zilongwang/ReadingBank huggingface dataset:
Matt De La Pena Matt de la Peña is the New York Times Bestselling, Newbery Medal-winning author of six young adult novels (including Mexican WhiteBoy, We Were Here, and The Living) and four picture books (including Love and Last Stop on Market Street). In 2016 he was awarded the NCTE Intellectual Freedom Award. Matt received his MFA in creative writing from San Diego State University and his BA from the University of the Pacific where he attended school on a full basketball scholarship. de la Peña currently lives in Brooklyn NY. He teaches creative writing and visits high schools and colleges throughout the country. How I Would Teach The Living Summary Shy, a high school student, works on a summer cruise ship to help his family with the bills. His life is turned upside down when a catastrophic earthquake hits his home state of California and subsequent tsunami waves destroy the ship he is on leaving him lost at sea hoping to survive. In the aftermath of the natural disasters a mysterious illness is sweeping across the nation affecting Shy’s family and threatening to destroy the human population. Shy does everything he can to survive in order to help his family survive too. Why Should Teens read this book? This book would be good for someone who loves apocalyptic, post-apocalyptic, epidemic or survival stories. The novel would appeal to those who like adventure and action and those who also enjoy a good love story. Teens should read this book because it depicts unlikely events that allow the reader to experience something new through the eyes and language of the Quotes “Maybe it was because...took after his mom that way (71).” This quote is significant because it shows Shy’s constant concern and worry about those he loves in this novel as well as his struggle to stay strong in the face of tragedy. “He rose to his feet...he was lost before he landed (128).” This quote is significant because it taps into the theme of humanity and sameness and shows that when faced with catastrophe people become equal and human all the same. “The coasts of California...lives probably depended on it (306).” This quote is significant because it represents the struggle for life and humanity that the characters in the novel are faced with as the future of the world lies in their hands. Analysis of Text Complexity
One poem, In examining three of her poems, this style is can be seen clearly is clearly evident. The structure of Giovanni’s poetry is typical of a late 20th century American poet in that she uses free verse more often than not. Her poems have no regular metrical structure but instead rely in intentional line breaks to create effect. One example of intentional lining out occurs in the poem “ the last lines of “The Kidnap Poem” where the speaker says she would “kid / nap you.” This line break suggests that she is “kidding” the listener, which helps establish her humorous and playful tone. Another similar effect happens at the start of the “I Wrote a Good Omelet” poem when the speaker states that she “wrote a good omelet … and ate / a hot poem.” By placing the words “a hot” at the start of the next line, she emphasizes the steamy, mind-boggling, romantic events that preceded the events of this poem. Continue until you have at least 3 body paragraphs with evidence and commentary, a clear introduction, and a meaningful conclusion. Step 10. Revise your essay. Step 11. Edit your essay. Step 12. Submit your completed essay to turnitin.com by following the instructions provided by your teacher.
Chapter 6: The Spectrum of CSR Engagement Introduction A necessary first step of this research, and from which subsequent contributions are formed, is the understanding that employees exist across a spectrum of engagement from highly engaged to highly disengaged. This chapter highlights variations in antecedents to engagement across the spectrum, recognising that employees are driven differently. Furthermore, it contributes tfo a growing body of work that suggests engagement and disengagement are not opposites. Unique drivers for both employee CSR engagement and disengagement are critically analysed. By exploring individual differences, this research not only contributes to gaps in theory, but also identifies alternative means by which to engage disengaged employees. In particular, the type of CSR intervention, which has received relatively little attention within the literature, will be identified as having key implications for employee engagement. Attention then turns to the role of individualism in employee CSR engagement and this research’s proposed model of engagement. Lastly, due to its central role within organisations, CSR communication is critiqued. The Spectrum of Engagement Most companies see CSR development, implementation and management as a top-down process. Consequently, it has largely been senior management who decide what to support and how (Bhattacharya, et al., 2008). However, a more strategic approach to CSR warrants greater ownership of the initiatives by employees, who are increasingly required not just to have an opinion about corporate responsibility but also to be active participants in its creation, adoption, and dissemination. Consequently, while extant CSR literature has focused at the organisational level (Lee, 2008), an increasing interest has been shown in the individual level of CSR (Aguinis & Glavas, 2012). However, because employees accept, interpret and operationalise corporate responsibility differently and thus engage and disengage from organisational CSR in different ways, organisations continue to struggle with the practical implementation of sustainability interventions. This research subsequently puts forward a model of employee engagement that recognises that employees exist along a spectrum, identifying a range of personal, project, and organisational level factors that influence employee CSR engagement. This model, while derived from the findings rather than the literature, is presented at the beginning of the findings chapters in order to contextualise and provide clarity for subsequent findings chapters, offering an overarching framework by which to
The bidder is not bankrupt or is being wound up, neither are its affairs are being administered by the court nor has entered into an arrangement with creditors or has suspended business activities or is in any analogous situation arising from a similar procedure under national laws and regulation. The bidder is not the subject of proceedings for a declaration of bankruptcy, for an order for compulsory winding up or administration by the court or for an arrangement with creditors or of any other similar proceedings under national laws and regulations. Neither the bidder, a Director or Partner, has been convicted of an offence concerning his professional conduct by a judgement which has the force of res judicata nor been guilty of grave professional misconduct in the course of their business. The bidder has fulfilled all its obligations relating to the payment of taxes or social security contributions in Ireland or any other state or country in which the tenderer is located or doing business. Neither the bidder, a Director or Partner has been found guilty of: fraud, money laundering, corruption; convicted of being a member of a criminal organisation; nor of serious misrepresentation in providing information to a public buying agency The bidder has not contrived to misrepresent its Health & Safety information, Quality Assurance information, or any other information relevant to this application. I certify that the information provided above is accurate and complete to the best of my knowledge and belief. I understand that the provision of inaccurate or misleading information in this declaration may lead to my organisation being excluded from participation in future tenders. Date Name Position Telephone number Signature and full name GOAL
children, by exploring the benefits of various types of community-based care, by reducing the use of institutions, by setting standards for public care and for monitoring of the remaining institutions” (Stockholm Declaration, 2003). The Stockholm Declaration therefore calls on governments to “restructure the system of public care in order to diminish the use of institutions, develop alternative care approaches and strengthen effective community-based preventive and protective social services”. While the Malmo Declaration contrasts institutional settings with new models of residential care, the Stockholm Declaration treats all residential care as institutional and contrasts this with family settings. Courtney, Tolev and Gilligan (2009) suggest that: “a casual reader of the Stockholm Declaration on Children and Residential Care might easily conclude that the nations of the world had declared as a goal a definitive end to a centuries-long period in which dependent children had lived in group settings away from family and that a clear road map existed to a future that would be free of residential care.” (Courtney, Dolev and Gilligan, 2009, p. 191). Now, there is much in the Stockholm Declaration to be commended and supported, including the emphasis on a rights-based approach to children in public care, the need to adopt standards for public care and proper monitoring arrangements, Indeed, we support development of effective family-based and community-based services for children and young people. However, we must agree with Anglin and Knorth when they counter that ‘for many young people… good residential care is not a last resort, but rather a preferred and positive choice when their developmental challenges indicate the need for it’ (Anglin and Knorth, 2004, p. 141). As we will see, these two Declarations reflect the ambiguities and tensions in the practice of residential child care across the developed and developing world. Residential Care in International Contexts International Trends in Residential Child Care
Versions & Approvals Document History Document Version control table here… Approvers List Document Approval table Project Details Project Details table Document References Document References table (list any documents referred to by this document, include the version number of that document) Introduction Purpose Purpose of this document. Project Overview Overview of Kemistry (again!). Audience The intended audiences of this testing plan document are: Project team members ? Perform tasks specified in this document, and provide input and recommendations on this document. Project Manager ?
Why shouldn’t I run away? You will lose the TRUST of your friends and those who care about you, especially if you did it for a laugh or because you were being egged on by friends. Running away does not solve the problem. If there is something you are worried about, TALK to staff that you feel comfortable with and they will try their best to help or get someone who can better help you. Your parents & social worker will be informed that you have gone missing. They will be worried, as they do not know where you are. When you are at school they know you are SAFE, as we have promised to look after you. The staff will be worried about you too, because you could be hurt or even killed. You are working to progress yourself here at Kenilworth and that comes through doing well yourself and earning trust. Please don’t jeopardise that trust by running away and placing yourself in danger or harm. Section 9 – Bullying What is bullying? Deliberate hostility and aggression towards a person
References Cited: Carey, T.S., Crompton, R.H. (2005). The metabolic costs of “bent-hip, bent-knee” walking in humans. J of Hum Evo, 48(1), 25-44. Cawthon, Lang KA. 2010 December 1. Primate Factsheets: Bonobo (Pan paniscus) Behavior. .primate.wisc.edu/factsheets/entry/bonobo/ehave. Accessed 2011 November 21. D Auot, K., Vereecke, E.,Schooanaert, K., De Clercq, D., Van Elsacker, L., Aerts, P. (2004). Locomotion in bonobos (Pan paniscus): differences and similarities between bipedal and quadrupedal terrestrial walking, and a comparison with other locomotor modes. J of Anat, 204(5), 353-361. Devine, J. (1985). The versatility of human locomotion. American anthropologist, 87(3), 550-70. De Waal Frans. 1997. Bonobo: The Forgotten Ape. University of California Press Chapter 1. 1-1. Harmon, E.H. (2007). The shape of the hominoid proximal femur: A geometric morphometric analysis. J of Anat., 210(2), 170-185.
Maryland Department of Human Resources Office of Licensing and Monitoring 311 W. Saratoga Street Baltimore, Maryland 21201 Office: 410.767.7871 Fax: 410.333.8408 Child Placement Agency Report Provider Organization: Kennedy Krieger Institute Licensing Agency: DHR Contracting Agency(s): DHR, DDA Name of Chief Administrator: Elizabeth Thompson Email: License Type: Treatment Foster Care Type of Inspection: Quarterly Name and Address of CPA Office License Capacity DHR Contract Limit Census by Placing Agency License#/ Exp. date Date of site Inspection Kennedy Krieger Institute 2901 Biddle Street Baltimore, MD 21213 Unlimited SED 50 Medical 50 DHR 54 #00357/ 9/16/2014 4/9 & 15/2014 Inspection Summary Number of Records Reviewed: Youth 6 Staff 3 Foster Parent 5 Adoptive Parent N/A Number of Interviews: Youth 0 Staff 4 Foster Parent 0 CPA Office Inspection: Approved Number of ILP Apartments Inspected: N/A Number of Foster Homes Inspected: 0 COMAR Violation: Yes X No If Yes, list Cited Violation(s) below: Violation(s) Findings 07.02.21.10 D (3) 4/6 client records didn’t document foster parent progress notes 07.05.02.18 D (6) 1/6 client records didn’t document health history 07.05.02.17 A (1) 1/6 client records didn’t document physical exam 07.05.02.18 D (1) 3/6 client records didn’t document face sheets 07.05.02.18 (D) (8) 1/6 client record didn’t document education/Infant Toddler evaluation/therapy 07.05.01.09 A (2) 2/3 staff records were hired prior to receipt of CPS clearances Corrective Action Plan: Yes X No If yes, date of CAP: 4/15/2014 Complaint Outcome: N/A Current Status of License: Continued Licensing Coordinator: Lisa Beeman Date: 4/16/2014 Email: Program Manager: Richard Berger Date 4/16/2014 Email:
Maryland Department of Human Resources Office of Licensing and Monitoring 311 W. Saratoga Street Baltimore, Maryland 21201 Office: 410.767.7871 Fax: 410.333.8408 Child Placement Agency Report Provider Organization: Kennedy Krieger Institute Licensing Agency: DHR Contracting Agency(s): DHR, DDA Name of Chief Administrator: Elizabeth Thompson Email: License Type: TFC Type of Inspection: Quarterly Name and Address of CPA Office License Capacity DHR Contract Limit Census by Placing Agency License#/ Exp. date Date of site Inspection Kennedy Krieger Institute 2901 Biddle Street Baltimore, MD 21213 Unlimited SED 50 Medical 50 DHR 56 #00357/ 9/16/2014 12/16/2013 Inspection Summary Number of Records Reviewed: Youth 3 Staff 3 Foster Parent 6 Adoptive Parent N/A Number of Interviews: Youth 0 Staff 0 Foster Parent 0 CPA Office Inspection: Approved Number of ILP Apartments Inspected: N/A Number of Foster Homes Inspected: 0 COMAR Violation: Yes X No If Yes, list Cited Violation(s) below: Violation(s) Findings 07.02.21.10 D (3) 2/3 client records didn’t document foster parent progress notes 07.05.02.18 D (6) 2/3 client records didn’t document health history 07.05.02.17 A (3) 1/3 client record didn’t document immunizations 07.05.02.17 A (1) 2/3 client records didn’t document physical exam 07.05.02.17 A (2) 3/3 client records didn’t document dental, hearing or vision exams. 07.05.01.09 D & 07.05.01.17 D (2) 3/3 personnel records didn’t document references 07.05.02.16 G (4) 4/6 foster parent records failed to document timely recertification 07.05.02.11 E (7) (a) 1/6 foster parent record failed to document CJIS clearance on 18 year old Corrective Action Plan: Yes X No If yes, date of CAP: 12/16/2013 Complaint Outcome: N/A Current Status of License: Continued Licensing Coordinator: Lisa Beeman Date: 12/20/2013 Email: Program Manager: Richard Berger Date 12/20/2013 Email:
Textbook & Other Course Materials: Understanding Movies: 13th Edition by Louis Giannetti (Netflix or other sreaming service advised) Technology Requirements: Canvas is a required component of this course. Students unfamiliar with Canvas are expected to complete the within the first week of classes. Major writing assignments need to be created and saved in a file format that is compatible with Microsoft Word. If using a word processing program other than Word, it is the student’s responsibility to adhere to all formatting and submission requirements. Please ask for help if you are unsure how to save a file in a Word-compatible format. Please see the LSSC Lakehawk Page for information on how to as an LSSC Student. Student Learning Outcomes: The following outcomes will be assessed in this course. An “outcome is defined as something students take with them beyond this course. After successful completion of this course, the student will: Recognize the importance of planning and creating projects in a timely manner to meet both a list of criteria and a deadline Demonstrate analytical thinking skills with the ability to conduct close reading and interpretations of films Write an essay that uses critical analysis that illustrates college-level language and communication skills Demonstrate the ability to select appropriate academic sources of film critiques Course Objectives: Objectives are defined as what the course will do and/or what the students will do as part of the course. This course is designed to help students critically analyze American film as a cultural phenomenon that plays an active role in reflecting and shaping American national identity. Institutional Policies & Procedures: Academic Integrity: The successful functioning of the academic community demands honesty, which is the basis of respect for both ideas and persons. In the academic community, there is an ongoing assumption of academic integrity at all levels. There is the expectation that work will be independently thoughtful and responsible as to its sources of information and inspiration. Honesty is an appropriate consideration in other ways as well, including but not limited to the responsible use of library resources, responsible conduct in examinations, and the responsible use of the Internet See for complete statement. Important Information for Students with Disabilities: Any student with a documented disability who requires assistance or academic accommodations should contact the Office for Students with Disabilities immediately to discuss eligibility. The Office for Students with Disabilities (OSD) is located on the Leesburg Campus, but arrangements can be made to meet with a student on any campus. An appointment can be made by calling 352-365-3589 and specific information about the OSD and potential services can be found at .
Kennedy ASAP Activity Calendar November 2014 Monday Tuesday Wednesday Thursday Friday 3. Capture the Flag Quiddler 4. Make Your Own Star Books Basketball Game 5. Who Wants to Be a Millionaire? Priz 6. Magazine Beads Euro Cup Tournament 7. Club: Paint the Canvas Pin Guard 10. Texas Hold’em Tunnel Tag 11. Veteran’s Day No School 12. Duct Tape Bracelet Who Wants to Be a Millionaire? 13. Paper Doll Chains Speed Tournament 14. Club: Paint the Canvas Capture the Flag 17. Jeopardy Priz 18. Black Jack Tri Ball 19. Spot Shot Who Wants to Be a Millionaire? 20. Beaded Bracelet Pin Guard 21. Club: Paint the Canvas Swedish Dodgeball 24. Wheel O’ Fortune Pin Guard 25. Cookie Turkeys Knockout 26. No ASAP Thanksgiving Break 27. No ASAP Thanksgiving 28. No ASAP Black Friday
pyramid, observation tool for preschool classrooms -Building Blocks Tier I Additional literacy strands * connect with parent committee Progress monitoring tools Determination grid Teacher data grid data that supports transitions Brainstorm studying /tracking long term? Progress Monitoring and Comprehension Checks. Implement instructional blocks that include longer intervention periods and progress monitoring Get regular input from the ECP Parents’ Committee Plan for reporting out to Department of Education on all Tiers Site visits for our Pre-K teachers to visit both existing Pre-K and K RTI sites Determine the roles of SU support personnel (Psych, Behavior Specialist, Literacy and Math Coaches) Cross walk screening tools and benchmark assessments Explore and define the role of paraprofessionals for direct instruction in each tier Offer professional development for families Report Tier 1 data for collaborative sites Create Professional Development opportunities for creating curriculum Create protocol for continued Professional Development for new staff and revisit with existing staff Use designated data days to use teams to analyze data and plan next steps Include input of SLP and Early Literacy Coach in early literacy Tier two intervention strategies Report Tier I data for collaborative sites Design system to recognize staff for implementation of positive behavior supports and early literacy practices Refine definition of coaching roles in social emotional and literacy
“Harlem”, “Mother to Son”, “I, Too” and “Ballad of the Landlord” by Langston Hughes Review “Poetry” Web links on the Home page. Or Review the following if you have a textbook: Ch. 43 in Writing Ch. 31 in Poetry (1001-1035) Unit 3 (Cont.) 10/1 10/7 Read the following: (Located in the textbook or Poetry section of the Library Guide.) T. S. Eliot Biography “The Lovesong of J. Alfred Prufrock” by T.S. Eliot Review “Poetry” Web links on the Home page. Or Review the following if you have a textbook: Ch. 32 in Poetry (1036-1057) DUE 10/7: Essay 1 Short Fiction Analysis DUE 10/7: Complete Unit 3 Discussion and Responses Unit 4 10/8 Read: Oedipus the King (Located in the textbook or Drama Section of the Library Guide.) Review “Greek Mythology” Web Links on Home page. Work on Unit 4 Discussion and Responses Unit 4 (Cont.) 10/15 10/21 Read: Oedipus the King (Located in the textbook or Drama Section of the Library Guide.) DUE 10/21: Complete Unit 4 Discussion on Oedipus. Unit 5 10/22 Read the following: Hamlet (1351-1446) (Located in the textbook or Drama Section of the Library Guide.) Review “Renaissance Drama /Shakespeare” Web Links on the Home page Work on Drama Essay Due 10/28: Complete Shakespeare Pre-Test Unit 5 (Cont.) 10/29 Finish Reading: Hamlet (1351-1446) Work on Drama Essay Unit 5 (Cont.) 11/5 11/11 Read the following: Othello (1247-1350) (Located in the textbook or Drama Section of the Library Guide.) DUE 11/11: Complete Unit 5 Discussions and Student Responses
Kennedy and Johnson Years Homework QUESTION 1 We stand today on the edge of a New Frontier — the frontier of the 1960s, the frontier of unknown opportunities and perils, the frontier of unfilled hopes and unfilled threats. ... Beyond that frontier are uncharted areas of science and space, unsolved problems of peace and war, unconquered problems of ignorance and prejudice, unanswered questions of poverty and surplus. -John F. Kennedy, 1960, Democratic National Convention Address According to his New Frontier speech above, list four policies or goals JFK sought to achieve as becoming the new U.S. President in 1960. 1. 2. 3. 4. QUESTION 2 QUESTION 3
DSE is considered a condition of early childhood and while recent evidence suggests that DSE can persist into later childhood and adolescence,15-18 little is known about its long-term persistence into adulthood.19 To address this point, we have recently reported childhood-to-adult developmental trajectories for DSE behaviours in the English and Romanian study cohort 20 of individuals who suffered extreme early deprivation in the institutions of the latter years of the Ceaușescu regime, before adoption into UK families.5 Perhaps against expectation, DSE behaviours showed strong persistence into adulthood alongside more expected persistence of ASD and inattention/overactivity (I/OA; representing a subset of symptoms of attention-deficit/hyperactivity disorder) symptoms– 35% of young adult adoptees who experienced deprivation for longer than the first 6 months of life displayed evidence of DSE behaviours compared to 6% in a comparison group of UK adoptees. In the current paper, we extend this initial analysis of the persistence of DSE behaviours. Our aim is to address the following questions. What are the characteristic features of the young adult DSE presentation in individuals who have suffered early deprivation? Can DSE behaviours still be directly observed? To what extent are affected adults aware of their own DSE behaviours? Do DSE behaviours overlap with continuing neuro-developmental disorders? Does young adult DSE impact social functioning, mental health, service use, and quality of life (QoL)? Given prior findings we predicted that DSE behaviours would persist into adulthood but be less observable than at younger ages and affected individuals would show some awareness of their own tendency towards DSE. We also predicted that DSE behaviours would be associated with impaired social functioning and reduced QoL.
on which performance metric is used. Without adjusting for benchmarks, restrictive disciplines were the clear winner. Once benchmarks are introduced the answer becomes less clear. References Dorsey, Pat 2004. “When to Sell a Stock.” Morningstar. Falkenstein, Eric 1998. “Preferences for Stock Characteristics As Revealed by Mutual Fund Portfolio Holdings.” The Journal of Finance. Faugere, Christophe, Hany Shawky and David Smith 2004. “Sell Discipline and Institutional Money Management.” The Journal of Portfolio Management Genesove, David and Christopher Mayer 2001. “Loss Aversion and Seller Behavior: Evidence from the Housing Market.” The Quarterly Journal of Economics. Kahneman, Daniel and Amos Tversky 1979. “Prospect Theory: An Analysis of Decision under Risk.” Econometrica. Norris, Jim 2002. “How to Take Your Emotions Out of the Sell Decision.” American Association of Individual Investors. Shawky, Hany and David Smith. “Institutional Investment Management.” Chapter 8. Slovic, Paul 1972. “Psychological Study of Human Judgment: Implications for Investment Decision Making.” The Journal of Finance. Zweig, Jason 2011. “Why We Can’t Let go of Our Losers.” Wall Street Journal.
Ability to respond to complaints and grievances posed by the public. Ability to define problems and deal with a variety of situations. Ability to think quickly, maintain self-control, and adapt to stressful situations. Ability to use good judgment and effectively solve problems. PHYSICAL AND WORK ENVIRONMENT The physical and work environments described are representative of those that must be met by an employee to successfully perform the functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform these functions. Physical Environment: The duties of this job include physical activities such as stooping, kneeling, standing, reaching, walking, lifting and/or move (up to 70 pounds), grasping, talking, hearing/listening, seeing/observing, and repetitive motions. Specific vision abilities required by this job include close, distance and peripheral vision; depth perception; and the ability to adjust focus. Work Environment: Works in both indoor and outdoor settings. Extreme weather conditions can be encountered. The facility is open seven (7) days a week, therefore some weekend and holiday work is expected. Due to the volume, scope, size of staff and nature of public service this office provides, full-time regular attendance is essential.
During a Risk and Internal Control Assessment, Internal Audit meets as a team with department managers and key employees to discuss: The processes, risks, and internal controls associated with their department. The types of risks discussed include: Management, Operational, Inventory, Reputational, Strategic, Financial, and Compliance (e.g., P-Card, Travel, General Expenditures, Petty Cash, and Cash Handling). The five essential components of an effective internal control structure. The components are Control Environment, Risk Assessment, Control Activities, Information and Communication, and Monitoring. The importance of the identification of risks and implementation of internal controls to the achievement of the department’s goals and objectives. After teaming with a department manager and key employees, a Risk and Internal Control Assessment Report (which provides a detailed listing of risks and internal controls discussed during the teaming activity) is issued to the departmental manager who requested the assessment and their immediate supervisor. This customer service has been very well received by departmental managers and top management officials and is perceived as being very beneficial to the university. Some specific examples of positive feedback that we have received regarding this customer service follow: “The workshops, meetings, website, and other activities that you and your team initiated have been superb vehicles to educate others, increase understanding, and improve the audit team’s overall image on campus. This has been a huge breakthrough. Again, well done!” - KSU’s President “The feedback indicates it was well received” - KSU’s Vice President for Operations “I think this is a great new initiative.” - KSU’s Provost and Vice President for Academic Affairs “It’s good for us to be working closely together and meetings of this type advance that goal.” - KSU’s Vice President for Research and Graduate Dean “You all did a terrific job today. Thank you so much for coming. Very, very important information shared and we greatly appreciate your time and professionalism. Thank you all for your service to KSU.” - KSU’s Dean of Coles College of Business “Thank you very much for the time you spent with us doing the Risk and Internal Control Assessment Report and the time you spent compiling the report. It was helpful to us to sit down and think through all of these issues and to make sure that we have good internal
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EXPERIENCE 2 Experience Name: Experience Type: Dates: From: Average Hours Per Week: Organization Name: Contact Name: Experience Description (1325 characters, includes spaces): EXPERIENCE 3 Experience Name: Experience Type: Dates: From: Average Hours Per Week: Organization Name: Contact Name: Experience Description (1325 characters, includes spaces):
12 month targets Reduce the percentage of students assessed at the lowest Bands of NAPLAN. Grade 3 Grade 5 Reduce the percentage of students assessed at below expected standards as assessed by teacher judgements against AusVELS – particularly at Years 5-6. KIS ACTIONS: what the school will do HOW the school will do it (including financial and human resources) WHO has responsibility WHEN timeframe for completion SUCCESS CRITERIA: Markers of success reflecting observable changes in practice, behaviour, and measures of progress Support targeted teaching and curriculum ‘Teaching for Success’ Professional Learning Teams (PLTs) to provide professional learning opportunities pertaining to AusVELS and the Victorian Leading Teachers to lead Professional Learning Teams. Assistant Principal to oversee process On-going All teaching staff involved in Professional Learning Teams. Goals set by individual PLTs to be achieved. Consistency of instructional practice evidenced across grade
Student wellbeing to continue to be an agenda item at weekly Grade Level Meetings and regular Extended Leadership meetings. Inclusion Support Program personnel employed – 0.5 EFT (professional learning for staff). Staff have a collective understanding of all students within their grade level. Staff are using consistent strategies to support individual students. Reinforcing that student management is a whole-school issue that requires a collective response and on-going staff professional learning to be effective. Professional learning sessions included in meeting schedule. Professional Learning Team (Wellbeing) to initiate improvement strategies. Principal On-going Staff have a collective understanding of all students within their grade level. Staff are using consistent strategies to support individual students. Building relationships with parents to ensure a consistent approach between home and school. Assistant Principals to continue to conduct initial meetings with families prior to enrolment. Principal On-going Students, parents and teachers have a common understanding of the needs of individual students. Implementation of whole school social skills program in accordance with the action plan and monitor trial. Professional Learning Team (Wellbeing) to initiate improvement strategies. Assistant Principal (Wellbeing) in conjunction with Principal The learning community has a common understanding of key improvement strategies. Teachers demonstrate a growing understanding of the whole school social skills program.
Buffet Items Option A £9.95 Option B £7.95 Option C £5.95 Option D £3.95 A Selection of Cold Meats & Vegetarian Sandwiches (white & brown bread) A Selection of pastries (Pork Pies, Sausage Rolls etc.) A Selection of Salad Items A Selection of Quiches Crisps Savoury Eggs & Cocktail Sausages Nacho Station Thick Cut Chips A Selection of Sauces & Dips Desserts A Selection of Cold Meats & Vegetarian Baguettes Satay Sticks – Chicken & Vegetarian Onion Rings Garlic Bread Chicken Goujons A Selection of Indian and/or Chinese Bites
Policy CL1(i) rewrite as: “To resist the demolition of, inappropriate alterations and extensions to and change of use of artists’ studios.” Design Quality Para 34.3.14, lines 4/5: It is not clear what “ease of movement” means. It is unclear whether it is about relative accessibility or access. Para 34.3.15 actually refers to “accessibility”. Policy CL2 does not clarify this other than referring to “inclusive – accessible to all” which is about access. Para 34.3.18: This is where the relationship to adjoining buildings and the role of conservation area appraisal documents should be dealt with. Proposal: Line 2, after first sentence add: “Applications should include drawings that accurately show the design relationship of new development with its neighbours.” Line 4: After “Supplementary Planning Documents” add “, conservation area appraisal documents” Eyesores: Para 34.3.18 and Policy CL2(c): The Society considers this policy unsound as the definition of an eyesore is not objectively defined and promises “a more flexible approach” in order to encourage redevelopment. This approach would put the Council in a weak bargaining position by suggesting that policies would be relaxed. ; Proposal: Delete Para 34.3.18 and Policy CL2(c). CL3: Heritage Assets – Conservation Areas and Historic Places Para 34.3.24: Line 1: Change “the majority” to “about three-quarters” – majority means more than 50% only. Nearly three-quarters of the Borough is covered by conservation areas. Para 34.3.24: First two sentences are policy, but this is not conveyed in Policy CL3. These are sentences must be translated into a policy. If not the policy is not sound.
“j. a conservatory is proposed to be located at roof level, significantly above garden level, cover the whole width of the property or on a corner site.” CD49: Side Extensions CD49: To resist side extensions to buildings if: the architectural symmetry of a building, terrace or group of buildings would be impaired; the original architectural features on a formal flank elevation would be obscured; access to the rear of the property or those adjoining would be lost or reduced.” Side extensions are not specifically cover by the current Core Strategy and the Council, therefore, relies on CD49. The proposed policies do not address this policy and without it the polices are not sound. The Society considers that there is a lack of policy on side extensions, with a lack of clarity about the need to respect gaps in terraces or between pairs of villas. The issue of symmetry and gaps are both mentioned in the existing Core Strategy in Policy CL2(e), which is not included in the new Conservation and Design document. CD52: To resist the installation of plant and equipment where: they would cause material harm to the appearance of the building or the character of the area; or noise or vibration generated would cause material harm The Core Strategy CL6(b) could be interpreted as covering this if units” are added to the list in new para 34.3.43 in Line 3 after “plant”. Noise and vibration is dealt with in Core Strategy Policy CE6 CD53: To permit satellite dishes and antennas except: on listed buildings where their special character would be harmed; or
out of detachment, rather it is through our entanglements with each other and with ‘nature,’ that we can produce new ecological imaginaries and an ecologically-minded politics. References Aurobindo, Sri. 1990. The Synthesis of Yoga. Twin Lakes, WI: Lotus Press. Connolly, Julie. 2015. “A Fourth Order of Recognition?” Critical Horizons. 16(4): 393–410. Gillroy, John Martin. 2000. Justice and Nature: Kantian Philosophy, Environmental Policy and the Law. Washington D.C.: Georgetown University Press. Honneth, Axel. Trans. Joel Anderson. 1995. The Struggle for Recognition: The Moral Grammar of Social Conflicts. Cambridge: MIT Press. Bennett, Jane. 2010. Vibrant Matter: A Political Ecology of Things. Duke University Press: London. Liftin, Karen. 2010. “The Sacred and the Profane in the Ecological Politics of Sacrifice.” In The Environmental Politics of Sacrifice, ed. Michael Maniates and John M. Meyer. Cambridge: MIT Press. Maniates, Michael and John M. Meyer, eds. 2010. The Environmental Politics of Sacrifice. Cambridge: MIT Press. UN Committee on Economic, Social and Cultural Rights (ICESCR). 1999. General Comment No. 12: The Right to Adequate Food (Art. 11 of the Covenant).
Date of Birth/ Approx. Age: Gender: Address: Postcode: Telephone: Email: Is the adult at risk dependent on the person alleged to be responsible to support them? Yes No If ‘Yes’ in what capacity: Does the person alleged to be responsible care for others? Yes No If ‘Yes’ please give details: Ethnic Origin Occupation or Voluntary Position Title (If Known) Organisation person works for (If Known) Is the person alleged to be responsible aware that you are reporting this? Yes No If you think there is a risk of violence (such as domestic abuse), provide details of a safe point and/or mode of contact for the adult. Is there any risk of danger to staff making enquiries Yes No Details: Signature of person completing this form (Accepted as signed when sent electronically) Date: Time: Date Concern Received (KCC Office Use) KCC ID Number (KCC Office Use) Method in which concern has been received (KCC Office Use) Name and Role of Practitioner Receiving the KASAF Name: Role: Further information on submitting this form and the relevant contact information can be found in the KASAF Stage 1 Appendices document .
Kent and Medway Eating Disorder Service Section 1 Client Details Client’s Name: (Surname) (First Name) M F Date of Birth Address: Client ’s Preferred Method of Contact: Letter: Letter: Text: Email: Postcode: Email Address: First Language: Home Telephone: Client ’s Mobile: Interpreter required: Yes No Specify Which Language: NHS Number: Social Services ISIS Number (if applicable): Does the client have a disability: Yes No Please specify: Religion: Nationality: Ethnicity: GP Name: GP Telephone Number: GP Surgery Address: Email (If applicable) Subject to Child Protection Plan / Child In Need: Y N LAC Status: Attends school/college Employed Unemployed Marital Status: Dependent Children: Yes No Name of School / College (if applicable): Address: Telephone: Contact Name: Smoking Status : Non Smoker Smoker Substance Use Status: Alcohol Recreational substances Controlled drugs Section 2 To Be Completed for < 18 Year Clients Next of Kin and Parental Responsibility Details: Name of Person(s) with Parental Responsibility? Interpreter required: Yes No Specify Which Language: Parent / Carer’s Name (if different from above): Relationship to Young Person: Address: Postcode: Telephone: Mobile: Email Address: Section 3 Reason for Referral and Details about Client ’s Difficulties: state nature of difficulties, onset, frequency, duration, interventions tried, any relevant medical history (Please note weight, height and BMI are mandatory fields and the referral cannot be processed without this information)
1c) Quick guide to assessments and levels of intervention Level of intervention Level of need Appropriate assessment Response agency Examples Tier 1 – Universal needs No indication of additional, unmet, specialist or urgent needs. Assessments used for all children by universal services e.g. child health checks, SATS. Universal services. Child progressing as expected; needs being met by universal services e.g. schools, primary care health services etc. COMMON ASSESSMENT FRAMEWORK Tier 2 Low to vulnerable Threshold for targeted support for children with additional support needs Child’s needs are not clear, not known or not being met. Child’s needs are known but not being met. Child’s needs are not clear, not known or not being met. Suspect or CAF shows that response from a number of agencies will be needed. Common Assessment Framework Lead Professional Role Team around the Child Universal or targeted services. . Child with additional needs – requiring additional help from the assessing and/or one other agency. Likely to be short-term. Child with additional needs – requiring intervention. Likely to be short-term. SPECIALIST / STATUTORY ASSESSMENT (including KCC Specialist Children Services and Medway Children’s Social Care) Tier 3 High or Complex Complex needs likely to require longer term intervention from statutory and/or specialist services Statutory or specialist services KCC Specialist Children’s Services / Medway Children’s Social Care Other statutory service e.g. SEN services. Specialist health or disability services. Youth Offending Team. Child in need. Child in care. Child with significant disability/ies or complex health needs. Child involved in criminal or offending behaviour. STATUTORY / CHILD PROTECTION PROCEDURES Tier 4 Complex or Acute Need for immediate or urgent protection / intervention Urgent statutory assessment – child protection KCC Specialist Children’s Services / Medway Children’s Social Care Police Child suffering or at risk of suffering significant harm and in need of urgent protection.
Paddock Wood, TN12 6AX Tunbridge Wells Healthy Child Clinic 9am to 11am THE LITTLE FOREST Children's Centre, Friars Way, Tunbridge Wells, TN2 3UA Sevenoaks Breastfeeding Drop-in 9.30am to 11.30am (last admittance 11:15) SPRING HOUSE Children House, Hospital Road, Sevenoaks, TN13 3PT Sevenoaks Breastfeeding Peer Support Group 12.30pm to 2.30pm (last admittance 14.15) NEW ASH GREEN Children's Centre, Meadow Lane, Longfield, DA3 8JH Term time only Sevenoaks Healthy Child Clinic 9.30am to 11am (last admittance 10.45am) WESTERHAM HALL Community, Quebec Avenue, London Road, TN16 1BG 1st and 3rd week Tonbridge and Malling Healthy Child Clinic 13.00 – 15.00 Borough Green Village Hall, High Street, Borough Green, TN15 8BJ 1st week of month Tonbridge and Malling Healthy Child Clinic 12.30pm to 2.30pm The Hub (Tonbridge Youth Centre), Block C, Avebury Avenue, Tonbridge, TN9 1TG Tonbridge and Malling Breastfeeding Drop-in 12.30-2.30pm The Hub (Tonbridge Youth Centre), Block C, Avebury Avenue, Tonbridge, TN9 1TG Dartford Breastfeeding Drop-in 1pm to 3pm TEMPLE HILL Children's Centre, St Edmunds Road, Dartford, DA1 5ND Dartford Healthy Child Clinic 1pm to 3pm TEMPLE HILL Children's Centre, St Edmunds Road, Dartford, DA1 5ND Gravesend Baby Hub 9.30am to 11.30am Little Pebbles Children Centre Ordnance Road DA12 2RL Gravesend Breastfeeding Drop-in 1pm to 3pm LITTLE PEBBLES Children’s Centre, Ordnance Road, Gravesend, DA12 2RL
Indian Pakistani Bangladeshi Any Other Asian Background White & Black White & Black African White Asian Other Mixed Chinese Traveller Gypsy Any Other Can we contact you in English: Yes No Office Use: If not English please note on progress notes If no, what language to use: Verbally: Written: Special Requirements: Braille Large Print Tape Type - Secondary Joint Disability Hearing Impairment Visual Impairment Restricted Mobility Wheelchair used out of home Wheelchair used in and out of home Other Disability If other disability please give brief details Preferred Method of Contact Any Letter Email Telephone Economic Status Employment Full Time > 30 Hours Part time <30 Hours Govtl/New Deal Retired Full time student Reg Unemployed/Job Seeker Not seeking work/at home Long term sick/disabled Child under 16 Other
Application Form – part 2 of 4 Please complete below Summary of experience of providing support to other head teacher(s) or other school(s)* School and/or head teacher supported Dates Description Impact - please include measurable outcomes, where possible, such as improvement in data or Ofsted judgements, and demonstrable changes in practice or culture, supporting this with clear, specific examples * Please added further rows if needed
Language: Religion: Family or carer details: Referring agency details (Your details) Referral author and contact details (incl. email address) Agency and role: Date of referral: Referral factors Faith / ideology issues e.g. concerning comments relating to faith or ideology, association with extremists Social mobility issues e.g. Poverty, lack of social activity, isolation, lack of education or employment, immigration issues Physical or mental issues e.g. disability, learning difficulties, mental health concerns Risk or harm factors e.g. threat posed by family member (i.e. DV issues), victim of hate crime or personal attack Criminal activity or association e.g. involved in criminal activity, associating with known criminals Summary reason for referral Outline main reasons for referral Existing agency involvement Outline any agency involvement already in place (that you are aware of) e.g. Early Help/Preventative Services (CAF), MAPPA, Safeguarding Any other relevant information When completed please email to prevent.referrals@kent.pnn.police.uk
We have set ourselves a target to have embedded the new 20 week process firmly by 2016 and be achieving 95% of Education, Health and Care plan (EHC) of all new assessments in 20 weeks. We will want the same high standards for our transfer plans too. When will my Statement/LDA be transferred? An ‘R’ indicates that each of the following group is a requirement in the year indicated. Groups of children/young people that are in a priority group 2015/16 2016/17 2017/18 (by 1 April 2018) Children moving from an early years setting to a school R R R Children moving from primary to middle school R R R Children moving from primary to secondary school R R R Children moving from middle to secondary school R R R All other children with statements of SEN in year 6 (including those not moving institution) R Children in year 9 R R R Children/young people moving from school (including school sixth forms) to a post-16 institution or an apprenticeship R R R All other children/young people in year 11 (including those not moving institution) R Those moving from mainstream to special school or vice versa R R R Those moving between local authorities R Those leaving youth custody R (on release) R (on release R (on release Young people who receive support as a result of an LDA who intend to be in education beyond 31 August 2016 R (on request) N/A N/A All others who do not fall into the above categories R All Statements must be transferred by 1 April 2018 unless they are ceased because they are no longer necessary.