zilongwang/ReadingBank huggingface dataset:
and not those who provide humanitarian assistance to migrants in distress (Carrera et al. 2016:11, see also Allsopp 2016, Provera 2015). The study also finds variation in the way in which the Facilitators package is implemented at the national level. Such a variation bears effect on irregular migrants and those who assist them. Namely, civil society organisations fear sanctions and experience intimidation in their work with irregular migrants. Moreover, as a result of the discretionary implementation of the Facilitators Package in the national legislation and variety of interpretation by MS, there is a limitation to access to AMIF funding sources to projects providing humanitarian assistance to irregular migrants. As a consequence, serious part of support provided to irregular migrants by social partners remains unreported and unmonitored, which should be recognized as a negative indirect effect of existing EU law. This issue is especially important in case of MS at the common EU external border that have faced increased arrivals at various times, such as Italy, Spain, Greece or Hungary. The lifeguards, ship owners, fishermen and NGO workers could be charged with human smuggling after intervening to save peoples’ lives at sea or offer help at the border zone. There are accusations of politicians and media that NGOs conducting lifesaving search and rescue operations (SAR) on the high seas and providing reception shelters across Europe indirectly encourage human smugglers and at the same time influence the migration crisis at the Mediterranean Sea. All of this lead to undermine the work of civil society actors and growing distrust between national authorities, NGOs partners and public opinion in the area of dealing with irregular migration. Policy considerations Practical guidance to support EU Member States to implement the Facilitators Package in a fundamental rights compliant manner should be considered (where punishment for humanitarian assistance at entry and the provision of non-profit humanitarian assistance should be explicitly excluded) (Carrera et al. 2016; FRA 2014). More EU funds for social partners (cities and civil society organisations) should be available for humanitarian work with irregular migrants in the context of increasingly mixed migration flows, especially for such activities as emergency assistance for shelter and food, and education for the children of undocumented migrants (Carrera et al. 2016). Responding to the policy agenda
ASK & ACT – 2 Hours TRAINER NOTES GOVERNMENT INTRODUCTION TO ASK AND ACT: “Ask and Act” is a Welsh Government policy of targeted enquiry, to be practiced across Local Authorities, Local Health Boards, Fire and Rescue Authorities and NHS Trusts, to identify violence against women, domestic abuse and sexual violence. The term targeted enquiry describes the recognition of indicators of violence against women, domestic abuse and sexual violence as a prompt for a professional to ask their client whether they have been affected by any of these issues. The National Institute of Health and Care Excellence (NICE) and the World Health Organisation recommend a system of targeted clinical enquiry across Health and Social Care to better identify and therefore respond to domestic abuse. The Welsh Government takes this recommendation and identified good practice further by supporting the use of such enquiry across the Public Service (to include those in a safeguarding role, education, Fire and Rescue and those within housing services). It also proposes a slightly wider focus on violence against women, domestic abuse and sexual violence. It is the role of the entire Public Service to provide an effective response to experiencing violence against women, domestic abuse and sexual violence. This involves collaboration in its broadest sense to create consistency and standardisation of response, no matter which gateway (housing, health, social care etc.) a client uses to access service provision. The aims of “Ask and Act” to increase identification of those experiencing violence against women, domestic abuse and sexual violence; to offer referrals and interventions for those identified which provide specialist support based on the risk and need of the client; to to create a culture across the Public Service where addressing violence against women, domestic abuse and sexual violence is an accepted area of business and where disclosure is expected supported, accepted and facilitated;
INVOICE ALL FORMS MUST BE TYPED AND NOT HAND WRITTEN. THEY MUST ALSO BE COMPLETED IN FULL. FAILURE TO DO THIS WILL RESULT IN PAYMENT DELAYS OR NON PAYMENT For HEKSS Use Only Title Invoice Number 17ASK514SL- First Name Invoice Date / / Middle Initial PO Number XXGJOHNSON Surname FAO Address Line 1 Address Line 2 Address Line 3 Town/City Post Code – T73 KSS LETB T73 F485 Phoenix House Topcliffe Lane Tingley Wakefield WF3 1WE PAYABLE TO NOTE: PLEASE ENSURE BANK DETAILS ARE ENTERED. FAILURE TO ENTER THESE DETAILS WILL RESULT IN THE REMITTANCE BEING MADE BY CHEQUE, WITH INEVITABLE PAYMENT DELAYS. Total Value of the Claim £ Please fill in the breakdown of the on the following page Details of the claim EVENT/ACTIVITY/ Course attended
Popelars, Caelesta and Peter Scholten (2008). “Two worlds apart. The divergence of national and local integration policies in the Netherlands”. Administration & Society, 40:4, pp.335-357. Powell, Walter W. 1990. “Neither Market nor Hierarchy: Network Forms of Organization.” Research in Organizational Behavior. 12: 295–336. Rao, Hayagreeva (1990). “Permanently Failing Organizations by M. W. Meyer and L. G. Zucker” (book review). The Academy of Management Review 15(4): 706-708. Rittel, Horst.W.J. and Melvin, M. Webber. (1973). “Dilemmas in the General Theory of Planning”. Policy Sciences. Vol. 4, No. 2, 155-169. Salamon, L. S. and M. S. Lund (1989). “The Tools Approach: Basic Analytics”, in L. S. Salamon (ed.) Beyond Privatization: The Tools of Government Action. Washington, DC: Urban Institute Press. Scharpf, F.W. (1988) “The joint decision trap: lessons from German federalism and European Integration”. Public Administration vol. 66 Autumn (239-278). Schneider, A. and H. Ingram (1990). Behavioral Assumptions of Policy Tools. The Journal of Politics, 52(2): 510-529. Scholten, Peter (2013) ‘Agenda dynamics and the multi-level governance of intractable policy controversies: the case of migrant integration policies in the Netherlands’. Policy Sciences. Vol. 46, No 3, 217-236. Schön, Donald A. and Martin Rein (1994). Frame Reflection. Toward the Resolution of Intractable Policy Controversies. New York: Basic Books Sellers, Jeffrey M. and Anders Lidström (2007). “Decentralization, Local Government, and the Welfare State”, Governance, 20(4): 609–632.
<Your address> <Your postcode> <date> <Address of the housing/council tax benefit department> Dear Sirs, <Your reference or account number> (you will find this on any letters from the housing and council tax benefit department) I am writing to you about the letter you sent me on <date of letter sent from housing/council tax benefit department> telling me that I have been overpaid housing benefit. I would like to ask for a written statement of reasons explaining how the overpayment arose. Thank you. Yours faithfully, <Your name>
Cadwallder Washburn Douglas Tilden Erastus Smith Laurent Clerc LeRoy Colombo Luther Haden “Dummy” taylor Regina Olson Huges Thomas Scott Marr Wiliam W. Beadell Laura Redden Searing Nellie Zabel Willhite William Eillsworth “Dummy” Hoy Roy K. Holcomb John Carlin Edmund Booth Juliette Gordon Low George Hyde David Peikoff Ernest Marshall Boyce R. Williams Art Kruger Frederick C Schreiber Andrew Foster Malcom J. Norwood William Willard Hillis Arnold Robert H Weitbrecht Cal Rodgers Loy Golladay Hilbok Lowell J Meyers Jess M Smoth Frances Woods T.J. O’Rourke Gil Eastman Shelley Beattie Mark A Brandson John L. Clarke Mike Lamitola Eric F. Malzkuhn Marie Phillip Douglas Burke Hassell Roy Holcomb Hal Weingold George W Veditz Frank Bowe Annie J Cannon Earl Roberts Nancy V Becker Henrietta Leavitt Tom Anderson Sophia Gallaudet Jerald M Jordan Dorthy Alice Beardsley S. Burnes Clayton Valli Olive Swindells Warren Robinson George Doughtery Willaim J Marra Thomas Eddison Heather Whitesrone McCallum Ludwig van Bethoven Alice Cogswell Phyllis Frelich Sean James "Deaf" Burke Matt Hamill Jeffrey "Jeff" Float Gerald Becker Steffen Julia Brace Howard Hughes James Lee Taylor III Braam Jordaan
Narrative 4 Narrative 5 Name:_______________________________ Date:_________________________ Period:____________ 8.10 Please refer to pages 126-133 Minidialogue 1 Situation? What was forgotten? Advice
Name:_______________________________ Date:_________________________ Period:____________ 9.10 Please refer to pages 216-221 SUGGESTING A PLACE TO EAT Minidialogue 1 Who does Suzanne want to take out to eat? ____________________________ Describe each restaurant. Amber’s recommendation Name: _______________________________________ Info Given: Drawback: Lauren’s recommendation
ASL Classifiers Spoken languages like English are linear – they are expressed one word after the other. ASL, however, is a spatial language and is expressed in the space around you. ASL classifiers create depth as well as add clarify, movement, and details to conversations, explanations, poetry, and songs. The handshapes and movements of classifiers can represent people, animals, objects, etc., and show movements, shapes, actions, and locations. They can show a person walking, an animal chewing, someone driving, a car driving through the mountains – virtually anything! In a sentence a classifier is very similar to a pronoun. You cannot use a classifier in a sentence until you explain what the classifier represents. They are not standalone words. You need to establish the noun before you can apply the classifier. An example of a classifier would be showing a person walking. You first have to establish this person as a referent in context and point to the referent, and then you can take the index finger of your dominant hand (the CL:1 classifier) and move it around your signing space. It show what the person is doing, moving, inflecting, faster/slower, with non-manual markers to show the person’s feeling, etc. It is important that you learn these classifiers and become familiar with the classifiers. Instrument classifiers (ICL) – how a person handles / manipulates an object Element classifiers (ECL) – show movements of “elements” such as air, water/liquid, rain, fire, and light. Locative classifiers (LCL) – tell the location of an object and/or its movement Semantics classifiers (SCL) – show where the person is located, where they move, and/or how they moved (with facial expressions) Body classifiers (BCL) – show how a person move her/his arms, shoulders, or head. BCLs are always used with role Body Part classifiers (BPCL) – fingerspell the body part and use BPCL to describe the injuries
Supporting Disaster Survivors in the Disability Community By Linda Mastandrea Disasters can be devastating for those who are left in the aftermath, but the effects are often amplified for people with disabilities. As the senior disability integration advisor to FEMA Administrator Brock Long, it is my responsibility to provide direct support and counsel on disability integration needs in support of response and recovery operations. I am supported by more than 100 disability integration advisors who are on the ground in areas across the Caribbean, Florida, Georgia, and Texas, working with federal coordinating officers, interagency, and state, local, tribal, & territorial partners on strategies and tools to support disaster survivors from the disability community. One agency cannot do it alone though, it requires the full support of everyone–from all levels of government, non-profit organizations and the private sector. Together, we are focused on anticipating and addressing the needs of survivors with disabilities. During this hurricane season, we developed, and posted online, more than 30 informational videos that used American Sign Language and captioning to help deliver life safety information in an accessible way to the public before, during, and after Hurricanes Harvey and Irma hit. Together with DHS Civil Rights and Civil Liberties (CRCL), FEMA developed and shared tips for effective communication that include civil rights guidance on communicating with persons with disabilities and others with access and functional needs. DHS Civil Rights and Civil Liberties, FEMA, and the U.S. Department of Health and Human Services (HHS) continue to participate in daily calls with national and local disability stakeholders, and public health stakeholders to anticipate and identify challenges, and mitigate needs to be addressed, such as replacing lost or damaged Durable Medical Equipment (DME), assistive technology, and access to services. When we encounter incorrect or misleading information circulating, we also work with our partners to address the misinformation or rumors that are circulating. For instance, when people with disabilities are hearing that service animals are not allowed in general population shelters, we work with our partners at Red Cross and elsewhere to correct the information and let people with service animals know they will be accepted in shelters. This is just a small sampling of the efforts underway to help disaster survivors with disabilities and their families, and more will continue to be done as we work to address the ongoing recovery needs.
SUBJECT AMERICAN SIGN LANGUAGE 9-12 01 1-6 / / YEAR AT A GLANCE - ME Salutations Interrogatives Feelings Numbers to 30 Test window: 9/18 – 9/25 SCHOOL LIFE AND ROUTINES School subjects Describing classes People and places in the school Extracurricular activities Telling time Giving directions Test window: 11/6 – 11/12 MY FAMILY AND FRIENDS Family members Describing family and friends Relationships Pronouns in numbers Life events Test window: 1/11 – 1/15 Indoor and outdoor sports Expressing opinions Weather Seasons Holidays and celebrations Test window: 2/17 – 2/24 of housing Community signs Possessives Transportation Places in the house and in the community Test window: 4/7 – 4/14 PLACES AND SOCIAL ACTIVITIES Cities and states Ways to travel Description Background signs Interests Distance Test window: 5/25 – 6/2
solution of contemporary problems. Creative work is understood to mean original or imaginative accomplishment in literature, the arts, or the professions. The faculty member's scholarly work should contribute to the discipline and serve as an indication of professional competence. The criteria for judging the original or imaginative nature of research or creative work must reflect the generally accepted standards prevailing in the applicable discipline or professional area. To qualify as scholarship or creative work, the results of the endeavor must be disseminated and subject to critical peer evaluation in a manner appropriate to the field in question. Evidence of scholarship or creative work is determined by the faculty member's publications, exhibits, performances, or media productions and may be supplemented by evidence of integration of the faculty member’s scholarly work and teaching. The research requirements for tenure in MIDS are the following: Generally a minimum of 6 peer reviewed articles that provide evidence of a research stream. All six articles must be of a “B” level of quality or better. If there are “A” level articles in the portfolio then the count of 6 may be adjusted. If there are “C” level articles in the portfolio then their contribution to the quality and the required count of the portfolio will be determined by the tenured faculty in the department. The quality ratings may come from the Harzing listing, ISI, Financial Times, or in some cases well respected publications within the discipline that rate the quality of journals in that discipline. A minimum of 4 other intellectual contributions. As defined in the Anderson School of Management Academic Qualifications guidelines: OIC = other intellectual contribution, enumerates an intellectual contribution other than PRJ regardless of the form of contribution, including (but not limited to) research monograph, scholarly book, chapter in a scholarly book, textbook, proceedings from a scholarly meeting, paper presented at an academic or professional meeting, publicly available research working paper, paper presented at a faculty research seminar, publication in a trade journal, in-house journal, book review, written case with instructional material, instructional software, and other publicly available material describing the design and implementation of a new curriculum or course. Note: Intellectual contributions must be publicly available, i.e., proprietary and confidential research and consulting reports do not qualify as intellectual contributions. The impact of co-authoring: The evaluation committee of tenured department faculty will consider the effect of sole authored articles and articles that have more than four co-authors. Generally all authors on a publication will be assumed to have contributed equally unless the evidence suggests otherwise.
Pharmaceuticals Rubber and plastic products Non-metallic mineral products Concrete, cement, lime, plaster, etc. Basic metals and fabricated metal products Machinery and equipment Electrical and optical equipment Shipbuilding Aerospace* Other transport equipment Manufacturing not elsewhere classified Recycling Electricity Supply Gas Supply Water Supply Construction Wholesale and retail trade: Repair of motor vehicles, motorcycles and personal and household goods Hotels and restaurants Transport, storage and communication Financial intermediation, real estate, renting Information Technology Engineering services Other Services Public administration Education Health and social work Other social services (*Accreditation Restricted) of Accreditation: Please complete the following table accurately as possible and include, wherever possible Standard Methods and Specifications involved. These may be National, International, Customer/Supplier Standards or the Product Certification Bodies’ Publically Available Documents. The title of this method or specifications, its number and date of issue must be listed. (Please use extra sheets as necessary.) Items, Materials, Field or Systems Inspected Specific Types & Range of Inspection Standards/Codes or Specific Inspection Methods Inspection Frequency per Month Geographical Scope of Accreditation: Global Regional Country Specific (Pl. Specify): Reason for seeking ACCAB Accreditation: It is an Independent, Impartial and Non-Governmental Body Responsiveness & Non Bureaucratic Attitude Technical Approach to the Accreditation Market Reputation Cost Effectiveness Any Other(Pl. Specify) Related Organizations: Number of employees: Professional/Technical: Administrative:
Be on time for class. Attendance is crucial to your success in this class. If you are continually absent, you will fall behind your classmates. ASL is a visual language that is best learned in class. Participate in class. If you sleep or do other work in class, you’ll fall behind. Leave all electronic items out of sight. Anoka High School’s policy is strictly enforced. You will be informed when you are allowed to use them in class. GRADING
ACCREDITATION COMMISSION FOR CONFORMITY ASSESSMENT BODIES Accreditation Scheme Manual For Further Education & Training Institutions (FETI) Document Title: ACCAB Accreditation Application Form (For Further Education & Training Institutions ) Document Number: ASM-FET-13.0 CONTROLLED COPY Revision Number Revision Date Paragraph Number Description of Revision Revision Author
3:06 Simplifying expressions with grouping symbols expand algebraic expressions, including those involving terms with indices and/or negative coefficients Drag-and-drop Simplifying expressions with grouping symbols Show students how they can check expansions and factorisations by performing the reverse process. Foundation worksheet 3:06 – Simplifications with expansions 3:07 Factorising using common factors factorise algebraic expressions, including those involving indices, by determining common factors Drag-and-drop Factorising using common factors Foundation worksheet 3:07 – Factorising Encourage students to explain why a particular algebraic expansion or factorisation is incorrect. Fun spot 3:07 – In the theatre, when do you tell someone to ‘break a leg’? (p. 77) Use the photos on pp. 74, 77 and 78 to promote discussion. Review Make use of Maths terms 3. (p. 78) Diagnostic test 3 – Use the column to assist in remediation when errors occur. (p. 79) Assignment 3A – Exam-style questions for revision (p. 80) Assignment 3B – Working mathematically problems (p. 81) Assignment 3C – Use this cumulative revision to review previous topics. (p. 82)
employees can get reimbursed for the resort fee. In addition, Jeff is currently negotiating for reduced rates for Disney World tickets. • Review and Approval of Agenda Phil Scarpa asked if everyone had reviewed the agenda and if anyone had comments. No comments were made. • Extractions Valerie Martindale to extract the Membership Committee and Awards Committee reports from the Consent Agenda. No other extractions were requested. • Consent agenda approval Roland Vermeiren moved to accept the amended agenda. The motion to accept the agenda as amended was passed unanimously. • Approval/Acceptance of Council Minutes – Sunday, May 11 Kris Belland moved to accept the Minutes of the Council Meeting held on Sunday, May 11, 2014. Joe Ortega identified several changes: Page 10 should say “face-to-face” instead of “fact-to-face.” At the bottom of page 10, it says that insurance companies and boards of licensure are responsible for MOC. The American Board of Medical Specialties (ABMS) is responsible for MOC. They put it out there. The boards, like the American Board of Preventive Medicine, are responsible for implementing MOC for Board Certification. Page 11 should refer to Journal-based CME instead of Journal-base CME. Council members voted to approve the minutes as amended. The motion passed unanimously. • Approval/Acceptance of Joint Council Minutes – Thursday, May 15 The second set of minutes considered was for the Joint Council meeting held on Thursday, May 15. Joe Ortega moved to approve those minutes. Roland Vermeiren said that his name was spelled wrong in the Representation and Advocacy Report section of the minutes. Council members voted to approve the minutes as amended. The motion passed unanimously. (Closed) Governance Kris Belland, Vice President for Governance, introduced each Governance item on the agenda. • President’s Report Phil Scarpa said that it was his lifelong dream to be President of AsMA. He loves the organization. His theme this year is “Making a Difference in Aerospace Medicine with the Help of AsMA.” The organization is a powerful tool to help us make things happen and to influence our field. The goal of the organization is to improve the health, safety, and human performance of those who fly in the air and trial trial
Minutes of the Aerospace Medical Association Executive Committee Meeting August 19-20, 2011 Hilton Atlanta Hotel Atlanta, Georgia EXECUTIVE COMMITTEE MEETING AEROSPACE MEDICAL ASSOCIATION AUGUST 19-20, 2011 – 8:30 AM ATLANTA HILTON HOTEL, CRYSTAL BOARDROOM ATLANTA, GA Call to Order (Anzalone) – Meeting of the Executive Committee was called to order at 0820. Members present: Fanancy Anzalone, MD, MPH – President P. Merchant, Jr., MD, MPH – President-Elect Mark Campbell, MD – VP, Education & Research Charles Fisher, MD, MPH – VP, International Services Susan E. Northrup, MD, MPH – VP, Member Services Philip J. Scarpa, Jr., MD, MS – VP, Representation & Advocacy Estrella Forster, MS, PhD – Secretary Hernando “Joe” Ortega, MD, MPH – Treasurer Charles A. DeJohn, DO, MPH – Member-at-Large Joseph P. Dervay, MD, MPH, MMS, FACEP – Member-at-Large
Minutes of the Aerospace Medical Association Executive Committee Meeting August 24-25, 2012 Embassy Suites Summit Room 7290 Commerce Center Drive Colorado Springs, CO MINUTES EXECUTIVE COMMITTEE AUGUST 24-25, 2012 COLORADO SPRINGS, COLORADO Attendees Unable to Attend P. Glenn Merchant – President Estrella Forster - Secretary James Webb – President-Elect Genie Bopp – Member at Large Mark Campbell – VP Education & Research Joseph Dervay – Member at Large Charles Fisher – VP, Member Services David Gradwell – VP, International Services Philip Scarpa – VP, Representation & Advocacy Hernando J. Ortega (telcon) - Treasurer Jan Stepanek – Member at Large
Minutes of the Aerospace Medical Association Executive Committee Meeting February 22-23, 2013 AsMA Headquarters Alexandria, Virginia WELCOME (MERCHANT) President Glenn Merchant (GM) called the meeting to order at 0830 Hrs. of 22 February 2013. He and the Executive Director (ED), Jeff Sventek, welcomed Executive Committee (EXCOM) members and others in attendance: Bopp, Genie – Member-At-Large Campbell, Mark – VP Education and Research Dervay, Joe – Member-At-Large (and Chair, Communications Committee) Fisher, Chuck – VP Member Services Forster, Estrella - Council Secretary Gradwell, David – VP International Services Merchant, Glenn – President Ortega, Joe – Treasurer Scarpa, Philip – VP Representation and Advocacy Stepanek, Jan – Member-At-Large Sventek, Jeff – Executive Director Webb, Jim - President
ADJOURNED AT 1704 Hrs on 22 February 2013 REFERENCES Aerospace Calendar – ECMB pp. 210-211 Bylaws of the Aerospace Medical Association Approved May 2012 – ECMB pp. 212-220 AsMA Policies & Procedures Manual Approved November 2012 – ECMB pp. 220-290 AsMA Key Personnel Roster – ECMP pp. 291-294 Parliamentary Procedures at a Glance – ECMP p. 295 Estrella M. Forster, PhD Jeffrey C. Sventek, MS, CAsP, FAsMA Secretary Executive Director
Some of the Awards changed descriptions w/o approval by Executive Committee. Home Office caught this error and has corrected it. Changes to Award descriptions must be vetted thru the Awards Committee and presented to Executive Committee for approval. (INFO) Membership (Ortega) Membership Survey Follow-up Plan of Action (Ortega) President identified 9 key topic areas that need attention and follow-up action (work is already in process for some): Lack of direction, change or growth of AsMA – assign to Long-Range Planning Committee for further development. Comment made to recruit younger members into the LRPC – send any suggested members to President (GOV201103-2 Membership Survey Result – Lack of direction, change or growth of AsMA – Sides) Clear path for advancement in the Association (how one advances in the Association is unclear) – assign to the Fellows Group, potentially along with Associate Fellows. President’s Page for April journal issue addresses this topic. Comments: include professional career development in this process not just how many meetings attended or committees involved in…(ER201103-2 Membership Survey Result – Develop and Publish Clear Path for Advancement in AsMA – Fellows/Associate Fellows Chairs) Lack of relevance of the journal to clinical practice – assign to E&T for consideration and action. Related comment from ED: he was invited to visit with/speak to the FPA – flying physicians association [must be pilot and physician] anticipate we will receive affiliate application from them in the near future. FPA is looking for an umbrella organization to join with. They have fully developed CME program, etc. Potential for journal articles also. They are actually interested in Constituent membership but need to deal with concerns of their own life-time members. (ER201103-3 Membership Survey Result – Lack of Relevance of the Journal to Clinical Practice – E&T Committee) Need for increased performance and life support focus – assign to LSBEB, AsPS, AsHFA, HF Committee, IAMFSP (MS201103-1 Membership Survey Result – Need for Increased Human Performance and Life Support Focus – LSBEB/AsPS/AsHFA/IAMFSP/Human Factors Committee) Lack of operational relevance at the annual meeting – assign to SPC SPC has historically emphasized science over operational abstracts. If we want more operational abstracts we’ll need to give direction to SPC. (ER 201103-4
Supreme court decision due in June, PAC contribution between 5-10 dollars per month Report from CSULB Bookstore regarding Zero Cost Course Materials initiative: TIME CERTAIN 2:30 pm Nonprofit bookstore, contribute fiscally back to school. OER are free resources, affordable materials, zero cost course materials have an icon on schedule. obligation to mandate. Student success focus for bookstore. Law began 1-1-18, when registering students can see zero cost course materials options. SB1359 is law, also low cost option available, not being used now as “low” is open to interpretation. Faculty need to let bookstore know about all course materials required even if not purchased here. Information is crucial for 49 er shops to have. Course enrollment impacts as a results of zero cost courses Reports from HVDI Communications Taskforce: TIME CERTAIN 2:50 pm Gender neutral terms needed on communications Research and Evaluations Taskforce Student success at CUNY and SUNY have incentivized students to 4 year graduation , have made efforts to standardize GE budget constraints cause 4 yr graduation push UNFINISHED BUSINESS NEW BUSINESS General Education status update: TIME CERTAIN 3:10 pm Our GE policy vs. EO1100 mandates GE going forward. Ours has 5 categories, EO only has 3 categories in upper division. EO allows for campus specific requirements, some CSU have language, service learning, ethnic studies requirements, all ok as long as they don’t impact 120 unit graduation. 2 years to implement new policy, process EC, GEGC, CEPC- 5 steps Survey sent out regarding GE, Series of forums on campus, various topics and locations Retreat for above organizations to organize information gathered, Retreat information used to draft a new GE policy. Supposed to SP18. New policy may take 2 years for approval Questions/comments: campus specific requirements currently used can remain if they do not interfere with 120 unit graduation Provost of 700 current GE courses, GE is a key pillar of University education, and most students find GE courses do not have a point, unintentional effect. GE courses are a focus of
Alumni-Student Mentoring Program Mentoring Activity Report Mentee (Student) Mentee Name: ____________________________ Student ID #: _____________________________ Mentor:_________________________________ Meeting Details Date of Meeting: _______________________ Location of Meeting: ___________________________ Length of Meeting:______________________ Date of Next Meeting: __________________________ What types of topics did you discuss with your alumni mentor? □ Career/Professional □ Academic □ Emotional/Personal □ Activities or Hobbies □ Other: ___________________ Was your mentor able to help you with the issues you discussed? Did s/he provide you with competent advice? What other types of activities or meetings would you like to attend with your alumni mentor? Do you have any concerns about your mentoring experience so far? Are you satisfied with the program?
The correct answer is: D. Dunbar Sample Correct Response: Answer: 12 pencils Explanation: (or ) (or ) OR If 3 blue boxes equal 1 red box, then 6 blue boxes equal 2 red boxes. Satisfactory 1 - Answer of 12 with correct explanation Satisfactory 2 - Answer of 12 with adequate explanation that may include imprecise use of language or notation (e.g., run on = as in ) Partial 1 - Answer of 12 with no explanation, incomplete explanation, or explanation of I used the calculator Partial 2 - Correct process is shown (may contain one or more computational errors) Minimal 1 - Answer of 18, 24, or 36 with supporting explanation Minimal 2 - Answer of 12 with incorrect explanation Incorrect 1 - Answer of 18, 24, or 36 with no explanation, incomplete or incorrect explanation, or explanation of I used the calculator Incorrect 2 - Other incorrect responses
Copyright © 2004 Highlights for Children, Inc., Columbus, Ohio. What did the boy do to become successful? He raised hens from the eggs the innkeeper gave him. He became a sea merchant and traveled to many places. He learned from the innkeeper how to make his fortune. He borrowed money to buy a new sailing ship. When the boy asks for food, the innkeeper says, “I’ll see what I can spare.” This means that the innkeeper A. wants the boy to pay for the food B. has to prepare extra food for the boy C. is willing to give up some food D. is worried that the food is stale Describe what kind of person the merchant is. Give one detail from the story to support your answer.
Do the items hold up after evaluation against a bias, sensitivity review? Try out test/test items Test out the assessment with a representative subset of students (not the same students as who will take the assessment) to determine, do all of the items function properly? Determine appropriate performance expectations Based on the student responses and determine, what is the level of performance that represents “meeting” the expectations? Administer test See also, Criteria 4 Is the test administered in a way that maintains the integrity of the measure? Securely maintain test and data See also, Criteria 4 Have I established a plan to maintain the test and the data securely?
Basic English Skills Test (BEST) Literacy BEST Plus BEST Plus 2.0 60 hours minimum; hours recommended If the hours for a course of instruction exceed the recommended number of hours, posttesting may most appropriately take place at the end of the instructional session. Because program-related factors such as intensity of instruction, class size, teacher training and experience, and use of appropriate curricula and materials will affect language learning proficiency gains, programs should consider these factors when determining timing for pre- and posttesting. Daniel Lieberson BEST Plus Project Manager Center for Applied Linguistics Test Name Recommended Pre- and Posttesting Timeframes Contact/Notes 100
GRADING Items Total Points Tests (Four tests, 100 pts each) 400 Book Questions (16 question sets, 10 pts each) 160 Unannounced quizzes (2 quizzes, once in 8 weeks, 15 pts each) 30 Total pts: 590 All the home works and quizzes must be submitted on time. No late submissions are accepted. (There may be extra credits for students in addition to the formal grading. So the total grade points can be more than 590). The cut off for letter grades: 100-90% = A; 89-80% = B; 79-70% = C; 69-60% = D; 59% = F MISSING EXAMS The exam dates are set at the beginning of the semester. All other extracurricular activities should not be scheduled on these dates. If for some emergency reasons, someone misses an exam, the instructor must be notified BEFORE the exam is given. Notification by e-mail or other written formats are acceptable. Missing an exam without notifying the instructor BEFORE the exam date will result in a "0" for that exam - no exceptions! MISSING QUIZZES Quizzes cannot be made up. For legitimate emergency, contact me before the class and allowance can be made. If you miss a quiz, your score for the quiz is "0". Quizzes will be unannounced and will be given for one or more of the following reasons: To see if the class understands some of the concepts. To encourage response to questions in the form of quiz. To encourage class attendance. If you are unable to attend the class, let the instructor know ahead of time by e-mail or other written formats. In this case, the instructor will not have unannounced quiz. MISSING CLASSES You are expected to attend all class periods but there is no roll-call. If a class is missed, contact the instructor or class mates for notes. The PowerPoint presentations will be posted in the blackboard.
Distribution Standard The Trustee shall hold, administer, and distribute all property allocated to this trust, and all income therefrom, for the sole benefit of the Beneficiary during the Beneficiary's lifetime, unless this trust is earlier terminated. Any income not distributed shall be accumulated and added to principal. Because the Beneficiary is disabled, the Trustee shall, in the exercise of the Trustee's best judgment and fiduciary duty, administer this trust to encourage payments and services for the Beneficiary from all available public resources, including Supplemental Security Income (SSI), Medicaid, and all successor programs, and any other appropriate federal, state, or local agency serving people with disabilities. The Trustee shall take into consideration the applicable resource and income limitations of the public benefit programs for which the Beneficiary is eligible when making distributions. The Trustee is not bound by such limitations in making distributions if such distributions would be in the best interests of the Beneficiary as determined in the Trustee's sole and absolute discretion. Specifically, if it is in Beneficiary's best interest, the Trustee may make a distribution that results in a permanent or temporary, (partial or total) loss of Beneficiary's public benefits, (e.g., payment of Beneficiary’s rent while receiving SSI). The Beneficiary shall have no right to direct a distribution from this Trust to make any provision for his/her support or maintenance or to direct a distribution from this Trust for any other purpose. OPTION TWO: Long form - First Party SNT Discretionary Disbursements with Specific Explanations Distribution Standard The Trustee hold, administer, and distribute all property, and all income therefrom from the trust, for the sole benefit of the Beneficiary during the Beneficiary's lifetime. Any income not distributed shall be accumulated and added to principal. The Trustee, in its sole and absolute discretion, when making distributions for the sole benefit of a Beneficiary should comply with the following disbursement guidelines: Disbursements Not To Replace Public Benefits Before any discretionary disbursement request is approved and disbursed from the trust property, the Trustee shall consider the consequences of such
Table. 1 – Classification of situations. Requirements and related criteria for maximum acceptable pressure and temperature values (PS and TS) for nuclear pressure equipment excluding main primary and main secondary systems. Classification of situations with reference to the harmonised standards PS / TS Reasonably foreseeable situations Normal operating situations Normal operating situations - T  TS. - P  PS. Common operational incident situations Exceptional situations - P  110 % PS and short-term exceedance; - Equipment checks (unless suitable design as defined in the body of the guide). - adequate protection device when T  TS. Test situations - Pressure of resistance test performed for the final check includes service test pressures. Highly improbable situations To avoid the risk of losing integrity if PS and TS are exceeded in relation to the requirements defined in the safety report.
Person Specification Criteria Indicated E (essential) D (desirable) Coordination / Management Competencies / skills / experience Experience of coordinating a small team Experience of producing rota’s & reviewing resource required Experience of providing staff supervision including holding team meeting, 121 meetings and performance and development reviews Ability to delegate and allocate to achieve best use of skills and abilities Ability to set targets and monitor standards and ensure all work is meeting regulations. An understanding of the needs of homelessness and customers. Strong motivation for wanting to new skills and gain new experiences Any experience of working with a customer orientated service (of any form) Experience of working within or being part of a team or group Able to communicate logically, concisely and effectively at all times Effective IT skills and ability to use IT equipment for communication, planning and reporting Ability to form positive working relationships with colleagues, customers and stakeholders Ability of working to and implementing policy and procedure consistently and to the benefit of the organisation E D E E E E D E E E E E E
Ref. No. Vessel details Current name of vessel: IMO No: Gross tonnage: Shipping line from Australia/ Charterer: Registered owner: Country of registration: Classification society DNV GL? ; Lloyd’s Register of Shipping? ; Other? OR Please specify Bureau Veritas? ; American Bureau of Shipping? ; Vessel conveying UOC through High Risk Areas Will this vessel convey Australian obligated UOC through a High Risk Area? Does the freeboard height exceed 8 m? Will the vessel be able to maintain a minimum 18 knots navigating the HRA? Applicant’s signature, and permit details Name : ASNO approves this application, the Permit Holder will note the Expiry Date listed below Position: Signature: ______________________________ Date: ____/____/_________ Name of Permit Holder: Permit number: ASNO USE ONLY Actions: Checked Equasis Checked AMSA NUMBAT updated Approved for HRA Expiry date: This approval – to use this vessel for: 1. UOC shipments from Australian Port will expire on: ____/_____/_______ 2. UOC conveyance through HRAs will expire on: ____/_____/_______ Approved: ____/____/________ ________________________ For Director General ASNO Explanatory Notes This application must be lodged with ASNO not less than 5 business days to export.
1. Name of the entity 2. status of the entity 3. Name of legal representative (Director, manager) 4. Address 5. Web page of the institution 6. Contact details Tel. Mob. e-mail 7. Registration Number 8. TAX ID Number 9. of work 10. Date of issuance of business registration/establishment decision 11. Role in the sub-project Describe the role of your partner organization in this (Partnership Agreement to be provided as 12. Annual Turnover Partnership Agreement is provided as Table 3. Basic information about the partner To be filled, only in case of partnership: Basic information about the partner 2 project.
SECTION 2: SUB-PROJECT PROFILE information about the sub-project 1. Sub-Project title 2. Applicant/Lead Partner (in case of partnership) 3. Duration of the sub-project Duration in months 4. Location where the sub-project will be implemented Destination/municipality/micro location 5. Sub-project Objective 6. Sub-Project will be realized in partnership Yes No 7. Total Budget (in MKD) without VAT Table 5. Basic information about the subproject
For all three aspects (mitigation, monitoring, and capacity development), the EMP provides (a) an implementation schedule for measures that must be carried out as part of the project, showing phasing and coordination with overall project implementation plans; and (b) the capital and recurrent cost estimates and sources of funds for implementing the EMP. These figures are also integrated into the total project cost tables. Mitigation Plan Construction Activity Expected Environmental Impact Proposed Measure for Mitigation Responsibility for Implementing Mitigation Measure Period of Implementing Mitigation Measure Cost associated with implementation of mitigation measure 1. 2. … Operation 1. 2. … Table 24 Construction phase - mitigation Plan Monitoring Plan
Construction Phase What Parameter is to be monitored? Where Is the parameter to be monitored? How Is the parameter to be monitored (what should be measured and how)? When Is the parameter to be monitored (timing and frequency)? By Whom Is the parameter to be monitored– (responsibility)? How much is the cost associated with implementation of monitoring 1. 2. … Operation Phase 1. 2. … Table 25 Construction phase monitoring Plan 5.2 Environmental Management Plan checklist template The checklist is composed from the textual part and the table format. The textual part should contain (organized as chapters): short introduction to the sub-project
Part 3: Monitoring plan Phase What (Parameter will be monitored?) (Is the parameter to be monitored?) How (Is the parameter to be monitored?) When (Define the frequency / or continuity?) Why (Is the parameter being monitored?) Cost (If not included in project budget) Who (Is responsible for monitoring?) During activity preparation During activity implementation During activity supervision
Rate Calculations The Rate Caluclation box will display for which every category was choosen for the TCIR/DART information.The table is able to display either the ‘Calendar Year’ or the ‘Fiscal Year’ Figure 59: ‘Rate Calculations Preview ’Dialog Box’ The Rate Calculation can also display the formula utilized to calculate the information for either the calendar year or the fiscal year. Figure 60: ‘Rate Calculations with Formula’’
Figure : ‘Edit Corrective Actions Required to Complete’ Attach File Under the ‘Actions’ column of the GAP Action Plan main display, a button for ‘Attach File’ is displayed for each GAP item that the currently logged in user has permission to edit. This button serves as a quick shortcut for either uploading a new file or cross-referencing a file uploaded to a different item to the given item as well. Clicking the ‘Attach File’ button launches the ‘Attach File to Element Modal’ displayed in Figure 26 below. The modal is divided into two tabs: ‘Upload New File’ and ‘Choose From Existing File’. Figure : Attach File to Element Modal with ‘Upload New File’ tab active To upload a new file: Ensure that ‘Upload New File’ is the active tab Provide a description of the file in the textbox labeled ‘Description’ ‘Choose File’ and browse to the file on disk that you want to upload (NOTE: The maximum file size for uploaded files within the ASOHMS Portal is 10MB) Click the ‘Save’ button To cross-reference a file that was already uploaded for a different GAP item: Ensure that ‘Choose From Existing File’ is the active tab Locate the file you want to cross-reference from the list of files displayed. Note that files will not be listed if they are already referenced by the given GAP item Also note that a copy of any file in the list can be downloaded by clicking on its name Once you’ve located the file you want to cross reference, click the ‘Choose’ button that corresponds to it Figure : Attach File to Element Modal with ‘Choose From Existing File’ tab active After you have either uploaded a new file or cross-referenced an existing file, the corresponding gap item will be updated in the GAP Action Plan main display so that your changes are reflected immediately. Add Note Under the ‘Actions’ column of the GAP Action Plan main display, a button for ‘Attach File’ is displayed for each GAP item that the currently logged in user has permission to edit. This button serves as a quick shortcut to add a note to a GAP item. Clicking the ‘Add Note’ button will display the ‘Add Note to Item’ modal. You need only type the text of your note into the textbox and click ‘Save Note’ when you are ready to save your note.
Task Answer Interview Questions Answer Key Task 1: Watch the video: The Interview The learner will have successfully completed this task if they watch the video and maintain focus on the example and instructions Task 2: Write or type answers to the 9 interview questions Answers will vary Task 3: Role-play the questions and answers with the instructor in ASL The learner will have successfully completed this task if they are able to complete a “mock interview” with you, communicating their answers to the interview questions in ASL. Watch for facial expression, and that the learner maintains eye contact. Task Title: Answer Interview Questions Performance Descriptors Needs Work Completes task with support from practitioner Completes task independently