zilongwang/ReadingBank huggingface dataset:
Estimated Persons Served and Service Units- Older American Act Title III Services Only UNDUPLICATED PERSONS SERVICE UNITS CLIENTS IN POVERTY CLIENTS IN POVERTY/ MINORITY MINORITY STATUS LIVES ALONE 0 - 2 ADL 3+ ADL 0 - 2 IADL 3+ IADL HIGH NUTRITION RISK 6+ SERVICE CATEGORIES Rural Urban (1) (2) (3) (4) AI AF AS (5) HS NH (6) (7) (8) (9) (10) (11) 15. Funded “Other” Advocacy/representation Education/training Education/information and assistance Education/outreach Health promotion Medication management Home repair Coordination of services Information services Information services-GRRC Access assistance Access assistance-GRRC Counseling Counseling-GRRC Support groups Support groups-GRRC Training Training-GRRC Respite Respite-GRRC Supplemental services Supplemental services-GRRC TOTAL Non-Registered "OTHER" Services:
Personnel Costs Supporting Budget Schedule PART IV. A. 5. (page 2 of 8 pages) Applicant _____________________________________ III-B SOCIAL SERVICES III-C1 CONGREGATE MEALS III-C2 HOME DELIVERED MEALS III-D HP/MM III-E CAREGIVER SUPPORT TOTALS BUDGET CATEGORIES Trans OR Home Maker Home Repair Cost Project Mgmt. Costs Meals Cost Project Mgmt Delivery Costs Other Costs Out Nut Educ Nut Transp Out Reach Nut Educ HDM Assess / 2. STAFF TRAVEL Travel Costs 3. FOOD
Total Food Costs Supporting Budget Schedule PART IV. A. 5. (page 3 of 8 Applicant _____________________________________ III-B SOCIAL SERVICES III-C1 CONGREGATE MEALS III-C2 HOME DELIVERED MEALS III-D HP/MM III-E CAREGIVER SUPPORT TOTALS BUDGET CATEGORIES Trans OR Home Home Repair Meals Cost Project Mgmt. Other Costs Cost Project Mgmt Delivery Costs Other Costs Out Nut Educ Nut Transp Out Nut Educ HDM Assess / 4. NUTRITION CONSULTANT Total Nutrition Consultant Costs 5. EQUIPMENT
Total Equipment Costs Supporting Budget Schedule PART IV. A. 5. (page 4 of 8 Applicant _____________________________________ III-B SOCIAL SERVICES III-C1 CONGREGATE MEALS III-C2 HOME DELIVERED MEALS III-D HP/MM III-E CAREGIVER SUPPORT TOTALS BUDGET CATEGORIES Trans OR Home Home Repair Meals Cost Project Mgmt. Costs Meals Cost Project Mgmt Delivery Costs Other Costs / Out Reach Nut Educ Nut Transp Out Nut Educ HDM Assess 6. RENT/UTILITIES Total Rent/Utilities Costs 7. OTHER COSTS
Supporting Budget Schedule PART IV. A. 5. (page 5 of 8 pages) Applicant _____________________________________ Non-Older Americans Act Contract Services Non-Older Americans Act Contract Meals Americans Act Advantage TOTALS BUDGET CATEGORIES Meals Cost Project Mgmt Delivery Costs Other Costs Meals Cost Project Mgmt Delivery Costs Other Costs 1. PERSONNEL (Itemized By Title) Total Personnel Costs
Supporting Budget Schedule PART IV. A. 5. (page 7 of 8 pages) Applicant _____________________________________ Non-Older Americans Act Contract Services Non-Older Americans Act Contract Meals Non-Older Americans Act Advantage Meals TOTALS BUDGET CATEGORIES Meals Cost Project Mgmt Delivery Costs Other Costs Meals Cost Project Mgmt Delivery Costs Other Costs 4. NUTRITION CONSULTANT Total Nutrition Consultant Costs 5. EQUIPMENT Total Equipment Costs
PART III. E. TITLE III PROJECT ADVISORY COUNCIL Composition of Advisory Council Total Members Advisory Council Members Who Are Age 60 Or Over Advisory Council Minority Disabled Age 60+ Black Age 60+ Hispanic Age 60+ Age 60+ American Indian Age 60+ Disabled Age 60+ Low Income Age 60+ Consumer Age 60+ Name Organizational Affiliation Geographic Location/County PART III. F.
TITLE III PROJECT BOARD OF DIRECTORS Composition of the of Directors Total Members Board of Directors Members Who Are Age 60 Or Over Board of Directors Total Minority Total Disabled Total Age 60+ Black Age 60+ Hispanic Age 60+ Asian Age 60+ American Indian Age 60+ Disabled Age 60+ Low Income Age 60+ Consumer Age 60+ Name Organizational Affiliation Geographic Location/County Part III. G TARGETING Part III. H COORDINATION
Hastings Senior Citizens P O Box 203 Hastings, Ok 73548, (580)-963-2531 X Hinton Senior Citizens Hinton, P O Box 322 Hinton, Ok 73047, (405)-542-6454 X Indiahoma Senior Center P O Box 38 Indiahoma, Ok 73552, (580)-246-3572 X Marlow Senior Citizens 325 West Main St. Marlow, Ok (580)-658-5628 X Meers Senior Citizen 12033 NW Rhoades Rd. Lawton, Ok 73507, (580)-492-5128 X Minco Senior Citizens Center P O Box 357 Minco, Ok 73059, (405)-352-5018 X Mt. Community Bldg. 8819 NW 4 Mile Rd. Lawton, Ok 73507 P O Box 322 X Newcastle Senior Citizens Center Inc. P O Box 86 Newcastle, Ok (405)-387-2100 X Ninnekah Senior Citizens Center Box 16 Ninnekah, Ok (405)-224-7434 X Patterson Center #4 NE Arlington Lawton, Ok 73507, (580)-581-3486 X Purcell Senior Citizens Center % City of Purcell 230 W. Main Purcell, Ok 73080, X Rush Springs Senior Nutrition Center 400 W. Blakely #13 Rush Springs, Ok 73082, X Ryan Senior Citizens P O Box 252 Ryan, Ok 73565,(580)-757-2615 X Temple Senior Citizens P O Box 95 Temple, Ok 73568, (580)-342-5017 X Tipton Area Senior Citizens Center Inc. P O Box 554 Tipton, Ok 73570, (580)-667-4158 X Tuttle Senior Citizens Center P O Box 134 Tuttle, Ok 73089,(405)-381-2606 X Velma Senior Citizens P O Box 584 Velma, Ok 73491,(580)-444-3772 X Walters Senior Citizens Center 111 E. Colorado Walters, Ok 73572 X Waurika Senior Citizens Center 108 South Main Waurika, Ok 73573, (580)-228-2087 X Wichita Mts. Area Senior Citizens 13872 NW Stoney Point Rd. Apache, Ok 73006 X Part III. I CAPACITY OF PROJECT SPONSOR
ADDRESS EMAIL ADDRESS CONTACT NUMBER CAMRA MEMBERSHIP NUMBER CAMRA BRANCH (if known) If you have never previously worked at a Beer Festival please tick here and we will ensure you are placed with someone experienced who will guide you. I would prefer to work on: (please tick) BEER BAR CAMRA MEMBERSHIP CIDER BAR FRONT DESK (handing out wrist bands) EITHER BAR HAPPY TO DO WHATEVER NEEDS DOING POLO SHIRT SIZE: (Delete those not appropriate) MEDIUM LARGE XL XXL 3XL 4XL Please tick the sessions that you would like to work, or state the start / finish time if you can’t work a whole session Day Session 1 Session 2 Monday 26th Sept 09.00 – 13.00 (Set Up – heavy lifting) 13.00 – 17.00 (Set Up – heavy lifting) Tuesday 27th Sept 09.00 – 13.00 (Set up – heavy lifting) 13.00 – 17.00 (Set up – heavy lifting) Friday 30th Sept 10.15 – 14.30 (Open to public) 14.00 – 19.00 (Open to public + tidy) Saturday 1st October 10.15 – 14.30 (Open to public) 14.00 – 19.00 (Open to public + tidy) Sunday 2nd October 10.30 – 14.30 (Take down) Pub Monday 3rd October 09.00 – 13.00 (Cask Collection) 13.00-17.00 (Cask Collection) If you like to help out on Wednesday 28th and Thursday 29th September, please let me know, but it will mostly be the cellar team that are needed on these days. When allocating places on the Helpers Trip, preference will be to those working two or more sessions.
Improving the Phosphatation Clarification Process in a Sugar Refinery: Increased Production Efficiency and Improved Quality of the Final Product H. Tobar,1 W. León,1 A.M. Jiménez,2 L. Jaramillo,2 C.A. Donado,2 and E.M. Sarir3 1Ingenio Providencia, Cauca, Colombia 2Carbo-Solutions International, Cali, Colombia 3President & CEO International, Los Angeles, CA, USA Abstract: This technical poster presents the implementation of supplemental aids for sugar liquor clarification process at a Colombian sugar refinery, with the aim of improving the efficiency of daily production. It was possible to observe the improvement in the quality of the final liquor. The color removal achieved was 54%, which led to the optimization of sugar recovery in the pans, increasing the liquor/syrup rate to 50/50%. Also, a 42% reduction was achieved in the molasses returned to raw house and the refined sugar production efficiency was improved by 6%. Additionally, the improvements in the phosphatation process allowed to reduce the chemical consumption (ppm) and the production cost ($/QQ). The Use of High Performance Precipitants in Raw Syrup and Maseccuites for Direct White Sugar Production F. W. León,1, A.M. Jiménez2, L. Jaramillo,2 C.A. Donado,2 B. Pabon,2 E.M. Sarir3 1Ingenio Providencia, Cauca, Colombia 2Carbo-Solutions International, Cali, Colombia 3President & CEO International, Los Angeles, CA, USA Abstract: High Performance Adsorbents (HPA) were developed as an alternative in the production of direct white sugar (<150 IU) without using additional operations such as remelting or refining. This new technology offers great advantages, improved sugar quality, increased sucrose recovery and energy balance. This product has been used in raw syrup and maseccuites of a sugar mill in Colombia.
Unfinished Business APs 5050 – Student Success and Support Program motion to approve – approved unanimously 5055 – Curriculum Enrollment Priorities Directive: under Priority Status 1 Academic Senate recommends: both groups be combined into one Directive: we need to reconsider including the disable students the restrictions of academic good standing and the restriction of units based on ADA law. motion to approve 5055: approved with one nay vote motion to approve the directive: approved with one abstention Faculty prioritization Reorganization of departments MoU with LaVerne – tabled Future Topics Community Service / Adult Ed Announcements April 30th – Y’all Come – Student Success and Equity Initiative (2:30-4:00 CCCR A/B) May 6th – Next ASC meeting May 15th – Year-end Luncheon
areas will be closely monitored throughout the year. Identify any other policy or decision [internal or external] that may affect your proposal. Disposal of 3-9 Grosvenor Rd If the sale of 5-9 Grosvenor Rd is delayed the operating cost reduction will not be fully achieved
EIA: Are we being fair? Please complete the relevant sections of the Matrix below that correspond to any ‘-‘ symbols you have recorded in the screening tool List what information you have used to identify issues e.g. consultation, stakeholder involvement, reports, data … Based on the information you have gathered give a summary of key issues that have been identified. How will you mitigate issues to improve the service? Who is officer responsible for delivering the mitigation? Which other departments will you work with to achieve this? By when Service Plan Reference Carers Age CYP Age Adult Disability Gender / Sex Pregnancy and Maternity Race/ Ethnicity Religion or Belief Sexual Orientation Marriage and Civil Partnership Gender Reassignment
Department Adult Social Care Departmental reference number for this EIA [Please contact HoD secretary] ASC/ EIA 022 Responsible Officer Mark Jones e-mail address Mark2.jones@wrexham.gov.uk Full job title HOS PSNI & MH Rationale: Why is this proposal being considered? What need is being addressed? The take up of Direct Payments by Older People is substantially lower than other service user groups. To allow Older People to take advantage of the increased choice and control available through Direct Payments. Aim: What is the intended outcome of the proposal? To increase the number of Older People who are able to take up Direct Payments. How: How will the policy be delivered, by whom and by when? Through the development of a new approach to supporting older people, linking support to the reablement process and supporting Older People to come together to use their Direct Payments collectively. Who: Who are the people likely to be affected by this proposal? How have you consulted with the people who are likely to be affected? Older People No consultation has been carried out. No negative impact on service users has been identified. Service users who do not wish to take up Direct Payments cannot be made to do so. Measures: How will you know you have achieved your aims? More Older People will have take up Direct Payments.
Systems Code Modules: (by LCC) There are 2 main steps of the systems code: Physics – input files with user-specified parameters are called “inpar” (fixed parameters) and “inpar2” (scanned parameters). The plasmas that remain satisfy the power and particle balance and are described by 55 parameters. This output file becomes the input file for the engineering module. “sysplas_PC.F” is the name of the code that computes these parameters and “corona” is a look-up table that gives the calculation of the radiative cooling rates and other relevant parameters of impurities in the plasma. Engineering – at this step, are 4 different modules, each with a different blanket design. COE is also calculated here. These modules are very similar with only slight differences between them. ARIES-AT – benchmark model with new (Aug 2009) costing accounts DCLL – dual-coolant lead-lithium blanket without manifold DCLL_M – with manifold (not used often) SiC – next-step version with a silicon-carbide blanket 2. Engineering: are required to run the engineering module. They are called by the certain subroutines during the engineering module: – called by geometry.cpp, contains constants and assumptions of the magnets – called by costingaccount.cpp, input parameters that are used to define costing accounts and COE – called by designpoint.cpp, constants provided by Rene Raffray, very similar between SiC and DCLL blankets – called by aries.cpp, contains the output database from the physics module consisting of 55 plasma parameters – is unique only to the DCLL case and includes a detailed inboard, outboard and divertor build of the blanket. This is read by the Aries.cpp program are 5 subroutines of code in the engineering module under the main program “Aries.cpp”: – main program – does unit costing analysis with specific material costs – goes through detailed costing for every account – also be known as “power flow,” computes powers, heat fluxes, pumping, CD, etc – computes the geometries of the machine, as well as magnets – makes output parts under “/OutputParts” And 5 corresponding header files. These call various lines in the appropriate .cpp code: Cost.h, CostingAccount.h, DesignPoint.h, Geometry.h, Part.h
Shelter in Place means that the staff, clients and visitors will remain in the facility’s building(s). Sheltering can be used due to severe storms, tornados, and violence/terrorism or hazard materials conditions in the area. Windows and doors will be firmly closed and checked for soundness. Storm shutters, if available, will be closed. If a storm gets very strong, and windows are threatened, staff, clients and visitors will move to interior rooms and hallways. In the event of a tornado warning, staff, clients and visitors will move to interior hallways. If Sheltering in Place is used in the event of a hazardous chemical incident, windows and doors will be shut and all fans, air conditioners and ventilators will be turned off. Cloth will be stuffed around gaps at the bottom of doors. The facility will stay in shelter until the authorities give an evacuation order, all clear or the emergency threat has ended as determined by the person in change. Staff will account for all patients, staff and visitors present during the SIP. Evacuation are a number of hazards that could cause an evacuation. The most common would be a fire in or near the facilities’ building(s), rising floodwaters or an evacuation order issued by the police, fire department or other governmental authority. The facility person in charge will order an evacuation. If the emergency is limited to a single building or area, staff, clients and visitors will move to a safe distance. If the entire facility has to be evacuated staff, patients and visitors will move to a predestined evacuation site listed in Receiving Facilities at Tab 6. Depending on patient condition, patients may be evacuated to hospitals (Tab 6). will verify that all staff, patients and visitors are accounted for either at the evacuation site or listing where they went. Notifications to others, by staff, will be done as needed. Notification to proper authorities is the responsibility of the person in charge. A predetermined evacuation site should be listed in Receiving Facilities at Tab 6. The site should be close enough to move everyone there but far enough to be outside the
EIA: Are we fair? Please complete the relevant sections of the Matrix below that correspond to any ‘-‘ symbols you have recorded in the screening tool List what information you have used to identify these issues e.g. consultation, stakeholder involvement, reports, data … Based on the information you have gathered give a summary of key issues that have been identified. How will you mitigate these issues to improve the service? Who is officer responsible for delivering the mitigation? other departments will you work with to achieve this? By when Service Plan Reference Carers Age CYP Age Adult Disability Gender / Sex Pregnancy and Maternity Race/ Ethnicity Religion or Belief Sexual Orientation Marriage and Civil Partnership Gender Reassignment
T H U R S D A Y , O C T O B E R 1 8, 2018 MEETING LOCATION Kiewit-Great Lakes Area Office 8501 W. Higgins Road #400 Chicago, IL 60631 773.458.1250 TIME ACTIVTY 7:00 AM Breakfast with students/faculty participants at Double Tree Downers Grove 8:00 AM Depart for CTA-95th Street Project Tour 10:00 AM Depart for Kiewit Chicago Office 11:00 AM Construction Industry Opportunities & Challenges - Are you ready? 12:00 PM Lunch with Kiewit Builders – Leadership from the inside 1:00 PM Construction Problem/Challenge – Teamwork to solve it FACULTY: Train the Trainer – Kiewit Technical Activity for use in classrooms 4:00 PM Challenge Submittal Due, Self-Leadership & Team Dynamics 5:00 PM Awards & Debrief/Lessons Learned 6:00 PM Depart for Dinner & Bowling 9:00 PM Depart for Hotel 10:00 PM Arrive Double Tree Downers Grove
Screening Tool As part of our Annual Equality Return we have to evidence what we have actively done to support people with Protected Characteristics who receive our services. We also have to evidence what we are doing to reduce any negative impact. Note: Poverty and Welsh language and culture are not protected characteristics but we have included them because they are important considerations. Please place a ‘+’ or ‘-‘symbol in every box to indicate whether your proposal will have a positive or negative affect note: people may have one or more of the protected characteristics. If there is no impact at all place ‘n/a’. If there is a positive and negative effect indicate both i.e.. ‘+/-‘: Carers Age CYP Age Adults 18+ Disability Gender / Sex Pregnancy and Maternity Race/ Ethnicity Religion or Belief Sexual Orientation Marriage and Civil Partnership Gender Re assignment Poverty Welsh language / culture Q1 Would this proposal significantly affect how functions are delivered to any of these groups? n/a n/a + +/- + + + + + + + + + Q2 Would this discriminate against any of these groups? N/A N/A NO NO NO NO NO NO NO NO NO NO NO Q3 Would this proposal advance the equality of opportunity for these groups? N/A N/A + + + + + + + + + + + Q4 Would this promote good relations between these groups and the wider community? N/A N/A + + + + + + + + + + +
EIA: Are we being fair? Please complete the relevant sections of the Matrix below that correspond to any ‘-‘ symbols you have recorded in the screening tool List what information you have used to identify these issues e.g. consultation, stakeholder involvement, reports, data … Based on the information you have gathered give a summary of key issues that have been identified. How will you mitigate these issues to improve the service? Who is officer responsible for delivering the mitigation? other departments will you work with to achieve this? By when Service Plan Reference Pregnancy and Maternity N/A N/A N/A N/A N/A N/A N/A Age CYP N/A N/A N/A N/A N/A N/A N/A Carers N/A N/A . N/A N/A Age Adult N/A N/A N/A N/A N/A N/A N/A Disability Reviews and previous consultation indicate this response. People may wish their services to remain the same. This will be managed via consultation with service users and their families and representatives. Sheila N/A N/A Gender / Sex N/A N/A N/A N/A N/A N/A N/A Race/ Ethnicity N/A N/A N/A N/A N/A N/A N/A Religion or Belief N/A N/A N/A N/A N/A N/A N/A Sexual Orientation N/A N/A N/A N/A N/A N/A N/A Marriage and Civil Partnership N/A N/A N/A N/A N/A N/A N/A Gender Reassignment N/A N/A N/A N/A N/A N/A N/A Language and Culture N/A N/A N/A N/A N/A N/A N/A
EIA: Are we being fair? Please complete the relevant sections of the Matrix that correspond to any ‘-‘ symbols you have recorded in the screening tool List what information you have used to identify these issues e.g. consultation, stakeholder involvement, reports, data … Based on the information you have gathered give a summary of key issues that have been identified. How will you mitigate issues to improve the service? Who is officer responsible for delivering the mitigation? Which other departments will you work with to achieve this? By when Service Plan Reference Carers The remodelling of Third Sector expenditure will reduce services to service users / citizens. A realignment of expenditure will focus on Welsh Government and Council plan requirements,, both of which are the result of consultation processes. See left To ensure the residual funding is focused on most at need and in line with Welsh Government and Council plan requirements,, Head of Department The wider third sector and Faith project is 15/16 and 16/17 Reshaping plan Age CYP
Age Adult The remodelling of Third Sector expenditure will reduce services to service users / citizens. A realignment of expenditure will focus on Welsh Government and Council plan requirements,, both of which are the result of consultation processes. See left To ensure the residual funding is focused on most at need and in line with Welsh Government and Council plan requirements,, Head of Department The wider third sector and Faith project is 15/16 and 16/17 Reshaping plan Disability The remodelling of Third Sector expenditure will reduce services to service users / citizens. A See left To ensure the residual funding is focused on those most at need and in line with Welsh Head of Department The wider third sector and Faith project is 15/16 and 16/17 Reshaping plan
Risk Assessment for the Infection Surveillance, Prevention and Control (ISPC) Program Year: Organization Name: ________________________________ Date of Report: __________________ Event or Condition What is potential impact of event/condition on patients and staff? What is probability of event/condition occurring? What is organization’s preparedness to deal with this event/condition? Numerical risk level High (3) Med (2) Low (1) None (0) High (3) Med (2) Low (1) None (0) None (3) Poor (2) Fair (1) Good (0) Total Community & Populations served: EMERGING INFECTIOUS DISEASE
EIA: Are we being fair? Please complete the relevant sections of the Matrix below that correspond to any ‘-‘ symbols you have recorded in the screening tool List what information you have used to identify these issues e.g. consultation, stakeholder involvement, reports, data … Based on the information you have gathered give a summary of key issues that have been identified. How will you mitigate these issues to improve the service? Who is officer responsible for delivering the mitigation? Which other departments will you work with to achieve this? By when Service Plan Reference Pregnancy and Maternity Possibility of employees applying for VER in the groups identified being positively or negatively discriminated against in selection. Possibility of employees being granted VER and loss of skills / knowledge Possibility of reduction in employees resulting in reduced services The VER proccess has been assessed under EIA (CCS/ EIA010) The VER policy applies to all employees who are employed by Wrexham County Borough Council (excluding teaching staff). VER selection is on skills for the posts to deliver the service. Impact of service delivery assessed in ASC / EIA 15 Remodelling of Day and Employment Opportunities. Staff consultation HR policies and procedures will be followed and VER processes adhered to. Timescales, schedules of work, etc undertaken by the employees taking VER and handover meetings and notes will be made to ensure as much knowledge and information regarding existing processes is captured to continue services. With regards to staff remaining, following the VER process, work / care plans will be distributed by the Team Manager in consultation with the remaining employees. Work of teams will be managed in accordance with the Supervision Policy (already in place) for Adult Social Care which all employees within the department receive. Age CYP Carers Age Disability Gender / Sex Race/ Ethnicity Religion or Belief Sexual Orientation Marriage and Civil Partnership Gender Reassignment Welsh Language and Culture
KENT COUNTY COUNCIL EQUALITY ANALYSIS / IMPACT ASSESSMENT (EqIA) This document is available in other formats, Please contact guy.offord@Kent.gov.uk or telephone on 03000 3335535 Directorate: Social Care, Health and Wellbeing Name of policy, procedure, project or service Strategy for Adults with Autism in Kent What is being assessed? Strategy for Adults with Autism in Kent Responsible Senior Officer Palmer, Manager Sensory and Autism Services Date of Initial Screening 08.06.2016 Date of Full EqIA: 08.06.2016 Update each revised version and in the saved document name. Version Author Date Comment V1.0 Guy Offord 08.06.16 Initial EIA V2.0 Guy Offord 18.07.16 Following comments from Akua Agyepong V3.0 Guy Offord 04.07.16 Completed action plan following feedback from Akua Agyepong V4.0 Guy Offord 25.08.16 Following feedback from Beryl Palmer and Equality and Diversity Team
July 2015 Equality Impact Assessment Action Plan Protected Characteristic Issues identified Action to be taken Expected outcomes Owner Timescale Cost implications Gender Not enough is understood the impact of gender identity on adults with autism. More research will identify any potential impact. To be addressed as part of the Needs Assessment (JNA). Better understanding of gender issues in relation to adults with autism. Public Health JNA due for completion by October 2016. Race More to be understood about reactions of different racial groups to autism e.g. acceptance of diagnosis. To be addressed as part of the Joint Needs Assessment (JNA). Better understanding of race issues in relation to adults with autism. Public Health JNA due for completion by October 2016. Religion or Belief More needs to be understood about reactions of different religions to autism e.g. acceptance of diagnosis. To be addressed as part of the Needs Assessment (JNA). Better understanding of different religions and belief systems reaction to autism. ASC collaborative JNA due for completion by October 2016 Sexual Orientation Not enough is known about Sexual orientation, consent and sexual choices and adults with autism. To be addressed as part of the Needs Assessment (JNA). Better understanding of the sexuality issues for people with autism. ASC collaborative JNA due for completion by October 2016. Updated 26/10/2015 7
Equality Impact Assessment: Are We Fair? Template Compulsory for all proposals Throughout this document we use the word ‘proposal’ to refer to what we are assessing. In this context, the term includes the different things that we do, including strategies, functions, procedures, practices, policies, initiatives and projects. Wrexham County Borough Council has developed this template with support from the Equality and Rights Commission template and the Welsh Local Government Association. This template covers all equality assessment needs from initial screening to a full Impact Assessment, by following the 6 steps: 1. Screening the equality of the proposal 2. Data collection and evidence 3. Involvement and consultation 4. Assessing impact and strengthening the proposal 5. Procurement and partnerships 6. Monitoring, evaluating and reviewing The aim of an equality impact assessment (EIA) is to ensure that equality issues have been consciously considered throughout the decision making processes of the work we do. The EIA highlights any of risk and maximises the benefits of proposals in terms of equality. It therefore helps to ensure we have considered everyone who might be affected by the proposal. It also helps us to meet our legal responsibilities under the general equality duties (Single Equality Act 2010). There is also a requirement under Human Rights legislation for Local Authorities to consider Human Rights in developing proposals. Our approach to EIAs will help us to strengthen our work to promote equality. It will also help to identify and address any potential discriminatory effects before introducing something new or changing the way we work and reduce the risk of potential legal challenges. When carrying out an EIA you should consider both the positive and negative consequences of your proposals. If a project is designed for a specific e.g. disabled people, you also need to think about what potential effects it could have on other areas of equality e.g. young people with a disability, BME people with a disability.
EIA: Are we being fair? Please complete the relevant sections of the Matrix below that correspond to any ‘-‘ symbols you have recorded in the screening tool List what information you have used to identify these issues e.g. consultation, stakeholder involvement, reports, data … Based on the information you have gathered give a summary of key issues that have been identified. How will you mitigate these issues to improve the service? Who is officer responsible for delivering the mitigation? Which other departments will you work with to achieve this? By when Service Plan Reference Carers Age CYP Age Adult Disability Gender / Sex Pregnancy and Maternity Race/ Ethnicity Religion or Belief Sexual Orientation Marriage and Civil Partnership Gender Reassignment
9:00 – 9:15 Tea’s and Coffee’s on arrival, followed by registration 9:15 – 9:30: Introduction Dr Dave Williams (Divisional Director Family and Therapy Services and CAMHS Advisor to Welsh Government) 9:30 – 9:45: Launch of new Autism Resources Caroline Davies and Professor Alka Ahuja 9:45 – 10:45: Autism- Essentials Workshop Liz King and Claire Haggerty 10:45 – 11:00: ASD Info Wales Tracey Hinton 11:00 – 11:30: Refreshment break and showcase resources 11:30 – 12:00: Virtual group session- Diet and Autism Sian Taylor 12:00 – 12:20: “A Good Night’s Sleep” Anne Marie McKigney 12.20- 12.30 Closing remarks and feedback
social communication needs i.e. About Me or Pen portrait 3 Education Time supporting a patient with education or encouragement to attend education facilities. Time spent with education and other relevant agencies feeding back assessment, strengths and weakness and building strategies to support the young person within education. e. consider Yr5 Transition to secondary planning within education. Consider EHC plan.. LIF5 4 Family Interventions – Time spent focusing on families, Consider opt in to Healthy minds programme LIF8 Age specific interventions 9yrs – 13yrs 1 Supporting parents who have children in the assessment and development of parenting skills For this age group all parents should be offered access to a psycho education group. LIF8 2 Refer on -Yr6-Yr7 Referral to SLT for additional support around transition (if ongoing social communication issues). CC06 3 Time spent with the young person during social activity with the aim of increasing their social skills i.e. Consider use of Secret Agent, Construction Block Therapy, social communication group, Social Skills group. LIF1 Age specific interventions 14years plus 1 Supporting parents who have children in the assessment and development of parenting skills For this age group all parents should be offered access to a psycho education group LIF8 2 Time spent with the young person during social activity with the aim of increasing their social skills i.e. Consider use of Construction Block Therapy, social communication group, Socialeyes, Social Skills group. LIF1 3 Education Time spent supporting a patient with education or encouragement to attend education facilities. Time spent with education and other relevant agencies feeding back assessment, strengths and weakness and building strategies to support the young person within education. e. consider Yr 10 Transition on leaving secondary planning within education. Consider EHC plan LIF5 4 Assess capacity in relation to the young person discuss diagnosis with the young person ASSESS4 Age specific interventions 17 years 1 Supporting parents who have children in the assessment and development of their parenting skills, for this age group all parents should be offered access to a psycho education group. LIF8 2 Time spent with the young person during social activity with the aim of increasing their social skills i.e. LIF1
ANGLOPHONE SOUTH SCHOOL DISTRICT 2016-17 SCHOOL CALENDAR 2016 August 29 Administration Day for Staff 30-31 Council Days for Staff September 1 Administration Day for Staff 5 Labour Day – No Classes 6 All Kindergarten children will enter school through a staggered entry process on September 6 and 7 with half of the students attending on the 6th and half on the 7th. All kindergarten children attend on September 8th. Schools will be in touch with parents with their scheduled time. All grades 1-5 students attend on September 6. For all middle and high school students will be a “transition day” with grades 6 and 9 only attending on Sept. 6. Grades K-8 schools will not have a Grade 6 transition day. Grades 6-12 schools will not have a Grade 9 transition day and Grades K-12 schools will have neither Grades 6 or 9 transition days as these days are intended for students who will be starting middle or high school in a different building. 7 Classes for all students K-12 in the District October 6-7 Professional Learning Days for Staff – No Classes 10 Thanksgiving Day – No Classes November 11 Remembrance Day – No Classes 25 Parent Teacher Student Conferences K-12 – No Classes December 23 Last Day of First Term – half day of classes 2017 January 9 Professional Learning Day for Staff – No Classes 10 First Day for Students 23-27 High School Exam Week (Grades 9-12) 30-31 Turnaround Days (Grades 9-12 only – No Classes) February 1 Start of Second Semester 24 Professional Learning Day for Staff – No Classes March 6-10 March Break – No Classes 31 Grades K-12 Parent Teacher Student Conferences – No Classes April 14 Good Friday – No Classes 17 Easter Monday – No Classes 28 Professional Learning Day for Staff – No Classes May 4 Saint John Education Centre only – AEFNB & NBTA Meetings - No Classes 5 Provincial Council Day – No Classes 8 St. Stephen Education Centre only – NBTA Meeting - No Classes 19 Hampton Education Centre only - AEFNB & NBTA Meeting - No Classes 22 Victoria Day – No Classes June 12-16 High School Exam Week (Grades 9-12) 23 Last Day for Students 26-27 Administration Days for Staff
2 Does s/he come up to you spontaneously for a chat? Yes No 3 Was s/he speaking by 2 years old? Yes No 4 Does s/he enjoy sports? Yes No 5 Is it important to him/her to fit in with the peer Yes No 6 Does s/he appear to notice unusual details that others miss? Yes No 7 Does s/he tend to take things literally? Yes No 8 When s/he was 3 years old, did s/he spend a lot of time pretending (e.g., play-acting being a superhero, or holding teddy’s tea parties)? Yes No 9 Does s/he like to do things over and over again, in the same way all the time? Yes No 10 Does s/he find it easy to interact with other children? Yes No 11 Can s/he keep a two-way conversation going? Yes No 12 Can s/he read appropriately for his/her age? Yes No 13 Does s/he mostly have the same interests as his/her peers? Yes No 14 Does s/he have an interest which takes up so much time that s/he does little else? Yes No 15 Does s/he have friends, rather than just acquaintances? Yes No 16 Does s/he often bring you things s/he is interested in to show you? Yes No 17 Does s/he enjoy joking around? Yes No 18 Does s/he have difficulty understanding the for polite behaviour? Yes No 19 Does s/he appear to have an unusual memory for details? Yes No 20 Is his/her voice unusual (e.g., overly adult, flat, or very monotonous)? Yes No 21 Are people important to him/her? Yes No 22 Can s/he dress him/herself? Yes No 23 Is s/he good at turn-taking in conversation? Yes No 24 Does s/he play imaginatively with other children, and engage in role-play? Yes No 25 Does s/he do or say things that are tactless or socially inappropriate? Yes No 26 Can s/he count to 50 without leaving out any numbers? Yes No
CURRICULUM FOR ASSOCIATE IN SCIENCE IN NURSING DEGREE TRADITIONAL GENERIC (RN) 72 CREDIT HOURS* NURSING CORE PERFORMANCE STANDARDS Nursing Courses First Year Fall semester NUR Nursing Foundations 10 10 Spring semester NUR Nursing Process I 10 10 Second year Fall semester NUR 2241C Nursing Process II 12 12 Spring semester NUR 2412C Transition Maternal, Infant, Child, Adolescent 6 NUR2804C Nursing and Leadership 4 10 SPECIAL NOTE: Course calendars may vary from the college calendar due to availability of clinical sites. The student will have clinical assignments during days, evenings, weekdays, and weekends at various times during the Nursing Program. All standardized and comprehensive tests are required to be taken in order to remain in the program. *Credit hours are calculated 1 credit hour = 50 minutes. Laboratory hours are calculated 1 credit hour = 150 minutes. Co-requisite Courses (if not previously completed) Fall semester BSC 2085 Anatomy & Physiology II 3 BSC 2085L Anatomy & Physiology II Lab 1 4 Spring semester DEP 2004 Human Growth and Development 3 3 Summer semester ONE of the following: PHI 2600 Ethics (preferred) HUM 2020 to Humanities or HUM 2210 World Humanities: Prehistory to 1400 C.E. or HUM 2230 World Humanities: 1400 to 1800 C.E. or HUM 2310 Mythology in the Arts or HUM 2551 Philosophy and Religion 3 3 Prerequisite Courses 20 hours Co-requisite Courses 10 hours Required Nursing Courses 42 hours Total Hours 72 hours FGC reserves the right to make changes in admission criteria and program information, as circumstances require. In order to meet graduation requirements, students must demonstrate knowledge of computers as set forth in the Associate in Science Degree General Education Requirements of the Catalog. NURSING CORE PERFORMANCE STANDARDS
Matching Student Characteristics to Program/Services Features Challenges Program/Services Feature ∙ Spectrum disorder; varying degrees of impact ∙ Heterogeneous presentation of behaviors, interests, and learning styles ∙ Needs vary significantly from typical peers Individualized Educational Planning, Teaming, and Progress Monitoring ∙ Delays in or absence of spoken language ∙ Unusual or repetitive use of language ∙ Inability to get met through functional communication ∙ Difficulty initiating or sustaining conversations Language & Communication Development ∙ Impaired use of nonverbal social behavior ∙ Centered on self; limited or no peer interactions or relationships ∙ Absence of mutuality in social and emotional exchanges ∙ Intense or focused preoccupation with narrow topics of interest ∙ Lack of spontaneous seeking and sharing ∙ Absence of typical spontaneous play ∙ Difficulty with self-care routines Social Instruction ∙ Lack of tolerance for and reactions to change ∙ Unaware of or overly acute awareness of environment ∙ Heightened sensitivity to light, sound, etc. ∙ Lack of awareness of body position in space Environmental & Sensory Accommodations
∙ Limited ability to plan and organize ∙ Inflexibility in thinking; perseveration of thoughts ∙ Limited vocabulary and conceptual knowledge ∙ Uneven learning profiles and “splinter skills” or areas of special aptitude ∙ Delayed development of or pre-academic skills ∙ Limited incidental learning ∙ Over-focus on details; inability to see big picture ∙ Difficulty generalizing rote or new learning to contexts ∙ Inability to understand nuances or make inferences Targeted Precise Academic Instruction ∙ Determined parents, recurrently seeking solutions ∙ Family strain from high supervision demands ∙ Possible social isolation of parents/families ∙ May have multiple service providers/need for coordination Parent-Home & Other Agency Collaboration Our Classroom Setting The goal is to create an environment that maximizes learning, eliminates competing stimuli, and promotes routines. Routines are structured to allow students to perform regularly occurring activities as independently as possible. While some differences in
Online Lecture and PowerPoint Presentation: Intervention – Communication 2 Discussion Forum: Is it possible to teach a learner who is totally blind with ASD to expand social communication skills using video modeling? If yes, what would the instruction be like? What would data collection look like? If no, why not? Activity: You can use a student you work with, a student you know about, or a student you make up. Using one of the instructional activities discussed in the lecture or available in the readings, develop the following: Design a program of instruction to enhance the social communication skills for a learner with ASDVI who has verbal skills. Include discussion of target goals, who will provide instruction, materials, what type of reinforcement will be used, the setting, and any other critical information. Design a data collection system matched to the target goal(s) to identify student progress and discuss when and how the data will be collected and analyzed. SESSION 5: February 24, 2014-March 2, 2014 Organization Strategies: Session Goal: addressing the development and use of concrete supports to assist with understanding. Required Readings: Gense and Gense 2005, Chapter 12 Hodgdon, M.Ed., CCC-SLP Use Visual Strategies: Meeting the Communication Needs in Autism, Asperger’s, ADHD & More Retrieved from: Association for Science in Autism Treatment. Examples - Completing a Work Chore Retrieved from: Other Readings: Hollingshead, Aleksandra, M.Ed. Instructional Strategies that Support Academic Engagement of Students with Autism and Related Disabilities Retrieved from: Autism Internet Modules Retrieved from: Lecture and PowerPoint Presentations: Component Concrete Support Handouts: Concrete Supports Planning Form 2 Loring, Whitney Psy.D., TRIAD Postdoctoral Fellow, and Hamilton, Mary M.Ed., BCBA, TRIAD Educational and Behavioral Consultant. Vanderbilt Kennedy Center. Visual Supports and Autism Spectrum Disorders Retrieved from Discussion Forum: Review the APH list, select an item, and discuss how it be used to provide a concrete support. Activity: Using the student you selected for Activity 1 or a student you are working with, design the following: Fill out the CONCRETE SYSTEMS PLANNING FORM 2 across the student’s day. Be specific the student’s needs. Once you have completed the form select one support you have identified and provide a sample of what that support will look like. SESSION 6: March 3, 2014 – March 9, 2014 Intervention Strategies - Social Interactions:
SP.9.2 Use probabilities to make fair decisions (e.g., drawing by lots, a random number generator). Make decisions based on expected values. Use expected values to compare long- term benefits of several situations. SP.9.3 Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). Explain in context decisions made based on expected values. Source: NC Public School Common Core Standards for Mathematics and Unpacking the Common Core Standards for Mathematics
Word DNA Definition A double-stranded that contains the genetic information for , , and . Word commensalism Definition a class of relationship between two organisms where one organism benefits without affecting the other Sentence/Notes DNA is in the of , and chiefly in the of . DNA is composed of two strands that twist together to form a . Sentence/Notes Commensalism is a form of symbiosis that benefits one species and doesn’t affect the other. Word Exponential Growth Definition Growth of a system in which the amount being added to the system is proportional to the amount already present: the bigger the system is, the greater the increase Word mutualism Definition a class of relationship where both organisms benefit Sentence/Notes In everyday speech, exponential growth means runaway expansion, such as in population growth. Sentence/Notes An example of mutualism is show in this picture the butterfly gets food and the flower gets pollinated.
Word passive transport active transport Definition Word transcription Definition It is the process of transcribing or making a copy of information stored in a strand into a of (messenger RNA or ) with the aid of . Sentence/Notes Sentence/Notes In transcription occurs in the whereas in it takes place primarily in the . Word mitosis Definition the process by which a eukaryotic cell replicates its DNA and divides into two identical cells Word Codon Definition A set of three adjacent , also called , in that base-pair with the corresponding of that carries a particular Sentence/Notes Some amino acids are coded for by more than one codon, and some codons do not signal a particular amino acid but rather signal a stop to protein synthesis.
Common law claims from companies such as James Hardie can be much larger. Average compensation payments by James Hardie were $295 000 for mesothelioma, $100 000 for asbestosis and $115 000 for lung cancer in 2015–16.8 Additionally, a number of claims paid by James Hardie have been in the multi- millions. However, James Hardie is only one defendant and many claims are settled and confidential. Implications for future research and policy development ARDs impose a substantial burden on suffers and the wider community and economy. Not all costs associated with ARD are known, and certainly not all costs are measurable based on data that is available today. Hence, this report provides a lower bound estimate of the financial burden of ARD in the Australian community. Key areas where costs have not been quantified include the costs of mental ill health associated with ARDs, and the costs of the governance and reporting framework that surrounds the current footprint of asbestos in the Australian community. Further research in these areas would expand the understanding of the costs of ARD and contribute to asbestos policy development. Policies that are able to reduce asbestos exposure and the incidence of ARDs would reduce health system and productivity costs associated with the disease and free up valuable resources for other health priorities. There are a wide range of policy options, all of which impose different costs and have different funding implications. The costing work understanding as part of this study, and potential future work on other identifiable costs, will help guide policy analysis that seeks to establish whether changes in asbestos policy will deliver net benefits for society. 8 KPMG, 2016, Valuation of asbestos-related disease liabilities of former James Hardie entities (“the liable entities”) to be met by the AICF Trust, prepared for Asbestos Injuries Compensation Fund Limited (“AICFL”), May, 2016, available at: download.jsp?id=5839&showOrig=t
European Commission (Scientific Officer) Name First name Organization Passalacqua Roberto EC ASAMPSA_E Project management group (PMG) Name First name Organization Raimond Emmanuel IRSN Project coordinator Guigueno Yves IRSN WP10 coordinator Decker Kurt Vienna University WP21 coordinator Kumar Manorma LRC WP22 coordinator Wielenberg Andreas GRS WP30 coordinator until 2016-03-31 Löffler Horst GRS WP40 coordinator WP30 coordinator after 2016-04-01 REPRESENTATIVES OF ASAMPSA_E PARTNERS Mustoe Julian AMEC NNC Grindon Liz AMEC NNC Pierre Cecile Godefroy Florian Dirksen Gerben AREVA Kollasko Heiko AREVA Pellisseti Manuel AREVA Bruneliere Hervé AREVA Hasnaoui Chiheb AREXIS François AREXIS Schirrer Raphael AREXIS Gryffroy Dries Bel V De Gelder Pieter Bel V Van Rompuy Thibaut Bel V Jacques Véronique Bel V Cazzoli Errico CCA Vitázková Jirina CCA Passalacqua Roberto EC Bonnevialle Anne-Marie EDF Bordes Dominique EDF Vasseur Dominique EDF Panato Eddy EDF Romanet François EDF Lopez Julien EDF Gallois Marie EDF Mohamed EDF Brac Pascal EDF Jan Philippe EDF Nonclercq Philippe EDF Bernadara Pietro EDF Benzoni Stéphane EDF Parey Sylvie EDF Rychkov Valentin EDF Coulon Vincent EDF Banchieri Yvonnick EDF Burgazzi Luciano ENEA Karlsson Anders FKA Hultqvist Göran FKA Pihl Joel FKA Ljungbjörk Julia FKA KÄHÄRI Petri FKA Wielenberg Andreas GRS Loeffler GRS Hage Michael GRS Sperbeck Silvio GRS Serrano Cesar IEC