zilongwang/ReadingBank huggingface dataset:
Teacher Leadership Construct Item Worksheet Question School (S) School Level (SL) District (D) State (St) Priority 6.1a Teachers are recognized as educational experts. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) (St) Priority 6.1b Teachers are trusted to make sound professional decisions about instruction. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 6.1c Teachers are relied upon to make decisions about educational issues. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 6.1d Teachers are encouraged to participate in school leadership roles. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 6.1e The faculty has an effective process for making decision to solve problems. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 6.1f In this school we take steps to solve problems. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 6.1g Teachers are effective leaders in this school. 2018 2016 S-SL S-D S-St 2018-2016
2.1E: Reflections 2.1F: Teachers have sufficient instructional time to meet the of all students. Determining how much time is sufficient to meet the needs of all students can be difficult to gauge. Class sizes, student prior knowledge, differences in student ability and learning styles, lesson planning, teacher content knowledge, curriculum pacing guides, and testing schedules are just some of the factors which affect the amount of time a teacher must spend to address the needs of all students. Part of the solution to ensuring teachers have sufficient instructional time is to work towards minimizing the amount of time teachers lose to unplanned meetings and obligations. If teachers have ample time to prepare for their instructional time, they have a better chance of meeting the needs of all their students. Another area to investigate is the efficiency of lesson planning and time management during class time. New teachers, for example, are often at risk of mismanaging the instructional time they have because they do not know how long designed activities are going to take children to finish. Reflect on the ability of teachers to differentiate their lesson plans to accommodate the different learning styles and needs of the children in their classes. Differentiation practices save instructional time by ensuring that the content is comprehended by diverse learners more quickly. Group Activity
Tasks Details Notes Examine the National Curriculum 2014 Read through the DFE documentation on the new National Curriculum and become familiar with its structure. DFE National Curriculum website Make comparisons between the old and new curricular Use side-by-side comparisons of the old and new curricular and lists of changes in the new National Curriculum to begin to understand the content of the new curriculum. Excellent resources on introducing the new curriculum, including comparison documents, summaries of changes and power points for staff: NAHT advice on the new curriculum Discuss how the new curriculum will be organised and taught across school. Where objectives in the National Curriculum 2014 are organised across two year groups (e.g. in Reading KS2), how will we use the soft-split objectives SPTO has created for you? NCSL support on moving to the new curriculum How will our school judge and record pupil attainment based on the new National Curriculum? Looking at objectives in the new curriculum, how will we judge whether a child has achieved an objective? You may record judgements of each objective in School PUPIL TRACKER - Do we need to create or purchase success criteria for each objective, or is this a matter for professional judgment? How will we judge that a child is achieving what is expected of them at the end of Year 2 or Year 4 (for example)? The National Curriculum objectives can be used as the expectations for children - a child that has achieved all the objectives for Year 2 (and no further) would be said to be working at the end of Year 2 expectation. Without using or Level codes The next step will help you by giving you options about a tracking scheme for the National Curriculum 2014.
Development Planning: Step 5: Train staff on the use of the tracking scheme you have chosen We recommend that you complete this step before beginning to record assessments in the new curriculum. Training steps Details Notes Understand the expectations for each year group by looking at the National Curriculum and exploring the objectives that must be taught and assessed in each academic year group. DFE National Curriculum website Excellent resources on introducing the new curriculum, including comparison documents, summaries of changes and power points for staff: Visual overview of the National Curriculum See an overview of the tracking scheme you have chosen and know that the Golden Codes replace the Level-based codes. Show the tracking scheme in the National Curriculum 2104 set up - for example: and talk through your new Golden Codes and how the new scheme relates to old Level-codes. From September 2014, users can click on a new icon to view the tracking scheme you have chosen.
Presenter at a National Conference: Presenter at a Regional Conference: Presenter at a State/Local Conference: Previous NACADA Faculty member: Previous Online Course Facilitator: NACADA Consultant: What areas of expertise can you bring to the Advisory Board (check all that apply): Academic Affairs/Student Services Collaboration Advising & Academic Coaching Advising & Career Planning Advising Administration Advising Adult Learners Advising as Teaching Advising at Community Colleges Advising At-Risk Students Advising Business Majors Advising Education Majors Advising Fine Arts Students Advising Students Advising Graduate & Professional Students Advising High Achieving Students Advising in Living/Learning Communities Advising Veterans, Military Students & Family Members Advising Models Advising Program Review Advising Publications Advising Second-Year Students Advising Skills and Techniques Advising Special Populations Advising Student Athletes Advising Students with Disabilities Advising Transfer Students Advisor Evaluation Advisor Training & Development Appreciative Advising Assessment of Academic Advising Conducting Advising Research Distance Education Advising Doctoral Students Engineering and Science Advising ESL & International Student Advising Establishing an Advising Center Ethics & Issues in Advising Evaluation/Assessment of Advisors Facilitating Change in Advising Faculty Advising Faculty Advisors - working with them First-Generation College Student Advising Four-year Public Universities Grant Writing High School to College Advising Large Universities Lesbian, Gay, Bisexual, Transgendered & Allies Concerns Liberal Arts Advisors Mentoring Aspiring/New Administrators Multicultural Concerns New Advising Professionals Orientation Programs Peer Advising & Mentoring Persistence & Retention Probation/Dismissal/Reinstatement Issues Professional Development Relationship Building Research Methodology Restructuring Academic Advising Small Colleges & Universities Students in Distress/Mental Health issues Study Abroad Advising Technology in Advising/Social Media Theory & Philosophy of Advising Two-Year Colleges Undecided & Exploratory Students Member Expectations If chosen as an NCAA Advisory Board member, you will be asked to adhere to the following expectations. If you feel you will not be able to meet all these expectations, please do not submit this form. Participate in all NCAA Advisory Board conference calls. Have the time available to attempt to travel to the National Conference for an annual meeting. Actively participate in NCAA Advisory Board initiatives. Represent NACADA to the highest ideals and standards during your time as an NCAA Advisory Board member.
al., 2001). These findings reinforce the idea that integrating new information with prior knowledge is a valuable learning strategy and suggests that a computer-assisted approach can be as successful as a teacher-directed one. Prior knowledge activation through interpretation of pictures et al., (1986) describe a unique approach that combines building and activating prior knowledge. The approach entails training students to interpret topic-related pictures (Croll, et al., 1986). Two students trained in this strategy significantly improved reading comprehension for both pictures and text. The author suggest this to be an effective approach, but the limited sample of two students and lack of a control group make any such claims tentative and preliminary at best. Moreover, there has been no subsequent research to help validate these findings. Factors Influencing the Effectiveness of Strategies to Activate Prior Knowledge level Students across a wide range of grade levels, spanning first to tenth grade, are represented in the studies we have discussed, although most studies sampled students toward the middle of this range, in grades five and six. Looking across these studies there is no apparent relationship between study outcome and the grade level sampled. On the contrary, our review suggests that prior knowledge activation strategies can be effective with K–8 students. Student characteristics Students to a text different levels of topic area familiarity, and this is understandably a factor of interest when investigating the effectiveness of prior knowledge activation strategies. Two studies investigated the possibility that students’ level of familiarity with the topic matter might influence the effectiveness of prior knowledge activation strategies. Carr et al. (1996) discovered a different pattern of results depending on the familiarity of the text topic to the student participants. When reading unfamiliar passages, students that were asked to state their prior knowledge on the text topic significantly outperformed students who were not asked to state prior knowledge. However, when reading familiar passages, only a subset of the student population, students without disabilities, benefited from prior knowledge activation. Similarly Schmidt et al. (1987) found that novices and experts on passage subject matter responded differently to a prior knowledge activation strategy. Novices demonstrated better performance after having taken part in interactive prior knowledge related
Negative Perceptions of the IEP Process by Special Education Teachers Finally, a number of articles prior to IDEA ’97 reported that the perceptions of special education teachers concerning the IEP process were often negative. For example, Gerardi, Grohe, Benedict, and Coolidge (1984) concluded that the administrative responsibilities associated with the development of the IEP placed excessive time demands on special education teachers, in particular those responsibilities that required a large amount of paperwork. Based on a survey of special education teachers, Morgan and Rhode (1983) reported that these teachers felt that much of their time had to be spent on the IEP process and that they did not receive adequate support from other personnel. Moreover, the teachers felt that there was no direct link between the IEP as written and what actually took place in the classroom. The teachers viewed the IEP as an administrative rather than an instructional tool and felt that they could teach as easily without the IEP. Similarly, Dudley-Marling (1985) found that special education teachers did not consider the IEP to be particularly useful or accessible and that they often did not refer to the IEP in planning instruction. Summary of Pre-IDEA ‘97 Literature In summary, the IEP literature to IDEA ’97 focused heavily on the inadequacies of the IEP as both a document and a process. As a document, the IEP was found to lack both essential components and connectedness between components, to vary across different settings, and to have no relationship to the general curriculum. Inadequacies of the IEP as a process focused on the limited participation by general education teachers, the excessive paperwork and time demands placed on special education teachers, and the perception of the IEP as having little value to guide instruction. The 1997 IDEA reauthorization attempted to address these concerns Part Two: IDEA ’97 Requirements Pertaining to IEP’s In response to the inadequacies associated with the IEP that were highlighted in the educational literature, Congress introduced a number of changes in the IEP in the 1997 reauthorization of IDEA. Specifically, IDEA ’97 included five new IEP requirements pertaining to the involvement and progress of students with disabilities in the general curriculum:
Earlier entitlements for students with disabilities focused principally on specialized curriculum and instructional practices (special education) tailored to meet unique needs resulting from the disability. IDEA’97, represents special education as a system of services, supports and ancillary aids enabling students to make effective progress in general education. This law also allows students with disabilities to participate in standards-based reform by prohibiting exclusion from state and district-level accountability systems. Individualized educational programming, as revealed in the IEP for students with disabilities, now begins with an analysis of each student’s current level of performance in the general curriculum. This is in stark contrast to the earlier approach to IEP development, which began with an assessment of each student’s unique needs arising from the disability. Not such a subtle distinction, the new approach enables IEP team members to identify services, supports and ancillary aids that not only address disability but also enable the student to make effective progress in the general curriculum. curriculum frameworks in separate content areas contain standards that are often specified sequentially, including prerequisites and benchmarks. A critical task of the IEP team is to determine the entry points for each student engaging in the general curriculum. The team must examine standards of performance in broad ways, identifying authentic, culminating products as outcomes of instruction. The team must then identify a minimal range of accommodations that allow the student to participate in the curriculum in ways that reduce the impact of disability without altering standards. Where entry points appear to be far below standards, the team must design curriculum modifications that allow the student to advance toward the standard in increments more appropriate to the student’s capabilities. A variety of techniques exists for modifying curriculum so that targets that address the student’s disability-related needs can be embedded in the general curriculum. In either case, whether the student’s curriculum is modified or the student’s disability is accommodated, the general curriculum sets the focus for educational programming. With the ongoing infusion of technology in education, it is now crucially important for stakeholders and decision-makers to consider just how technology solutions can assist with this challenging process. Hopefully, this document will provide much-needed help in this connection. Approach Technology can support much of the effort toward curriculum access, participation and progress. Technology increases independence, personal productivity and empowerment. It can facilitate the kinds of interactions that occasion instruction, and it can transform static curriculum resources into flexible digital media and tools.
Explicit Instruction and the Three Universal Design for Learning Principles “Explicit instruction is systematic, direct, engaging, and success oriented—and has been shown to promote achievement for all students” (Archer & Hughes, 2014). There are many compatible aspects of explicit instruction practices and the principles of universal design for learning. This section addresses the foundational principles of universal design for learning—engagement, action and expression, and representation—in order to address the ways in which explicit instruction is compatible with and complementary to UDL principles. Certain instructional techniques have been found to be very effective in supporting skills learning; as noted above, explicit instruction, like UDL, has a central focus on the learner and meeting the needs of all learners in an instructional episode. Affective Networks Differentiated instruction and UDL share a very important point of convergence: recognition of the importance of engaging learners in instructional tasks. The UDL guidelines call for motivating and sustaining learner engagement through flexible instruction, an objective that differentiated instruction supports very effectively. Explicit instruction includes learner engagement at its core in instructional delivery with the implication that to be engaged the design of instruction must be of interest and gain and maintain engagement throughout the learning episode. Explicit instruction focuses directly on student affect in the component delivery area. Teaching skills essential to effective explicit instruction include appropriate pacing and thinking time (the rate of instructional task delivery paired with appropriate time to process), student involvement (assuring all students have the opportunity to respond in an appropriate manner for that individual), and feedback at the group and individual level that is instructional and immediate. Strategic Networks The UDL principle provide multiple means of action and expression recommends that educators offer multiple, flexible options for physical action, expression, and communication and executive functions. Students have different strengths and weaknesses in these areas. Instructional design and delivery based on explicit
Discuss client characteristics/needs which make different input devices potentially useable/preferable. List two different head tracking input devices and two different brainwave input devices. Improving AAC Services for Adults with Intellectual This presentation will aid clinicians working with adult clients in need of an AAC system to evaluate and choose appropriate SGD systems. We will review decision making tools to choose the best fit for an AAC language system given popular available language systems currently on the market. Case studies will guide participants through the decision making process. Learning Objectives: Explain the AAC evaluation process in the population Discuss factors which impact this population’s success in obtaining and using SGD systems Review and compare current popular language systems as they relate to this population Lauren Zubow, M.A., CCC-SLP, NC Assistive Technology Program, Charlotte, NC Celeste Helling, M.A., CCC-SLP, ATP , NC Assistive Technology Program, Charlotte, NC Supporting AAC in the General Curriculum This abstract will discuss various ways to help students using AAC to be successful in the regular education setting. We will provide ideas and strategies for participation, developing modifications and accommodations as well as making growth on the curriculum. Learning Objectives: Able to plan how a student using AAC can be successful in the regular education setting Identify ideas and strategies that would be helpful in the regular education setting for students using AAC. Identify strategies for students using AAC to access and respond to common core objectives. Laura Lewis, M.S., CCC-SLP, Assistive Technology Specialist, Wake County Public Schools, Cary NC Betsy Cordle, M.Ed, Special Education, Assistive Technology Specialist, Wake County Public Schools, Cary NC Vendor Hall 9:00am to 9:30am Concurrent Sessions 9:30am to 10:30am (60 minutes) Re”Fresh” from PRC and Saltillo There are several new and refreshed features in PRC and Saltillo AAC options. This session will explore the Accent and NovaChat and recent new and updated offerings in their language systems, access and mounting. There will be time for hands on exploration as well as interactive time to discuss feature matching with potential users in mind. Dawn J. Sowers, M.A., CCC-SLP, AAC Specialist with Assistive
IT WAS RESOLVED: That the above eight North Barrier Clubs be affiliated for 2014-2015 and further noting that NBB Clubs accept the conditions and obligations of the NBB Constitution, Rules, Regulations and Obligations as defined under the Governing bodies of the NBB, SLSQ & SLSA. Moved: Jim Heery Seconded: Nicole Stone North Barrier Branch: NBB affiliation with SLSQ. IT WAS RESOLVED: That the SLSQ North Barrier Branch Inc. affiliates with Surf Lifesaving Queensland for 2014-2015 and further noting that North Barrier Branch Inc. accepts the conditions and obligations of affiliation as defined in SLSQ Inc. and SLSA Ltd Constitution, Rules, Regulations and Policies. Moved: Jim Heery Seconded: Nicole APPOINTMENT OF BRANCH COUNCILLORS AND ALTERNATE COUNCILLORS NBB COUNCILLORS Chris Cantoni Forrest Beach SLSC Brendan Nugent Arcadian SLSC Jim Heery Townsville Picnic Bay SLSC Terry Lund Ayr SLSC Terry Rail Bowen SLSC Bill Lansbury Eimeo SLSC Adam Dunn Mackay SLSC Kent Street Sarina SLSC ALTERNATE COUNCILLORS William Johnson Forrest Beach SLSC Ian Hemerik Arcadian SLSC Jeffrey Weightman Townsville Picnic Bay James Kennedy Ayr SLSC Cory Bradford Bowen SLSC John Galea Eimeo SLSC Peter (Stan) Ridland Mackay SLSC John Black Sarina SLSC IT WAS RESOLVED: That the appointment of the NBB Councillors and NBB Alternate Councillors from the above Clubs that are affiliated with the NB Branch for 2014-2015 be accepted and endorsed. Nicole Stone Seconded: Brad Seawright ANNUAL REPORT AND STATEMENT OF FINANCIAL PERFORMANCE The NBB Chairman presented the Annual Report giving an overview of the highlights and achievements for the Branch. Director of Finances presented the NBB Financial Report for 2013 – 2014 and gave an overview of the report noting that profit is slightly down due to the inability to hold two carnivals. Mackay SLSC is paying down the debt to NBB. It was from Darren Bragg
NCAMSS 2016 Conference Registration Form Please complete information below and return to address below. Name (CPCS/CPMSM) Employer and Title: Mailing Address: Phone: _______________________________________ Fax: __________________________________ Email: ________________________________________ Registration Fees: NCAMSS Members: $350.00 Non-Members: $400.00 REGISTRATION: Paid before APRIL 19, 2016 NCAMSS Members: $300.00 Non-Members: $350.00 PayPal Payments: www.NCAMSS.com Checks payable to: NCAMSS Mail to: June Thomas P.O. Box 278, Kenansville, NC 28349 Or Follow the yellow brick road to the North Carolina Association of Medical Staff Services 27thAnnual Conference May 11 – 13, 2016 Credentialing 2016: Standards and Quality and Compliance . . . Oh My!
National Blood Authority 2013-14 Blood and Blood Product Purchases Maintaining security of supply of blood and blood products requires the National Blood Authority (NBA) to manage contracts with suppliers of blood and blood products. Contracts are developed in accordance with the Commonwealth Procurement Rules, and managed in accordance with best practice guidance for contract management, including the guideline from the Australian National Audit Office (ANAO) on Developing and Managing Contracts. The contracts managed by the NBA include: fresh blood product procurement - Australia’s fresh blood component requirements through the Deed of Agreement with the Australian Red Cross Society plasma and recombinant product procurement - Australia’s plasma product and recombinant product requirements through: the CSL Australian Fractionation Agreement (CAFA) contracts for the provision of imported IVIg, imported recombinant factors VIIa, VIII, IX, and XIII, and other imported plasma and recombinant products red cell diagnostic reagents product procurement. The following table provides the volumes/units that the NBA purchased from suppliers, not the volumes issued to health providers. Prices for 2013-14 can be found in the NBA Annual Report for 2013-14 (Appendix 2 and 3) at . Table: 2013-14 blood and blood product purchases As per the excel files attached.
communication and interaction during either a feeding or teaching situation. The training will guide learners through the process of understanding the use and benefits of using the scales in clinical practice as well as support in achieving reliability as certified by NCAST Programs at the University of Washington, Seattle USA Objectives At the conclusion of the training participants will be able to: Identify infant sleep/wake states, potent and subtle engagement /disengagement cues and caregiver adaption Systematically observe and analyse caregiver-child interactions Interpret the scores of the PCI scales and formulate an intervention Identify strengths, concerns and need for further assessment and referral Achieve inter-rater reliability certification for the PCI feeding and teaching Scales Prerequisites Bachelor degree or equivalent Completion of Keys to Caregiving training NCAST Instructors Professor Catherine Fowler Fran Chavasse Certification The program provides: Certification (reliability) from the NCAST Programs, University of Washington, Seattle USA 6-months post-training mentoring & support Support for yearly reliability Attendance & Requirements Training schedule: Day 1, 2 & 3: PCI feeding scale & reliability testing Days 4 & 5: PCI teaching scale & reliability testing Day 6: Interpreting the scales and planning an intervention NCAST PCI training includes DVD modules, manuals, teaching kit, scoring forms, and onsite instruction. Participants must attend all six days of training. Testing & Retesting Participants will need to achieve 85% reliability to be certified. This course includes one opportunity to re-do reliability testing if unsuccessful Tutoring, retest dates and locations will be arranged with the instructor
1989-90, 1991-93, 1999-00 Space and Equipment Committee 1994-95 Research, Grants, and Ethics Committee 1990-91 Graduate Assistantship Committee 1990-91 School Psychology Search Committee Grants and Special Awards 2008 Dean-Woodcock Neuropsychological Assessment System Instructional Materials Grant. Woodcock-Muñoz Foundation. $15,500 (Western Illinois University). 2008 WJ-III Normative Update Instructional Materials Grant. Woodcock-Muñoz Foundation. $1950 (Western Illinois University). 2007 Best In Track – Traditional Research, 2nd Annual WIU Faculty Research Symposium 2001 WJ-III of Cognitive Abilities Instructional Materials Grant. Riverside Publishing. $7500 (University of Alabama). 2001 WJ-III Tests of Cognitive Abilities Instructional Materials Grant. Riverside Publishing. $7500 (Illinois State University). 1997 WJ-R Tests of Cognitive Ability Instructional Materials Grant. Riverside Publishing. $6100 (Illinois State University). 1995-96 Preparing school psychologists to provide early intervention services in an interdisciplinary family-centered model. Co-principal investigator: G. Maccow. Partnerships Project, Institute for Research on Human Development, University of Illinois. $2000 (Illinois State University). 1995 Presidential Recognition Award, Illinois School Psychologists Association 1993-94 A module for Psychology 434: Developmental assessment of infants and preschool -age children. Co-principal investigator: G. Maccow. Partnerships Project, Institute for Research on Human Development, University of Illinois. $2000 (Illinois State University). Professional Memberships/Affiliations American Psychological Association Division 16 (School Psychology) American Psychological Association Division 53 (Clinical Child & Adolescent Psychology) National Association of School Psychologists *Adapted from the WIU Graduate Faculty Vita format
Click the appropriate checkboxes to identify the type of work the agency does for your cases. Some agencies have more that one type of work. Select all the types of work that the agency provides:  CPS - Protective Services  LE - Law Enforcement  Med - Medical  FI - Forensic Interviews  MH - Mental Health Services  VA – Victim Advocacy  Pros - Prosecution of Alleged Offenders
Query Case Tab Data Fields of cases where the reason for the referral is 'allegation of abuse', and the age of the alleged victim is <=18, where the LE investigation closed date is during the reporting period, and the ‘charges filed’ radio button is ‘yes’. Presenting Tab Reason for the Referral (allegation of People Tab Role (alleged victim), Age at time of Referral (alleged victim’s age <=18) LE Tab Date Closed (within reporting period) Charges (yes) Cases accepted for prosecution Query Case Tab Data Fields Count of cases where the reason for the referral is 'allegation of abuse', and the age of the alleged victim is <=18, where the prosecution decision ‘review date’ is within the reporting period and the status is ‘accepted’. Presenting Tab Reason for the Referral (allegation of abuse) People Tab Role (alleged victim), Age at time of Referral (alleged victim’s age <=18) Prosecution Tab - Prosecution Decision Review Date (within reporting period) Status (accepted) Convictions, Acquittals Query Case Tab Data Fields Count of cases where the reason for the referral is 'allegation of abuse', and the age of the alleged victim is <=18, where the prosecution ‘outcome date’ is within the reporting period, grouped by prosecution ‘outcome’. Presenting Tab Reason for the Referral (allegation of abuse) People Tab Role (alleged victim), Age at time of Referral (alleged victim’s age <=18) Prosecution Tab - Prosecution Outcome Outcome Date (within reporting period) Outcome Other services provided by CAC (tracked in NCAtrak)
Type the name of the Role that you are creating in the text box at the bottom of the Click ‘Save.’ You must set the privileges for the role next. Continue through steps below. Click ‘Set Privileges.’ The Role Name will appear at the top of the tab. Work completely through each step below and setting administrative privileges before you save. ‘Save’ when finished. Set Privileges to Access Case/People Data in the Database – These privileges work in sequence. The privileges in STEP 1 impact the Other Case/People Data Privileges in SETPS 2 & 3. Make your Selections in Steps 1, 2, and 3. Continue to Set privileges to Access Administrative Data in the Database STEP 1: Allow Users assigned to this Role to access data related to: Click one of the three options. See descriptions of each option below. Options for Case Access What this Privilege Allows and associated people assigned to the User This is the default setting for all roles in NCAtrak. Users with this have access to their own cases (cases that have their name case and the people who are associated with their cases. Cases and associated people assigned to the User’s Agency This privilege the users assigned to this role access to all their agency is assigned to the case in a manner described above. useful to give supervisors access to their subordinate’s cases all the cases in the CACs database. All Cases and associated people and people not associated with a case This privilege users assigned to this Role, the privilege to associated people and people not associated with a case -entered ‘Add Names’ function. People who will be entering cases should have that they can determine if a person is already entered into the record, or through Add Names. STEP 2: Case Tab & Person Biography Privileges – The default is set to ‘None’ for each option. Select ‘View’, or ‘Update’ for each privilege you want to give to users assigned to this role. See the description of each option in the table below. Options What will the users be able to access?
2017 Notice of representation by legal practitioner or agent* ADMINISTRATIVE & EQUAL OPPORTUNITY DIVISION, OCCUPATIONAL DIVISION AND APPEAL PANEL *The Tribunal must grant permission before an agent can represent a party. The agent should request permission the next time the matter is listed. File number: Division: Administrative & Equal Opportunity Division Occupational Division Appeal PARTIES Applicant / Appellant: Respondent: NOTICE The legal practitioner / agent* named below (please tick): represents the applicant / appellant represents the respondent represents another party (please specify) OR Has ceased to represent the applicant / respondent / other party in the proceedings and the party’s address for service is: LEGAL PRACTITIONER OR AGENT* Representative type: Legal Practitioner Agent* Firm name: Name: Address: Phone: Fax: Email: Signature: Date: Do you want NCAT notices and correspondence emailed to you? By ticking this box you agree to receive the notice of hearing and other future correspondence by email. Please ensure the email address provided above is accurate and the email account is checked regularly. Please note NCAT does not accept filing of applications, submissions or evidence by email. Parties must give a hardcopy of documents to the Registry. CONSENT BY FOR AGENT* TO REPRESENT I consent to the agent named above representing me in these proceedings. I understand that all correspondence will be sent to my agent:
1. Highlight helpful context clues: “The sturdy shelters are meant to be resilient to high winds.” 2. Infer the word’s meaning: I think the word means ___________________ because… 1. Highlight helpful context clues: “The traveler sat quietly to savor the unusual landscape.” 2. Infer the word’s meaning: I think the word means ___________________ because… 3. Record the best definition: Identify the part of speech: 4. Draw a picture to represent the word’s meaning. 3. Record the best definition: Identify the part of speech: 4. Draw a picture to represent the word’s meaning. Write two to three sentences using at least 4 of these words in a way that demonstrates your understanding of their meanings. Underline the words.
Using validation to understand the experience of dementia Pitkin, J Nursing and Residential Care 2016 Vol. 18 Issue 9 pp. 487-490 Keywords: Communication, dementia, identity, language, validation ‘Dale’: an interpretative phenomenological analysis of a service user's experience with a crisis resolution/home treatment team in the United Kingdom Nelson, LJ; Miller, PK; Ashman, D Journal of Psychiatric and Mental Health Nursing 2016 Vol. 23 Issue 6-7 pp. 438-448 Keywords: Crisis resolution, home treatment, power, recovery, resilience Using health psychology to help patients: promoting wellbeing Barley, E; Lawson, V British Journal of Nursing 2016 Vol. 25 Issue 15 pp. 852–855 Keywords: Wellbeing, positive psychology, quality of life, holistic care, depression, post-traumatic growth Recognising and responding to the early signs of sepsis Glasper, A British Journal of Nursing 2016 Vol. 25 15 pp. 874–875 Keywords: NICE guidelines, care bundles, Sepsis Six, high risk criteria The role of dressings in the prevention of pressure ulcers Brown, J British Journal of Nursing 2016 Vol. 25 Issue 15 pp. S6–S12 Keywords: Pressure ulcer, preventative care, dressings, research Implementing the Care Certificate: infection prevention Ashurst, A Nursing and Residential Care 2016 Vol. 18 Issue 9 pp. 507–509 Keywords: Pathogens, chain of infection, personal protective equipment (PPE) personal hygiene Experiences of those going into care: the role of the nurse Barber, C
Setting up recovery clinics and promoting service user involvement John, T British Journal of Nursing 2017 Vol.26 Issue 12 pp 671–676 Keywords: Mental health services, patient participation, empathy, organisational culture, recovery clinics, service user involvement. Diabetes and older people: ensuring individualised practice Phillips, A; Phillips, S Nursing and Residential Care 2017 Vol.19 Issue 7 pp 390–392 Keywords: Personalised care planning, diabetes, hypoglycaemia, cognitive decline, comorbid illness. Oral decontamination techniques and ventilator-associated pneumonia Chacko, R; Rajan, A; Lionel, P; Thilagavathi, M; Yadav, B; Premkumar, J British Journal of Nursing 2017 Vol.26 Issue 11 pp 594–599 Keywords: Ventilator-associated pneumonia, oral hygiene, infection control, healthcare-associated infections, bacterial colonisation. The introduction and evaluation of a pressure ulcer risk assessment tool for photopheresis outpatients Rushton, C; Goodgrove, R; Robertson, L; Taylor, T; Taylor, P; Alfred, A British Journal of Nursing 2017 Vol.26 Issue 12 pp S16–S22 Keywords: Bone marrow transplant, chronic disease, extracorporeal photopheresis, pressure damage, screening tool, pressure area care. Improving engagement with patient safety through educational events. Day, H; Greenall, R; Gausden, K Nursing 2017 Vol.113 Issue 5 pp 38-39 Keywords: Avoidable harm, staff education, safety culture.
or by an act of compliance with UN Security Council resolution, both in accordance with ITB 4.8 and Section V. 2. Historical Contract Non-Performance 2.1 History of Contracts Non-performance of a contract did not occur as a result of contractor default since 1st January [Insert year]. Must meet requirement1 & 2 Must meet requirements Must meet requirement N/A Form CON-2 2.2 Suspension Based on Execution of Bid/ Proposal Securing Declaration by the Employer or withdrawal of the Bid within Bid validity period Not under suspension based on execution of a Bid/ Proposal Securing Declaration pursuant to ITB 4.7 or withdrawal of the Bid pursuant ITB 19.9 Must meet requirement Must meet requirement Must meet requirement N/A Letter of Bid 2.3 Pending Litigation Bidder’s financial position and prospective long term profitability sound according to criteria established Must meet requirement N/A Must meet requirement N/A Form CON – 2 Non-
in 3.1 below and assuming that all pending litigation will be resolved against the Bidder 2.4 Litigation History No consistent history of court/arbitral award decisions against the Bidder since 1st January [insert year] Must meet requirement Must meet requirement Must meet requirement N/A Form CON – 2 2.5 Declaration: Environmental, Social, Health, and Safety (ESHS) past performance Declare any civil work contracts that have been suspended or terminated and/or performance security called by an employer for reasons related to the of any environmental, or social, or health or safety requirements or regulations in the past five years. Must make the declaration. Where there are Specialized the Specialized must also make the declaration. N/A Each must make the declaration. Where there are Specialized Sub-contractor/s, the Specialized must also make the declaration. N/A Form CON-3 ESHS Performance Declaration 3. Financial Situation and Performance 3.1 Financial Capabilities (i) The Bidder shall demonstrate Must meet requirement Must meet Requirement Must meet at 25% of the Must meet at 50% of the Form FIN – 3.1, with attachments
ITB 34.3] 4.2 (b) For the above and any other contracts [substantially completed and under implementation] as prime contractor, joint venture member, or sub-contractor between 1st January [insert year] and Application submission deadline, a minimum construction experience in the following key activities successfully completed: [list key activities indicating volume, number or rate of Must meet requirements [Specify activities that may be met through a specialized subcontractor, if permitted in accordance with ITB 34.3] Must meet requirements [Specify activities that may be met through a Specialized Subcontractor, if permitted in accordance with ITB 34.3 ] N/A Must meet the following requirements for key activities listed below [if applicable, out of the key activities in the first column of this 4.2 b), list key activities (volume, number or rate of production as applicable) and the corresponding minimum requirements that have to be met by one member, otherwise this cell should state: “N/A”.] Form EXP – 4.2 (b)
Appendix 3: Proposed 30 Day Systemic Anti-Cancer Therapy (SACT) Mortality Proforma. Sections 1-5 to be completed by treating consultant Section 1. Patient & Disease Details Patient ID Oncology Consultant Form completed by Patient Initials Treating hospital/unit Date completed Age Known to palliative care (Delete 2 choices) Gender M/F (Delete 1) Yes No Unknown Primary Tumour ie lung Histopathology ie adenocarcinoma at Death: ie TNM and stage Treatment Intent (Delete 3 choices) Neo-adjuvant Adjuvant Palliative-please state line Curative Co-morbidities (Delete 2 choices) YES NO Unknown List: Clinical patient? YES NO (Delete 1) Section 2. Assessment of SACT Use Date of decision to treat Enter date/ not documented DD/MM/YY /Not doc SACT Regimen and Interval i.e Gem/carbo q3/52ly Cycle (inc. number planned) Regimen listed in the site-specific algorithm Cycle X of Y YES NO (Delete 1) Did death occur within 30 days of final SACT cycle Please how many days YES NO Written informed patient consent obtained (Review consent form and documented toxicities) (Delete as required) YES NO Consent- Good Average Poor Grade of person consenting (Delete as required) Consultant ST3+ Other- ECOG pre cycle 1 (at consent) PS= x/Not doc ECOG at final cycle PS= x/Not doc Last SACT cycle prescribed by whom? (Delete 3 choices) Consultant ST3+ Nurse Other- SACT prescription signed by: (Delete as required) Approved doctor Approved pharmacist Other Written protocol available for this regimen? (Delete 1 choice) Yes No Was there an appropriate response assessment to SACT documented (Delete 1) YES NO Comment - Was there a deviation from protocol? (Delete 1 choice) Yes No Comment- Was dose appropriate for: (state yes/no) BSA/weight accounting for any dose reduction FBC Renal function Hepatic function Cardiac function Please give detail if answer no above there any Grade 3/4 toxicities prior to final SACT cycle (Delete as required) Not applicable (1st cycle) None documented Yes - In your opinion was the appropriate dose administered i.e.
COMPLAINTS NOT WITHIN THE REMIT OF THIS POLICY Not all complaints received by the NCBI can be investigated using the procedures outlined in this document. The Complaints Officer must, upon initial examination of the complaint, determine if the complaint or aspects of the complaint requires management under other established NCBI Policies, Procedures or Guidelines. The following tables detail the relevant NCBI Policies, Procedures or Guidelines to be referred to in particular circumstances Details of complaint or allegation Policy, procedure, guideline or legislation to be followed Allegation of abuse of a child NCBI Child Protection Policy, Children First – National Guidelines for the protection and welfare of children Allegation of abuse made against a staff member Professional misconduct Complaints by staff of any inappropriate behaviour of other staff at work Refer to line manager to deal with under some or all of the following Trust in Care – policy for health services employers on upholding the dignity and welfare of service users, and the procedures for managing allegations of abuse against staff NCBI Grievance and Disciplinary procedures
NCBI Dignity at Work policy NCBI Code of Practice for front line staff Complaints against HR Refer to line manager / HR to deal with under some or all of the following: NCBI Dignity at work policy NCBI Grievance and Disciplinary policy NCBI Employment & Recruitment policy Complaints about bullying and harassment made against staff Refer to line manager / HR to deal with Complaint under some or all of the following: Trust in Care Policy NCBI Dignity at Work Policy NCBI Grievance and Disciplinary policy Complaints in relation to breaches of Data Protection Rights Refer to Data Protection Commissioner Complaints in relation to environmental issues Refer to local environmental office Complaints in relation to activities engaged in by NCBI that are not subject to HSE funding or contract arrangements Refer to the manager of that Department
and thank all NCBI staff, our most valued resource, for the superb support and positive impact that they make to the lives of our service users each and every day. Paul Ledwidge and Chris White Our Renewed Promise to You At NCBI, we are always seeking to be better. We strive for excellence in our efforts to deliver effective services and representation to people with sight loss by embedding a workplace culture of support, respect, integrity and teamwork. We continually evaluate and challenge our services to strive for improvement to match, and exceed, the expectations of those who use our services. We learn from our experiences and from your feedback and we adapt. This ambition to do better is underpinned by a commitment to work more effectively by engaging with people who use our services. This engagement also extends to our staff, supporters and partner organisations. NCBI believes in putting our people first, in the importance of the accountability of management and staff and in fostering a culture of quality improvement to deliver the best possible outcomes. In grounding our Strategy 2017-2020, NCBI’s Vision, Mission and Values remain steadfast: NCBI Vision, Mission and Values Our Vision For people who are blind and vision impaired to have the same opportunities, rights and choices as others to fully participate in society. Our Mission To enable people who are blind and vision impaired to overcome the barriers that impede their independence and participation in society.
NCBI is fully committed to collaborating and working in partnership with government departments towards putting in place policies and systems that will reflect moves towards compliance and adherence to current and future legislation, directives, and the CRPD itself. Together we will begin to address the many ways in which people with disabilities, including those who are blind and vision impaired, are denied their rights in many aspects of life in Ireland. This pre-budget submission sets out NCBI’s recommendations for beginning that process by effective, efficient and targeted allocation of resources and collaboration across government departments. About NCBI – National Council for the Blind of Ireland At NCBI, we are working every day with people of all ages, from young babies to those reaching their 100th birthday. The majority of people we work with actually have some remaining vision, while a small percentage are completely blind. We understand the impact of sight loss – the fear people may feel when they are having difficulty seeing road crossing signals or the upset when struggling to do things like reading, writing, or recognising people’s faces; the worries families have about their loved ones living alone safely; the dreams and hopes that parents have for their children born with low vision, sometimes coupled with other complex needs and their need for support through the pathway of their life to having their child’s needs met as they grow up. NCBI offers emotional and practical help so that people can live their lives fully with confidence and independence, now and into the future. Sight Loss Figures
groups. Chapter 1. In Barbour, R., & Kitzinger, J. Editors (1999). Developing group research: Policy, theory and practice. Thousand Oaks, CA: Sage Publications. Krueger, R. (1994). Focus groups: A practical guide for applied research (2nd ed.). Thousand Oaks, CA: Sage Publications. Montana Office of Public Instruction. (2009). American Indian data fact Retrieved November 5, 2009 from http://www.opi.mt.gov/pdf/indianed/data/09 MarDataFactSht.pdf Montana Office of Public Instruction. (2008). 2007 Youth Risk Behavior Survey Trend Report. Morgan, D. (1998). The focus group guidebook: Focus group kit 1. Thousand Oaks, CA: Sage Publications. Morgan, D. (1993). (Ed.). Successful focus groups: Advancing the state of the art. Thousand Oaks, CA: Sage Publications. Morgan, D. (1988). Focus groups as qualitative research: Qualitative research methods, Volume 16. Newbury Park, CA: Sage Publications. Senge, P.,Kleiner, A., Roberts, C., Ross, R., & Smith, B. (1994). Strategies for working with mental models. In The fifth discipline fieldbook: Strategies and tools for building a learning organization pp. 235-263. New York: Doubleday Currency. Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday Currency. Szpaller, K. (2010 February 9). Smurfit-Stone Container Corp. pays $50.4M in bonuses;