zilongwang/ReadingBank huggingface dataset:
CTE Revitalization Grant Advisory Meeting Minutes July 23, 2013 Room 350 Capitol Building Members Present Brian Krieg – Co-Chair – Sheet Metal Contractors Association John Steach – Co-Chair – Canby School District Andrew Beyer – Lease, Crutcher, Lewis Jon Chandler – Oregon Homebuilders Association Dirk Dirksen – Morrow County School District Dan Findley – Portland Community College Cheri Helt – Bend-LaPine School District Jim Mabbott – Oregon Association of Education Service Districts John Morris – Fluid Market Strategies Salam Noor – Salem-Keizer School District Joe Nunn – JJ Nunn and Associates Lori Pankratz – Oregon CTE Student Leadership Foundation Dave Vernier – Vernier Software & Technology Judith Woodruff – Independent Consultant Members Not Present Sherry Cole – CTE Regional Coordinator – Baker, Union, Grant, Wallowa Counties John Mohlis – Oregon State Building and Construction Trades Council Marci Wichman – Local 290 Plumbers Union Training Director Others Present Representative Michael Dembrow – Oregon House of Representatives (D) Representative Jeff Reardon – Oregon House of Representatives (D) Anne Buzzini – Legislative Aide (J Reardon) Jim Carlisle – ODE Laura Roach – ODE Donna Brant – ODE Michael Fridley – ODE Tom Thompson – ODE Shalee Hodgson – CCWD Steve Simms – BOLI
Bulletin No. 64 Date: Tuesday, 4 September, 2018 Phone No : 06274-240266 Weather during the previous forecast period According to meteorological data recorded at Agro meteorological Observatory, Pusa (Bihar), average maximum and minimum temperature were 32.4°C and 25.1°C respectively. Average relative humidity was 91 percent at 0700 hrs. and 77 percent at 1400 hrs. Soil temperature at 5 cm depth was 27.5°C at 0700 hrs. and 31.9°C at 1400 hrs. Average wind speed, daily sunshine hours and average daily evaporation were 5.9 km/hr, 6.9 hours and 3.9 mm respectively. At the center, about 35.8 mm rainfall has been recorded. Medium Range Weather Forecast (5 -9th September, 2018) (West Champaran) Weather parameters 5th September 6th September 7th September 8th September 9th September Remarks Rainfall(mm) 10 10 20 20 20 Light to medium Max. T (°C) 35 35 34 33 32 Maximum temperature will remain between and the minimum between 25-27°C. Mini. T (°C) 26 27 26 26 25 Cloud cover (okta) 6 6 7 7 7 Mainly cloudy sky Max Relative Humidity (%) 90 95 95 95 95 Min Relative Humidity (%) 70 70 75 75 75 Wind speed (kmph) 10 10 10 10 10 Wind direction(deg) Easterly Easterly Easterly Easterly Easterly Easterly Advisory for the farmers Crop Phenophases Advisory (Based on weather forecast)
GRAMIN KRISHI MAUSAM SEWA (GKMS) AGRO-METEOROLOGY DIVISION Dr. Rajendra Prasad Central Agricultural University, Pusa Samastipur, Bihar -848 125 Bulletin No. 63 Date: Friday, 31st August, 2018 Phone No : 06274-240266 Weather during the previous forecast period According to meteorological data recorded at Agro meteorological Observatory, Pusa (Bihar), average maximum and minimum temperature were 33.0°C and 26.1°C respectively. Average relative humidity was 91 percent at 0700 hrs. and 74 percent at 1400 hrs. Soil temperature at 5 cm depth was 28.2°C at 0700 hrs. and 32.2°C at 1400 hrs. Average wind speed, daily sunshine hours and average daily evaporation were 6.1 km/hr, 7.5 hours and 3.9 mm respectively. At the center, about 23.4 mm rainfall has been recorded. Medium Range Weather Forecast (1 -5th September, 2018) (Madhubani) Weather parameters 1st September 2nd September 3rd September 4th September 5th September Remarks Rainfall(mm) 20 20 20 20 30 Light to medium Max. T (°C) 33 33 34 33 32 Maximum temperature will remain between and the minimum between 25-26°C. Mini. T (°C) 26 26 26 26 25 Cloud cover (okta) 8 7 7 8 8 Mainly cloudy sky Max Relative Humidity (%) 95 95 100 100 95 Min Relative Humidity (%) 70 70 75 75 70 Wind speed (kmph) 10 10 10 10 10 Wind direction(deg) Easterly Easterly Westerly Easterly Easterly Easterly/Westerly
GRAMIN KRISHI MAUSAM SEWA (GKMS) AGRO-METEOROLOGY DIVISION Dr. Rajendra Prasad Central Agricultural University, Pusa Samastipur, Bihar -848 125 Bulletin No. 63 Date: Friday, 31st August, 2018 Phone No : 06274-240266 Weather during the previous forecast period According to meteorological data recorded at Agro meteorological Observatory, Pusa (Bihar), average maximum and minimum temperature were 33.0°C and 26.1°C respectively. Average relative humidity was 91 percent at 0700 hrs. and 74 percent at 1400 hrs. Soil temperature at 5 cm depth was 28.2°C at 0700 hrs. and 32.2°C at 1400 hrs. Average wind speed, daily sunshine hours and average daily evaporation were 6.1 km/hr, 7.5 hours and 3.9 mm respectively. At the center, about 23.4 mm rainfall has been recorded. Medium Range Weather Forecast (1 -5th September, 2018) (Samastipur) Weather parameters 1st September 2nd September 3rd September 4th September 5th September Remarks Rainfall(mm) 20 30 30 30 30 Light to medium Max. T (°C) 33 32 32 31 31 Maximum temperature will remain between and the minimum between 26-27°C. Mini. T (°C) 27 27 27 26 26 Cloud cover (okta) 8 6 7 8 8 Mainly cloudy sky Max Relative Humidity (%) 95 95 100 100 95 Min Relative Humidity (%) 70 70 75 75 70 Wind speed (kmph) 10 10 10 10 10 Wind direction(deg) Easterly Easterly Easterly Easterly Easterly Easterly
Advisory No: GP18/01 TITLE Extensions to accreditation status VERSION 1.0 DATE OF PUBLICATION 23 February 2018 REPLACES Not applicable STATUS Final COMPLIANCE Mandatory APPROVED FOR DISTRIBUTION BY CEO REVIEW DUE DATE 28 February 2020 INFORMATION IN THIS ADVISORY APPLIES TO: All approved accrediting agencies assessing general practices KEY RELATIONSHIP Not applicable RESPONSIBLE OFFICER Margaret Banks Senior Program Director CONTACT DETAILS Phone: 1800 304 056 Email: accreditation@safetyandquality.gov.au TRIM NO. D17-33484 LINKAGES TO OTHER ADVISORIES and/or DOCUMENTATION Practice Incentives Program Guidelines Practice Nurse Incentive Program Guidelines ATTACHMENTS NOTES (if applicable)
Advisory No: GP18/03 TITLE Physical relocation of a general practice VERSION 1.0 DATE OF PUBLICATION 22 August 2018 REPLACES Not applicable STATUS Active COMPLIANCE Mandatory APPROVED FOR DISTRIBUTION BY CEO REVIEW DUE DATE 22 August 2020 INFORMATION IN THIS ADVISORY APPLIES TO: All approved accrediting agencies assessing general practices KEY RELATIONSHIP Not applicable RESPONSIBLE OFFICER Margaret Banks Senior Program Director CONTACT DETAILS Phone: 1800 304 056 Email: nationalGPaccreditation@safetyandquality.gov.au TRIM NO. D17-33481 LINKAGES TO OTHER ADVISORIES and/or Practice Incentives Program Guidelines Practice Nurse Incentive Program Guidelines ATTACHMENTS Attachment 1: Risks associated with relocation that may prompt a realignment survey or review NOTES (if applicable) Nil
confidentiality and safety. Patients may be at an increased risk of harm if the storage and disposal of medicines in the new premises are not reviewed to ensure they continue to meet legislation and the requirements of the standards. The accrediting agency may need to conduct a realignment survey to observe the new practice facilities and medicine storage facilities continue to meet the requirements of the standards. Patient’s, and the community more generally, may be at an increased risk of harm if they are receive temperature-sensitive medicines that have been compromised due to poor compliance with storage guidelines. The accrediting agency may need to conduct a realignment survey to observe that new practice facilities and temperature-controlled medicine and vaccine storage facilities continue to meet the requirements of the standards. Patients may be at an increased risk of contracting a preventable infection if they undergo a procedure at the practice using equipment that has not be properly sterilised according to infection control guidelines. The accrediting agency may need to conduct a realignment survey to observe the new practice facilities and processes for sterilisation, including the layout of the new premises and how this has been incorporated into sterilisation processes. Policies and procedures for sterilisation as well as the training and qualifications of staff responsible for sterilisation would also need to be reviewed. Where a general practice is not sterilising onsite, evidence should be submitted to the accrediting agency outlining the practice’s policy and procedure for the use of items or processes for sterilisation offsite. A copy of the agreement with an offsite sterilisation provider should also be reviewed, where applicable. Patients may be at an increased risk of a preventable healthcare-associated infection if the practice does not implement or comply with an infection prevention and control policy based on their new premises. The accrediting agency may need to conduct a realignment survey to observe the new practice facilities to ensure the infection prevention and control requirements of the standards continue to be met. Documented policies and procedures for infection prevention and control should also be submitted to the accrediting agency for review.
Advisory Group Meeting 10:00 -12:00 Thursday 21 August 2014 Wheelchair Centre, Mile End Hospital, Bancroft Rd, London E1 4DG Agenda Time Lead 1 Welcome, introductions and apologies 10:-10:05 Chair Angela Hancock Business Items 2 Minutes of the meeting of 10 June and follow up 10:05-10:15 All 3 Adult Social Care Commissioning and Monitoring LBTH 10:15-10:30 Afazul Hoque, Strategic Commissioning Team Faizan Rana, Contract Management Team 4 Community Health Services re commissioning CCG 10:30:10:50 TBC 5 Barts and the Housebound Voices Projects 10:50-11:15 Shamsur 6 Healthwatch Community Event Feedback 11:15-11:30 Shamsur 7 Our Priorities for 14/15 11:30-11:50 All 8 AOB 11:50-12:00 All Date of next meeting:Tuesday 7th October, 3.00pm-5.00pm Beaumont House, Room 3
Examples of moderate non-sterile compounding (non-inclusive): mixing two or more commercially manufactured creams, ointments, or liquids when the stability of mixture is unknown (i.e. Magic or Miracle Mouthwash) topical preparations intended for local effects omeprazole suspension when mixed from capsules or active pharmaceutical ingredients (API) since a pH meter is required preparations requiring special calculations (e.g. salt conversions like valproic acid to sodium valproate) Complex non-sterile compounding: compounding of drug preparations which require special training, a special environment or special facilities or equipment or the use of compounding techniques and procedures that may present an elevated risk to the compounder or the patient. (MGL 112 section 39D) Examples of complex non-sterile compounding (non-inclusive): NIOSH drug containing preparations or other hazardous agents (does not include simple reconstitution of commercially available FDA approved products if prepared as directed by the manufacturer) radiopharmaceutical preparations transdermal dosage forms capsules suppositories troches lollipops sublingual dosage forms tablets tablet triturates modified-release preparations other dosage forms intended to deliver systemic effects (inserts, nasal sprays, nasal irrigations, certain gels, etc.) Non-sterile compounding regulation 247 CMR 18.00: Compounding definition MGL c. 112 section 39D: https://malegislature.gov/Laws/GeneralLaws/PartI/TitleXVI/Chapter112/Section39D Adopted: June 15, 2017
Data provided by the CRP Secretariat for the last two years in relation to complaints received about pre-approved advertisements reveal the following: In 2009 and 2010, following receipt of complaints, the CRP determined that a total of 35 preapproved advertisements were in breach of the Act, the Regulations or the Code. Table 1 summarises the nature of these breaches. Although a range of breaches were identified by the CRP, it is clear that the majority of breaches relate to unrealistic, misleading and unverified claims made in relation to the medicines. Table 1 – Pre-approved advertisements breaching the Act or the Code, determined by the CRP Section breached Number of advertisements in breach Section 4(2)(a) of the Code. Must not be likely to arouse unwarranted and unrealistic expectations of product effectiveness. 8 15 Section 4(2)(c) of the Code. Must not mislead, or be likely to mislead, directly or by implication or through emphasis, comparisons, contrasts or omissions. 10 10 Section 4(1)(b) of the Code. Must contain correct and balanced statements only and claims which the sponsor has already verified. 8 7 Section 6(3) of the Code. Must contain the trade name of the goods; a reference to the approved/permitted indication(s) and where applicable, a list of ingredients or the following statement: “ALWAYS READ THE LABEL”. 6 2 Section 4(5) of the Code. Comparative advertisements must be balanced and must not be misleading or likely to be misleading, either about the therapeutic goods advertised or the therapeutic goods, or classes of therapeutic goods, with which it is compared. 3 2 Section 4(2)(d) of the Code. Must not abuse the trust or exploit the lack of knowledge of consumers or contain language which could bring about fear or distress. 3 2 Section 5(2) of the Code. Must not refer to serious forms of diseases, conditions, ailments or defects. 2 3 Section 4(2)(b) of the Code. Must not be likely to lead to consumers self-diagnosing or inappropriately treating potentially serious diseases. 2 2 Section 4(4) of the Code. Any scientific information in an advertisement should be presented in a manner that is accurate, balanced and not misleading. 1 3
*Advisory Involvement Indicators: 1-Below standard 2-Proficent 3-Exceeds standard Focus Area 1: Classroom-Advisory Members will provide support is a variety of ways annually within the classroom. Members will provide evidence of their efforts by completing at least 2 of the following: Provide service as a guest speaker (i.e. personal industry expertise, professionalism, future opportunities in industry) Volunteered in the classroom as a teachers’ assistant Gain necessary certification to substitute in the classroom Substitute for Pro-Tech within the classroom Volunteered as a 1 on 1 mentor for students Provide support at year-end celebrations for program completers Volunteer to help instructor assess students competency ability Observe “like” programs in other schools and report back Other ____________________________________ Fewer than 2 measures of evidence Two measures of evidence More than 2 measures of evidence
Breakout Discussion 1 Does the narrative sound about right to you? Like the narrative! Use plainer English and less jargon Narrative should describe a cycle of change Aim – Purpose- Outcomes and indicators – delivery – reviews – Need or risk - Aim – purpose------- Use readability index make simpler Interested in sub aims of phase 1 – how does 250k reduction break down? Disjoint between what we know works and the timescale for the aim. Need to stress the long term commitment (not going to disappear when next trend comes along) Need a charter approach? All agencies to sign up to? Disjoint between reducing crime and prevention Targets and scrutinising really need to support communities, not the system and need to support multi-agency approaches There needs to be national breakdown and build-up of local issues to see if there are national blockages. Gap between purpose - crime reduction then focus is about wider issues Needs to be stronger focus - it could end up tokenistic! Interaction/communications to be improved across agencies working in the area People do not do something because of a retributive punishment. Research in Polmont suggests that young people do not recommit a crime because of the fear of the criminal justice system. The impact of family is stronger. Understand community engagement. Activities don’t just happen on their own Victims likely to be victims of lots of things; injury, harm and crime Use GIRFEC child – family – communities. Use model there to build safer communities. Success depends on what agencies will invest Any Glaring Omissions? Needs clarity on what each agency can contribute Addressing the underlying causes of crime bullet point 4 should read “The more effective strategies in encouraging positive relationship based on the interventions outlined in Better Relationships Better Learning Better Behaviour” Addressing low level volume crime is where success lies but question about need to focus on high impact crime Bring indicators nearer to the front e.g. purpose / aims outcomes indicators and evidence / programme delivery – review Need local agencies / groups to provide structure to drive strategy = operational community planning Got the “What” need the “How” How to move into mainstream service delivery? What do we mean by communities? Is it localities, is it people, is it communities of interest.
Month Central Question and Related Social Skills Group Outcome October How do I treat others and why does that matter? -perspective taking -respect for others Students are able to articulate how they treat others and how that treatment affects how other people view them. November/December How can I demonstrate appreciation for diversity in our community? -perspective taking -appreciating diversity -personal/cultural lens/view -expand definition of diversity (age, gender, social economic status, etc.) Students are able to recognize the contributions that diverse groups make to our community. January/February What are my strengths and opportunities to grow this year? -accurate self-perception -recognizing strengths -personal goal setting Students are able to identify interpersonal strengths and use those strengths to set realistic personal goals. March How do I use my strengths and opportunities to contribute to others? -social engagement -teamwork/collaboration -relationship building Students are able to identify how their interpersonal strengths could contribute to our community. April How do I build and repair relationships with others? -relationship building -conflict resolution -solving problems -communication Students are able to identify appropriate relationship boundaries (i.e. teacher, acquaintance, friend, family member) and identify appropriate conflict resolution techniques. May How do we contribute to our school community in a positive way? -social engagement -teamwork/collaboration -relationship building Students are able to identify how their interpersonal strengths can positively contribute to our school community. June What did I learn about myself this year? How will I use what I have learned? -accurate self-perception -self efficacy -connections Students are able to reflect upon their interpersonal skills and connections.
Burlington Downtown Co-op Advertising Opportunities This is not an exhaustive list of opportunities. If you are interested in advertising in a publication and want to know if there are downtown rates available either within a downtown layout or for standalone advertising, please feel free to email marketing@burlingtondowntown.ca Publication Offering Release Dates BDBA Member Advertising Rates Contact Information Downtown Burlington Layout Monthly 1/4 page $500 (reg $650) 1/6 page $350 (reg $450) Leah Flippance leah@flipsidemediagroup.com Burlington Post Downtown Burlington Layout Thursday Editions Quarter Page Ad $359+ HST Eighth Page Ad $209+ HST Your Burlington Post Sales Rep OR Jose Pires Downtown Burlington Layout Downtown Burlington Layouts are featured in select monthly publications including May 2014 1/12 - $195 1/8 - $295 1/6 - $395 1/4 - $495 1/3 - $675 1/2 - $950 Includes full colour and creative Hilary White The Bay Observer hilary@bayobserver.ca IN Burlington Insert into The Hamilton Spectator Downtown Burlington Layout Monthly insert into Hamilton Spectator & the Toronto Star (25,000 homes in Burlington area) Chelsea Direct Line: Look Local Magazine Preferred Pricing Currently not running downtown layouts Monthly Available upon request Jon Root O: Neighbours of Burlington Lakeshore New publication Currently not running downtown layouts Monthly TBD Dave Rutherford SNAP’d Burlington Downtown Burlington Layout Monthly Available upon request Mary Dilly mdilly@snapd.com West of the City Downtown Burlington Layout Bi-Monthly Available upon request Alison Link alink@cogeco.ca
5 6 STATE FFA CONVENTION 7 STATE FFA CONVENTION 8 STATE FFA CONVENTION 9 STATE FFA CONVENTION 10 STATE FFA CONVETNION 11 12 13 FINISH INVENTORY-- 14 SHOP ORGANIZATION 15 SAE VISITS-- 16 SAE VISITS 17 RELAY FOR LIFE 18 RELAY FOR LIFE 19 20 TRAVEL TO REGION #3 NAAE in St. Cloud, MN 21 REGION #3 in St. Cloud,MN 22 REGION #3 St. Cloud, MN 23 REGION #3 St. cloud MN 24 25 26 27 WORK ON ND STATE CHAPTER REPORT 28 SAE FOR ACHIEVEMENT DAYS 29 SAE FOR ACHIEVEMENT DAYS 30 FFA Meeting Prepare for achievement Days
What do they need to know to help you reach your library’s goal? How will they be better off if you reach your goal? What are the best ways to communicate with them? Consider what this target audience needs to know and how your staff can best reach them. Target Audience What does your target audience know and think about your library right now? What do they need to know to help you reach your library’s goal? How will they be better off if you reach your goal? What are the best ways to communicate with them? Consider what this target audience needs to know and how your staff can best reach them. Target Audience What does your target audience know and think about your library right now? What do they need to know to help you reach your library’s goal? How will they be better off if you reach your goal? What are the best ways to communicate with them?
reflexive approach to their engagement with production processes and practices within the media and cultural industries, as specifically explored within the Advertising, Public Relations and Media programme C. Practical skills On completion of the programme the successful student will be able to: 1. engage productively with critical and creative processes to produce texts in a variety of forms, and draw on these to produce texts specific to the areas of advertising and PR; 2. design, develop and deliver analytical, rigorous research-based work which draws effectively on relevant practical and theoretical frameworks to construct persuasive, coherent arguments; 3. successfully apply critical and theoretical frameworks to solving the issues and challenges posed by practice and/or creative production; 4. identify and evaluate research material from a variety of sources; critically evaluating its role in producing written, visual or oral assignments as appropriate; 5. an ability to work independently, and with others, to achieve a goal, demonstrating an ability to deal with uncertainty and to take on board the views of others. Teaching/learning methods Students learn practical skills through: workshops; demonstrations; critical analysis of examples of existing practice; examining and debating approaches to and principles of a diverse range of practice; taught sessions on: research, essay writing, project development, including learning resource sessions on research sources and evaluation; guided group sessions; drafting and producing written work; planning and developing practical projects with guidance from tutors; debating with and presenting to seminar groups; work experience. Assessment Method Students’ practical skills are assessed by: project work; essays; case studies; reports; critical analysis; producing written work in a range of genres; producing media texts; creative fiction and non-fiction writing D. Graduate Skills On completion of this programme the successful student will be able to: 1. demonstrate numeracy skills appropriate to the parameters of the Advertising, PR and Media programme; 2. demonstrate effective written communication in a range of genres appropriate both in terms of level and the context of the programme: essays, research projects, critical analyses; Teaching/learning methods Students acquire graduate skills through: lectures; seminars; sessions on IT, uses and applications; independent study including core and independent reading as well as independent and guided study; group debate and discussion; tutorials; the experience of undertaking formative assessment; other specific structured opportunities for learning Assessment method Students’ graduate skills are
In Good Shape Yes, but Needs Work Not Yet Don’t Know We identify, build, and maintain working relationships with appropriate policymakers who influence decisions related to our advocacy objectives. In Good Shape Yes, but Needs Work Not Yet Don’t Know Our organization’s process for guiding our advocacy priorities and tactics is flexible and allows for quick changes amidst the dynamic policy environment. In Good Shape Yes, but Needs Work Not Yet Don’t Know We evaluate our advocacy efforts and incorporate what we learn in our efforts. In Good Shape Yes, but Needs Work Not Yet Don’t Know We include policy updates in our regular communication with clients, board members, volunteers and other supporters. In Good Shape Yes, but Needs Work Not Yet Don’t Know
is really important that we receive your input and feedback, so that we can shape the service going forward and ensure that it is delivered in the best possible way, so that everyone benefits and everyone’s needs are met. We are also working with providers and professionals to obtain their views and feedback too, to help influence what the best approach should be to providing this service from 1 April 2018 onwards. We would like you to complete the following questionnaire, which we have tried to keep as short as possible, to enable you to provide your views on the future of Advocacy services. You can return your completed questionnaires in a number of ways: Via email to: By handing in to main reception at the Civic Centre in Stoke. By handing in at any Local Centre across the city; By handing in to the place where the questionnaire was handed to you. The deadline for receipt of the questionnaire is Friday 30 June. If you have any queries regarding the questionnaire, or you would like us to come out to discuss in more detail, please feel free to contact us as follows: Jackie Wyse (Tel: 01782 237762) / Claire Reader (Tel: 01782 231318) ADVOCACY Questionnaire 1. What do you think the role of an Advocate is? 2. Have you ever used an Advocate? Please circle: Yes (Go to question 3) No (Go to question 4)
Tips Be persistent Be prepared to be unpopular Be prepared to compromise Use the facts and stick to the evidence and try not to get confrontational, personal or emotional TWO: Help Healthy Kids advocate for regulatory change – Every voice counts. Tighter regulation and more assistance for schools have the potential to radically improve food in schools and food literacy. Such regulatory controls are administered at government level. Help Healthy Kids raise the profile of this essential matter with politicians in the hope that they will effect these changes. Following is a list of politicians you may like to write to, plus a letter template. The more people who write, the more likely politicians are to put it on their agenda. Who to write to (current as of February 2016) Local government – your local MP NSW Government The Hon. Rob Stokes Minister for Education PO Box 5341 SYDNEY NSW 2000 DoEinfo@det.nsw.edu.au The Hon. Jillian Skinner Minister for Health GPO Box 5341 SYDNEY NSW 2001 office@skinner.minister.nsw.gov.au The Hon. Jihad Dib Shadow Minister for Education Parliament House Macquarie Street SYDNEY NSW 2000 The Hon. David Gillespie Assistant Minister for Health GPO Box 5341 SYDNEY NSW 2001 david.gillespie.mp@aph.gov.au
Premier Gladys Berejiklian PO Box 5341 SYDNEY NSW 2000 Via the form on: The Hon. Walt Secord Shadow Minister for Health Parliament House Macquarie Street SYDNEY NSW 2000 walt.secord@parliament.nsw.gov.au Australian Government Senator the Hon. Simon Birmingham Minister for Education PO Box 6100 Senate Parliament House Canberra ACT 2600 minister@education.gov.au The Hon. Susan Ley Minister for Health PO Box 6022 House of Representatives Parliament House Canberra ACT 2600 minister.Ley@health.gov.au The Hon. Tanya Pilbersek Shadow Minister for Education PO Box 6022 House of Representatives Parliament House Canberra ACT 2600 tanya.plibersek.mp@aph.gov.au The Hon. Catherine King Shadow Minister for Health PO Box 6022 House of Representatives Parliament House Canberra ACT 2600 catherine.king.mp@aph.gov.au Letter template Download the editable version of the letter template from the Healthy Kids website at: Please edit the highlighted sections of the letter and feel free to add information about your specific experiences or expertise. Your address Your suburb and postcode The Hon. Rob Stokes
organizations at the state legislature through a Nurses Day. leadership team organizations. Patricia Solicit partner organizations and sponsors and organize sub-committee. June-July Workgroup, Patricia 25% 50% 75% 100% Develop agenda for day, other logistics and possible sponsors October Workgroup, Patricia 25% 50% 75% 100% Develop policy brief describing work of center and current nursing data. Disseminate to legislators in conjunction with Nurses Day. September- December Patricia, Research Consultant, Mapping Consultant 25% 50% 75% 100% Develop marketing materials for legislators and market nurses day. October- January Kyle 25% 50% 75% 100% Hold Nurses Day March Workgroup, Patricia, Kyle 25% 50% 75% 100% Evaluate effectiveness of Nurses Day. April-May Workgroup, Patricia 25% 50% 75% 100% Continue with all nurses on legislative issues. Update advocacy center with legislative calendar and updated legislative tables. Ongoing Kyle 25% 50% 75% 100% Include monthly enewsletter article about legislative happenings and targeted summaries for studies/bills of interest. Ongoing Patricia 25% 50% 75% 100% Examine best practices on disseminating policy information to a wide range of organizations including rural nursing, state government and other entities. Workgroup, Patricia 25% 50% 75% 100% Develop strategy for linking sphere Continue to revise and complete Sphere of Influence list Ongoing Workgroup, Patricia 25% 50% 75% 100% Work on plan for inclusion of Ongoing 25% 50% 75% 100%
of influence members. nurses on key committees/boards through tracking board openings and encouraging submissions through enewsletter, facebook and collaborative email groups. Workgroup, Patricia Pilot communication strategy for linking Sphere of Influence members with leadership team. Workgroup, Patricia 25% 50% 75% 100% 2015-2016 Evaluate effectiveness of legislative platform and communication strategies, continue interim monitoring and communication
Which activities will enable you to reach your audience and goals? Knowing what you hope to do throughout the life of your campaign is very important. Thinking it through in the planning stage makes every other stage easier – and will help you learn as you go and evaluate your progress. Check off one or more boxes below to indicate which activities you intend to use. Policy and Politics Issue/Policy Analysis and Research (tip) Candidate Education (tip) Policy Proposal Development (tip) Relationship Building with Decision Makers (tip) Litigation or Legal Advocacy (tip) Lobbying (tip) Communications and Outreach Earned Media (tip) Paid Media (tip) Public Service Announcements (PSAs) (tip) Media Partnerships (tip) Digital Media (tip) Public Opinion Research (tip) Briefings/Presentations (tip) Rallies and Marches (tip) Coalition and Network Building (tip) Grassroots Organizing and Mobilization (tip) Demonstration Projects or Pilots (tip) Write your activities and tactics here: Updates on your activities and tactics:
Afterschool Advocacy Actions Topic Ask Resources 21st CCLC 21st Century RFP Release: We need you to tell your policymakers that the RFP needs to be released NOW in order to time the grant start date as much as possible with the start of the fiscal year. 21st Century Funding: President Trump’s proposed budget eliminates 21st Century. Make sure Congress knows 21st Century isn't an acceptable cut! 21st Century Funding Letter Template / (You can ask parents and youth to fill this out.) Teen REACH Teen REACH Funding: Tell your legislators and the Governor that any budget agreement needs to include funding for Teen REACH. Thriving Youth Fund (SB2046/HB3217): This bill establishes the thriving youth income tax check box that allows taxpayers to fund non-Medicaid eligible community-based youth programs, including Teen REACH. Lottery Rescue Bill The Lottery After-School Rescue bill, HB0273, creates an “After-School Rescue” scratch-off game where the net revenue goes to the making of grants to at-risk schools for the promotion of extracurricular and after-school programs. Social Services Contract Notice Act The Social Services Contract Notice Act, HB3110, was written in response to the Good Friday social services cut that took place in April 2015. The bill would require the state of Illinois to provide the General Assembly and social service providers advance notice prior to reducing, eliminating, or suspending services. The Child Care Development Fund The Child Care Development Fund provides vouchers or subsidies for low-income parents to pay for child care, including preschool, before and after school, and summer care for children up to age 12. Tell Congress that they need to maintain funding for this program. Funding for Afterschool/Raise Awareness ofthe Value of Afterschool Many legislators don’t know the importance of afterschool programing. Building connections and relationships with legislators can go a long way in helping to create favorable afterschool policies and funding streams.
LINK Advocacy Officer, Part-time, Fixed-term Person Specification Essential Degree, or degree-level experience, in a relevant discipline and at least two years’ work experience in a relevant organization Ability to understand, analyse and help develop multi-disciplinary (ecology, economic, political) policies Advocacy skills and experience in influencing change including policy development Skill in written and oral presentation, and well-developed understanding and experience of using the media (press, broadcast, social) Ability to manage and prioritise workload and to maintain standards under pressure Good listening skills and experience of using own initiative in supporting others Well-developed inter-personal skills, including the ability to deal authoritatively and advocate for at times complex policy proposals, with professionals and senior staff in other organisations and government Excellent team-working skills and an understanding of corporate disciplines including confidentiality, mutual briefing, and acting within limits of authority Competent IT skills including Microsoft Office, Internet and Office 365 (the ‘Cloud’) Enthusiasm and self-motivation: essential to success in the post and job satisfaction of the appointee Desirable Very good working knowledge of Scottish and UK governments and parliamentary institutions and experience of public affairs relevant to the roles outlined Experience of working with multiple and diverse interests Experience of campaigning Familiarity with the voluntary sector Knowledge of environmental issues and the debate around sustainable development Knowledge of the media network in Scotland LINK is a Scottish charity SC000296 and a Scottish Company Limited by guarantee under SC250899
The Futures Planning Committee developed the following theme goals based on focus group and survey data. The broad conference goals to create our future for advocacy by and for school psychologists include: Define advocacy by and for school psychologists. Identify local, state/provincial, national, and/or international strengths that will promote advocacy by and for school psychologists. Identify local, state/provincial, national, and/or international challenges that will inhibit advocacy by and for school psychologists. Identify resources in existing structures (e.g. professional organizations, local and state/provincial education agencies, research, graduate programs) that will support advocacy by and for school psychologists. Identify systems-level and individual opportunities to research, promote, and demonstrate advocacy by and for school psychologists. In this activity, we will focus on parts (b), (c), (d), and (e). Part (a) was completed in Activity 2: Needs Assessment for Advocacy. Step 2: Identify Strengths Identify strengths in your context (local, state/provincial, national, and/or international) that will promote advocacy. Example A. Strong professional development in advocacy skills. Example B. Open and available pathways to promote school psychology. 1. 2. 3. 4. 5. Step 3: Identify Challenges Identify challenges in your context (local, state/provincial, national, and/or international) that will inhibit advocacy. Example A. Lack of funding to implement results of advocacy efforts. Example B. Lack of competency in advocacy in general. 1. 2.
Appendix One An electronic version of this template is available at: Goal 1: Implementation Evaluation Status (Not started, In Progress, Completed Action Item Responsible Party & Timeframe Major Activities, Action Steps (concrete, measurable, and feasible) Progress Indicator, Outcomes (concrete, measurable, and feasible) 1. 2. 3. Goal 2: Implementation Evaluation Status (Not started, In Progress, Completed Action Item Responsible Party & Timeframe Major Activities, Action Steps (concrete, measurable, and feasible) Progress Indicator, Outcomes (concrete, measurable, and feasible) 1. 2. 3.
Goal 5: Implementation Evaluation Status (Not started, In Progress, Completed Action Item Responsible Party & Timeframe Major Activities, Action Steps (concrete, measurable, and feasible) Progress Indicator, Outcomes (concrete, measurable, and feasible) 1. 2. 3. Goal 6: Implementation Evaluation Status (Not started, In Progress, Completed Action Item Responsible Party & Timeframe Major Activities, Action Steps (concrete, measurable, and feasible) Progress Indicator, Outcomes (concrete, measurable, and feasible) 1. 2. 3.
People who are socially and financially disadvantaged Financial barriers to accessing services Reluctance to access services NACAP service providers work to reach socially isolated consumers through community information activities but note that this group is difficult to link in with service provision No special approach to working with financial disadvantaged people is used, since a large proportion of consumers fall under this category Veterans Complex health and psychosocial issues Veterans are usually catered for in the course of standard service provision — no specific approaches identified People who are homeless or at risk of becoming homeless Difficulty/reluctance to engage with aged care services Often complex social/health issues Discrimination (real/perceived) Linkages/networks with services working with homeless people (e.g. Wintringham in Victoria) NOTE: It is widely acknowledged that people who are homeless or at risk of homelessness are highly unlikely to have the capacity to contact NACAP providers without the help of service providers. Care-leavers (including Forgotten Australians and Former Child Migrants) Lack of consideration (perceived/real) about implications of childhood experience on aged care experience (particularly residential care) Complex social, emotional and physical issues resulting from impacts of childhood experiences Some current aged care providers were also providers of out-of-home care (e.g. church-based organisations) NACAP providers acknowledged that they had not done a lot of work with care leavers at this stage. If required they would build linkages/networks with services working with care-leavers NOTE: NACAP providers do not ask whether consumers are from this special needs group unless the consumer chooses to disclose this information. Parents separated from their children by forced adoption or removal Reluctance to engage with/distrust of the healthcare/social services sector due to past experiences NACAPs acknowledge that they have not done a lot of work with this particular group. As needed, linkages/networks could be built with services working with NOTE: NACAP providers do not ask whether consumers are from this special needs group unless the consumer chooses to disclose this information.
Please complete and return to: VoiceAbility, Mount Pleasant House, Cambridge, CB3 0RN Tel: 0300 222 5948 │ Textphone: 0786 002 2939 │ Fax: 0203 468 6902 Email: careadvocacy@voiceability.org About the Referrer About the referrer Date: Date received by VoiceAbility (office use only): Name of person making the referral: Organisation the referrer works for: Job Title: Telephone number/Email address: About the Person Name of person requiring support: Telephone number: Date of birth: Address: E-mail address: Preferred contact method: Preferred language: Any other communication needs: Consent Where appropriate, have you discussed the referral to advocacy with the person? (If no, we will contact you prior to making contact with the person.) Yes No Has the person agreed to this referral being submitted? Yes No Signature of referrer: Signature of client (if possible):
Mixed and Multiple Ethnic Groups White and Black Caribbean White and Black African White and Asian Any other Mixed / Multiple Ethnic background, please write in Asian / Asian British Indian Pakistani Bangladeshi Chinese Any other Asian background, please write in Black / African/ Carribean / Black British African Caribbean Any other Black / African / Caribbean background, please write in Other Ethnic Group Arab Any other ethnic group, write in Prefer not to say How would you describe your sexuality? Heterosexual / Straight Homosexual / Gay/Lesbian Bi-sexual Prefer not to say How would you describe your religious beliefs? No Religion Jewish Christian Muslim Buddhist Sikh Hindu Any other religion, please specify Prefer not to say Do you consider yourself to have? (Tick all that apply) A Learning Disability Mental Ill Health
ADV24 6 4/17/2018 8:00:00 AM 4/17/2018 10:00:00 AM OCRFA Advocate leaders: Advocate driven action M. Paul; Ovarian Cancer Res. Fund Alliance, West Bloomfield, MI ADV25 7 4/17/2018 8:00:00 AM 4/17/2018 10:00:00 AM Bringing bench to community: The university of Illinois patient brigade R. Rogers; Univ. of Illinois Cancer Ctr., Richton Park, IL ADV26 8 4/17/2018 8:00:00 AM 4/17/2018 10:00:00 AM From ACTUP to METUP: How Grassroots Action Can Facilitate Research in the Era of Social Media. K. Shanahan; METUP, South Lake Tahoe, CA ADV27 9 4/17/2018 8:00:00 AM 4/17/2018 10:00:00 AM Creating the community for all patient stakeholders T. Sharpe; Melanoma Res. Alliance, Fort Lauderdale, FL ADV29 11 4/17/2018 8:00:00 AM 4/17/2018 10:00:00 AM How to utilize patient advocates. D. Walker; Independent Advocate, New York, NY ADV30 12 4/17/2018 8:00:00 AM 4/17/2018 10:00:00 AM Connecting researchers in the basic sciences with a local cancer community B. Riter; Cancer Resource CTR. Of The Finger Lakes, Ithaca, NY ADV32 14 4/17/2018 8:00:00 AM 4/17/2018 10:00:00 AM African American breast cancer and the negative effects BC has on the African American communities S. McGlown; St. Louis Breast Cancer Coalition, Swansea, IL ADV33 15 4/17/2018 8:00:00 AM 4/17/2018 10:00:00 AM Portal of sarcoma organizations S. Siegel; Sarcoma Alliance, Tampa, FL
Job Title: Crisis Worker-Victim Advocate I/II/III Job Code 5/6/7 Department Tribal Court Location Eureka Reports To: Victim Services Coordinator FLSA Status Non Exempt ALL HIRING IS SUBJECT TO THE YUROK TRIBE’S HIRING PREFERENCE $15.45/$17.23/$19.15 POSITION SUMMARY: The purpose of this position is to provide crisis worker services to victims of domestic violence, dating violence, sexual assault and stalking in collaboration with other domestic violence/sexual assault services in our community and surrounding areas by actually working with and in these agencies under protocols designed to ensure the confidentiality and safety of clients. The Advocate will also provide advocacy services to victims in accessing services available to them including the legal system, both tribal and State, both criminal and civil. The Advocate will be required to have or be able to develop sound organizational skills for coordination of agencies, adjunct programs. DUTIES AND RESPONSIBILITIES: Provide on call crisis management services to victims of domestic violence, sexual assault, dating violence, and stalking by working in collaboration with other Yurok departments, Yurok programs as well as external domestic violence/sexual assault services Assist victims to access resources available to them including shelters, counseling, medical services, law enforcement, restraining orders, and the legal system. Manage case plans for clients referred to the shelters by Yurok Tribal Departments, and other victims seeking services of the Yurok Sexual Assault/Domestic Violence Program. Transport victims and children to medical, counseling, therapeutic and/or psychological appointments, and accompany clients to shopping area and to appointments; programs. Coordinate with other members of the Coordinating Council of the Program to better meet the needs of victims of crimes. Assist clients with preparation of forms, such as requests for protective orders and application for services. As directed assist in locating housing for displaced individuals. As directed assist in delivering emergency supplies and services such as food, transportation, and childcare for victims of crimes against women. Prepare written and verbal reports for the department director noting the clients’ needs in relation to the violence perpetrated against them, services provided, and assessing the effectiveness of service delivery methods. Develop working relationships with agencies and organizations that provide services to victims of domestic violence, dating violence, sexual assault and stalking. 11. Other related duties as assigned.
H.N. – funding an issue for clients for transportation Uber – patients found transportation costs prohibitive - issues getting approved Round 2 Hope Network – Wheels Talent 2025 to work in Kent County Go Lux Kelly – Bay Area – GR. Tran – Leelanau Project Challenge – outreach People will use transit if it feel likes a tailored service Commission on Aging – Cost Bus? – facility funding has taken off assistance to be inclusive process Efficiency issues/ capacity issue Cancellations issue Bay Area’s service has a 50% cancellation rate and they have the strictest cancellations policy that is allowed Dispatch software - easy ride Bill Kennis – Benzie Transportation Authority Cancellation policy give 4 hours (allow 2 hours) MEMT – 1/3 of state Missing customize transit Dispatch software Regional H.N. – Build relationship to help them use cell apps. Kelly – new technology apps have client come in to agency to assist with education/using apps programs. Data – Build systems 1st start at architecture level for seamless integration of future technology. Round 3 Sharon – Genesee County MPO – work with Mass Transportation Public – Community involvement glitz. Vendella – Recommends sensitivity training, there are many hidden disabilities. Connect with what services are available in communities. CATA – Systems multi jurisdiction blocks. Louis – N.Y. Via transportation – ride share to bring down costs? Matching service for commuters
Name: Current address: City: State: ZIP Code: Email: Phone: Current Firm or Office: Employer address: How long? Phone: E-mail: City: State: ZIP Code: Practice area or interest: If applicable, name of referring Fellow of Advocati Christi: Name of attorney who will furnish a character reference: Email: Phone: Relationship: I am interested in learning about the Catholic faith and Catholic social teaching I am interested in integrating faith into my practice and daily life I am open to being informed, guided and inspired by Fellows of Advocati Christi I am interested in applying as a Fellow Elect, for a grant that would cover my participation and formation in Advocati Christi for a year If accepted as a Fellow Elect, I will commit to attendance and participation in the six sessions of the Fellowship program Why are you interested in becoming a Fellow of Advocati Christi?: What unique experiences and qualities will you bring to the program?: I authorize the verification of the information provided on this form, and the sharing of this information with members of the Steering Committee of Advocati Christi. Signature of applicant: Date: