zilongwang/ReadingBank huggingface dataset:
Assessments are conducted within the boundaries of the assessment system policies and procedures Formal agreement is obtained from both the candidate and the assessor that the assessment was carried out in accordance with agreed procedures The candidate is informed of all assessment reporting processes prior to the assessment The candidate is informed of all known potential consequences of decisions arising from an assessment, prior to the assessment Confidentiality is maintained regarding assessment results The assessment results are used consistently with the purposes explained to the candidate Opportunities are created for technical assistance in planning, conducting and reviewing assessment procedures and outcomes. Instructions and checklist for assessors Instructions General instructions for the assessment: Assessment should be conducted at a scheduled time that has been notified to the candidate Facilitators must ensure participants are made aware of the need to complete assessments and attend assessment sessions If a participant is unable to attend a scheduled session, they must make arrangements with the Assessor to undertake the assessment at an alternative time At the end of the assessment the Assessor must give feedback and advise the participant on their PC/NYC status Complete the relevant documentation and submit to the appropriate department. Preparation Gain familiarity with the Unit of Competency, Elements of Competency and the Performance Criteria expected Study details assessment documentation and requirements Brief candidate regarding all assessment criteria and requirements. Briefing checklist the assessment by implementing the following checklist and then invite the candidate to proceed with assessment. Checklist for Assessors Tick () Remarks Prior to the assessment I have: Ensured the candidate is informed about the venue and schedule of assessment. Received current copies of the performance criteria to be assessed, assessment plan, evidence gathering plan, assessment
Checklist for Assessors Tick () Remarks Prior to the assessment I have: Ensured the candidate is informed about the venue and schedule of assessment. Received current copies of the performance criteria to be assessed, assessment plan, evidence gathering plan, assessment checklist, appeal form and the company’s standard operating procedures (SOP). Reviewed the performance criteria and evidence plan to ensure I clearly understood the instructions and the requirements of the assessment process. Identified and accommodated any special of the candidate. Checked the set-up and resources for the assessment. During the assessment I have: Introduced myself and confirmed identities of candidates. Put candidates at ease by being friendly and helpful. Explained to candidates the purpose, context and benefits of the assessment. Ensured candidates understood the assessment process and all attendant procedures. Provided candidates with an overview of performance criteria to be assessed. Explained the results reporting procedure. Encouraged candidates to seek clarifications if in doubt. Asked candidates for feedback on the assessment. Explained safety and ethical issues, if applicable. After the assessment I have: Ensured candidate is given constructive feedback. Completed and signed the assessment record. Thanked candidate for participating in the assessment. Instructions for recording competency Specifications for recording competency
How can you identify conflict in the workplace? What are some tips when addressing conflict and misunderstandings? Answer ‘True’ or ‘False’ to the following statement: Giving someone a free item will not solve all problems True False Answer ‘True’ or ‘False’ to the following statement: You should always be informal with all customers as it shows you are friendly. All customers will appreciate this approach. True False What is a cultural difference that a Hindu customer would have in relation to food? Insert Question
What are actions you can take to help resolve misunderstandings? Answer ‘True’ or ‘False’ to the following statement: A person from another country must change their culture to that of the country they are visiting. True Answer ‘True’ or ‘False’ to the following statement: If you can’t solve a problem, you should refer it to your manager or supervisor as soon as possible. True False Answer ‘True’ or ‘False’ to the following statement: As soon as a problem is referred to someone else, you don’t need to follow it up any more.
Place a tick () in the column to reflect evidence obtained to determine Competency of the student for each Performance Criteria. Element & Performance Criteria Observation of skills 3rd Party Statement Oral Questions Written Questions Work Projects Other Element 1: Communicate with customers and colleagues from diverse backgrounds Value customers and colleagues from different cultural groups and treat them with respect and sensitivity Take into consideration cultural differences in all verbal and non-verbal communication Attempt to overcome language barriers Obtain assistance from colleagues, reference books or outside organisations when required Element 2: Deal with cross cultural misunderstandings Identify issues which may cause conflict or misunderstanding in the workplace Address difficulties with the appropriate people and seek assistance from team leaders or others where required
Element 2: Write short instructional messages Structure a message into a logical set of instructions Ensure instructions are clear and unambiguous Use polite forms when requesting someone to carry out a set of instructions Element 3: Write short messages of appreciation, apology and explanation for absence Write a short message of thanks and apology to develop and maintain good working relationships Write a short message explaining a temporary absence Use appropriate expressions to start and finish the message Use accurate grammar and vocabulary to express Did the student’s overall performance meet the standard? Feedback to student and trainer/assessor Strengths:
Book No. Status 1/26* A is for Art Gallery 1/26 SOLD 2/26* B is for Beach huts 2/26 3/26* C is for Cliff lift 3/36 SOLD 4/26* D is for Dean Road Cemetery 4/26 5/26* E is for Esplanade Gardens 5/26 SOLD 6/26* F is for Foreshore Football 6/26 Sold 7/26* G is for Grand Hotel 1/26 SOLD 8/26* H is for Harbour bar 1/26 SOLD 9/26 I is for Italian Gardens 9/26 10/26 J is for Jail, Dean Road 10/26 SOLD 11/26 K is for Keep 11/26 SOLD 12/26 L is for Lighthouse 12/26 13/26* M is for Marine Drive 1/26 Requested Reserved 14/26 N is for North Bay Railway 14/26 15/26 O is for Oliver's mount 11/26 SOLD
A user should feel confident in their ability to learn about new technology and gain help to troubleshoot existing technology. 150. Use technology research and publishing to address real-world problems Use technology resources [e.g., puzzles, logical thinking programs, writing digital cameras, drawing tools] for problem solving, communication, and illustration of thoughts, ideas, and stories. Use technology resources [e.g., calculators, data collection probes, videos, educational software] for problem solving, self-directed learning, and extended learning activities. Determine which technology is useful and select the appropriate tool[s] and technology resources to address a variety of tasks and problems. Design, develop, publish, and present products [e.g., documents, handouts, presentations] technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Demonstrate an understanding of concepts underlying hardware, software, and connectivity and of practical applications to learning and problem solving. productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. 151. Evaluate information from the Internet for bias The Wide Web offers information and data from all over the world. Because so much information is available, and because that information can appear to be fairly “anonymous”, it is necessary to develop skills to evaluate what you find. When you use a research or academic library, the books, journals and other resources have already been evaluated by scholars, publishers and librarians. Every resource you find has been evaluated in one way or another before you ever see it. When you are using the World Wide Web, none of this applies as there are no filters. Because anyone can write a Webpage, documents of a wide range of quality, written by authors of the widest range of authority, are available on an even playing field. When evaluating information, the following should be considered: Authorship: Is the author well known in their field of study. If the author is not recognized, does the site provide biographical information about the author, contact information about the author can lead the reader to learning more about the authors accreditations. Was the author linked to, or recommended by another trusted author?
Institutional context Practicality Accessibility to and availability of stakeholders? Are physical security risks? Will weather be a constraint? Are and key stakeholders likely to be present, or absent on leave or secondment? Can reported availability be relied upon? Resources available to do the evaluation? Time available in total and in country? Timing within the schedule of all other activities? Funding available for the relevant team and duration? People with the necessary skills available at this point? Is the timing Is there an opportunity for an evaluation to have an influence? Has the project accumulated enough implementation experience to enable useful lessons to be extracted? If the evaluation was planned in advance, is the evaluation still relevant? Coordination requirements? How many other donors, government departments, or NGOs need to be or want to be involved? What forms of coordination are possible and/or required? Utility Who wants an evaluation? Have the primary users been clearly identified? Can they be involved in defining the evaluation? Will they participate in an evaluation process? What do stakeholders want to know? What evaluation questions are of interest to whom? Are these realistic, given the project design and likely data availability? Can they be prioritised? How do people want to see the results used? Is this realistic? What sort of evaluation process do stakeholders want? What designs do stakeholders express interest in? Could these work given evaluation the questions of interest and likely information availability, and resources available? What ethical issues exist? Are they known or knowable? Are they likely to be manageable? What constraints will they impose? What are the risks? Will stakeholders be able to manage negative findings? Have previous evaluation experiences prejudiced stakeholder’s likely participation?
Directions: This sheet must be completed and submitted to Ms. Mink before you take an AR test. This completed form counts as 50 of the 100 points possible for an AR test grade. In the “comments” section for each segment, please write two – three sentences and provide a quote from the book if possible to back up your reasoning. Thank you! Author: ______________ Title: __________________ Genre: ________________ Publisher: ___________ Summary: (maximum—one paragraph) Evaluation Yes/No (Yes, but slow emerging) Grade: (1-10) Presentation of information—Clear and understandable Comment: Structure (well organized and appropriately detailed for audience) Comment: Other considerations (presentation dynamic and engaging) Comment: Style and language (precise vocabulary, figurative language, dialogue, cadence, understatement, unexpected insights, etc. Comment: Pacing
List of Abbreviations CHEO – Children’s Hospital of Eastern Ontario HIE - Hypoxic ischemic encephalopathy NICU – Neonatal intensive care unit TOH-CC – The Ottawa Hospital – Civic Campus TOH-GC – The Ottawa Hospital – General Campus
Table 2: Gentamicin trough levels by age group Age Group ≤ 28 weeks CGA >14 days ≤ 28 weeks GA 0-14 days 29-36 weeks CGA >14 days 29-36 GA 0-14 days ≥ 37 GA > 7 days ≥ 37 GA 0-7 days Pre- gentamicin level ≤ 2 (mg/L) 1 24 12 32 3 47 > 2 (mg/L) 0 2 2 16 0 10 N 1 26 14 48 3 57
An Excerpt from The Secret Garden and “The Winner Is…” What role does the scene in paragraph 1 of The Secret Garden play in the structure of the passage? In paragraph 1 of The Secret Garden the text describes how the change in weather has been good for Ben. Which detail from the story show a similar response in Mary? In The Secret Garden, Mary is visiting the garden for the first time. Which sentence from the passage supports this idea? Read this sentence from paragraph 16 of The Secret Garden She chirped, and talked, and coaxed and he hopped, and flirted his tail and twittered. What does “flirted” mean in this sentence? Read this description from paragraph 16 of The Secret Garden. His red waistcoat was like satin and he puffed his tiny breast out and was so fine and so grand and so pretty that it was really as if he were showing her how important and like a human person a robin could be. Which best describes the meaning of this comparison? Which statement best expresses the theme of the passage from The Secret Garden? Which of the following events from “The Winner Is…” introduces the main problem? Which sentence from “The Winner Is…” most clearly states why the outcome of the fifth-grade spelling bee is no longer important to Darius? Read the following sentence from the “The Winner Is…” Dust floated in the air like tiny, glowing bugs dancing to a quiet song. Why does the author compare dust to bugs? How are the settings of the attic and the dining room in “The Winner Is…” similar in terms of the mood they create? Read these sentences from paragraph 3 of “The Winner Is…” The house’s furnace kicked on. The thermostat seemed baffled by the still-warm days of autumn and the chilly evenings. word means almost the same thing as “baffled”?
Which best describes how the point of view influences how “The Winner Is…” is told? Which of the following details should be included in a summary of “The Winner Is…”? How do The Secret Garden and “The Winner Is…” approach the idea of discovery differently? What similar approach do the authors use in the two passages?
An exploration of the ‘Expected’ and ‘Exceeding’ descriptors within the Early Years Foundation Stage Profile Guidance for EYFSP Moderation 2018 ELG Expected descriptor Exceeding descriptor (Subject to change) ELG 01 Listening and attention Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events, and respond to what they hear with relevant comments, questions or actions. They give their Listening and attention: Children listen to instructions and follow them accurately, asking for clarification if necessary. They listen attentively with sustained
EENET PO Box 422 Hyde SK14 6NG UK info@eenet.org.uk www.eenet.org.uk These materials are available under the Creative Commons License 4.0 International. You are free to and adapt these materials. However, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. For more information, see: https://creativecommons.org/licenses/by-nc-sa/4.0/legalcode This video-based training resource has been supported in part by a grant from Open Society Foundations, with co-funding from Light for The World International. Contents Introduction Programme 1 – Before school Programme 2 – Getting to school Programme 3 – Arriving at school Programme 4 – Preparing lessons Programme 5 – Improving the learning environment Programme 6 – Understanding learners and their needs Programme 7 – Teaching and learning
STRIKES AND SOCIAL UNREST STRIKES WERE OCCURING ALL OVER THE COUNTRY. IN THE SUMMER OF 1911, THE MINERS’ TOOK ACTION IN FAVOUR OF A MINIMUM WAGE LEADING TO VIOLENT RIOTS. STRIKES CONTINUED RIGHT THROUGH THE PERIOD BETWEEN 1912 TO 1945 – E.G. THE GENERAL STRIKE IN 1926. “Last just because the miners came on strike, there’s lots of wild talk about possible labour trouble in the near future. Don’t worry. We’ve passed the worst of it.” Mr. B Mr. B says: “It’s my duty to keep labour down.” Eric defends the strike: “Why shouldn’t they try for higher We try for the highest possible prices.” TROUBLED FUTURE – 1912 - 1945 BIRLING THINKS THE FUTURE LOOKS GOOD – PRIESTLEY IS DELIBERATLEY PRESENTING HIM AS FOOLISH TO AN AUDIENCE THAT HAS SEEN TWO WORLD WARS, SOCIAL UNREST AND A WIDENING GAP BETWEEN RICH AND POOR. a good deal of silly talk about these days – but – and I speak as a hard-headed business man, who has to take risks and know what he’s about – I say, you can ignore all this silly pessimistic talk. When you marry you’ll be marrying at a very good time. Yes, a very good time – and soon it’ll be an even better time.” Mr. B AUSTERITY + RICH versus POOR AGAIN, THE AUDIENCE WILL KNOW THAT EVERYTHING BIRLING IS SAYING IS WRONG. THE PERIOD BETWEEN 1912 AND 1945 WAS A TIME OF AUSTERITY: WWI, FOR EXAMPLE, MEANT THAT INCOME TAX WAS DOUBLED, MEANING LESS IN WAGES FOR WORKERS. THE 1930S SAW THE GREAT DEPRESSION WITH VERY HIGH UNEMPLOYMENT. "Here in a country rich beyond description there are people poor beyond description" said by Will Crooks, a Labour MP in 1908 “We employers at last are coming together to see that our interests – and the interests of Capital – are properly protected. And we’re in for a time of steadily increasing prosperity.” Mr. B TWO WORLD WARS TWO WORLD WARS THAT SAW THE GREATEST LOSS OF LIFE DUE TO MODERN KILLING “…you’ll hear some people say that war’s inevitable. And to that I say – fiddlesticks! The Germans don’t want war. Nobody wants war… And why? … Everything to lose and nothing to
41) Costs expensed on the income statement in the accounting period incurred are called: A) direct costs B) indirect C) period D) inventoriable costs Answer: C period costs 42) Prime costs include: A) direct materials and direct manufacturing costs B) direct manufacturing and manufacturing overhead costs C) direct materials and manufacturing overhead costs D) only direct materials Answer: A prime costs 43) Conversion costs include: A) direct materials and direct manufacturing labor costs B) direct manufacturing and manufacturing overhead costs C) direct materials and manufacturing overhead costs D) only direct materials Answer: B Terms: conversion costs 44) Total manufacturing costs equal: A) direct materials + prime costs B) direct materials + conversion costs C) direct manufacturing costs + prime costs D) direct manufacturing labor costs + conversion costs Answer: B Terms: prime costs, conversion costs 45) In the cost classification system used by manufacturing firms, assembly workers' wages would be included in all of the following EXCEPT: A) product cost B) prime cost C) conversion cost
63. Define the meaning of the term "stare decisis," and how it is applied. The term "stare decisis" means standing by a decision. When courts rely on precedent, they are obeying the principle of stare decisis in which rulings made in higher courts become binding precedent for lower courts. 64. Judge Sally Justice, who is newly appointed to the bench, is presented with a question of law involving a cat named Chester who scratched a neighbor's antique jalopy. The neighbor, George, demands justice in the form of full payment from Chester's owner, Sue, and also requests that Chester be shipped to the local animal shelter. Sue says that she should not have to pay anything because Chester had never scratched before, that Chester should be allowed to stay in the neighborhood, and that she should be reimbursed for her legal fees by George who is a grump and never should have brought the lawsuit. Judge Justice is perplexed and wants to make a good decision since she is new to the bench. Describe how the judge should go about reaching a decision. Discuss in your answer the impact of cases from other jurisdictions assuming there is no relevant +law in Judge Justice's jurisdiction. Also, assuming there is relevant law in Judge Justice's jurisdiction, discuss the applicable legal standard when case law conflicts with a later passed state statute. Students should reference the need for Judge Sally Justice to check for relevant case law and statutory law. Cases from other jurisdictions may be influential to the judge but are not binding. A later passed state statute would apply as opposed to conflicting case law. 65. Discuss in what ways a treaty between a foreign country and the U.S. is similar to a contract. Both treaties and contracts are attempts by parties to determine rights and obligations among themselves. Additionally, when a party fails to obey a treaty or contract, law imposes liability on the part who failed to obey the agreement.
NHS Thanet CCG Thanet District Council Street Margate Kent, CT9 1XZ Tel: 03000 424615 20 May 2015 An open letter to the people of east Kent Over the last couple of our local papers have carried worrying headlines about the possibility of the east Kent hospitals trust changing emergency care and, perhaps, centralising the most high-risk procedures in one centre. We chair the clinical commissioning groups (CCGs) for east Kent which have the job of planning and paying for most local health services. Our aim is to make sure that everyone in our areas who needs healthcare receives safe, high-quality care. This is in a context where GPs, nurses and consultants are a limited resource; the NHS in east Kent does not always find it easy to recruit despite the advantages of our part of the world; demand for healthcare, especially for frail elderly people, continues to grow; and money is tight. Nonetheless, in the past two years, since the CCGs came into being, we have made real strides. We have worked with NHS and social care colleagues to: Begin introducing a much more joined-up approach to community care for people across east Kent, so that district nurses, social care and mental health staff work in single teams. This means patients only having to tell their story once, and staff working together behind the scenes to improve their care. Improve help for people dialling 999 or attending A&E so they are supported at home by community teams whenever possible and admitted to hospital only if there is no alternative. We plan to have a local team handling NHS 111 calls from next spring which will be integrated with the GP out of hour’s service, so all calls for help will be dealt with by the same team of people.
For more information on Standard 7, including implementation examples, please refer to the <https://providers.dhhs.vic.gov.au/resource-7-promoting-participation-and-empowerment-children-word>. Further information Further information about the <https://providers.dhhs.vic.gov.au/ child-safe-standards> can be found on the Department of Health and Human Services (the department) website. This includes additional resources that have been designed for organisations that are funded and/or regulated by the department. All organisations may also refer to the information and resources available on the <https://ccyp.vic.gov.au/child-safety/> on the Commission for Children and Young People’s website. Disclaimer This overview provides general guidance only on the Child Safe Standards. The department does not guarantee that the examples provided in this document are sufficient for the purposes of an organisation’s compliance with the Child Safe Standards.
5071 Employee Inventions “Applications” was added to the list of inventions. 5081 Personal Financial Transactions Minor change for clarity. 6020 Insurance and Retirement Benefits Text was added noting frequent changes to the Affordable Care Act. 7040 Leaves of Absence Minor changes for clarity. 7045 Paid Time Off Minor changes for clarity. HR Policy Manual Section Policy Name Description of Changes 2010 Americans with Disabilities Act (ADA) Clarifications were made relating to accommodations and interaction with FMLA. 2040 Harassment Minor changes. Bullying was added to the policy title and two more examples were added to the list of possible bullying behaviors. 3030 Human Resource Files and Records The option was added to mail a copy of a personnel file if the employee is unable to view it during normal business hours. 4010 Employment of Minors Minor change. 4040 Immigration Law Compliance Small change. 5020 Corrective Action Small change in wording to give the organization more flexibility when dealing with performance issues. 5026 Employee Serious Injury or Small changes for clarity. 5050 Medical Examinations and Drug Testing Added re-certification under FMLA as a possible reason for requiring an employee to undergo a medical examination. 5080 Performance Appraisal Text was added related to giving employees space to add comments on their performance appraisal. Having employees add comments makes it more difficult, especially in the case of litigation, to say they did not agree with a poor review if, at the time, they offered no comment.
Administering reliever inhaled therapy through a spacer A metered dose inhaler can be used through a spacer device. If the inhaler has not been used for 2 weeks then press the inhaler twice into the air to clear it. A Spacer might be Orange Yellow Blue Clear A spacer may have A mask A mouthpiece Keep calm and reassure the child Encourage the child to sit up Remove cap from inhaler Shake inhaler and place it in the back of the spacer Place mouthpiece in mouth with a good seal, (or if using the mask place securely over the mouth and nose) Encourage the child to breathe in and out slowly and gently Depress the canister encouraging the child to continue to breathe in and out for 5 breaths Remove the spacer Wait 30 seconds and repeat steps 2-6 Assess for improvement in symptoms Dependent on response steps 2-7 can be repeated according to response up to 10 puffs. If there is no improvement CALL 999. If help does not arrive in 10 minutes give another 10 puffs in the same way If the child does not feel better or you are worried ANYTIME before you have reached 10 puffs, call 999 for an ambulance and continue to treat as above.
How to Get an Elected Official to Attend Your Event Whether you’re inviting the president of the United States or your local mayor, you can enhance your event by following the guidelines below. And always remember, when dealing with politicians: Be Persistent. Be Polite. Be Patient. Plan as far in advance as possible Politicians’ schedules fill up rapidly. Create a list of your top choices and get the invitation out to your first choice as soon as possible. This will put you on his/her radar and, in case your first choice declines, gives you enough time to invite others. For federal (and some staff) officials, contact their local office. This shows that you are respectful of their time and will almost always get you a response. If relevant, describe the benefits of having the official attend your event (e.g., ability to talk about an issue that is important to him/her or the chance to meet with a significant number of voters in the district). Prepare for the event Work in coordination with the official’s staff so that everyone has the same expectations. Be clear about what you hope the official will do (e.g., present an award or introduce a part of the program). Try to make it as easy for him/her as you can. Provide staff with a complete agenda and alert them to any media you think will attend. Give them a full list of the media you expect to attend as you get closer to the date. If you present an to the official (always a good idea), alert his/her staff in advance and ask that the official say a few words of thanks. During and after the event Have a photographer record your event. Display the photos in your newsletter or other IIA communications and send copies to the official and his/her staff as well as The IIA Advocacy Department (). Following the thank the official with a note or card, photos, feedback, stories, and anything you would like to share. Follow up in a timely manner regarding any questions he/she may have you during the event that you were unable to answer. This allows you to continue your connection with the official after the event. Finally, don’t be surprised or offended if a staff member shows up for the official at the last minute. Politicians are very busy and often are pulled in multiple directions. If you are successful in having a lawmaker at your event, please provide a report to The IIA’s Advocacy Department at to help us track our advocacy efforts.
Clark, J. R. and Lee, D. R. (2016). Higher costs appeal to voters: implications of expressive voting. Public Choice, 167, 37-45. Gladwell, Malcolm (2013). and Goliath: Underdogs, Misfits, and the Art of Battling Giants. New York: Little, Brown and Company. Glaeser, E. L. (2005). The political economy of hatred. The Quarterly Journal of Economics, 120 (1), 45-86. Glazer, A. (2008). Voting to and to please others. Public Choice, 134 (3/4), 247-254. Goldhagen, D. J. (1996). Hitler’s Willing Executioners: Ordinary Germans and the Holocaust. New York: Vintage Books. Grynaviski, J. D. and Munger, M. (forthcoming) Reconstructing racism: Transforming racial hierarchy from necessary evil into positive good, Social Philosophy and Policy. Haidt, J. and Iyer, R. (2016). A truce for our tribal politics. Wall Street Journal, November 5-6, C1-2. F. A. (1960). The Constitution of Liberty, Chicago: University of Chicago Press. Higgs, R. (1987). Crisis and Leviathan: Critical Episodes in the Growth of American Government. Oxford: Oxford University Press. Kahneman, D. (2011). Thinking, Fast and Slow. New York: Farrar, Straus and Giroux. Lee, D. R. (2015). The is not easily starved. Public Choice, 164 (3), 275-285. Lee, D. R. and Clark, J. R. (2014). Buchanan and Tullock ignore their own contributions to expressive voting. Public Choice, 161 (1), 113-118. Pinker, S. (2011). The Better Angels of Our Nature: Why Violence Has Declined. New York: Viking. Simons, H. C. (1951). Economic Policy for a Free Society. Chicago: University of Chicago Press. Tullock, G. (1971). The charity of the uncharitable. Western Economic Journal, 9 (4), 379–92.
Medicaid Eligibility: Yes No Referred: ST. LANDRY PARISH PUPIL APPRAISAL CENTER Yes No VISION REPORT FORM Wearing Glasses / Contacts SCHOOL YEAR 2011-2012 Yes No Name: Date Screened: Homeroom Teacher: School: Grade: Age: INITIAL SCREENING REPORT I. ACUITY – FAR POINT – LENS LEVER AT “FAR” Test Result A Right Eye Left Eye Switch “Off” 20 / B Left Eye Right Eye Switch “Off” 20 / II. ACUITY – NEAR POINT – LENS LEVER AT “NEAR” Test Result A Right Eye Left Eye Switch “Off” 20 / B Left Eye Right Eye Switch “Off” 20 / III. RESCREENING – HOTV Test Result ROSENBAUM (NEAR) Test Result Right Eye 20 / Right Eye 20 / Left Eye 20 / Left Eye 20 / IV. ACUITY – FAR POINT – LENS LEVER AT “FAR” – PRE-K or K Test Result A Right Eye Left Eye Switch “Off” Manual Allen / Card Test B Left Eye Eye Switch “Off” Yes / No / V. ACUITY – NEAR POINT – LENS LEVER AT “NEAR” – PRE-K or K Test Result A Right Eye Left Eye Switch “Off” Manual Allen / Card Test B Left Eye Right Eye Switch “Off” Yes / No / VI. MUSCLE BALANCE TEST – FAR POINT – LENS LEVEL AT “FAR” Pass Fail (1) Red Dot - in Box A or B = PASS VII. MUSCLE BALANCE TEST – NEAR POINT – LENS LEVEL AT “NEAR” Pass Fail (1) Red Dot - in Box A or B = PASS (Perform either the 2 Muscle Balance Tests or Manual Muscle Balance Test) VIII. MANUAL MUSCLE BALANCE TEST (R.N. USE ONLY) Pass Fail Alternate Versions – Tracking Near Point of Convergence Hirshberg Pupillary Reflex IX. COLOR BLINDNESS TEST Pass Fail 4 out of 6 = PASS Referral for Eye Examination – Parents, Teachers, and Nurses Observations NURSE’S SIGNATURE TEST ADMINISTRATOR COMMUNICATION SKILLS TEACHER CHECKLIST
An Incredible Invitation June 10, 18 Coffee Question: Have you ever been invited to a high-class party? Years ago, Barb and I were invited to a “swanky” event in Ottawa and for unknown reasons to us, we were invited to sit at the table where the evening’s guest speaker, Larry Crabbe and his wife, were seated. Talk about feeling honored and privileged! Has that ever happened to you? As you go for a coffee, please share your answer with another person. God has extended to humanity an incredible invitation. I want to remind you of what access to God was like in the OT era. Exodus 19:9 Holy of Holies – only the high priest once a year Holy Place – only certain priests Court of the Priests – all priests Women’s Court Court of the Gentiles Here’s another way to see it. With the OT era… there was: Limited access to God – one could not come close – always a veil of separation – dense cloud; a curtain. Yahweh is holy and lives in approachable light One had to come before Yahweh with a sacrifice But when Jesus came…everything changed. Matthew 1:22-23. The angel told Joseph:
An Interactive Teaching Strategy Using I-SBAR-R to Improve Communication, Quality and Safety in Patient Care STUDENT EVALUATION RUBIC Category and sub Poor Fair Good Excellent Content Evaluation Content unclear – not sure of what the activity focus is; faculty disorganized Content is a litter clearer – beginning to understand focus of the activity– faculty more organized Content is clear – know the focus of the activity- faculty organized Content is clear and concise- able to follow with faculty throughout activity; faculty very organized and prepared Poor Fair Good Excellent Learning Objectives 1. Discuss the importance of receiving and providing a shift report 2. Demonstrate the appropriate use of Activity does not follow objectives – do not understand I-SBAR-R Activity addresses some of the learning objectives- beginning to use I-SBAR- R with guidance Activity addresses most of the learning objectives – understands I-SBAR-R and beginning to feel more confident with using R Activity addresses all of the learning objectives. By the end of activity, understand the importance of , able to give and receive report and confident with using
= Na di mandate we i pikin bin That’s the man whose child stole a pig. tif shwayn. “we” as “which” or “that” Examples: 1. Wi don drink ol dat mimbo. We’ve drunk all that wine. Yu bin bay am yestede. You bought it yesterday. = Wi don drink ol dat mimbo We’ve drunk all the wine which you bought we yu bin bay am yestede. yesterday You will have noticed from the example above that Pidgin speakers generally use: We + a pronoun (i, am, dem yu, etc), Whereas English requires only a “who”, “which”, “that” (and sometimes nothing) to connect the two parts of the sentence, the additional pronoun is never used in English. Dat man we a bin si i … The man that I saw… The man I saw… (The additional “who” is notol necessary in English) Ol di mimbo we yu bin bay am… All the beer which you bought… All the beer you bought… (The additional “it” is not necessary in English) Dat boy we i fut de hot…. The hot whose foot hurts… (The additional “his” is not necessary in English) The above practice of using we + something else generally holds in Pidgin. The exception would be when “we” is followed by an “i”.The two sounds kind of slide together: “Dat wan we i bin wye blak klos” May often be pronounced: “Dat wan wey bin wye blak klos” Otherwise, the practice of we + something else is always followed. Grammar: The Auxiliary Verbs “Get fo…” and “Fo…” A. “Get fo …” in Pidgin is wquivalent to “to have to …”, “must” or “to be supposed to…” in English. It does not need a tense marker (“de”) when used in the present, but when used in other tenses takes bin, go, etc… like any other verb. Examples: 1. A get f ores tude. I have to rest today I must rest today.
roommates; and binge drinking imperils drinkers and those surrounding them. Undergraduates face risks to their psychological health. College students reported more distress than the general population or their peers not enrolled in college. First-year students suffer the most in terms of physical and emotional well-being. Increased education has long-term health benefits. VI. Making Healthy Changes A. Understanding Health Behaviour 1. To make lasting beneficial changes, it helps to understand the three types of influences that shape behaviour: predisposing, enabling, and reinforcing factors. 2. Predisposing Factors a. Predisposing factors include knowledge, attitudes, beliefs, values, and perceptions. b. People are most likely to change health behaviour if they hold three beliefs: Susceptibility—They acknowledge they are at risk for the negative consequences of behaviour. Severity—They believe they may pay a high if they don’t make a change. Benefits—They believe the proposed change will be an advantage to health. c. The value or importance we give to health also plays a major role in changing behaviour. 3. Enabling Factors a. Enabling factors include skills, resources, accessible facilities, and physical and mental capacities. 4. Reinforcing Factors a. Reinforcing factors may include praise from family and friends, rewards from teachers or parents, or encouragement and recognition for meeting a goal, but lasting change depends on an internal commitment and sense of achievement. B. Decision-Making The entire process of maintaining or restoring health depends on your decisions; it cannot start or continue without them. If you think of decision-making as a process, you can break down even the most difficult choices into manageable steps, which include setting priorities, informing yourself, considering all your options, tuning into your intuitive feelings, and considering a “worst-case” scenario. C. The Health Belief 1. Use this model to explain and predict health behaviours by focusing on attitudes and beliefs. 2. According to this model, people will take a health-related action based on the following factors: perceived susceptibility, perceived severity, perceived benefits, cues to action, and self-efficacy. This has been used over the years to help people change unhealthy behaviours
Business, Advertising, and Finance Advertising Sales Representative / Agent / Executive DOT: O*NET: OOH: Wild Card: Video: Assistant Bank Manager DOT: O*NET: Wild Card: Wild Card: Claims Supervisor DOT: O*NET: Wild Card: Video: Customer Service Representative O*NET: OOH: Wild Card: Video: Customer Service Representative Supervisor DOT: O*NET: Wild Card: Wild Card: Video: Department Manager DOT: O*NET: Wild Card: Video: Video: Financial Advisor
O*NET: O*NET: O*NET: O*NET: Teacher for the Learning Disabled DOT: O*NET: O*NET: O*NET: O*NET: Teacher for the Mentally Impaired DOT: O*NET: O*NET: O*NET: O*NET: Teacher for the Visually Impaired DOT: O*NET: O*NET: O*NET: O*NET: Training and Development Specialist O*NET: OOH: Wild Card: Wild Card: Wild Card: Transcript Evaluator Wild Card: Wild Card: Wild Card: Vocational Training Teacher DOT: O*NET:
Nurse Practitioner O*NET: Wild Card: Wild Card: Wild Card: Video: Optometrist DOT: O*NET: OOH: Video: Pediatric Psychologist Wild Card: Wild Card: Video: Video: APA Applied Research: APA Applied Research: APA Division: APA Division: Pediatrician DOT: O*NET: Wild Card: Video: Pharmacologist DOT: Wild Card: Wild Card: Video: Physiatrist DOT: O*NET: Wild Card: Physician DOT:
per cent of the total population of Guyana and about 90 per cent of the communities are located in the vast remote interior. This is in contrast to the majority of Guyana's people who are essentially concentrated on the narrow Atlantic coastal strip. Source: World Directory of Minorities and Indigenous Peoples Waiwai, Makushi and Wapishana. All of these interior groups originally spoke Carib with the exception of the Wapishana, who are within the Taino-Arawak linguistic family. Source: World Directory of Minorities and Indigenous Peoples http://minorityrights.org/minorities/indigenous-peoples-3/ The original inhabitants of the island of Hispaniola (now Haiti/DR) were the indigenous Taíno, an Arawak-speaking people who began arriving from the Yucatan peninsula as early as 4000 BCE. Joined later by successive additional waves of indigenous groups from the Orinoco/Amazon region of South America (present-day Venezuela) the Taíno settled all across the Caribbean and became known as the Island Arawaks. The name Haiti is derived from the indigenous Taíno-Arawak name for the entire island of Hispaniola, which they called Ay-ti ‘land of mountains’. Source: World Directory of Minorities and Indigenous Peoples http://minorityrights.org/country/haiti The overwhelming majority of the population (95%)of Haiti is predominantly of African descent. The rest of the population is mostly of mixed European-African ancestry (mulatto). Source: World Directory of Minorities and Indigenous Peoples http://minorityrights.org/country/haiti
Directory synchronization scoping is something supported through the DirSync tool at the following levels: Domain-based. You can use this filtering type to manage the properties of the source AD management agent (connector) in the DirSync tool. This type enables you to select which domains are allowed to synchronize to the cloud. Organizational unit–based. You can use this filtering type to manage the properties of the source AD management agent (connector) in the DirSync tool. This filtering type enables you to select which OUs are allowed to synchronize to the cloud. User attribute–based. You can use this filtering method to specify attribute-based filters for user objects (and user objects only). This enables you to control which objects should not be synchronized to the cloud. Important note Preventing the replication of certain attributes to Azure AD is not supported with the DirSync tool. All attributes must be part of the scope. See the related instructions to completely setup the directory synchronization for your domain(s) within your Azure AD directory tenant. Considering first the Azure AD Connect tool As previously mentioned, the DirSync tool was intended for on-premises AD single-forest scenarios. However, many customers are operating with more than one on-premises Active Directory forest for a variety of reasons, such as: Multiple account forests, where user accounts exist in multiple Active Directory forests; Account and resource forests, where the Exchange organization is typically hosted in a resource forest model. Multi-forest topologies can be supported through the Azure AD Sync tool initially released in September 2014. This tool that was considered as the successor of DirSync is flexible, and can accommodate most Active Directory and Exchange multi-forest scenarios: Single Account Forests, single or multiple Exchange resource forest(s). Multiple Account Forests, with no on-premises Exchange. Multiple Account Forest, single or multiple Exchange resource forest(s). Note For additional information, see the Microsoft MSDN article . This is an awaited feature was that previously only available with the and Microsoft Forefront Identity Manager (FIM) 2010 R2. Beyond this key characteristic, Azure AD Connect includes a rich set of sync and write-back capabilities: Enable your users to perform self-service password reset in the cloud with write-back to AD. Enable provisioning from the with user write back to on-premises AD. Enable write back of “Groups in Office 365” to on-premises distribution groups in a forest with Exchange.
Have systems to regularly review and improve safety policies and practices, particularly following any incidents. Successfully implementing this standard should result in organisations in are clear and transparent arrangements for leadership to be made aware of child safety issues policies and practices prioritise safety and promote shared responsibility – not just at a leadership level – by outlining all staff and volunteer responsibilities policies and procedures include the steps staff, volunteers, children or their families should take if they have concerns about the organisation’s leadership in regard to child safety child safety is a core part of public and internal messaging a culture exists where staff, volunteers, children and families feel comfortable and supported when talking about any child safety concerns. a culture exists of supporting cultural safety for Aboriginal children, and the organisations working in partnership with Aboriginal peoples and Aboriginal community controlled organisations to improve safety for Aboriginal children a culture exists of supporting cultural safety for children from culturally and/or linguistically diverse backgrounds. a culture exists of supporting safety for children with a disability. Standard 2 A child safe policy or statement of commitment to child safety Description Organisations need to have a publicly accessible child safe policy or public statement of commitment to child safety, with an overarching set of principles guiding the development of policies and procedures to protect children from abuse. A child safe policy is an overarching document that provides key elements of an organisation’s approach to becoming child safe. It sets out the processes for reporting and responding to concerns and allegations (or clearly refers people to where these processes can be found), and refers to the code of conduct which should provide specific guidelines on appropriate behaviour with children (see Standard 3 over page). A statement of commitment to child safety should be included as part of a child safe policy. This statement affirms the organisation's commitment to child safety by clearly stating that the organisation has zero tolerance for child abuse, is committed to acting in children’s best interests and keeping them safe, and actively works to empower children. A child safe policy is appropriate for organisations that have a higher level of responsibility for children, however, can still be used by other organisations. Smaller organisations with limited responsibility for children may choose to implement a statement of commitment. Implementation of the principles in the policy or statement will influence organisational culture and create consistent policies and procedures within and across organisations that provide services for children.
Dept of Animal Science Seminar Series 2017 Spring Seminar Schedule Fridays, 3:10 pm 1204 Kildee (Ensminger Room) Jan 20 Ben Hale, Iowa Univ Two Components of Maintaining Developmental Competence: MicroRNA-21 in the Maturing Oocyte and Autophagy Induction in the Follicular Stage Ovary 27 William Dayton Univ Minnesota Mechanisms Involved in Anabolic Steroid-Enhanced Muscle Growth in Beef Cattle Feb 3 Lance Baumgard Iowa State Univ Estimating the Immune System's Glucose Requirement in Response to Leaky Gut 10 Sara Marcketti Iowa State Univ SoTL: The Scholarship of Teaching and Learning at ISU 17 Catherine Logue Iowa State Univ Antimicrobial Resistance in Poultry Production - A View from the Microbial Side 24 Jim Reecy Iowa Univ Precision Livestock Production: Role of Big Data in Feeding the World Beyond 2050 Mar 3 Bhanu Telugu Univ Maryland Optimizing methodologies for genome editing in livestock species 10 Rodrigo Tarte Iowa State Univ The Changing Label of Processed Meats: Science, Perception and Implications 24 Elisabeth Lonergan Iowa State Univ Discovering the secrets of efficient muscle growth and high quality meat production: What can the skeletal muscle proteome tell us? ***31 Chandru Charavaryamath Iowa State Univ Mechanisms of Swine Barn Dust Induced Lung and Neuroinflammation Apr 7 Barry Bradford Kansas State Univ Inflammation in Early Lactation: From Biology to Production 14 Walter Bottje Univ of Arkansas Proteogenomic Architecture of Feed Efficiency in Muscle 21 John Bromfield Univ of Florida Infection and Immunity of the Female Reproductive Tract: Impacts of Uterine Infection on Oocytes and Follicles 28 Poster Fair Details forthcoming in April ***Special Location: Seminar will be held in 2310 Kildee, Farm Pavilion Auditorium