Cultural ceremonial leave may be taken as whole or part days off. Each day or part thereof, shall be deducted from:
Cultural. Diversity 0-3 As part of the distribution requirements, one course must pertain to the study of the life experiences of African Americans, Latino/Hispanic Americans, American Indians, or Asian Americans. WCTC School GER Transfer Courses The following list can be consulted to find WCTC courses that meet UWM GER requirements. This list is not meant to be exhaustive. There may be additional WCTC courses that are transferrable as GER equivalents. Please consult with an advisor; both Transferology (www.transferology.com) and the Transfer Equivalency Database (TED) (ted.uwm.edu) offer searchable databases that indicate GER status. Competency—OWC-A: N/A Competency—OWC-B: 801-197 Technical Reporting Competency—QL-A: 804-118 Intermediate Algebra w/ Apps 804-133 Math & Logic 804-195 College Algebra w/ Apps Competency—QL-B: 804-189 Introductory Statistics 804-198 Calculus 1 Competency—Foreign Language: College coursework in a foreign language through the second semester. Distribution—Arts: N/A Distribution—Humanities: 801-198 Speech 809-166 Intro to Ethics 804-133 Math & Logic Distribution—Natural Sciences (+ indicates lab credit): 806-114 General Biology+ 806-139 Survey of Physics 806-143 College Physics 1+ 806-144 College Physics 2+ 806-177 General Anatomy & Physiology+ 806-179 Advanced Anatomy & Physiology+ 806-197 Microbiology+ Distribution—Social Sciences: 801-196 Oral/Interpersonal Communication 809-143 Microeconomics 809-159 Abnormal Psychology 809-172 Intro Diversity Studies 809-188 Developmental Psychology 809-195 Economics 809-196 Intro to Sociology 809-197 Contemporary American Society 809-198 Intro to Psychology 809-199 Psychology of Human Relations Cultural Diversity:
Cultural ethnic, linguistic, disability or age related needs are addressed. Coordination with other service providers. Provider adherence to relevant practice guidelines. Provider processes for reporting, tracking, and resolving Grievances. Provider compliance with reporting and managing critical incidents. Information security. Disaster recovery plans. Fiscal management, including documenting the provider’s cost allocations, revenues, and expenditures in order to ensure that funds under this Contract are being spent. A fiscal review shall be conducted at least annually of Subcontractors receiving FBG funds, regardless of reimbursement methodology, to ensure expenditures are accounted for by revenue source, no expenditures were made for items identified as prohibited in the Payment and Sanctions Section of this Contract, expenditures are made only for the purposes stated in this Contract and that services were actually provided. Oversight of any issues noted during licensing and/or certification reviews conducted by DOH and communicated to the Contractor. The Contractor shall evaluate any prospective Subcontractor’s ability to perform the activities for which that Subcontractor is contracting, including the Subcontractor’s ability to perform delegated activities described in the Subcontracting document. FBG funds may not be used to pay for services provided prior to the execution of Subcontracts, or to pay in advance of service delivery. The Contractor shall not provide GFS or FBG funds to a county, unless a county is a licensed service provider and is providing direct services. Provider Subcontracts The Contractor’s Subcontracts shall contain the following provisions: A statement that Subcontractors receiving GFS or FBG funds shall cooperate with the Contractor or HCA-sponsored Quality Improvement (QI) activities. A means to keep records necessary to adequately document services provided to Individuals for all delegated activities including QI, Utilization Management, and Individual Rights and Protections. For providers, a requirement to provide discharge planning services which shall, at a minimum: Coordinate a community-based discharge plan for each Individual served under this Contract beginning at intake. Discharge planning shall apply to all Individuals regardless of length of stay or whether they complete treatment. Coordinate exchange of assessment, admission, treatment progress, and continuing care information with the referring entity. Contact with the re...
Cultural. Assistants who are assessed as unsuitable may be released from employment with forty-eight (48) hours notice or pay in lieu of notice. Mid-Term Review (27.03) Due to the short-term nature of Cultural Assistant appointments, the requirement to conduct a formal mid-term review of the work schedule under Article 14.03 may be waived by mutual agreement. Seniority (27.04)
Cultural. Wildland Maintain the areas for the benefit, education and enjoyment of present and future generations. Provide for the continuation of Lil’wat cultural activities and renewable resource harvesting activities. Similar to wildlife Wildland Zone, the Cultural Wildland is to be managed to support viable wildlife populations. Enable sustainable economic development activity. Commercial logging. Hydroelectric power generation. No new road construction for forestry or early exploration. Continuation of First Nations activities and opportunities for Lil’wat Nation led cultural activities and tourism. The exploration and development of mineral, aggregate, dimension stone, oil and gas and geothermal resources, subject to the management directions provided in this Agreement and consultation with the Lil’wat Nation as provided in this Agreement. Table 1. Strategic Land Use Zones Con’t Zone Summary Management Intent Prohibited Uses / Activities Acceptable Uses
Cultural. Diversity The statewide system of early intervention for infants and toddlers shall recognize the significance cultural diversity plays in peoples’ lives and reflect sensitivity to the cultures of all participants. The cultural responsiveness of the early intervention system shall be enhanced through ongoing review and capacity building of all aspects of this system. Such aspects include, but are not limited to, Child Find, Public Awareness, policy development, professional development, child and family assessment and ongoing service provision. (34 CFR 303.128)
Cultural. Approach − focuses on the social situation of the drug user. − considers how culture, race, class and income influence behaviour norms. − assumes that socio-economic factors and behaviour norms influence drug use. − mirrors a political education model. − this is a new, holistic approach and is more pertinent is some areas than others flow socio-economic areas). − recognises the realities of drug use. − provides a focus for social change in which young people in a community setting are empowered to influence change and bring about change.
Cultural. This sphere of history is concerned with the cultural aspects of history. These aspects include discourses on religion, language, ethnicity, rituals, art, and philosophy, among others. In the U.S. textbooks, religious references to slavery were the most common of the cultural sphere across all of the books. For example, all four textbooks made explicit mention of enslaved African-Americans being inspired by Christianity during the Second Great Awakening in the early 19th century to call for their freedom from slavery. The three regular textbooks all mentioned Richard Allen, the founder of the African Methodist Episcopal (AME) Church in 1816, as a personal example of Black religious leaders calling for freedom. Interestingly, TAP, the only Advanced Placement textbook I analyzed, did not mention him specifically but did briefly discuss AME in the context of growing Black churches following the Civil War. For all of the U.S. textbooks, the religious references were confined to the chapter on social and religious reforms during the 19th century in the United States. The cultural references were not as constrained to a particular chapter in the Brazilian textbooks as they were in the U.S. books. I found that in the Brazilian textbooks religion had the most number of references, but that number on average accounted for about half of the cultural references. For example, in HCT, 23 of the 40 cultural references were related to religion. The majority of the religious references focused on one of three topics; first, the African religious practices that enslaved Africans carried to Brazil; second, the role of Jesuit missionaries and the colonial system of Brazil; and third, the fusion of Catholicism and African rituals among the enslaved, specifically Candomblé. The other cultural references were more general in their relation to the history of slavery, most often with statements such as, Espalhadas por todas as regiões do país, as culturas africanas integram o modo de ser, pensar e viver da população brasileira. Do mesmo modo, o trabalho do africano e de seus descendentes marca a economia brasileira ao longo de sua história, no passado e no presente. [Spread throughout the country, African cultures are part of the way the Brazilian population is, thinks, and lives. In the same way, the labor of Africans and their descendants also marked the Brazilian economy throughout its history, in the past and in the present.] (Cotrim, 2008, p. 250) This theme that various asp...