zilongwang/ReadingBank huggingface dataset:
TABLE OF CONTENTS Topic Page Number Appendix A: Performance Measurement 2 Appendix A-1: Logic Model Worksheet 3 Appendix A-2: Performance Measure Worksheet 4 Appendix B: Budget Instructions – Operating Grants 7 Appendix C: Budget Worksheet – Operating Grants 14 Appendix D: Budget Analysis Checklist Apendix E: Budget Instructions- Ed Award Programs oOnly 15 Appendix E: Budget Instructions – Education Award Programs Only 17 Appendix F: Budget Worksheet – Education Programs Only 18 Appendix G: Assurances and Certifications 19 Appendix H: Supplementary Certifications 24
Antigua Yacht Club English Harbour, Antigua, West Indies Office Tel/Fax: (268) 460-1799 email: ayc@yachtclub.ag website: www.antiguayachtclub.com Amendment To Thursday Race Courses Thursday Afternoon Series 2017-2018 The Courses are amended as below in the Highlighted text. Inside course. 2.125 Miles Start:- Red and Green Channel Mark (P) – 1st Green Cat Club Channel Mark (P) – Laid Mark in Dieppe Bay (P) – 1st Red Main Channel Mark (P) – Spit Shoal Red and Green Mark (P) Laid Mark in Dieppe Bay (P) – Finish. Inside course 2. Start:- 1st Red Catamaran Channel Mark (P) – 1st Green Cat Club Channel Mark (P) – Laid Mark in Dieppe Bay (P) – 1st Red Main Channel Mark (P) – Spit Shoal Red and Green Mark (P) Laid Mark in Dieppe Bay (P) – Finish. Outside course. 3.9 Miles Start:- Red and Green Channel Mark (S) – Spit Shoal Red and Green Mark (S) – 1st Red Main Channel Mark (P) – Bishops Reef Red Mark (P) – 1st Red Channel Mark in English Harbour (P) – Laid Mark in Dieppe Bay (S) – Finish. Outside course 2. 3.9 Start:- Red and Green Channel Mark (S) – Spit Shoal Red and Green Mark (S) – 1st Red Main Channel Mark (P) – Bishops Reef Red Mark (P) – Laid Mark at the Entrance of English Harbour (P) – Laid Mark in Dieppe Bay (S) – Finish. See course Charts for more guidance. Signed Richard Archer AYC Fleet Captain
on the AmeriCorps application to guide your response. Provide examples from your volunteer experiences or from your life to strengthen the paragraph Because AmeriCorps is a national volunteer service program, providing a detailed, thoughtful response about why you volunteer is extremely important for your candidacy. Think of this response as another “mini essay.” Don’t be afraid to use personal examples in this statement! Remember to use complete sentences and correct grammar and spelling while writing your volunteer response. Again, there is no spelling or grammar check so you may opt to compose your statement in Word or another program before entering it in the application. Employment History Starting with your most recent employment, list and describe your employment history. This can include fellowships, internships, part-time or full-time paid work, or Type in the name of the organization, location, and supervisor contact information. Provide your job title, a brief description of duties, and a reason for leaving (if possible). You must also provide the length of employment as well as the time commitment of employment (hours per week). Try to make your employment history reflect your resume as closely as possible so that the AmeriCorps application accurately reflects your skills and experience. You can add other jobs as well. Criminal History Next, you must complete the criminal history questionnaire. All AmeriCorps members must complete a background check before beginning service, and the questionnaire is the first step in that process. Select the answers that apply to you, and then move on to the next step in the application process. Please be honest and forthright with the information you provide. Any misinformation you provide will automatically disqualify you for service as an AmeriCorps member. Please note that a criminal history alone does not disqualify an applicant from AmeriCorps service—the only crimes that disqualify applicants from service are sex offenses or murder. Other crimes can be accompanied by an explanation.
Program of Grade Required Courses Student Projects Certifications 9th Ecology (future offering) Watch Program Ocean Watch Program Environmental History of South Florida Greenhouse, Gardening, and Restoration Projects NASA LandSat Imaging SCUBA Open Water SCUBA Certification (1 college credit) 10th Marine Science I Miami Beach Turtle Tracking Summer/Fall WeatherBug Projects Seagrass Project Advanced Certification (1 college credit) 11th Marine Science II One Water Workshop Rescue Diver Boaters Safety Course USCG 12th Advanced Placement Environmental Science or Environmental Science Career Internships Internal/External Dive Master (2 College Credits)
All students will participate in required workshops, field trips, and instructional programs throughout the course of their high school career. SCUBA diving participation and certification is voluntary and based on available positions and eligibility requirements. Typical Student Schedule Grade Regular Honors/ IB/ Scholars 9th Ecology () Earth Science Algebra 1 or Geometry World History English 1 Arts or Foreign Language Elective Personal Fitness/Physical Education Elective Ecology () Biology or Chemistry Honors Geometry or Algebra 2 Honors AP History English Honors Foreign Language Honors Personal Fitness/Physical Education Arts or Elective 10th Marine Science 1 Honors () Biology Geometry or Algebra 2 English 2 Arts or Foreign Language Elective Electives Marine Science 1 Honors () Chemistry or Physics Honors Algebra 2 or Pre-Calculus Honors English 2 Honors Arts or Foreign Language Elective AP European History AP Biology or Chemistry Dual Enrollment Class or Electives 11th Marine Science 2 Honors () Chemistry or Physical Science Algebra 2 or Integrated Math English 3 American History Art or Foreign Language Elective Electives Marine Science 2 Honors () Physics Honors or AP/IB Science Calculus or Statistics Honors or AP/IB Math English 3 Honors Anatomy and Physiology Honors AP US History or IB History of the Americas Dual Enrollment Class or Electives 12th Environmental Science () Liberal Arts Math English 4 Government and Economics Internship () AP Environmental Science () English 4 Honors AP Government and Economics or IB History of the Americas AP/IB Science
Namibian AMEU Branch meeting – REGISTRATION FORM 6-9 March 2012 Please Note: Banking details: Name: AMEU Namibia Branch; Nedbank Walvis Bay; Acc No: 11000395236; Branch Code: 461072 Note: Cancellation of Registrations not done 7 days prior to the event, renders delegates liable for full payment.
FOR OFFICE USE Date Application Received: Application Reference No. Further Information Required YES / NO Date Received: Inspection Required YES / NO Date Undertaken: More detailed studies Required YES / NO Date Complete: Approved in Principle: YES / NO Date Applicant Advised: COMMISSIONING: Commissioning Report received: YES / NO Date received: Further information required: YES / NO Date Received: Installation inspection: YES / NO Date inspected: SSEG meter installation required? YES / NO Date installed: Tariff change required? YES / NO Date changed: Comments: DECOMMISSIONING: Decommissioning Report received: YES / NO Date received: Decommissioning CoC received: YES / NO Date received:
t he condition specified under section 181(3) of the Electricity Act, 2003, as it deems fit. The existing ‘Schedule of Fees’ shall be amended as following: - Amendment to ‘Schedule of Fees’ PT. No. Nature of Application/ Petition Existing Fee Amended Fee Part – A General 6 Miscellaneous applications i.e. application not covered elsewhere. a. Rs.10,000 / application if filed by licensee b. Rs.1000 / application if filed by any body other than licensee or individual c. Rs.500 / application if filed by individual a. Rs.25,000 / application if filed by licensee or generating company. b. Rs.1000 / application if filed by any body other than licensee or generating company 7 Application for review or reconsideration of any order of the Commission not covered elsewhere. Rs. 1,000 (Rs. One Thousand Only) 50% of the original fee however, Commission may exempt if review is concerned with small consumers. Part C –Grant of License 2 Annual License Fee payable by the Distribution Licensee. 0.05% of amount billed/to be billed by the licensee initially at the time of grant of license and annual payment at the same rate in each subsequent financial year during the validity of the license. or Fee as may be prescribed by the State Government 0.04% of amount to be billed by the licensee initially at the time of grant of license and annual payment at the same rate in each subsequent financial year during the validity of the license. or Fee as may be prescribed by the Government Part D – Setting Tariff 8 Determination of tariff under MYT for retail sale & wheeling of electricity. Rs. 10 Lakhs + Rs. 500 per MVA of peak demand up to Rs. 10 + Rs. 500 per MVA of peak demand up to a
a maximum of Rs. 60 Lakhs maximum of Rs. 50 Lakhs 11 Annual Performance Review of Transmission Licensee or generating company under MYT Rs. 15 Rs. 10 Lakhs Addendum to ‘Schedule of Fees’ Following additions are made in the ‘Schedule of Fees’ of Regulations 2010: - Sl. No. of Regulations 2010 Nature of Application / Petition Fee (in Rupees) Part-A General 7 Surcharge for in submission of the Petition Rs. 5000/day from due date (if prescribed by the Commission) up to the actual date of submission. However, this provision shall not be applicable in case of delay in submission of MYT / APR /True up petitions for which a separate express provision has been suggested under fine portion. Part – B Resolution of disputes and complaints 5 a. For adjudication on adequacy of Transmission capacity u/s 9 of the Act. b. Review of issued under 2(a) a. Rs.50,000/- b. Rs. 25,000/- 6 a. Dispute related to integrated grid operation U/s 33(4) b. Review of order issued under 3(a) a. Rs. 50,000/- b. Rs. 25,000/- 7 Disputes arising under sub section 4 and 5 of Section 67 of the Act, (opening of Streets, Railways etc.) Rs. 25,000/- Part- C Grant of License 8 Annual license fee for a. Special Economic Zone b. Electric Cooperative Society a. Rs. 1,00,000/-annum b. Rs. 50,000/ annum, however, Commission may relax this fee if it feels appropriate. 9 Application for revocation of license subsection (2) of Section 19 of the Electricity Act, By licensee Rs. 1,00,000/- By others Rs. 10,000/- Part- D Setting Tariff
Research Personnel Please list all research personnel to be added to the protocol, removed from the protocol, or whose project role is changing. For additional personnel, please complete the . Name Institution Status (Faculty, Grad., Undergrad., etc.) Project Role (list new role if role is changing) (Co-PI, Consultant, Research Assistant, etc.) Action - Add/ Remove/ Change Role Training (Attached, On File w/ MU ORC, N/A)
o Confirm the names of locations, projects, etc. o Identify people in photos (left to right, standing, sitting, however you list their names), and if possible identify the photographer. GUIDELINES FOR SUBMITTING INFORMATION TO PATHWAYS FOR ANNUAL CONFERENCE GENERAL: • Provide the name of conference chair and publicity chair along with contact information to Pathways editor no later than January of the year prior to the conference. • Provide the conference logo (JPEG or PNG format) to the editor as soon as it is available. • Copy for spring, summer and fall issues of Pathways must be submitted in document format (no pdf files, please). • All graphics (pictures, conference logo, etc.) must be in JPEG or PNG files. • When submitting a group shot, limit the number of people, and identify the group and the individuals. SPRING ISSUE: • Deadline: March 15 or earlier, word limit 200 – 250 words • A brief introduction to the conference, for example: featured speakers, program highlights, etc. The article will be placed on an interior page.
students with disabilities must register with the Disability Resource Center 305-348-3532, GC 190. For more information see http://drc.fiu.edu/index.php Please follow up with me immediately after the DRC has sent the notification. Please also complete all forms regarding testing well in advance of the testing date. Schedule Week Dates Topics Assignments Due Week 1 8/23/2016 Introductions Course Policies Module 8/25/2016 Week 2 8/30/2016 Reconstruction Reading Quiz 9/1/2016 Plagiarism Tutorial Week 3 9/6/2016 Political Violence Reading Quiz 9/8/2016 Western Expansion Mini-Paper 1 Week 4 9/13/2016 19th century economy Reading Quiz 9/15/2016 Western Expansion 2 Week 5 9/20/2016 and Immigration Reading Quiz 9/22/2016 Week 6 9/27/2016 and Capitalism Reading Quiz 9/29/2016 Gilded Age Reform Paper 1 Week 7 10/4/2016 Consumer Culture Reading Quiz 10/6/2016 Expansionism Week 8 10/11/2016 World War I Reading Quiz 10/13/2016 Red Scare/Nativism Week 9 10/18/2016 1920s Midterm Exam 10/20/2016 Week 10 10/25/2016 1920s Reading Quiz 10/27/2016 Immigration Exclusion Week 11 11/1/2016 Great Depression Reading Quiz 11/3/2016 New Deal Paper 2 Week 12 11/8/2016 War II No quiz! 11/10/2016 Civil Rights Week 13 11/15/2016 Civil Rights Reading Quiz 11/17/2016 Week 14 11/22/2016 Thanksgiving 11/24/2016 Week 15 11/29/2016 Civil Rights Reading Quiz 12/1/2016 Social Movements Paper 3
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Awareness: Students will be able to demonstrate knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems. Assessment Activity/Artifact: Research Paper. Students will identify a paper topic that compares and contrasts the methods and ideologies activists have chosen and how those methods changed over a fixed period of time. The research question should be informed by the readings specific to this course. Papers should demonstrate students’ ability to secure and analyze primary source materials and to engage secondary source scholars Evaluation Process: Rubric Minimum Criteria for Success: 3 or above Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Students will compare and contrast national and transnational social movement and in doing so, will be able to discuss world conditions associated with local, global, international trends and systems as they relate to the generation of ideas about race relations and socioeconomic disparities. Use of Results for Improving Student Learning Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results
Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving. Assessment Activity/Artifact: Personal Manifesto Students will identify the ways in which they will approach problem solving in the future. In doing so, students also will submit a personal manifesto that documents changes, if any, in their own attitudes about social movements and political participation. Evaluation Process: Checklist/ Rubric Minimum Criteria for Success: Checklist Sample: All students will be assessed To be entered after each time course is taught Course Learning Outcome Students will engage in problem solving activities in which they examine the responsibilities communities of people share in questioning ideas about governance and socioeconomic inequities, as well as the part they play as individuals. Use of Results for Improving Student Learning
Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving. Assessment Activity/Artifact: Research article for academic journal and oral presentation on research. Evaluation Process: - Please see attached paper assignment, which contains a rubric. - Please see attached peer evaluation form. Peer evaluations will not count towards a student’s grade, but will be shared (anonymously) with the student so he/she can receive constructive feedback from multiple parties. Additionally, the professor will use the peer evaluation form template, and the point values assigned on that form, when performing an independent assessment of presentations. Minimum Criteria for Success: Students will be able to demonstrate a willingness to engage in local, global, international, and intercultural problem solving. Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Students will be able to examine the moral and ethical questions that have historically arisen as governments have sought to protect both individual freedoms and health of the larger public Use of Results for Improving Student Learning To be entered after each time course is taught
The REDD+ readiness has been in operation since 2013 in Ethiopia aiming to make the country ready for implementation and performance based reward for the emission reductions achieved. In this respect, the Amhara REDD+ Project coordination Office has been keen to hold Regional level consultation workshop to discuss about similar on-going activities for better coordination and synergy. Objective The objective of this consultation workshop was to discuss about relevant on-going activities for better coordination and synergy. The consultation workshop used as an experience sharing forum during which the stakeholders were expected to share their experiences. The participants of this consultation workshop was also expected to develop a workable coordination scheme as input for program design. In addition, the consultation was aiming at informing the status of Ethiopia's REDD+ readiness. Methodology (The consultation process) The consultation workshop was designed in such a way that each of the participants to have a firsthand information basics of REDD+ and REDD readiness by RCU. After entrenching them with basics of REDD+ and REDD readiness, a presentation on essence of coordination including the list of similar ongoing initiatives was presented. Following those presentation three discussion points were forwarded to the participants, namely; (1)Relevant initiatives in the region, (2) Coordination modality, alignment/synergy and information sharing and (3) Coordination challenges and opportunities. RCU recommends the discussion to be chaired by additional two participants in addition to RCU coordinator and pursue discussion based on the discussion points.
  Health Insurance Processing Center P.O. Box 4405 Taunton, MA 02780.   1‐800‐841‐2900 (TTY: 1‐877‐623‐7773 877‐MA ENROLL  (MEC) MEC  2018 – 2018   AUTISM DIVISION of DDS ATTN: Autism Waiver Program Open Request 500 Harrison Avenue, Boston, MA 02118    2018 – 2018   PDF o PDF DDS 617‐624‐7518
3 (School letterhead/logo) ……………………………………… …………………………………………… ………………………………………….. …………………………………………………………………………………. ……………………………………………………………………………………… (location) …………………………… (date) …………………………………..(time) (date) ...................................................
8 (School letterhead/logo) (Date) Transport Victorian (PTV) $ ........... ......................................................... Public Transport Victoria ......................................................
6. ITEMS REQUIRED FOR AN EXCURSION AMHARIC 16 17 (School letterhead/logo) (Date) …………….………..…… (time) ……………………….. am (time) ……………………….. pm (time) pm (time) ……………… am (time) …………………………… pm (time) …….……………. pm (time) ………………………………………….. (telephone)
STUDENT EXCURSION CONSENT FORM AMHARIC 18 (for excursions requiring transport in a privately owned vehicle with principal approval and not requiring school council approval) 19 ……………………………………………………………………………….. …………………………………………………………………………………………………….. ………………………………………………………………………………………. ………. ….…...… …………………………………………………………………………….. ……………………………………………………………………………………………………………. ……………………….. ……………………………………………………………………………….. …………………………………………………………………………………………... ……………………………………………………………………………………….. ……………………………………………………………………….. …………………………………………………………………………………………
electronic communications increases the possibility for improprieties and misunderstandings and also provides potential offenders with unsupervised and potentially inappropriate access to participants. The improper use of mobile and electronic communications can result in misconduct. Adherence to a policy for mobile and electronic communication reduces these risks.
Week 1: (Jan. 20) Introductions/Class themes Week 2: (Jan. 25-27) Gilded Age America Reading: Foner Ch. 16 Week 3: (Feb. 1-3) America’s Empire : Foner Ch. 17 Going to the Source: Ch. 2 – Last Names (A-L) Week 4: (Feb. 8-10; No Class on Wed. Feb. 10) Progressivism : Foner Ch. 18 Week 5: (Feb. 15-17) Progressivism : Foner Ch. 18 Going to the Source: Ch. 5 – Last Names (M-Z) Week 6: (Feb. 22-24) Great War : Foner Ch. 19 Week 7: (March 1-3) Twenties/Depression Reading: Ch. 20 Week 8: (March 8-10) New Deal Reading: Foner Ch. 21 Going to the Source: Ch. 8 (A-L) Week 9: (March 15-17) Exam and Catch up Midterm Exam: March 15 Spring Break (March 22-24) Week 10: (March 29-31) World War II : Foner Ch. 22 Week 11: (Apr. 5-7) Cold War Reading: Foner Ch. 23 Week 12: (Apr. 12-14; No class on Wed. Apr. 14) Affluent America : Foner Ch. 24 Week 13: (Apr. 19-21) Affluent America/Civil Rights Reading: Foner Ch. 24 Going to the Source: Ch. 12 (M-Z) Week 14: (Apr. 26-28) Civil Rights
allowed for when hospital stays continue). AGENDA ITEMS/ISSUE DISCUSSION ACTIONS TAKEN/ OUTCOME TIME FRAME WHO’S RESPONSIBLE Amendments to the Community Care Waiver and Defunding of Outpatient Mental Health Programs for Individuals with Intellectual/ Developmental Disabilities Debbie stated that a member provider shared a concern about these issues leading to more backups in emergency rooms. NJAMHAA will request additional details from the provider to help determine an advocacy strategy. Following this meeting Shauna Moses Request for Proposals (RFP) and NJAMHAA’s Survey on Services Debra reported that the RFP was released and had some recommendations from NJAMHAA and other stakeholders incorporated into it. Steve noted that the broker will transport to children’s programs (but not partial care) although the RFP does not specify this. Debra shared the latest responses to NJAMHAA’s survey. Recommended rates for one way ranged from $7 to $25, probably due to various geographic areas and ranges of distances covered. N/A It was requested that NJAMHAA provide a breakdown of the responses by county and type of service provider, and also redistribute the survey and ask the New Jersey Psychiatric Rehabilitation to distribute it, as well. N/A Next Practice Group meeting, March 22, 2017 N/A Mary Abrams Budget reported that no cuts have been announced for the current year and that for FY 2017, Governor Christie announced that $100 million will be dedicated for mental health and substance use disorder (SUD) services; funding will be provided for three Medicaid Accountable Care Organizations and to expand the Recovery Coaches program; and a former correctional facility will be used as an SUD facility for inmates. She noted that most mental health and SUD service rates will be increased by 30 to 50 percent. The Governor’s budget address is planned for February 16, 2016. Debra stressed that everyone should advocate to help ensure that the funding remains in the budget. NJAMHAA staff will re-send details about the Partners in Advocacy program and its upcoming training session. Ongoing Following this meeting NJAMHAA staff and members Su Fen Lubitz
NAME: Adult Mental Health Practice Group DATE: November 24, 2015 Time: 1:00 p.m. – 3:00 p.m. Presiding: Charles Graham Recorded By: Shauna Moses PRESENT: Mary Pat Angelini, Milissa Aronson, Mary-Catherine Bohan (via conference call), Cindy Colton, Matt D’Oria (via conference call), Omar Germer, Krisanna Ghadiri, Linda Gochfeld, Charles Graham, Vionia Hageman (via conference call), Betty Hogan (via conference call), Bob Parker (via conference call), Carolyn Perry (via conference call), Jen Petro, Patrick Pierson, Jim Romer, Cydney Savage (via conference call), Lou Schwarcz, Paula Simms, Tom Snyder, Jon Weddell Staff: Su Fen Lubitz, Shauna Moses, Debra Wentz AGENDA ITEMS/ISSUE DISCUSSION ACTIONS TAKEN/ OUTCOME TIME FRAME WHO’S RESPONSIBLE Approval of the minutes from the September 29, 2015 meeting N/A The minutes were m/s/p. N/A N/A New Jersey Mental Health System Reform Debra Wentz explained the genesis of State Senator Tom Kean, Jr.’s bill (S3218), which addresses broad mental health system reform, including provisions on involuntary inpatient and outpatient commitment, as well as provisions for gun control. Both as part of the Mental Health Coalition and independently, NJAMHAA responded, stating that the gun control issue needs to be separate from mental health care to avoid stigmatizing individuals with mental illnesses. Debra reported that NJAMHAA on the positive elements of various federal bills to most of New Jersey’s Congressional delegates during Hill Day in DC in October, as well as with Congressman Pallone and Senator Menendez’s staff in New Jersey. She noted that Congressman Pallone and the House Energy and Commerce Committee’s Subcommittee on Health will be marking up the Helping Families in Mental Health Crisis Act that was introduced by Congressman Tim Murphy (R-PA). Debra asked members to provide feedback on this bill (click ). Comments can be sent to Shauna Moses via e-mail at . N/A Over the next couple of weeks N/A Members N/A Bed Enrollment Data Debra noted that this new centralized system is designed to operate in real time and requires providers to submit more data, compared to the previous system. N/A N/A N/A
Health Maintenance Organization (HMO) Council meetings and open Board meetings. We have invited Allison Blake, Commissioner, Department of Children and Families, to attend the next open Board meeting. from 1:30 to 3:00 p.m.; Board: Feb. 10, 2016 from 10:00 a.m. to noon. RSVP to Shauna for both
Medicaid Services. In the meantime, DMHAS and Medicaid (continued) AGENDA ITEMS/ISSUE DISCUSSION ACTIONS OUTCOME TIME FRAME WHO’S RESPONSIBLE MH IOP Level of Care (continued) are pursuing options for allowing outpatient service providers to bill for more than one service for one client on one day. Shauna will follow up on the for this. It was suggested that NJAMHAA to DMHAS that they track the impact of partial programs closing (e.g., increases in emergency room backups and EISS and other programs), which could reinforce advocacy for MH IOP. It was noted that the lack of discussion of different rates for Intensive Outpatient Treatment and Support Services could also help reinforce the advocacy for MH IOP and the ability to bill for case management services. Following this meeting Following this meeting as part of follow-up noted above Following this meeting as part of follow-up noted above Shauna Moses Shauna Moses Shauna Moses Bed Vacancies and 60-Day Referral Periods in Residential and Supportive Housing (SH) Programs Harry Postel explained that providers are fiscally impacted when hospital discharges are delayed and the clients’ beds and housing units need to be kept vacant for them. He reported that DMHAS informed NJAMHAA that for SH, rents will be paid for up to 60 days and may be extended in some cases. He noted that the Supportive Housing Connection cannot terminate leases without direction from DMHAS. Harry shared a draft survey tool to provide DMHAS with data on the fiscal impact of vacant beds and unused services and staff time. As suggested, he will revise it to be more usable and meaningful for SH providers. Following this meeting Harry Postel NJAMHAA’s Survey for Data on the Impact of the New Rates Members explained that the information is difficult to provide/impact is difficult to calculate due to the lack of definitions and other detailed information from the State. Debra reinforced that the data will be aggregated and kept confidential. It was agreed that NJAMHAA extend the due date for survey responses by two weeks. Following this meeting Early April NJAMHAA staff to re-send survey with new due date Members to respond
from the workgroup. (continued) AGENDA ITEMS/ISSUE DISCUSSION ACTIONS TAKEN/ OUTCOME TIME FRAME WHO’S RESPONSIBLE DMHAS Care Workgroup (continued) [Shauna learned that Karen’s schedule did not allow for her participation. A letter sharing the Practice Group’s concerns and recommendations was drafted, sent to members for revised based on the feedback received and sent to DMHAS.] [A response was received from DMHAS Assistant Kovich. Click to read it.] [Debra Wentz, Shauna Moses] Partial Care Transportation reported that, effective July 1, 2015, transportation for clients in partial care programs will no longer be provided by a broker. He urged members to immediately develop contingency plans in case DHS does not provide any funding for vehicles. Steve Tunney noted that providers can subcontract for transportation and be reimbursed by Medicaid; however, the drivers they contract with cannot directly bill Medicaid. NJAMHAA will raise this issue with DHS. May 14, 2015 Debra Wentz, Board members Commercial Driver’s License (CDL) Law It was noted that the New Jersey Motor Vehicle Services agency informed providers they needed to follow the CDL law. Another member noted that in the past, DMHAS provided a letter stating that providers were exempt from these requirements. Shauna will follow up with the State Police, DHS and the Department of Children and for official about providers’ exemption from the CDL requirement. Following this meeting [This was done. DHS Acting Beth Connolly provided a member alert from the Health Care Association of New Jersey about the exemption that Governor Christie signed into law. Click to Shauna Moses
read this notice.] AGENDA ITEMS/ISSUE DISCUSSION ACTIONS TAKEN/ OUTCOME TIME FRAME WHO’S RESPONSIBLE State Budget Update Shauna reported that NJAMHAA continues to advocate for a Cost of Living Adjustment and adequate reimbursement rates in the new Fee-for-Service system. Debra Wentz testified today before the Assembly Budget Committee and Shauna will testify tomorrow before the Senate Budget and Appropriations Committee. March 24 and 25, 2015 Wentz, Shauna Moses Psychiatrist Salary Caps Harry reported that the Board voted against the Practice Group’s recommendation to propose a higher salary cap to DHS because it conflicts with advocacy to eliminate this and other Social Service Language Amendments. N/A N/A N/A DMHAS Suicide Prevention Advisory Council (SPAC) Jim Romer, a member of the SPAC, announced he will soon conduct through NJAMHAA a survey on suicide risk assessment tools. The survey will be conducted during NJAMHAA’s Annual Conference. April 15-16, 2015 [After this meeting, Jim agreed to do an online survey, which was done.] Jim Romer, Shauna Moses Targeted Case Management (TCM) A question was raised about billing for TCM in Partial Care and Intensive Case Management Services. Steve Tunney said he will look into this. Following this meeting Steve Tunney Next meeting: May 19, 2015 from 1:00 to 3:00 p.m. at NJAMHAA
AGENDA ITEMS/ISSUE DISCUSSION ACTIONS TAKEN/ OUTCOME TIME FRAME WHO’S RESPONSIBLE Practice Group’s priorities (continued) A question was raised about Medicaid reimbursement for intensive outpatient mental health services. It was suggested that a subgroup consisting of members of the Adult Mental Health and Addictions Groups be to develop a crosswalk of substance use treatment program and mental healthcare program regulations, as integrated from the former Division of Addiction Services and Division of Mental Health Services have not yet been developed. [It was explained after the meeting that this was recommended because the Division of Mental Health and Addiction Services does not have the staff to do this.] Harry stated that he will recommend to the Board that NJAMHAA advocate for this because a level of care is needed between partial care and outpatient. Not specified; will mention to the Practice Group at its next meeting on October 9, 2014 Next Board meeting, October 15, 2014 Shauna Moses, Debra Wentz Harry Postel Standing agenda items Co-Occurring Disorders: It was noted that legislation was proposed in the Assembly that would expand the criteria for Involuntary Outpatient Commitment to include substance abuse. Developmental Disabilities/Mental Illnesses: It was noted that the Division of Developmental Disabilities (DDD) wants (continued) N/A N/A N/A N/A N/A N/A
Coursework Moderation: AM Home Economics and Human Ecology Date of Moderation: School: SECTION A: MODERATION PROCEDURES Kindly confirm whether moderation guidelines set by MATSEC were followed, namely that: the school was contacted before the moderation process to set a date; the works to be moderated were all presented; an adequate space for the moderation process was provided; the moderator’s anonymity was respected (s/he was not introduced to the teacher/s, candidates, or parents); no feedback was provided by the moderator directly to the school or a member of staff. I, the moderator, confirm that MATSEC guidelines for the moderation process were followed. were not followed (kindly explain in the space below). SECTION B: GENERAL CRITERIA Criteria Yes No B1. Marking schemes are used. B2. Marks are awarded fairly. B3. Coursework follows a suitable format as indicated in the syllabus and/or official MATSEC documentation. B4. Coursework contains evidence of candidates’ authentic work (no long extracts of dictated, downloaded, or copied material). SECTION C: CHANGES IN INDIVIDUAL CANDIDATE MARKS In the case where the marks of ALL candidates are to be changed by a specific value, kindly use Section D: Comments. Candidate’s Name Original Mark Moderated Mark Reasons for Change SECTION D: COMMENTS
Renewal of Approval Approvals will be renewed on a rolling programme of five years. The senior LSSA manager responsible for AMHP service, or their delegated representative, will be responsible for giving sufficient notice, setting up the Panel, and reminding all concerned of the requirements below. The Re-Approval Panel’s composition will be as for Approval (refer to 3.1). The decision will be on a discussion with the AMHP about their role, the contents of the portfolio and any further evidence available. The areas for discussion will broadly cover the national requirements and competences which are in use at the current time. will produce a Portfolio of Evidence to the Approval Panel when seeking renewal of their approval. This will be sent to the Chair of the Panel two weeks before the Panel meets. of the Portfolio A minimum of five anonymised AMHP reports/pro-formas, 5 x critical reflective practices from which the AMHP will be expected to evidence their range of skills, knowledge & experience as listed by . Evidence of 18 hours accredited AMHP Refresher Training per annum. (see example Document 2 for a training record template) Evidence of attendance of 50% of identified AMHP meetings and Forums – (at least three proof of attendance, pro rata if part-time). Evidence of professional supervision of their AMHP practice e.g. personal and reflective supervision notes, in line with local policy and minutes of meeting. (see example Document 3 for a training record document template) One observed assessment by AMHP lead or nominated practice assessor or, if unavailable, an experienced AMHP to confirm competence of practice. (See Document 4 for example observation template) Evidence of any special work undertaken by the AMHP such as participation in workgroups, research, placement supervision, mentoring or training. Reference confirming their competence as an AMHP from their AMHP qualified supervisor, AMHP qualified line manager or a qualified Section 12 approved medical practitioner. Any written reports for Tribunals, Appeals or Guardianship Case Conferences, etc. The AMHP is encouraged to include any service user or carer feedback, or testimonies from other professionals. (See example Document 5 for a feedback template)
Date: Friday 10th June 2016 Venue: Theatre Clwyd, Raikes Lane, Mold, CH7 1YA To register your place at the above event, please complete this registration form in full and return it to your AMHP training co-ordinator/professional lead by Friday 27th May 2016 Please complete – one person per registration form Name: Job Local Authority: Email: Training lead: e.g. the person with overall responsibility for AMHP training in the Local Authority Specific attendance needs for the event: If you have any individual needs relating , for example, to sight, hearing, mobility or diet, please describe in the box below: Please return the completed form to the Applied Mental Health programme at the University of Manchester via: Email: AMHPA is the largest organisation representing AMHPs in the UK, and covers North Wales and the North West of England. AMHPA can be found online via: WWW: Twitter: @amhpa_ltd
Tentative Summer Scholars Schedule 2015 Monday, July 13 745 - 815 am Check-in and student breakfast social (donuts and juice provided) 815 – 845 am Opening remarks (Lecture Hall) 850 – 1005 am Focus Session Get a tour of the school & ice breaker activities 1010 – 1125 am Academic Session 1 Students will be rotate through each department in small groups. 1130 – 1155 am Lunch (Group A) and Group Activity (Group B) 1200 – 1225 pm Lunch (Group B) and Group Activity (Group A) 1230 – 100 pm Club Introductions Student groups will be giving brief presentations about some of the opportunities available to you. 100 pm Dismissal Tuesday, July 14 745 - 815 am Check-in 815 – 845 am Sports Discussion (Lecture Hall) 850 – 1005 am Academic Session 2 1010 – 1125 am Academic Session 3 1130 – 1155 am Lunch (Group A) and Group Activity (Group B) 1200 – 1225 pm Lunch (Group B) and Group Activity (Group A) 1230 – 100 pm Club Introductions Student groups will be giving brief presentations about some of the opportunities available to you. 100 pm Dismissal Wednesday, July 15 745 - 815 am Check-in 815 – 845 am Community Service (Lecture Hall) 850 – 1005 am Academic Session 4 1010 – 1125 am Academic Session 5 1130 – 1155 am Lunch (Group A) and Group Activity (Group B) 1200 – 1225 pm Lunch (Group B) and Group Activity (Group A) 1230 – 100 pm Club Introductions Student groups will be giving brief presentations about some of the opportunities available to you. 100 pm Dismissal Thursday, July 16 745 - 815 am Check-in 815 – 845 am Guidance (Lecture Hall) 850 – 1005 am Academic Session 6 1010 – 1030 am Closing Remarks 1030 – 200 pm Water Slide Frenzy at School and Lunch Bring your bathing suit, towel, and sunscreen for 3.5 hours of water slide fun. 200 pm Dismissal
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving. Assessment Activity/Artifact: Cost/benefit analysis and personal manifesto Evaluation Process: Checklist Minimum Criteria for Success: 3 or above Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Students will identify ways in which they will approach problem solving in the future. Use of Results for Improving Student Learning To be entered after each time course is taught
Goals Learning outcomes Concepts Content Learning experiences Assessment Resources Demonstrate understanding of the different theories of the Maya decline. discussions students will be able to: Cognitive Objectives Analyze at least four theories explaining the Maya decline. Criticize the theories explaining the Maya decline. Psychomotor Objectives Dissect the different theories explaining the Maya decline. Affective Objectives Synthesize the theories explaining the Maya decline. Propose a leading theory that explain the decline of the Maya. Theories Decline Warfare Civil wars Climatic changes: Drought Decline in Agriculture Foreign invasion the decline Initial Spanish contact Explain what is mean by theories Describe an overview of the Maya periods and define decline. Describe how warfare contributed to the decline of the Maya Explain evidences supporting climatic change Outline the factors towards the decline in agricultural produce. Identify and explain foreign invasions on the Maya Describe the society after the decline of the Maya; did they disappear? How they saw the Spanish when they came? Have students describe the Maya civilization. Have students create presentations based on the Maya achievements and civilization. In groups let students discuss the possible reasons for Maya decline. Place them in paris to complete a short research based on the possible reasons for Maya decline. Have students create short presentations on each of the theories. Have students create drawing representing the theories. Use videos Use images Use the activities Write a short paragraph describing the grandeur of the Maya. Draw a timeline of the Maya period and outline three theories of decline. a short poem based on any of the theories explaining Maya decline. Complete a puzzle. Create a role play based on any of the theories explaining the Maya decline. Create a cause and effect chart about the theories of declein. Write a letter expressing how the Maya saw the Spanish Write a journal letter as if you were a Spanish stating how you see the Maya. African and Maya history (Musa and Tzib) Belize New Vision: Iyo, Tzalam, Cal, Humphreys Introduction: The achievements of the Maya civilization have already been explored within the units. It is important to let the students understand that the greatness of the Maya went through a decline but not a disappearance. This unit explores the different theories explaining the decline of the Maya civilization.
ASSOCIATION OF MOUNTAINRING INSTRUCTORS Kendal Mountain Festival Free Workshops Booking Form Please send completed form or the same information in an email to Name: Your name Name: Friend/Family Name if you’d like to do the workshop together Name: Friend/Family Name if you’d like to do the workshop together Mobile number: Email Address: to let you know which workshop timeslot you’ll be allocated Workshop: Sport Climbing Essentials / Trust Your Belay / Houdini Climbing Escape Preferred Timeslot (please state both day and time) 1st Choice Timeslot: 2nd Choice Timeslot: 3rd Choice Timeslot: 4th Choice Timeslot: Workshop Slot Timings for Reference Sport Climbing Essentials Friday (10:00 – 11:00) / (14:30 – 15:30) Saturday (11:30 – 12:30) / (14:30 – 15:30) Sunday (13:00 – 14:00) / (16:00 – 17:00) Trust Your Belay Friday (13:00 – 14:00) / (16:00 – 17:00) Saturday (13:00 – 14:00) / (16:00 – 17:00) Sunday (10:00 – 11:00) / (14:30 – 15:30) Houdini Climbing Escape Friday (11:30 – 12:30) Saturday (10:00 – 11:00) Sunday (11:30 – 12:30)
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Amish Cabin Company Pricing Mar. 2018 606-922-8401 Kentuckian (includes full-length 4' wide covered front porch) Size Square Footage Price RTO/month 12'x20' 240 $7,285 $357.50 12'x24' 288 $8,742 $429.01 12'x28' 336 $9,800 $480.93 14'x30' 420 $11,900 n/a 14'x36' 504 $14,100 n/a 14'x40' 560 $16,700 n/a Deerview (includes inset front porch) Size Square Footage Price RTO/month 14'x30' 420 $12,000 n/a 14'x36' 504 $15,200 n/a 14'x40' 560 $16,900 n/a Leatherwood (includes inset front porch) Size Square Footage Price RTO/month 14'x30' 420 $11,900 n/a 14'x36' 504 $14,100 n/a 14'x40' 560 $15,700 n/a
60 1 Diff. in AROM at DIP joint Points No differance 4 0-15 3 15-30 2 30 1 Diff. in AROM at DIP joint Points No differance 4 0-50 3 50-100 2 100 1 Grip strength as compared to normal hand Points Normal 4 Mild deficiency 3 Moderate ” 2 Severe ” 1 Results Points Excellent 52-64 Good 40-51 Fair 28-39 Poor 16-27 Observation: The study is based on the observations of 40 cases of hand and forearm injuries admitted in Department of Orthopedics, M.L.B. Medical college, Jhansi. TABLE NO. – 1 INCIDENCE IN DIFFERENT AGE GROUPS Age in yrs. Male Female No. % No. % 10-20 06 16.67 -- -- 21-30 12 33.33 1 25.00 31-40 14 38.89 1 25.00 41-50 03 08.33 -- --
1. Less than < 28 days (4 wks) 05 12.5 2. 29-42 days (up to 6 wks) 15 37.5 3. 43-60 days (up to 2 months ) 11 27.5 4. 60-90 days (up to 3 months ) 05 12.5 5. > 90 days (> 3 months ) 04 10.0 Total 40 100.00 In 50% of fixator was removed with in 6 weeks while in 78% cases it was removed in 8 weeks of fixator application. TABLE NO. – 15 (TIME OF WOUND HEALING) S. No. Duration Percentage 1 Upto15 days 06 17.65 2 15-30 days 13 38.24 3 30-60 days 07 20.59 4 60-90 days 04 11.76 5 >90 days 04 11.76 total 34 100.00 Wounds were healed in 48% of cases with in 30 day. TABLE NO. – 16 (Period Of Hospitalisation) S. No. Duration in days Cases % 1. < 3 06 15.0 2. 4-7 07 17.5 3. 8-14 10 27.5 4. 15-30 13 30.0 5. > 30 04 10.0 40 100.00 Majority of male patients were between 31-40 of age, while female patients were > 50 years of age. The mean age in our study was 32 years. There were 36 males (90%) & 4 females (10%) included in the study. Maximum number (55%) of patients present on the same day of injury while 90% of patients present within 5 days of injury. Most common mode of injury was thresher injury & road traffic accident. Wounds were crushed in 53% patients, while lacerated in 44% of cases. Out of 40 patients, 34 patients (85%) have open type fracture.
TABLE NO. – 23 (RESTRICTION IN RANGE OF MOVEMENTS AT IP JOINT OF THUMB AT THE TIME OF FINAL FOLLOW-UP) S. No. 1 No difference 27 2 0-30° 08 3 30-60° 03 4 60-90° 02 At the time of final follow up 67.5% of IP joints regained full movements. TABLE NO. – 24 (RESTRICTION IN RANGE OF MOVEMENTS AT PIP JOINT AT THE TIME OF FINAL FOLLOW-UP) S. No. 2 3 4 5 1 No difference 26 28 28 29 2 0-30° 08 07 07 04 3 30-60° 04 03 03 05 4 60-90° 02 02 02 02 At the time of final follow up 69.38% of PIP joint regained full movements. NO. – 25 (RESTRICTION IN RANGE OF MOVEMENTS AT DIP JOINT AT THE TIME OF FINAL FOLLOW-UP) S. No. 2 3 4 5 1. No difference 27 31 30 31 2. 0-15° 08 06 07 04 3. 15-30° 02 01 01 03 4. 30-45° 03 02 02 02 At the time of follow up 74.38% of DIP joint regained full movements. NO. – 26 (RESTRICTION IN RANGE OF MOVEMENTS AT WRIST JOINT AT TIME OF FINAL FOLLOW-UP) S. No. 1. No difference 23 2. 0-50° 11 3. 50-100° 03 4. > 100° 03 At the time of final follow up 57.5% of wrist joints regained full movements.