmas Past describe the young Scrooge? A solitary child, neglected by his friends Stave Three How is the Ghost of Christmas Present represented? A jolly giant A silent phantom A small glowing man An invisible spirit Who are the children under the Ghost of Christmas Present’s coat? Poor and Destitute Hope and Charity Ignorance and Want Goodness and Light Which line does the Ghost of Christmas Present repeat to Scrooge? “Are there no prisons? Are there no workhouses?” “Christmas? Bah humbug!” “Decrease the surplus population.” “You may be a bit of undigested beef.” Context
CCSS must happen. Jeb Bush stepped in to save the day.73 Keep in mind that the “final vote” for ALEC to officially approve of a model resolution opposing CCSS had been taken and recorded in ALEC minutes in December 2011. FEE Executive Director Patricia Levesque issued an email on November 20, 2012, offering verbatim the announcement that former ALEC director and current FEE state policy director for Bush’s Digital Learning Now! David Myslinski publicized a day earlier and cited previously in this chapter. Levesque’s email begins as follows: After an 18-month exploration of Common Core State Standards, the American Legislative Exchange Council (ALEC) came to a final vote over the weekend, rejecting a bill opposing Common Core.74 This must be the “final final vote”—the one that favors Murdoch profits for both data collection and assessment—and the one that Jeb Bush wanted all along. At least now we need not wonder what would happen if ALEC had to choose between federalism and materialism. Materialism, one; federalism, zero. But then, ALEC has always worked hard to put money in its corporate members’ pockets. And in this age in which those with a lust for power fully comprehend the need for information control, ALEC will always find an obscenely wealthy patron willing to reward it for voting—and—when necessary—voting again.
“Changes need to be made in the cities because that is where political decisions are made. We can help people in the remote regions by fighting the fights in the city. Racism needs to be tackled and governments only patronize and pay lip service to Indigenous rights.” Millie Ingram, Wiradjuri Elder Disadvantage has arisen from government policies There is still a vast disparity between Indigenous and non-Indigenous Australians that is highlighted by low socio-economic indicators, low home ownership and housing levels, educational attainment, poor health and wellbeing, and high youth unemployment and incarceration statistics. Successive Indigenous leaders and Elders state this disadvantage is a result of poor treatment by successive government policies that has led to intergenerational trauma. For future sustainability Indigenous Australians want governments to honour, respect and support the inherent capacity of their people and their unique cultures. Wellbeing arises from empowerment For many years Indigenous Australians have said the key to better wellbeing lies in empowerment, equality and self-determination; in short, the recognition of their human rights and allocating resources to meet their needs. Aboriginal and Torres Strait Islander peoples still come to live, work, play or visit Sydney for opportunities such as business, education, sporting, arts and cultural activities or entertainment. Those individuals, families, communities, organisations and businesses are urban and contemporary peoples who recognise the opportunities that the city facilitates for them today. Community aspirations towards resilience Beyond recognition and rights, forums and discussion hosted by the City of Sydney with Indigenous community leaders shows that what is important for their communities is similar to that of other Australians. Aboriginal and Torres Strait Islander peoples want access to jobs, housing, education, health services, legal and financial advice, business support and to have healthy, resilient and sustainable communities, just as they had before 1788. Like other Australians, Aboriginal and Torres Strait Islander people want to make their own unique contribution to the ongoing development of an excellent Australian nation, one that is inclusive of all. Feature by Nancia Guivarra, member of the City of Sydney’s Aboriginal and Torres Strait Islander Advisory Panel Our vision for Sydney: a city for all Our vision for a socially just and resilient Sydney
Slide 23 Here are the fruit ingredients from a Waldorf Salad. This salad recipe makes 50 servings and the portion size is a number 12 scoop which is 1/3 cup. On the next slide Food Buying Guide information is entered on the recipe analysis sheet. Identify the 1 ingredient that is wrong in determining the fruit contribution. What is needed to complete the sheet in order to determine how this recipe contributes to the meal pattern? Slide 24 Food Buying Guide information is entered on the recipe analysis sheet. Identify the 1 ingredient that is wrong in determining the fruit contribution. What is needed to complete the sheet in order to determine how this recipe contributes to the meal pattern? Pause for the participants to look at the sheet and find the answers. (Go to next slide for answers) Slide 25 (click) The portions per recipe must be entered so the worksheet can calculate what 1 portion size will contribute to the meal pattern (click) Under the former meal pattern fruits and vegetables were calculated together for meal contribution. With the new meal pattern they are separate components. (click) Add the “F” so the worksheet knows that we are calculating how the fruit credits. (click) Now you can see that this recipe, when prepared as instructed, equal
perspective. In examining the bewildering array of literature, it becomes clear that agreement on one dominant model is probably impossible. Likewise the study of organisational cultures and climates are incredibly differentiated, and have many specific sub-fields of research. So we will investigate Organisational Learning, as well as Organisational Culture. Thirdly, we will look at the Organisational Setting. This we have defined as any unique aspects of the organisation (as sector, region, type, structure, current life cycle, etc). It can consist of one variable, for instance “the public sector”, or several. With this contingency framework, we then have three primary areas of investigation, the organisational culture, the organisational learning environment and the organisational setting, against a backdrop of national culture(s). As previously mentioned, my research in this paper based on a Scholar/Practitioner approach, thus creating a learning loop. Academic knowledge must illuminate and construct a framework of confirmed understanding, while allowing the researcher to draw conclusions and develop new models and theories as needed where current academia is insufficient. In the field of organisational culture and learning, we are still significantly evolving our understanding, somewhat like culture itself, it is continually evolving and restructuring itself, elusive but omnipresent. We have completed a series of interviews with leading HRD practitioners in an effort to validate and trial of the contingency model. Outside of the scope of this research paper remains learning processes on the individual level. I have excluded experiential learning models, psychological factors concerning motivation, learning abilities, cognitive models, and any other theories based on individual internal processes. They form the individual foundation without which learning and organisational learning will not occur, but consists of a complementary and self-contained academic discipline. Likewise, we will not cover the motivation and justification of a learning organisation or organisational learning. Some will say they are a mandatory part of our future without which, any organisation will become obsolete. Others will state that it offers a huge competitive edge, in terms of performance,
Community Pharmacy Sheffield Meeting Agenda (A) Tuesday 21 June 2016 Venue – Upstairs Meeting Room, Jordanthorpe Medical Centre, Dyche Close, Sheffield S8 8DX 9.30 am – close by 5.00 pm Item Purpose Lead Paper Indicative Time Welcome & Introductions Standing item Observers: Jon Whitelam / Paul Mason DR No 9.30 am Committee Corporate Governance Members are asked to note the contents of the Committee governance principles and inform the Chair of any changes to the declaration of interests. Note Competition Guidance File Tabled 9.30 am Apologies Standing Item: Crispin Bliss DR 9.45 am Minutes Minutes of the last meeting held on DR Yes (B) 9.50 am Matters arising not on agenda/review of action points Standing item DR Minutes (B) 9.55 am CPS Strategy Review Action Plan CT Tabled 10.05 am Officer Reports Matters of report: Chair Chief Officer Treasurer Any other officer meetings DR CT GC CB Reports to be Tabled 10.25 am DH Proposed Funding Cuts Update on Pharmacy Campaign CT No 10.45 am
NHS Sheffield CCG Update Update from Jo Tsoneva, Pharmacy Development Manager JT No 11.00 am Decision Topics Matters for Decision: Consultation on Professional Standards – see link CO Maternity Cover Attendance at PSNC Change Management Event Office move CT DR DR DR See link 11.30 am Market Entry Update / Responses to Applications CT Yes (C)& (Ci) 12.00 noon Current Issues Matters for Discussion: The Committee is asked to note the developments and discuss: Media Support (Kirsten Howells) Age UK – Sheffield Integrated Pilot Planning for CPS AGM – Tuesday 13 September 2016 World Osteoporosis day campaign Social Prescribing Young people & community pharmacy Practice Research Portfolio Sustainability and transformation plans Yorkshire Cancer Research proposal Healthy Start Vitamins PMCF School of Medicines Optimisation SY LPCs Contractor event Sept Smart card issues Health Gaps Discussion (Wicker Pharmacy) CT CT CT CT CT CT AY CT CT CT CT CT CT DR CT Yes (D) Yes (E) Yes (F) 12.10 pm Guest Speaker Healthwatch Sheffield (Vicky Cooper, Manager, Research & Evidence Lead) CT No Over lunch break
LUNCH Light Sandwich Refreshments Available Between 12.30 pm & 1.00 pm PSNC Update Update from Garry Myers, Local PSNC Representative GM No 2.30 pm Working Groups Expense Policy & Staff Handbook Sexual health services – HIV testing Care Home Project proposal CT CT CT No No No 3.00 pm AOB Please highlight to the Chair at the beginning of the meeting if items to include 3.30 pm Meeting review Governance, behaviours, format, content, decisions on future DR No 4.30 pm Close 4.30 pm Meeting Dates 2016: Tuesday 13 September (inc AGM – venue TBC) Tuesday 29 November
Agenda (A) Tuesday 22 September 2015 Venue – The Quadrant, 99 Parkway Avenue, S9 4WG 1pm (lunch) 1.30 pm start – close by 7.30 pm (after AGM) Item Purpose Lead Paper Indicative Time Lunch 1.00 pm Welcome & Introductions Standing item New Chief Officer DR DR/CT No 1.30 pm Guest Speaker Maggie Milne – Stop Smoking Service MM 2.00 pm Apologies Standing item: (Luke Downs, Terry Relf) DR 2.20 pm Governance Members are asked to note the contents of the LPC governance principles and inform the Chair of any changes to the declaration of interests. Note Competition Guidance Member Skills Assessment DR DR CT File Tabled pm Minutes of the last meeting 20 June 2015 - Minutes are checked for accuracy and to be signed. CCA Reporting DR DR Minutes (B) No 2.25 pm Matters arising not on agenda/review of action points Standing item RM/CT Minutes (B) 2.30 pm
Hallam FM & Magic AM Project - Progress Report South Yorkshire / Regional Meetings Registration Authority & NHS Smartcard – latest position Training Events - Possible Topics: FP34 checks Dermatology Cancer support Stop Smoking Social Services Patient Sharps Returns Men B vaccination – OTC Paracetamol Sheffield Medicines Optimisation Project (Sarah Alton) TB/SC DR/TB TB/DR SC/CT TB TB TB TB/CT Various (see Dropbox) No No See TB Report (E) “ “ No PSNC Update Apologies but verbal Report from Garry Myers PSNC Representative, via Susie SC No 4.30 pm Officer Reports Matters of report: Chair Interim Chief Officer Treasurer Any other officer meetings DR TB BM Tabled Yes (E) Yes (See Finance Folder D) 5.00 pm Meeting Dates for 2016 To decide meeting dates and venue for the coming year DR No 5.30 pm CPS Office Accommodation To consider a relocation of the office at the Wicker into larger offices with individual access rights. DR/SC Yes (F) 5.45 pm Any Other Business Outstanding from previous Agenda Items or raised by members DR No 6.00 pm
Current Issues for discussion / decision Discussion / Decision: Action Points from CCG supported discussion meeting with SCC / PH (Discuss): CCG to facilitate greater collaboration between CCG neighbourhood team, neighbourhoods themselves and CPS CPS to articulate what it can offer, where it might mobilise effectively within a neighbourhood(s) CPS (and CCG) to support and further resource Healthy Living Champions CPS to pursue becoming embedded within the social prescribing offer (LA to facilitate) PHE to support any emerging ideas around delivery of vacs and imms and screening in pharmacy settings and assist in circumnavigating within the constraints of the national frameworks Other Current Issues: Not Dispensed Scheme / Activity On-Going HLP Support / Resources Attendance at 30 April Event Venue for AGM – 25 September 2018 CT/SC CT CT SC SC No Yes (D) No No No 10.30 am PSNC Representative Report from Regional Representative – Garry Myers GM No 12.00 noon LUNCH Light Refreshments 12.30 pm CPS Sub-Committees To re-establish: CPS Sub-Committee Membership / Terms of Reference CT Yes (E) 1.15 pm Responses to Consultations For information, see CPS Responses to the following: ; ; CT Yes (as linked for each) 1.30 pm
Finances Treasurer’s Finance Reports and Budget Plan GC Yes(F)(Fi) (Fii) am CPS Strategy & Work Plan Review To consider: CPS Strategy and Work Plan Review / LPC Self-Evaluation CT/DR Yes (G)(Gi) 1.30 pm Market Entry Update on Market Entry Applications Waverley Application SC CT/LD Yes (H)(Hi) Yes (I)(Ii) (Iii) 3.00 pm Officer Reports Matters of report: Chair Chief Officer Treasurer (as above) Any other officer meetings DR CT GC CB Reports to be Tabled 3.30 pm AOB Please highlight to the Chair at the beginning of the meeting if items to include DR 3.50 pm Primary Care Sheffield (PCS) Guest Speaker – Steven Haigh, Primary Care Sheffield, covering:  Clinical Pharmacists  ACP  PCS Governance Review SH Presentation 4.00 pm Meeting review Governance, behaviours, format, content, decisions on future DR No Close Meeting Dates 2018: 19 June 25 September (AGM – venue TBC) 20 November NB: All excepting the AGM to be held at Jordanthorpe Health Centre, 1 Dyche Lane, S8 8DJ