zilongwang/ReadingBank huggingface dataset:
necessary further action. Any employee failing to report instances of abuse/neglect are subject to discipline. Per Stephen Komninos’ law, notification must take place within two hours to DDD and caregivers. All abuse/neglect allegations will be thoroughly investigated. Employees may be suspended without pay while pending full investigation. Any substantiated abuse/neglect allegations will warrant dismissal. POLICY AGAINST ABUSE Abilities of Northwest Jersey, Inc. tries to preserve the dignity and personal safety of its program participants by adhering to the following policies and practices. Staff members are prohibited from physically abusing program participants by corporal punishment or actions, which inflict injury or pain to the persons served. Such actions as striking aggressively, twisting of limbs, pulling hair or dousing with cold water are considered abusive. The use of physical restraint as a means of responding to disruptive or violent behavior is only used based on crisis management techniques and Abilities Behavior Support Manual. Psychological abuse of program participants by staff is prohibited. No one should be yelled at, humiliated, frightened or threatened with physical abuse. Program participants cannot be exploited. Exploitation is defined as the improper use of another person for profit or advantage. Staff members are prohibited from trying to inflict their own personal values or religious persuasions on the program participants. Staff members are required to comply with State of New Jersey reporting requirements. Failure to comply with the above policies can lead to termination of employment without prior notification. It is the responsibility of all staff to report any incidents of abuse to their immediate supervisor. Reports are to be investigated immediately by questioning the individual reporting the abuse, the alleged victim of abuse, witnesses, and the accused. Care must be taken to question program participants in a non-threatening manner and to reassure witnesses that there will be no ramifications for reporting an abusive situation or incident. The Chief Executive Officer will be notified of the reported abuse and the results of the questioning immediately. Suspected or Reported Abuse Outside Abilities of Northwest Jersey, Inc. If a staff member suspects that a program participant is being or has been abused, mistreated, victimized or in danger of harm from individuals outside this agency or a program participant reports that an incident of this type has or is about to occur, that individual’s facility case manager/supervisor must be notified immediately. It will be the facility case manager/supervisor responsibility to speak to the program participant and make a determination that sufficient evidence exists in order for appropriate action to be taken.
I/G3-2 Apply for 1 grant monthly (3 grants annually, 9 in 3 years) Tactics: -Investigate RFP’s; -Prepare proposals; -Update Fund Development Plan; -And update Grant Schedule. CFO, JA Year 1, 2, 3 Strategic Area II: Day Program Services & Supports Goal #1: Further develop and enhance ACES. Number Objective Staff Assignment Year 1, 2, 3 II/G1-1 Research, identify and apply to a minimum of 6 potential funding sources that can support the ACES program over the next 3 years. (e.g., Snoezelon Multi-Sensory products and environments) Tactics: -Prepare proposals for submission; -Obtain approval from DPS and Behaviorists before submitting proposals; -Submit proposals with budgets & outcomes once approval is received. CFO, JA Year 1, 2, 3 II/G1-2 Train support staff as RBT's Tactics: -Investigate RBT training programs and identify which one would best serve agency’s needs -Identify and approach potential staff to become RBT certified DPS, BCBA's Year 3 Goal #2: Increase community integration and volunteer opportunities for consumers. Number Objective Staff Assignment Year 1, 2, 3 II/G2-1 Determine baseline of community integration and volunteer opportunities by location, frequency and volume Tactics: -Utilizing the LOS, analyze community integration activities across the different programs DPS, ADPS & Supervisors Year 1 II/G2-2 Increase community integration and volunteer opportunities by 25% DPS, ADPS & Supervisors Year 2, 3
support personnel. Offer support in the area of Assistive Technology at Abilities. Utilize e-mail as the official source of communication. Evaluation Strategies and Timeline Evaluation Strategy Frequency – Semi-Annual Survey after agency-wide training Step 2- Staff Training Year Action Items 1 Create Foothold User Manual 1 Develop Foothold Training for current and future staff 2 Provide supplementary training for staff on how to use Smart Boards 2 Provide training for staff on how to utilize new apps 3 Examine opportunities to build on staff training for the future 3 Evaluate agency’s training needs for staff ACTION STEP 3: SUPPORT AGENCY PROGRAMS AND SERVICES In the past five years there has been significant growth in service provision to individuals with disabilities and their staff. Traditional agencies are turning to these services to expand opportunities and choices. Current Status Abilities’ provides access to high quality programs and services. Abilities operates 6 day habilitation programs in 3 separate locations (Phillipsburg, Washington, Hackettstown) Individuals who attend these programs are offered training through a wide range of activities. These activities include but are not limited to all areas of life skills, community inclusion, and sensory activities. All activities are geared toward increasing independence and quality of life. Job Club and Self-Advocacy meetings are held monthly for anyone who chooses to participate.
(v). Office Assistant in the Office of Advocate General(BPS-16) Law Sr. No 145 --do--. 01 556 --do-- (vi). Assistant Food Controller. (BPS-14) Food Deptt Sr. No 56 Degree from a recognized University. 01 867 --do-- (i). Male Assistant Superintendent Jail in Directorate of Prisons. Sr. No 110 Bachelor Degree from a recognized University. 05 3235 05-09-2018 Evening (3968) Wednesday 02:00 to 03:30PM MCQS in General English and General Knowledge (ii). Assistant in Directorate of Tourism. (BPS-16) Sports Deptt Sr. No 223 --do--. 01 733 --do-- Office Assistant in Directorate of Prosecution. (BPS-16) Sr. No 111 Bachelor’s Degree in at least 2nd division, from a recognized University. 07 3829 07-09-2018 Evening (3829) Friday 02:00 to 03:30PM MCQS in General English and General Knowledge Assistant (BPS-16) in C&W Deptt ADV No. 04/2016 Sr. No 12 --do--. 06 4300 08-09-2018 Evening (4300) Saturday 02:00 to 03:30PM MCQS in General English and General Knowledge Assistant Administrator / District Zakat Officer. (BPS-17) Sr. No 227 At least 2nd Class Master’s degree or equivalent qualification from a recognized University. 03 4371 10-09-2018 Evening (4371) Monday 02:00 to 03:30PM MCQS in General English and General Knowledge CONTROLLER EXAMINATION /C
Practice sentences - ANSWERS Herculēs aliōs virōs virtūte potentiāque praestat. Hercules surpasses/exceeds other men in virtue/manliness and power/strength. hic pānis sapōre melior quam ille est. This bread is better with respect to flavor than that (bread/one) is. meus geminus mihi aetāte sed nōn intelligentiā par est. My twin is equal to me in age but not (in) intelligence. labōrābimus saepius diūtiusque ut optimī cantandō sīmus. We will work longer (for a longer time) and more often so that we may be very good/the best at singing. Graecī Rōmānōs artibus superābant. The Greeks surpassed the Romans in the arts. quīdam cōnsul, nōmine Bibulus, ā Caesaris sociīs perterritus erat. A certain consul, named Bibulus (“Bibulus with respect to (his) name”), had been terrified by Caesar’s allies.
1 2 Fiesta Bar 6” WG Flour Tortillas (2) WG Tortilla Chips Ground Beef/ Fajita Chicken Cheese Sauce Spanish Rice / Charro Beans Lettuce & Tomato Salad 100% Fruit Slush Cup Salsa /Jalapenos Shredded cheese SALAD: CHICKEN BITES CHICKEN NUGGETS TURKEY AND CHEESE SANDWICH Steamed Broccoli French Fries Burger Salad Romaine & Spinach Garden Salad Blushing Pears WG Rolls 5 6 7 8 9 Salad: MANDARIN CHICKEN HOMESTYLE CHICKEN PATTY w/ Crème Gravy MEATLOAF w/ Tomato Sauce Au Gratin Potatoes Green Beans Romaine Spinach Garden Salad Chilled Mixed Fruit WG Rolls CHEF SALAD –Ham(Diced) BEEF RAVIOLI CHICKEN ALFREDO Steamed Broccoli Baked Italian Zucchini & Tomatoes Romaine Spinach Garden Salad 100% Fruit Slush Cup WG Garlic Breadstick SALAD: GRILL CHICKEN PIZZA (Home-style) (Cheese/ Pepperoni) Seasoned Corn Romaine & Spinach Garden Salad Chilled Mandarin SALAD: LOCO DORRITO BEEF TACO CHICKEN NACHOS CHICKEN ENCHILADA CASSEROLE Spanish Rice Refried Beans Lettuce & Tomato Salad 100% Fruit Slush Cup Jalapeno /Salsa Salad: CHICKEN SALAD BBQ MEATBALL ROASTED RANCH CHICKEN Mashed Potatoes Green Peas Romaine & Spinach Garden Salad Chilled Pineapple Tidbits WG Roll 12 13 14 15 16 SALAD: ITALIAN PASTA w/chicken SALISBURY STEAK COUNTRY CHICKEN FRIED STEAK Mashed Potatoes Broccoli Normandy Romaine Spinach Garden Salad Chilled Peaches Brown Gravy/WG Rolls CRISPY CHICKEN TENDERS SALAD CHILI CHEESE FRIES FRITO PIE Carrot Sticks Romaine Spinach Garden Salad 100% Fruit Slush Cup WG Rolls CHRISTMAS LUNCH Ham Dressing/Gravy Mashed Potatoes Green Beans Roll Fruit Salad SALAD: LOCO DORRITO CHICKEN TACO BEEF TACO PIE CHICKEN QUESADILLA Chips & Salsa Charro Beans Spanish Rice Lettuce & Tomato Salad 100% Fruit Slush Cup Jalapeno /Salsa HOT DOG HAM & CHEESE SUB Baked Chips Baked Beans Romaine Garden Salad Chilled Peaches Apples/Oranges Monday Tuesday Wednesday Thursday Friday
- Investment - Disbursements - Customer services - Marketing - Reporting - Other administration of the ABLE Program with State oversight. Board Authority and Structure Recommendation – Authority (1): Create an ABLE Board chaired by the lead agency that has the authority to develop, implement or contract on behalf of the ABLE program. Recommendation – Authority (2) : Create an ABLE Board that advises the lead agency. Recommendation – Membershp (1) : Membership of the ABLE Board (regardless of authority) could include (from the enacted Task Force legislation): Two appointees from the Senate Two appointees from House of Delegates State Treasurer Attorney General Department of Disabilities DHMH College Savings 2 members with significant experience in actualry analysis, finance, accounting or investment 1 member with a disability 1 family member of a person with a disability 2 representatives of organizations that support or advocate people with disabilities Recommendation – Membership (2) : Membership of the ABLE Board (regardless of authority) could include (from the unenacted Maryland ABLE legislation): DHMH Department of Disabilities Developmental Disabilities Council Nine representatives of the disability community Recommendation – Membership (3): Membership of the ABLE Board (regardless of authority) could mirror the College Savings Plans of Maryland Board with additional disability experts or representatives F. ANALYSIS
The IRS regulations lay out what federal tax liabilities and protections are associated with ABLE The regulations allow states to add state tax liabilities and protections 3. Tax Benefits in Other States Six states allow a deduction or a credit for contributions to an ABLE account. Iowa, Missouri, Montana, and Nebraska all mirror the tax treatment of section 529 accounts; Utah and Oregon have somewhat different schemes. Below I’ve hyperlinked each state law and described the tax benefits in the relevant provision. Iowa: Section 78 allows a tax deduction per beneficiary per tax filer for contributions. The deduction allowed is the same as the deduction allowed for contributions to 529 accounts. In 2014 that amount, which is adjusted annually for inflation, was $3,098. Missouri: Section 166.625 allows an $8,000 tax deduction for single tax filers; $16,000 for joint tax filers. Montana: Section 11 allows a $3,000 income tax deduction for single tax filers and a $6,000 for joint tax filers Nebraska: Section 13 allows a $10,000 income tax deduction per tax return ($5,000 per year if married filing separately) Oregon: Section 5 allows a deduction for contributions made before the beneficiary turns 21 that is the lesser of: (1) $2,000 income tax deduction for single tax filers and a $4,000 deduction for joint tax filers for contributions and (2) the balance in the ABLE account at the end of the year that is carried over to the next year. Utah: Section 13 allows a 5% tax credit on the total amount of contributions. New York also has a deduction provision its bill, which is awaiting signature by the governor 4. Fiscal Impact of Tax Deductions in Maryland See Attachment E. Part 4: Additional Considerations
Can an individual open an ABLE account prior to being eligible for Medical assistance (MA)? If so what documentation is required for MA application? Is any portion of the money counted as an asset? If an individual is currently receiving PFDS or Consolidated Waiver, are they able to have an ABLE account established? Does it affect eligibility? Yes, an individual can open an ABLE account prior to being eligible for Medical assistance. They would have to self-certify, which means have a written diagnose from a SSA doctor and the onset of the disability would be prior to the age of 26. I do not believe there is anything that is needed. However, if you get audited, you would have to provide that documentation from a doctor certified with the Social Security Administration. None of the money is counted for any federal means tested benefits with the exception of accounts over $102,000. If the account is over $102,000 then your SSI benefits would be suspended, but not terminated. It would remain that way until the resources fall below the threshold and then the SSI benefits would be active again. Also, Medicaid is not affected and would still continue per usual. The requirements for anyone to open an ABLE account are: The onset of the disability is prior to age 26 and The individual has a physical or mental impairment that results in marked and severe functional limitation and which lasts or is expected to last 12 continuous months or result in death, or the individual is blind. When the consumer passes away, who gets the money left in the ABLE account? I am assuming that the consumer is the account owner, or the person with the disability. If so the money gets turned over to the estate or can be transferred to a sibling if the sibling has a disability. You can use the money for outstanding qualified expenses, and funeral and burial expenses are qualified. Is there any talk in Washington, DC about allowing ABLE contributions to come directly from an IRA account as part of a Required Minimum Distribution (RMD), much like charitable contributions?
Learning Readiness Report Student name: Student code: Student class: School code: Assessment: Period: Date: ABLES 9999 English, Reading and Writing Round 2 2014 11 August, 2014 Pathway Level The student uses a range of strategies to confirm or modify understanding of text. S/he interprets the main ideas and purpose of texts, and is working towards ordering ideas in written work. The student reads and responds to short texts with familiar ideas and a small amount of unfamiliar vocabulary. The student makes use of known spelling patterns to attempt the spelling of unfamiliar words. The student matches print and spoken text in the environment, and recognises how sounds are represented alphabetically. In writing, the student uses conventional letters, groups of letters, and simple punctuation such as full stops and capital letters. The student recognises the difference between text and pictures, and may sort, match, or identify letters and numbers. The student may recognise very familiar words by sight, and link these to basic needs and wants. The student names some letters of the alphabet and identifies their common sounds. S/he recognises the connection between print and the spoken word, and reads some familiar words and signage using partial cues and illustrations. The student is learning to identify objects, pictures, shapes and sounds, and may role-play reading, scribble freely, or recognise own name in print. The student is exploring objects within a familiar environment, and may show interest in photographs of familiar objects/people. A
Slide 1: Lobby Slide Thank you for joining us! The webinar will begin at 2:00 pm ET. You will not hear any sound until then. If you are having technical difficulties, please send NDI Admin a message in the chat box. Slide 2: #ABLEtoSave Webinar Series “Understanding Qualified Disability Expenses” Presented by Chris Rodriguez, Director, ABLE National Resource Center Slide 3: This webinar is brought to you by the ABLE National Resource Center and sponsored by Slide 4: Listening to the Webinar The audio for today’s webinar is being broadcast through your computer. Please make sure your speakers are turned on or your headphones are plugged in. You can control the audio broadcast via the audio broadcast panel If you accidentally close the panel, you can re-open by going to the Communicate menu (at the top of the screen) and choosing Join Audio Broadcast Slide 5: Listening to the Webinar, continued If you do not have sound capabilities on your computer or prefer to listen by phone, dial: 1-650-479-3207 1-855-244-8681 (Toll-Free Number) Meeting Code: 666 427 022 Note: You do not need to enter an attendee ID.
Daily Lenten Reflections – Bishop Robert Barron - Lent and year round – Best Lent Ever – Dynamic Catholic (Matthew Kelly) - 1 % Challenge to Get to Know Jesus – John Paul II Center for the New Evangelization - Lent and year round - Little Black Book for the Lenten Season – Diocese of Saginaw, MI – Living Lent Daily-Daily Email Reflections - Loyola Press – Give Us this Day – Lent and year round – USCCB Daily Readings and Reflections - Lent and year round Scripture Readings - Video Reflections - Catholic Relief Services – The Word Among Us - Lent and year round – Bible App - Lent and year round –
Common Medical Event Services You May Need Your cost if you use a Limitations & Exceptions Preferred Non-Preferred If you need help recovering or have other special health needs Home health care $0 copayment 20% coinsurance None Rehabilitation services $0 copayment- 36 visits per benefit period combined PT, OT, ST 20% coinsurance- 36 visits per benefit period combined PT, OT, ST Consult your policy for more detailed service limitations. Habilitation services Not covered Not covered No coverage is provided for habilitation services. Skilled nursing care 0% coinsurance 20% coinsurance Consult your policy for more detailed service limitations. Durable medical equipment 0% coinsurance 20% coinsurance None Hospice service 0% coinsurance 20% coinsurance Consult your policy for more detailed service limitations.
Judicial system cont’d A host of principles such as precedent and staredecis. Alternative dispute resolution methods emphasizing arbitration and mediation Interactive Lectures (4hours) Chalk board, LCD Projector The outline of the law of contract. Nature and development of the law of contract Essentials of a valid contract Terms and conditions in a contract Interactive Lectures (4 hours) Chalk, BB, Flip Chart, Markers, Laptop and LCD projector Law of contract continued Vitiating elements of a contract Termination of contract Remedies for breach of contract Interactive Lectures (4 hours) Tutorials Chalk, BB, Flip Chart, Markers, Laptop and LCD projector The law of sale of goods. Laws Applicable. The sale of goods Act The Contract Act Chattels transfer Act Distribution and price of goods act Interactive Lectures (4 hours) Chalk, BB, Flip Chart, Markers, Laptop and LCD projector The contract of sale of goods, formalities, formation as distinguished from other contracts. Cases John Nsanga Vs Hadji Juma KayongoHCS No 607 of 1978, Matayo Musoke Vs Albhai Garage Ltd (1960) E.A 31, National Pharmacy Ltd Vs Kampala city Council HCCS No 461/1977 Interactive lectures (2 hours) Case Studies and Tutorials ( 4hours Chalk, BB, Flip Chart, Markers, Laptop and LCD projector Implied conditions and rules as to passing of property Cases: Ingram Vs Little (1961) 1 QB 31, John Mbugwe Vs Mwangi Nuigwe (1949) 16 EACA 121, Varley Vs Whipp(1900) 1QB 31, Doola Singh Vs Foundry and Machinery 12EACA 33 Interactive Lectures (2 hours) Case Studies and Tutorials (4 hours) Chalk board, LCD Projector Cases Duties of the seller Cases: Kampala General Agencies Limited Vs Moody (EA) Limited (1963) EA 549, Hussein Bachoo Vs Clove Growers Ass of (1957) EA 193. Interactive Lectures 2 hours Case Studies Tutorials (4 hours) Chalk board, LCD Projector Handouts of Cases Duties of the buyer Cases: D.E Kressman and Co VsLakhmadi Limited (1964) EA 294, Hari Singh Vs General Workshop 18 EACA 4 Interactive Lectures (2 hours) Case Studies Tutorials ( 4 Hours) Chalk board, LCD Projector Handouts of Cases
8. COURSE CONTENT, METHODS OF INSTRUCTION AND TOOLS REQUIRED TOPIC CONTENT METHOD OF INSTRUCTION AND TIME ALOCATED TOOOLS/ EQUIPMENT NEEDED AGRIBUSINESS FINANCE Introduction Definition of terms that will be useful in understanding the course Interactive lectures (2 hrs ) Power point/ BB and chalk THEORY OF FINANCIAL MANAGEMENT Acquisition of Capital Use of Capital Importance of Financial Activity Interactive lectures (2 hrs ) Power point/ BB and chalk THEORY OF FINANCIAL MANAGEMENT CONTINUED.. Difference Between Debt and Equity Capital Sources of Equity Capital Sources of Debt Capital Interactive lectures (2 hrs ) BB and chalk TIME VALUE OF MONEY Compounding (Future Value) Discounting (Present Value) Tutorial on practical application of time value of money Interactive lectures (2 hrs) Tutorial (3 hrs) Power point/ BB and chalk RISK MANAGEMENT AND RETURN ANALYSIS Definition of Risk Measurement of Expected risk Tutorial on solving problems on risks and return analysis Interactive lectures (2 hrs) tutorial (3 hrs ) Power point/ BB and chalk RISK MANAGEMENT AND RETURN ANALYSIS Returns and Risk Basic Risk Management and Diversification Class presentations Interactive lectures (2 hrs) Tutorial (3 hrs) Power point/ BB and chalk CAPITAL BUDGETING Methods of Investment Analysis Capital Budgeting and definitions Class presentations on assigned topic Interactive lectures (2 hrs) Tutorial (3 hrs) Power point/ BB and chalk CAPITAL BUDGETING continued Net Present Value Internal Rate of Return Cost of Capital Tutorial on quantitative problems on the Interactive lecture (2 hrs) Tutorial (3 hrs) Power point/ BB and chalk
ALL BALTISTAN MOVEMENT Details of nomination against reserved medical seats for the students of Gilgit Baltistan The students of Gilgit Baltistan are given opportunities to study MBBS/BDS in different public sector medical colleges in all provinces of Pakistan by allocating them reserved seats. Nomination against these reserved seats is done by Department of Education Gilgit Baltistan. Desirous students are supposed to submit their application forms for nomination in Directorate of Education Gilgit Baltistan within 15 days of the announcement of HSSC results. The candidates are informed through newspapers, Radio Pakistan Gilgit and Skardu. On conclusion of entry tests by the provinces, the advertisements are re-broadcasted. The time for submission of application forms is closed during October and November. Surety Bond/Undertaking Surety bond/undertaking worth Rs.5,00,000/- (Five Lac) shall be obtained from the selected candidates against MBBS/BDS reserved seats for Gilgit Baltistan to the effect that they will serve Northern Areas for 05 years or pay back the expenditure to Government of Pakistan incurred on their education. PROVINCE/INSTITUTION WISE WEIGHTAGE FOR DETERMINATION OF MBBS/BDS MERIT. Ser. Provincial Center F.Sc Entry Test SSC A Punjab 70% 30% - B KPK 50% 40% 10% Determination of Merit Determination of merit is worked out as per the weightage formulae of respective province/ Institution, a candidate has passed the Entry Test from. 10 marks are deducted in case of improvement in F.Sc or equivalent. 10 marks for each year are deducted on gap. 20 marks are awarded in case of Hafiz Quran. Eligibilty of Candidates for Medical Seats Candidates who have passed F.Sc (pre medical) or equivalent from any recognized Board of Intermediate and Secondary Education (65% unadjusted marks for Punjab and 60% unadjusted for KPK) and posses Gilgit Baltistan Domicile and have passed prescribed Entry Test from Punjab and KPK shall be eligible for nomination against reserved quota seats in MBBS/BDS Candidates passing Entry Test from Punjab are eligible to apply for MBBS/BDS seats in the Punjab,Sindh, and Baluchistan.. Candidates passing Entry Test from KPK are eligible to apply for MBBS,/BDS seats in KPK,
DEADLINES…………………………………………………………………………………….. ABOY NOMINATIONS FOR 2012 UPON ANNOUNCEMENT………………..JUNE 1, 2012 POST HUMOUS LEGEND 2012 NOMINATIONS………………………………JUNE 1, 2012 LIVING LEGEND APPLICATIONS FOR 2012………………………………….JUNE 1, 2012 SCHOLARSHIP APPLICATIONS FOR 2012……………………………..……..JUNE 1, 2012
FINANCE A The Fellow Salary costs Yr 1 £ Yr 2 £ Yr 3 £ Total £ B Travel costs (registration, economy travel and accommodation) Conference Yr 1 £ Yr 2 £ Yr 3 £ Total £ C Equipment Brief description of item (NB avoid generic terms e.g. consumables) Basic price £ Total £ D Other costs Description Yr 1 £ Yr 2 £ Yr 3 £ Total £
Criterion B correlated Factors ESEM, 2 Criterion A + 5 Criterion B correlated Factors 294 3033.62 1186 .865 .849 .069 .058 48935.09 50255.81 ESEM, 3 Criterion A + 4 Criterion B correlated Factors 285 3257.13 1195 .850 .833 .072 .061 49116.65 50396.94 ESEM, 3 Criterion A + 5 Criterion B correlated Factors 318 2851.74 1162 .877 .859 .066 .055 48766.87 50195.40 ESEM, 5 joint correlated Factors 306 2967.15 1174 .869 .852 .068 .056 48806.09 50180.72 ESEM, 6 joint correlated Factors 345 2467.57 1135 .903 .886 .060 .048 48409.42 49959.24 ESEM, 7 joint correlated Factors 384 2257.39 1096 .915 .897 .057 .045 48186.18 49911.20 ESEM, 8 joint correlated Factors 423 1965.64 1057 .934 .917 .051 .041 47984.21 49884.43 ESEM, 9 joint correlated Factors 462 1747.11 1018 .947 .931 .047 .037 47837.00 49912.42 Note. All models were multiple group Exploratory Structural Equation Models (ESEM) assuming strong measurement invariance across laypersons (n = 515) and therapists (n = 145). CFI = Comparative Fit Index. TLI = Tucker Lewis Index. RMSEA = Root Mean Square Error of Approximation. SRMR = Standardized Root Mean Square Residual. AIC = Akaike Information Criterion. BIC = Bayesian Information Criterion. Models that are presented in bold are included in the main manuscript.
Ability to pursue meaningful goals Constructive, prosocial internal standards of behavior Self-reflective functioning Understanding and appreciation of others’ experiences and motivations Tolerance of differing perspectives Understanding of effects of own behavior on others Depth and duration of connections Desire and capacity for closeness Mutuality of regard reflected in behavior Figure S5. Scatterplots of the expected a posteriori (EAP) estimates under a Generalized Graded Unfolding Model (vertical axis) and a Graded Response Model (horizontal axis) References Krueger, R. F., Derringer, J., Markon, K. E., Watson, D., & Skodol, A. E. (2012). Initial construction of a maladaptive personality trait model and inventory for DSM-5. Psychological Medicine, 42(09), 1879–1890. doi:10.1017/S0033291711002674 Zimmermann, J., Rek, K., Opoka, S., Krueger, R. F., Markon, K. E., & Leising, D. (2015). Bias and consensus in lay assessments of DSM-5 maladaptive personality traits: Exploring the effects of trait characteristics and assessment context. Manuscript in preparation.
Online Supplemental Material Figure A.3. Information curves of facets that loaded on the antagonism and agreeableness domain. Online Supplemental Material Figure A.4. Information curves of facets that loaded on the disinhibition and conscientiousness domain. Online Supplemental Material Figure A.5. Information curves of facets that loaded on the psychoticism and openness to experience domain.
recorded from this site because of equipment limitations. However, the ERN has been reported previously at FZ (Hajcak, Moser, Yeung, & Simons, 2005; Hajcak & Simons, 2008) with similar properties as those observed in this study. Table S2 gives the means and standard deviations for these components. Relationships between IA, Behavioral Performance, ERPs, and Gender Because our sample was 56% women, correlations were computed between IA, behavioral performance measures, ERPs and gender. Only the ERN following correct lexical decisions was correlated with gender at a trend level, r(65) = .24, p = .052. No significant correlations were observed between gender, IA, behavioral measures, or any other ERPs, |rs| < .17, ps > .16. Additionally, correlations between IA, behavioral performance and ERPs did not significantly differ for men and women, |Fisher's Zs| < 1.43, ps > .15, showing a similar pattern to the sample as a whole. Participant Engagement As shown in Table S3, correlations were computed between participants' reported level of engagement in the task (from the post-task questionnaire), IA, behavioral measures, and ERPs; these correlations are given in Table S1. Participants' overall level of engagement was significantly related to LD accuracy and ERN following SS errors and was related to SS N1 at a trend level, indicating that participants who were more engaged in the task performed better overall and processed SS errors to a greater extent. How hard participants tried to respond word or non-word correctly was also significantly related to LD accuracy. Overall engagement and how hard participants tried to respond word or non-word correctly were only related to IA at a trend level. No measure of engagement was significantly related to FD, RT, SSD, or SSRT. Lexical Decision Stop Signal (LDSS) Task Characteristics
Model Mediator Total Effect (c) Direct Effect (c’) Total indirect effect (∑a x b) Unique indirect effect (a x b) 95% CI 1 0.71* 0.13 0.58* 0.39-0.79 Experiential avoidance 0.23* 0.10-0.41 Thought suppression 0.14* 0.01-0.29 Behavioral avoidance 0.18* 0.09-0.33 Loss-reality avoidance 0.02 -0.05-0.10 2 0.15* 0.02 0.13* 0.07-0.18 Experiential avoidance 0.04* 0.01-0.09 Thought suppression 0.00 -0.04-0.03 Behavioral avoidance 0.09* 0.05-0.13 Loss-reality avoidance 0.00 -0.02-0.02 Note: * = significant at p < .05. Table 3 Summary of the post-hoc mediation analyses uncontrolled for symptom levels in which avoidance processes mediate the relationship between grief rumination and symptoms of complicated grief (Model 1) and depression (Model 2). Total Direct Total indirect Unique indirect
suppression Behavioral avoidance 0.25* 0.13-0.41 Loss-reality avoidance 0.00 -0.06-0.07 2 0.14* 0.04 0.10* 0.05-0.16 Thought suppression 0.01 -0.01-0.04 Behavioral avoidance 0.09* 0.04-0.14 Loss-reality avoidance 0.00 -0.02-0.01 Note: * = significant at p < .05.
Judge (voiceover translation) – Believing that the crime has been repeated, convicts him to seven years in prison and also to the payment of the trial expenses. The Criminal Code declares the defendant banned from public office forever. Reporter – Silvio Berlusconi and his legal team have long argued the Milan judges were part of a left-wing conspiracy to get him. Reporter (translating lawyer) - ‘This verdict doesn’t surprise me at all,’ said his lawyer. ‘For two and half years we’ve been saying we can’t hold this trial here in Milan.’ Reporter - Outside the court, some celebrated the sentence. Reporter (translating female civilian) – ‘I’m very happy with the way things went’, this woman said, ‘though seven years is not enough.’ Reporter (translating male civilian) – And this man: ‘I think the verdict made sense because they had all the evidence to support it.’ Reporter – There’s a long legal road of appeals that could take several years. If he loses then, a law he passed when Prime Minister restricting jail sentences for the over-70s, may keep the 76-year-old on the streets. But if upheld, the ban on holding public office could end his political career. Already there are calls from within his party to pull out of the coalition and force another election. The consequences of Silvio Berlusconi’s home entertainment continue to reverberate. [Reporter’s name], ABC News.
NOT REPORTABLE REPUBLIC OF NAMIBIA HIGH COURT OF NAMIBIA MAIN DIVISION, WINDHOEK REASONS FOR JUDGMENT Case No: I 1676/2011 In the matter: ANANIAS ABNER PLAINTIFF and K L CONSTRUCTION FIRST DEFENDANT ALFEUS TEOFELUS SECOND DEFENDANT Neutral citation: Abner v K L Construction and Another (I 1676-2011) [2013] NAHCMD 139 (27 May 2013) Coram: VAN NIEKERK J Heard: 22 November 2012; 14 May 2013 Delivered: 15 May 2013 Reasons: 27 May 2013 Flynote: Damages – Value of cattle killed –Evidence of value given by owner – Not called as an expert witness – Evidence of value disputed – Not best evidence available – Value of mahangu millet bartered for meat in mitigation of damages – No evidence of such value – Court not able to calculate damages – Absolution from the instance granted.
MENNO SINGERS through MENNONITE FOUNDATION OF CANADA will offer annually an ABNER MARTIN MUSIC SCHOLARSHIP Purpose 1. To honour the contribution made to music awareness and appreciation in the Mennonite community in Ontario by Abner Martin, founder of Menno Singers in 1955. 2. To assist a deserving student(s) in the formal study of music at the post-secondary school level. Administration 1. The Abner Martin Scholarship Fund was initiated by Menno Singers in 1979 on the occasion of Martin’s retirement as director of the choir. 2. Monies were donated by interested persons and were invested with Mennonite Foundation of Canada, which continues to manage these trust assets and any additional contributions that are received from time to time, on behalf of Menno Singers. 3. Revenue produced by these assets provides annual music scholarships as awarded by an adjudication committee appointed by Menno Singers. 4. The adjudicating committee consists of: – a representative from Menno Singers Executive – the current director of the choir – a representative from the academic community, who may be a member of the choir – Abner Martin, or a person designated by his family, as an honorary member additional co-opted persons as determined, from time to time, by this committee. Jan 2004 …Page 4 Application Procedure 1. The committee attempts to adequately publicize the availability of this scholarship, the conditions of eligibility, and the application procedure. 2. Application will be made to the adjudicating committee on a form they provide. Contact Lewis Brubacher (e-mail: Lbrubacher@sympatico.ca; tel: 519-884-3072). It is also available from, and is to be mailed to: Abner Martin Music Scholarship Committee c/o Lewis Brubacher 603 – 4 Willow St Waterloo ON N2J 4S2 Mailing deadline: September 15 Conditions of Eligibility 1. The scholarship will be awarded to a student enrolled in a full time music major or minor program at the undergraduate or graduate level. See Note 1. 2. Applicants will be affiliated with congregations in Mennonite Church Eastern Canada. Applicants having an extended affiliation will be preferred over those only recently so affiliated. 3. Applicants will have demonstrated involvement and proficiency in musical activities in their church and community.
____ 26. Several weeks after being fired from a job he had held for more than 20 years, Landon awoke one morning in a state of bewildered confusion. He had little sense of who he was and even failed to recognize his wife. Landon's experience is most indicative of a. panic disorder. b. phobia. c. generalized anxiety disorder. d. dissociative disorder. e. catatonia. ____ 27. Researchers have suggested that the role-playing of fantasy-prone patients in response to the leading questions of therapists has often contributed to a. obsessive-compulsive disorder. b. dissociative identity disorder. c. bipolar disorder. d. agoraphobia. e. schizophrenia. ____ 28. Because it is so pervasive, ________ is often considered “the common cold” of psychological disorders. a. agoraphobia b. schizophrenia c. depression d. obsessive-compulsive disorder e. dissociation ____ 29. Feelings of worthlessness are most likely to be associated with a. mania. b. major depressive disorder. c. panic disorder. d. antisocial personality disorder. e. phobia. ____ 30. After several weeks of feeling apathetic and dissatisfied with his life, Mark has suddenly become extremely cheerful and so talkative he can't be interrupted. He seems to need less sleep and becomes irritated when his friends tell him to slow down. Mark's behavior is indicative of a. an obsessive-compulsive disorder. b. schizophrenia. c. bipolar disorder. d. agoraphobia. e. somatoform disorder. ____ 31. Research regarding depression indicates that a. depression is typically unrelated to stressful life events. b. depression is unlikely to be overcome without professional help. c. depression is associated with abnormally high levels of the neurotransmitter serotonin. d. with each new generation, depression is increasing in its prevalence. e. with each new generation, depression is decreasing in its prevalence. ____ 32. The incidence of major depression is greatest among those a. reared together with a nontwin sibling who suffers the disorder.
Abiotic-Biotic Project Criteria Does not meet expectations 0 points Meets expectations 35 points Exceeds expectations 45 points 5 pieces of Data & Information Regarding Abiotic & Biotic Factors Does not include any data or information regarding biotic or abiotic to explain changes in carrying capacity and effect of population size. Only includes 3 out of the 5 data or information regarding biotic or abiotic to explain changes in carrying capacity and effect of population size. Includes all 5 of data or information regarding biotic or abiotic and may include additional information to explain changes in carrying capacity and effect of population size. Changes Does not include any potential changes to an ecosystem Only includes 1 out of 3 potential changes to an ecosystem Includes all 3 of the potential changes to an ecosystem and additional changes are identified Positive & Negative Consequences Does not include any positive or negative consequences that result from a reduction in biodiversity Only 3 out of 5 positive or negative consequences that result from a reduction in biodiversity All 5 positive or negative consequences that result from a reduction in biodiversity are included and additional consequences are added Overall Score Does not meet expectations 0 or more Meets expectations 35 or more Exceeds expectations 45 or more
CERTIFICATION. This agency certifies that legal counsel has reviewed the proposal and found it to be within the agency’s legal authority to adopt. Issued at Austin, Texas, on February 2, 2015. ___________________________________ Sara Waitt General Counsel Texas Department of Insurance
PRINCIPLE 4 Self-reflexivity and humility develop respectful health care practice PRINCIPLE 5 Holistic health service delivery is essential PRINCIPLE 6 Local context and diversity must be recognised PRINCIPLE 7 Development of intercultural capabilities is a lifelong learning journey PRINCIPLE 8 Ongoing professional development and professional support for Aboriginal and Torres Strait Islander and non-Indigenous educators is essential How to Assemble Curriculum Change Working group with representation from: Faculty dean/associate dean of teaching and learning Each school discipline Human resources/ organisational development unit Curriculum change project coordinator Aboriginal and Torres Strait Islander academic and community member representation Engage with local communities Allocate resources (staff time and funds) to enable meaningful engagement with Aboriginal and Torres Strait Islander stakeholders. Ensuring Aboriginal and Torres Strait Islander community are kept informed and have opportunities to give feedback. What do students know about Aboriginal and Torres Strait Islander history? What do educators know about Aboriginal and Torres Strait Islander? How do we bridge these gaps for students and educators? Joint coordination and delivery of courses through collaboration between Aboriginal and Torres Strait Islander and non-Indigenous staff if crucial in demonstrating respect and commitment to partnership. Building upon knowledge Essential skills for both non-Indigenous and Aboriginal and Torres Strait Islander educators involved in teaching Aboriginal and Torres Strait Islander content: Aboriginal and Torres Strait Islander content specific knowledge Self-reflexivity – both in ‘looking back’ on one’s life and in classroom practice Highly developed facilitation skills- including the ability to facilitate courageous conversations (Singleton & Linton 2006) and learning that inspires students to examine their beliefs in a safe learning environment Robust skills in cross cultural facilitation and the capacity to develop challenging yet ‘safe’ teaching and learning spaces that do not resort to binary views but rather encourage students to explore multiple ‘intercultural’ perspectives in an open and transparent way Deep understanding of the student learning journey specific to Aboriginal and Torres Strait Islander content Ability to enact strategies of professional and personal self-care Demonstrate intercultural partnerships, collaboration and engagement. For each HEP, the specificities of content will be different, and it is essential that HPPs have engaged with Aboriginal and Torres Strait Islander advisors (for example, Aboriginal and Torres Strait Islander Pedagogy Coordinators, Learning Centres, Board of Studies and community
Sample assessment outline Aboriginal and Intercultural Studies – General Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting When Assessment task Social inquiry 20% 10% Semester 1 Week 7–9 Task 2 Part A: Topic: Investigation of the effect of contemporary land use and management practices on the environment Task 2 Part B: Class presentation of inquiry findings 10% Semester 2 Week 8–10 Task 7 Part A: Topic: Investigation of Aboriginal Peoples’ experiences in relation to changing government policies Task 7 Part B: Class presentation of inquiry findings Source analysis 25% 10% Semester 1 Week 15 Task 5: Based on teacher-selected sources and teacher-generated questions based on content from Aboriginal contributions to Australian society and Cultural interaction in a pluralist society 15% Semester 2 Week 4 Task 6: Based on teacher-selected sources and teacher-generated questions based on content from Place and belonging and Relationships with the environment over time Extended response (issue analysis) 25% 10% Semester 1 Week 11 Task 3: A written response to several open questions based on content from Aboriginal contributions to Australian society and Diversity and change Conducted in class under test conditions 15% Semester 2 Week 13 Task 8: A written response to several open questions based on content from Empowering people Test 15% 5% Semester 1 Week 4 Task 1: A combination of closed and open short-answer questions based on content from Place and belonging and Relationships with the environment over time 10% Semester 2 Week 15 Task 9: A combination of closed and open short-answer questions based on content from Aboriginal contributions to Australian society and Cultural interaction in a pluralist society Externally set task 15% 15% Semester 1 Week 13 Task 4: A task set by the SCSA based on the following content from Unit 3 – <teacher to insert information provided by the Authority> Total 100% 100%
Professor Rhoades outlined the difficulties family law professionals face in parenting matters following amendments to Pt VII of the Act in her paper, Rewriting Part VII of the Family Law Act 1975. Professor Rhoades had analysed the data collected from 20 solicitors and 17 judges from her research in Australia, which showed that there is confusion as to certain sections of Part VII and that a simplification of the legislation would be welcomed. At present there is a DCPFS worker situated at the FCWA that provides the ongoing support within the court. The co-location of the DCPFS Child Protection Consultants in the Family Court continues to enable the sharing of information in highly complex cases. The exchange of information between the Court and the DCPFS has grown significantly as client complexities increase. In addition to Form 4 referrals and the production of subpoenas, the collaborative arrangement now sees more targeted requests for information at an early stage, and the inclusion of caseworkers or the co-located worker in complex cases can be seen as a benefit to both jurisdictions. The processing of information appears to have been streamlined to give the co-located worker increased opportunity to maintain a direct approach to complex cases where DCPFS are engaged. In WA, the Children’s Court Practice Direction 1 of February 2015 outlines the sharing of information with the FCWA, specifically for the following to be provided as evidence in the proceedings in the FCWA: affidavits; reports under s 139 of the Children and Community Services Act 2004, and if not written, then a record of it as otherwise directed; documents; and proposals under s 143 of the Children and Community Services Act 2004. This allows the FCWA opportunity for the more timely flow of information that may not have been possible previously. Electronic filing of applications by DCPFS as outlined in the CCWA Practice Direction 2 will utilise technology to save time in the interim until hard copy papers can be filed the following business day. The use of technology and other contemporary means such as MOUs which encourage swift sharing of information and minimal siloing can only benefit clients in the long term, particularly families. Efficiencies gained with the use of technology will need to be evaluated also as we prioritise timely legal processes and decisions in the best interests of children long term stability and wellbeing. In 2010 the Australian Law Reform Commission (ALRC) and New South Wales Law Reform Commission reported on the Inquiry into Family Violence. The inquiry was drawn to consider,
Definition of terms Clients are defined as families with an Aboriginal child/ren aged 0 – 17 years or an unborn Aboriginal child. Definition is inclusive of kinship and foster care families. Key performance measure 2: Percentage of children and young people who are subject to protective involvement Definition This performance measure provides information about the targeting of the service to appropriate clients. This activity is provided primarily for clients subject to protective involvement. Aim/objective AFLDM aids decision making and planning for Aboriginal children subject to child protection intervention where abuse or neglect has been substantiated. The Aboriginal family restoration and preservation program works with families (up to 12 weeks) who have been referred to child protection with the aim of family preservation. Target 80 per cent Counting rule Count substantive cases opened during the period where children are subject to protective involvement as a percentage of all cases opened during the reporting period. Monitoring frequency Monthly – by the 15th day of the following month Data source(s) collection CRISSP database Definition of terms Clients are defined as families with an Aboriginal child/ren aged 0 – 17 years or an unborn Aboriginal child. Definition is inclusive of kinship and foster care families. Data collection information Data collections comprise data management systems and data sets. Data collection name Data management system Data set Reporting cycle Integrated family services IRIS Integrated family services data set Quarterly Looking after children Excel worksheet Looking after children data set Monthly Key documents Mandatory Child Protection Practice Manual <http://www.cpmanual.vic.gov.au/> Program requirements for the Aboriginal Family Decision Making Program <http://www.providers.dhhs.vic.gov.au/aboriginal-children-care> Program Requirements for the Aboriginal Family Preservation and Restoration Program <http://www.providers.dhhs.vic.gov.au/aboriginal-children-care>