zilongwang/ReadingBank huggingface dataset:
Due no than COB Monday, November 4, 2013 FUAT Step Test Scenario Expected Results Status (Pass/Fail) Comments Tester Name 1 Interface Process: Run the BORQM002 query If you have current results on the BORQM002 load one voucher/receiver into Pre-AM. Run the Payables/Purchasing interface to load the data into the Review Financials and Review Phy A pages. Make certain that a September accounting date is used on the Review Financials page. 4. Run Transloader. Asset will be created as a result of the interface process.
*this scenario is not applicable to institutions with no current results or those not using the interface process. 2 Add an asset using Basic Add. Use a September accounting date. Asset will be created. 3 Perform a Cost Adjustment to an asset. Use a September accounting date. Cost will be modified on an asset. 4 Perform a Book Adjustment to an asset to change its useful life. Use the Life to Date convention and a September accounting date. Useful life will be modified for an asset. 5 Retire an asset. Use a September accounting date. Asset will be retired. 6 Verify that the assets that you created or modified in steps 1-5 are shown as Open Trans. Should see Open Trans for added or modified assets.
7 Run Month End processes for September: Depreciation Calculation Accounting Entry Creation Depreciation Close Entries posted to Dist_Ln table. 8 Run the BOR_Asset_Listing_Auditors Verify results. Results of query in UAT should match the results when query is run from Production, with the exception of any new assets. 9 Each AM user should verify that they are able to access those AM menu items that they have access to in Production. Access to menu items between UAT and PRD should be the same for individual users.
Due no later than COB Monday, November 4, 2013 FUAT Institutions participating in Banner Integration Testing: Atlanta Metropolitan State College – Michelle Alston-Brown Georgia Highlands College – Jeanette Eckles Southern Polytechnic State University – Arthur Vaughn Valdosta Univeristy – Traycee Martin/Antolina Pilgrim Step Test Scenario Expected Results Status (Pass/Fail) Comments Tester Name 1 Southern Poly only: Run the Banner Direct Deposit to AP Interface Before running, you may wish to query on BNR_DIR_BOR table to confirm student direct deposit data is ready to be interfaced. The interface should run to success and student banking information should be updated in the vendor.
2 Run Banner to AP Interface per your normal business process. Please be sure to include all scenarios usually seen by your institution. (New student, Plus loans, etc.) Review the reports produced by running the interface and confirm there are no errors or issues that will need to be addressed prior to processing the vouchers. 3 Process the AP student disbursements Run voucher build to create vouchers Process vouchers through to payment Post Vouchers and Payments Vouchers should be successfully created and processed (budget checked, posted and journal generated). Payments should be issued. 4 Journal Generate from JGEN_BNR_BOR and create Banner journals Journal should be created and processed.
Due no Later Than COB Monday, November 4, 2013 FUAT The Budget Prep Module Task List is meant to guide you through scenarios to ensure proper security, menus, and panels operate in the manner they are expected and ensure a stable and successful tools upgrade. This UAT exercise will take you from the extract to the export and give you scripts to ensure that you are able to navigate, process, and complete the exercises. Any errors/issues should be noted as “Fail” and the details should be listed in the comments section of the task list and an email notification sent to PSFIN@USG.EDU so the process can be reviewed by ITS staff immediately. Existing Run Control IDs may be used, but it is recommended that users verify all parameters to ensure correct results are produced. Step Test Scenario Expected Results Status (Pass/Fail) Comments Tester Name Hours/Parameters Pass Hours/Parameters will be set up for year 2014 Wanda Aldridge (ITS) Extract File from EV5R for BP Files will be extracted from clone and placed in FTP folder for each institution to download. Pass This will be what institutions will use for UAT extract. If they normally get these from HR/payroll, they will need to do this for UAT as well. Wanda Aldridge (ITS)
7 Update Personal Services- Give 12% raise Use reason code of your choice. Change raise eff. date to 7/1/2014 All fields will accept change and proposed budget will change to proposed salary amount. *Make note of Department and position to verify in reports later. 8 Update Personal Service- Split the distribution on one employee to 50/50 with another department including fringe. The panel will save and salary and fringe amounts will be calculated based on a 50/50 split. *Make note of Department and position to verify in reports later. 9 Update Non-Personal Services- Increase a Departmental Budget Appropriation by $5,000 The panel will save and the Departmental Budget will be increased by $5,000. *Make note of Department to verify in reports
25 Run the Generate RET Journal Entries and review journal amounts Journal should successfully generate, verify that the accounts and amounts match the Production journal for the RET entries for September 2013 – it will not be necessary to Post the journal 26 Verify that pre-consolidation Business Unit data reports and queries can be run for the “OLD” business unit ID’s for any of the Common Remitter reports and queries. Institution: _______________________________________________________________
Due no later than COB Monday, November 4, 2013 FUAT Step Test Scenario Expected Results Status (Pass/Fail) Comments Tester Name 1 Process an expense report that existed prior to the PeopleTools (Foundations) upgrade and has a status of Submitted or Pending Approval. Get it to Approved status. Able to process the report and approvals/workflow functions as usual. 2 Create a new expense report and submit. Able to enter and submit the report. 3 Fully approve the report from Step #2. Approvals/workflow function as usual.
4 Modify the approved Expense Report using Modify Approved Transactions. Modify Approved Transactions page should load and display the expense report just approved. 5 Create and submit a travel authorization. Able to enter and submit the Travel Authorization. 6 Fully approve the travel authorization. Approvals/workflow function as usual. 7 Create and submit a cash advance, if applicable for your institution. Able to enter and submit the cash advance. 8 Fully approve the cash advance, if applicable for your institution Approvals/workflow function as usual. 9 Run Query BOR_EX_DUE. Ensure that results are returned. You should see the above Approved transactions that have not been Paid.
worklist. Retrieve and submit journal. 5 GL Jrnl Approver – Post Journal. Journal is posted. 6 GL Jrnl Approver – enter journal, edit, budget check, and submit. Verify that journal does not go to approved. Confirm message is received that additional approval is required. Journal created. Journal ID__________________ 7 Run Trial Balance Report by Fund. Report is produced correctly. 8 Run Ledger Activity Report; check to include CF and Detail boxes. Report is produced and accurately reflects activity.
13 Run or Phone Bill Interface; make sure file has lowercase “.txt”extension. File is loaded to PCARD or Phone Bill table. 14 Journal generate PCARD or Phone Bill transactions loaded above. Journals are generated. Journal created. Journal ID__________________ 15 Unpost existing journal. Journal is able to be unposted. Journal ID used______________ 16 Use Journal Load spreadsheet to upload a journal (for those schools currently using it). Journal is loaded into PeopleSoft. Journal ID__________________ 17 Encumbrance journal (to ACTUALS ledger with Encumbrance radio button Journal created. Journal ID__________________ Trial
6 Create a PO with multiple lines and multiple distribution lines. Process to a Dispatched Status. Confirm PO is created. PO ID________________ 7 Create a PO with Asset Info defined on Distribution Line. Process PO to a Dispatched Status. Confirm PO is created. PO ID________________ 8 Create Receipt for POs created in Test Scenarios 2 and 5. Receipt ID_______________ Receipt ID_______________ 9 Create Receipt for an PO created in Purchasing Test Scenario 7 may be used here. Receipt ID_______________ 10 Create a partial Receipt for a PO. Receipt ID_______________
11 Run Batch PO Budget Check (can run for full BU or define PO ID). Confirm PO is budget checked successfully – either to Valid or Error Status. 12 Run On Demand Budget Check process from Maintain Purchase Order page, for a PO that existed prior to the PTools upgrade. Confirm PO is budget checked successfully – either to Valid or Error Status. 13 Cancel a PO from the Maintain Purchase Order page. PO Status is updated to Cancelled. 14 Cancel a PO and select Yes to re-source the requisition. PO Status is updated to Cancelled and Requisition is available on the Expedite Reqs page. 15 a PO using the PO Reconciliation Workbench. PO status is updated to Complete.
16 Run the Batch PO Close Process (PO_POREP – PSJOB). Review the Close Purchase Order report when completed. Process runs successfully and Closed PO report is created. 17 Run PO Open Enc as of Acctg Period Report (Navigation: BOR Menus > BOR Purchasing > BOR PO Reports). Report returns expected data. 18 Run Query BOR_PO_OPEN_AMOUNT_ALL. Confirm POs created in Test Scenarios 2, 4, 6, and 7 are included in query results. 19 Run any additional Processes, Queries, or Reports, as desired. Please list additional items below.
younger generations, but because it's a film dramatising the events of Collins' life, it presents a few things differently to how they actually happened. (For example, the car bomb scene. Car bombs hadn't been invented yet). This is something to be aware of when watching any film based on historical events, as a film like that is a secondary source and can show any kids of bias, prejudice or propaganda. For this answer, the only relevant (important) information is what Collins was doing during the years of the independence struggle, 1916 - 1922. Too much information about his early life, his love life, or anything else that has nothing to do with the independence struggle won't win any marks. So, how do we answer this question? Name the leader you're writing about and introduce him. "Michael Collins was born in Co. Cork in 1890. He..." out by talking about his early involvement in the independence struggle. Where was Collins in Easter 1916? Next, talk about the First Dáil. Collins was elected in 1918. What position did he hold? What did he do? What were his other roles? What work did he do with the IRA as the War of Independence began? Talk about the groups he commanded: the Squad and the Flying Columns. What did he order them to do? De Valera sent Collins to negotiate with Britain. What was he negotiating? What was agreed? What problems were there? The treaty led to the Civil War. What was Collins' role now? What did he do? What happened to him? So, in short... Name and introduce him (briefly). Talk about his early involvement in the independence struggle. His role in the First Dáil. His other roles as the War of Independence began. Collins' Squad and the Flying Columns. Being sent to negotiate the Treaty. Collins in the Civil War. Don't... talk about anything irrelevant (unimportant). Like I said, it must all have something to do with Collins in the independence struggle. talk about any other leaders. You'll mention de Valera when you talk about the Treaty, but you must only mention him in relation to Collins.
People in Proposed Intelligent Robotics Projects for Fall 2011 of student(s) Title of Project experience email 1 Venger (G) Networked Tower of Hanoi Robot Arm 2 Jim Larson (G) – Team Leader and software architecture Networked Guide Robot for MCECS at PSU Robert Fiszer (G) – Natural Language Hamed Mirlohi (U) – software and integration, stereo vision integration 3 Omar Mohsin (G) – team leader and software Networked Newton Robot Puppet for Robot Theatre Ali Alnasser (G) – hardware 4 Sahar Daraeizadeh (G) – team leader, theory and integration Networked Schroedinger Cat Robot for Robot Theatre Tonderai Nemarundwe (U) – programming and interfacing 5 Jules Alfani (U) – programming Networked Niels Bohr Robot for Robot Theatre Michael Lowe (U) – team leader and design 6 Nilesh Bahic (G) – program leader Networked Dancing Hexapod Robot for Robot Theatre Philip Kangas (U) – programming and interfacing 7 Jabeer Ahmed (G) Computer Vision and Machine Learning System for Melanoma Cancer Detection
St Thomas a Becket Catholic Primary School PE Curriculum Map 2018 -2019 Year Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 R Gymnastics Introductory Unit Dance Stars Rabbits Follow my feet Hickory Dickory Dock Autumn Leaves Icicles and water Gymnastics Stretching and curling Dance Mr and Mr Strong Wriggling William The Angry Elephant Games Focus on using bean bags on ball skills and games 1 Gymnastics Flight, bouncing, jumping and landing Dance The Rainbow Fish Going on a bear hunt Gymnastics Rocking and rolling Games Throwing and catching aiming games Athletics Unit 1 Games Bat/ balls skills and games and skipping 2 Gymnastics Parts high and parts low Dance The three little pigs Pat-a-cake polka Jumping Jone Elsden circle dance Circassian circle Gymnastics Turning, spinning and twisting Games Throwing and catching inventing games Athletics Unit 1 Dribbling, kicking and hitting 3 Net / court / wall games (Tennis) Dance The Explorers The Hornpipe Gymnastics Symmetry and asymmetry Striking and fielding games (Rounders) Athletics Unit 1 Outdoor and adventurous activities
4 Net / / wall games (Tennis, Volleyball and Badminton) Dance These shoes are made for walking Giraffes can’t dance Gymnastics balance Games Invasion games (Variety of ball games) Athletics Unit 1 Outdoor and adventurous activities 5 Games Net / court / wall games (Tennis and Volleyball) Dance City life Pleased to see you Gymnastics bridges (vice versa term 4) Swimming (vice versa term 3) Athletics Games Invasion (Hockey and football) 6 Games Striking and Fielding games (Rounders and Cricket) Dance The rainforest Hunting in unknown territory Gymnastics Working together- synchronisation and canon Games Invasion games ball handling (Netball and Basketball and Rugby) Athletics Unit 1 Outdoor and adventurous activities
PEP Link Worker – Person Specification Essential Desirable Shown by Qualifications Good general level of education or equivalent work-based experience Application form Experience of: Working with people with complex needs, either in an employed or voluntary capacity Successfully delivering advice or support in a health or social care capacity Lone working and personal safety Previous experience of working in a partnership environment or with agencies Lead Professional role Assessment and personal action plans Application form and interview Skills Excellent interpersonal skills, including communicating clearly and concisely at all levels (both orally and in writing) Good IT skills i.e. able to use Microsoft Office packages including Word and Outlook. Application form and interview Able to: Build trust and build positive relationship Reflect, and change behaviour, necessary Recognise risk and safeguarding issues Respond positively to change Plan and organise own work load, consulting with others when required Motivate and inspire others to change behaviour Manage difficult behaviour Contribute to team decisions Application form and interview Knowledge and understanding of: Demonstrate an understanding of the needs of vulnerable people Social prescribing How issues of multiple deprivation affect individuals and communities The range of services available for vulnerable people Relevant practice in relation to safeguarding vulnerable groups, including children Application form and interview Attitude and Personal Attributes Positive and proactive attitude Solution focussed Non-judgmental and a sympathetic attitude to people living in disadvantaged communities Client focussed Full driving licence and access to own transport Application form and interview
This estimate is based on . . . A summary of the calculations is provided below. (Details are provided in Appendix F). INCLUDE APPENDIX F ONLY IF NEEDED. It is estimated that NO. 2 FUEL OIL use will be reduced by XXX GALLONS, Y% of current Name of End Use usage. IN THE CASE OF A DETAILED CALCULATION, THE BOTTOM LINE WILL GO HERE, WITH A BRIEF EXPLANATION OF METHOD BELOW. This estimate is based on . . . A summary of the calculations is provided below. (Details are provided in Appendix F). INCLUDE APPENDIX F ONLY IF NEEDED. It is estimated that NO. 6 FUEL OIL use will be reduced by XXX GALLONS, Y% of current Name of End Use usage. IN THE CASE OF A DETAILED CALCULATION, THE BOTTOM LINE WILL GO HERE, WITH A BRIEF EXPLANATION OF METHOD BELOW. This estimate is based on . . . A summary of the calculations is provided below. (Details are provided in Appendix F). INCLUDE APPENDIX F ONLY IF NEEDED. It is estimated that WATER use will be reduced by XXX THOUSAND GALLONS, Y% of current Name of End Use usage. IN THE CASE OF A DETAILED CALCULATION, THE BOTTOM LINE WILL GO HERE, WITH A BRIEF EXPLANATION OF METHOD BELOW. This estimate is based on . . . A summary of the calculations is provided below. (Details are provided in Appendix F). INCLUDE APPENDIX F ONLY IF NEEDED. Program Baseline PROVIDE A DESCRIPTION OF THE PROGRAM BASELINE, INCLUDING SOURCE. FOR EXAMPLE: This is an energy savings project. The baseline is current energy levels. Project Economics Highlights of project economics are summarized in Exhibit 2 below. NOTE THAT THE TOTAL ANNUAL kWh SAVINGS NEED TO BE ALLOCATED ACROSS FOUR TIME PERIODS. Exhibit 2 USE A COLUMN FOR EACH <<INSERT COMPANY NAME>> Company PROJECT NAME Project EEM WHEN THERE IS MORE Project Economics THAN ONE IN A PROJECT
Pepco and Delmarva Power C&I Energy Savings Program Acceptable certification to conduct Energy Audit requirements Organization Certification Website American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE) BEAP- Building Energy Assessment Professional Association of Energy Engineers (AEE) CEA- Certified Energy Auditor Association of Energy Engineers (AEE) Certified Energy Auditor In Training Association of Energy Engineers (AEE) CEM- Certified Energy Manager Association of Energy Engineers (AEE) BEST- Building Energy & Sustainability Technician US Green Building Council LEED-AP LEED-AP BD+C or O&M BOMI SMC- Building Systems Maintenance Certificate
Comments: 12 Job Duty: Complete reports and records, such as accident and incident reports as needed. Comments: 13 Job Duty: Perform routine sanitation duties to ensure a clean environment by cleaning dishes, tables, toys, therapy equipment, and other commonly used materials. Comments: 14 Job Duty: Assist with cleaning personal equipment, such as glasses, hearing aids, orthopedic devices, etc. Comments: 15 Job Duty: Attend trainings, workshops, and staff development meetings as required. Comments: 16 Job Duty: Perform related duties as assigned. Comments: B) WORK CHARACTERISTICS Provide your numerical ratings from 1-5 on FEEDBACK B based on the first page RATING STANDARDS Use the following factors to guide your ratings below for each characteristic. WORK CHARACTERISTIC RATING FACTORS Quality of Work and attention to detail and performance of specialized or technical duties Quantity of Work of work performed of work on schedule Dependability/Reliability with work instructions Work Habits and Attitude oneself to work of responsibility to safety, economy, and efficiency of new suggestions, and constructive criticism in work dress for job assignment Judgment and Initiative in new situations; flexibility in emergencies with minimum instructions of limits of authority Safety Rules adherence to all Safety Rules and Standard Operating Procedures Relationships with Others with employees, administrators and handling the public with students Attendance and Punctuality do not exceed allotted leave time observance of established working hours
My Personal Education Plan & Reviews Early Years Foundation Stage Reception year For general information on PEPs please see the “Master” guidance document On completion, please email to : Document Type: Meeting Date: School Name: Date of enrolment HCC District (or County if not Hampshire): Section 1 Section 1 below can be completed without the child/young person present (possibly in advance) See the “Master” guidance My Surname is: My First name is: I am also as: My Year Group is: The date I was born is: My Ethnicity is: EAL: My first language is: UASC: My Swift ID is: Date of this initial PEP (when I started this school/setting): My Annual review date is: Dates of my termly reviews are on the dates below: My 6 Month CLA review date: My Statutory Care Review date: My pre-school setting(s): Any Other setting I am attending: If Other, please specify:
Section 3c Action Plan: My Targets (SMART) – Specific, Measureable, Achievable, Realistic, Time related. They must link to young person’s comments, parent/carer actions, needs analysis & attainment and progress & should be written up by Designated Teacher as an outcome of discussion at the meeting See the “Master” guidance My PEP Action Plan. N.B Targets set at an initial PEP may not always be focussed on attainment, particularly if there has been a change to school or family placement. The targets should be about the needs of the child so they are secure and ready to learn My Targets Should cover: Curriculum Personal/Social/Emotional needs Learning Behaviours Wider community & engagement What will I do? Who will help me, how and when? How will we know when I have achieved my target? These should include aspirational quantitative measures as well as qualitative statement s How will additional funding be used to support this? There is accountability for PP spend at school & LA levels please provide detail Review Date Interventions (in class and out) that will help me with my targets
Outcomes funded by Pupil Premium Plus Name: Year Group: Priority Areas: School: Amount of PP+ available PEP Date: Review Date/s Term Outcomes to achieve over the next 6 months: What needs to be done to achieve outcome: Who will be responsible for ensuring this is done? Type of resource PP+ Cost Progress Made Outcome achieved Total PP+ Spend Autumn Term Spring Term Summer Term
Attainment History Name D.O.B EYFS Previous outcomes (Pre 2013) Personal, Social & Emotional Development Communication, Language & Literacy Problem Solving, Reasoning and Numeracy Dispositions & Attitude Social Development Emotional Development PSE Total Language for Communication & Thinking Linking Sounds & Letters Reading Writing CLL Total Number as Labels & for Counting Calculating Shape, Space & Measures PSRN Total Knowledge & Understanding of the World Physical Development Creative Development FSP Did the child achieve a good level of development overall? Y/N KEY 1 End KS outcome KEY STAGE 2 End KS outcome Reading Reading Writing Writing GPS GPS Maths Maths Phonics Pass Y/N NCY test taken NCY test taken The job/career I’d like in the future is: I would like to go to university Yes No Unsure I would like further information or support with: Year 8 or 9 only. The curriculum options I’d like to take are: Review: Please note any changes
required by DATIM and was removed from import set. Data element not or not accessible Mapped incorrect element name to correct DATIM element name. This element belongs to a question set that required a logic tree in the GHSMA mobile application - now coded as SIMS.F_11_00_Assess-POCT_Q1_CB5 . SIMS.F_10_00_AssessLAB_SCORE Data element not found or not accessible Mapped incorrect element name to correct DATIM element name. This element belongs to a question set that required a logic tree in the GHSMA mobile application - element not required by DATIM and was removed from import set. Data element not found or not accessible Mapped incorrect element name to correct DATIM element name. This element belongs to a question set that required a logic tree in the GHSMA mobile application - now coded as SIMS.F_11_00_Assess-POCT_Q1_CB2 . Data element not found or not accessible Mapped incorrect element name to correct DATIM element name. This element belongs to a question set that required a logic tree in the GHSMA mobile application - now coded as . Data element not found or not acccessible Mapped incorrect element name tocorrect DATIM element name. This element belongs to a question set that required a logic tree in the GHSMA mobile application - element not required by DATIM and was removed from import set. Data element not found or not acccessible Mapped incorrect element name to correct DATIM element name. This element belongs to a question set that required a logic tree in the GHSMA mobile application - now coded as SIMS.F_11_00_Assess-POCT_Q1_CB3 . Y Data is not a boolean, must match data element type: JdD9BD7HDZr Changed element import transformation logic for DATIM element SIMS.CS_ASSR1_TeamLd to true boolean as required by DATIM. Data element not found or not acccessible Mapped incorrect element name to correct DATIM element name. This element belongs to a question set that required a logic tree in the GHSMA mobile application - now coded as SIMS.F_04.00_PMTCT-Assess_CB1 .
Year 2 moving School only Transition arrangements and support required between KS1 and 2 Review 1. 2. What are the issues impacting on progress? Learning needs Engagement SEMH Attendance Exclusion Attachment What are the issues impacting on progress? Learning needs Engagement SEMH Attendance Exclusion Attachment Other Other Comment on progress being made and any issues identified Comment on progress being made and any issues identified 1. 2. Support strategies implemented – Initial PEP Meeting Review Impact Support strategies implemented – Review Meeting Review Impact Agreed actions from Initial PEP meeting Date set Action Lead person Date to be completed by Outcome
Section C – Termly progress and attendance Academic progress: exceeding/expected/working towards Start of Year January-April May-July End of Year target End KS Target On Target? Y/N Reading Writing Maths GPS Attendance (Completed at the end of each term) % Possible sessions Number of authorised sessions Number of unauthorised sessions Sessions of Fixed Term Exclusion Term 1 Term 2 Term 3
Section B – Attainment History Name D.O.B EYFS Previous outcomes (Pre 2013) Personal, Social & Emotional Development Communication, Language & Literacy Problem Solving, Reasoning and Numeracy Dispositions & Attitude Social Development Emotional Development PSE Total Language for Communication & Thinking Linking Sounds & Letters Reading Writing CLL Total Number as Labels & for Counting Calculating Shape, Space & Measures PSRN Total Knowledge & Understanding of the World Physical Development Creative Development FSP Total Did the child achieve a good level of development overall? Y/N KEY STAGE 1 End KS outcome KEY STAGE 2 End KS outcome Reading Reading Writing Writing GPS GPS Maths Maths Phonics Score Pass Y/N NCY test taken NCY test taken
Section E – Outcomes and Pupil Premium Spend Name: Year Group: Priority Areas: School: Amount of PP+ available PEP Date: Review Date/s Term Outcomes to achieve over the next 6 months: What to be done to achieve outcome: Who will be responsible for ensuring this is done? Type of resource PP+ Cost Progress Made Outcome achieved Total PP+ Spend Autumn Term Spring Term Summer Term
Section B – Attainment History Name D.O.B EYFS Previous outcomes (Pre 2013) Personal, Social & Emotional Development Communication, Language & Literacy Problem Solving, Reasoning and Numeracy Dispositions & Attitude Social Development Emotional Development PSE Total Language for Communication & Thinking Linking Sounds & Letters Reading Writing CLL Total Number as Labels & for Counting Calculating Shape, Space & Measures PSRN Total Knowledge & Understanding of the World Physical Development Creative Development FSP Did the child achieve a good level of development overall? Y/N KEY STAGE 1 End KS outcome KEY STAGE 2 End KS outcome Reading Reading Writing Writing Speaking & Listening SPaG Maths Maths Phonics Score Pass Y/N NCY test taken NCY test
What are the issues impacting on progress? Learning needs Engagement SEMH Attendance Exclusion Attachment Review Learning needs Engagement SEMH Attendance Exclusion Attachment Other Other Comment on issues identified Comment on issues identified 1. 2. Support strategies implemented – Initial PEP Meeting Review Impact Support strategies implemented – Review Meeting Review Impact Agreed actions from Initial PEP meeting Date set Action Lead person Date to be completed by Outcome
How You Know Them Names Family Name 1: Name 2: Name 3: Name 4: Friends & Neighbors Name 1: Name 2: Name 3: Name 4: Hobbies & Sports Activities Name 1: Name 2: Name 3: Name 4: Networking & Social Club Members Name 1: Name 2: Name 3: Name 4: Community & Political Groups Name 1: Name 2: Name 3: Name 4: Place of Worship Name 1: Name 2: Name 3: Name 4: High School & College Alumni Name 1: Name 2: Name 3: Name 4: Supervisors & Coworkers Name 1: Name 2: Name 3: Name 4: Colleagues from other Departments & Companies Name 1: Name 2: Name 3: Name 4: Former Employers & Coworkers Name 1: Name 2: Name 3: Name 4: Customers & Clients Name 1: Name 2: Name 3: Name 4: & Professional Organization Members Name 1: Name 2: Name 3: Name 4:
Note: Use this list identifier in the attribute unitCodeListID Status Code UN/ECE PEPPOL cbc:OrderResponseCode cac:OrderLine/cac:LineItem/cbc:LineStatusCode UNCL1225 Values: 27 – Not Accepted 29 – Accepted 30 – Accepted with amendment in detail section Links to code lists CEN BII2 subsets ISO 4217 IANA ISO 3166-1 alpha2: UN/ECE Rec 20: UN ECE 1225: http://www.unece.org/trade/untdid/d08a/tred/tred1225.htm Codelists for identifier schemes Table of the code lists used to constrain the values of schemeID for identifiers in the order and order response transaction: Business Term Allowed SchemeID Applicable Xpath Note Party Identifier See “PEPPOL Policy for using Identifiers” cbc:EndpointID/@schemeID cac:PartyIdentification/cbc:ID/@schemeID cac:PartyLegalEntity/cbc:CompanyID/@schemeID cac:PartyTaxScheme/cbc:CompantID/@schemeID Mandatory Mandatory Optional Optional Tax Category Identifier Use subset. cac:TaxCategory/cbc:ID cac:ClassifiedTaxCategory/cbc:ID Note: Validate the ID with the code list provided by CEN BII2. SchemeID attribute must be UNCL5305
<cbc:DocumentType>Order details</cbc:DocumentType> <cac:Attachment> <cbc:EmbeddedDocumentBinaryObject mimeCode="application/pdf" filename="specification.pdf”>PD94bWwgdm… +PC9PcmRlcj4= </cbc:EmbeddedDocumentBinaryObject> </cac:Attachment> </cac:AdditionalDocumentReference> Product identification Product identification must be done using the identifiers described below: Sellers ID Standard ID, e.g. the GS1 Global Trade Item Number (GTIN) Which identifier to use depends on what is known at the time ordering or what is commonly used in the relevant business sector. Each order line MUST have an item identifier and/or an item name (Ref. 9.1.4) Example of an PEPPOL BIS Order item using both Sellers ID and Standard ID (GTIN): <cac:Item …. <cac:SellersItemIdentification> <cbc:ID>541706</cbc:ID> </cac:SellersItemIdentification> <cac:StandardItemIdentification> <cbc:ID schemeID="GTIN">05704368124358</cbc:ID> </cac:StandardItemIdentification> ….. </cac:Item> Product name and description The Product name shall be sent in tag Item/Name on line level. Description of a product can be sent in Item/Description. The Product name is sent in the order from buyer to seller. Example in an PEPPOL BIS Order message: <cac:Item> <cbc:Name>Wet tissues for children </cbc:Name> …. </cac:Item> Quantities and units Various Quantities and Units can be stated in the PEPPOL BIS Order. These are both related to the ordering process and the logistics process. The table below lists quantities and units in the format. To all quantities there must be a valid Unit according to the Code list. Element name / (Tag name) Description Price Quantity / (BaseQuantity) Quantity related to Price. Order Quantity / (Quantity) Quantity that is ordered, e.g. number of pieces or volume in litre .
Communication & Language Understanding Spring Speaking Physical Development Moving and handling Health and self-care Summer Specific Areas Literacy Reading Writing Mathematics Numbers Please make a judgement as to whether the child is: E-Emerging D-Developing S-Secure Shape, space and measure Understanding the World People and communities The world Technology Expressive Arts and Design Exploring using media and material Being imaginative EYFS Profile Judgement at end of YR Emerging Expected Exceeding Attendance (Completed at the end of each term) % Possible sessions Number of authorised sessions Number of unauthorised sessions Sessions of Fixed Term Exclusion Term 1 Term 2 Term 3
What are the issues impacting on progress? Learning Engagement SEMH Attendance Exclusion Attachment What are the issues impacting on progress? Learning needs Engagement SEMH Attendance Exclusion Attachment Other Other Comment on progress being made and any issues identified Comment on progress being made and any issues identified 1. 2. Support strategies implemented – Initial PEP Meeting Review Impact Support strategies implemented – Review Meeting Review Impact Agreed actions from Initial PEP meeting Date set Action Lead person Date to be completed by Outcome
Subsection JKL This is a subsection in Discussion section. Conclusions This should state clearly the main conclusions and include a clear explanation of their relevance or importance to the field. Abbreviations CMB: Core-mantle boundary; GOSAT: Greenhouse Gases Observing Satellite; JAXA: Japan Aerospace eXploration Agency; TRMM: Tropical rainfall measuring mission Declarations Availability of data and material All manuscripts must include an ‘Availability of data and materials’ statement. It should include information on where to find data supporting the results reported in the article. For example: The dataset(s) supporting the conclusions of this article is(are) available in the [repository name] repository, [unique persistent and hyperlink to dataset(s) in http:// format]. The dataset(s) supporting the conclusions of this article is(are) included within (and its additional file(s)). If it is not possible to share research data publicly: Data sharing not applicable to this article as no datasets were generated or analysed during the
Why I am Drawn to this Theory I am drawn to this theory because this approach comes naturally to me. I believe the relationship between the client and counsellor is very important in facilitating client change. The warm, authentic approach of client-centered therapy seems logical to me. Also, I value the empowering aspect of this approach. Gestalt and client-centered therapists are not the experts in the therapeutic relationship (Yontef & Jacobs, 2011). Instead, the patient’s experiences and knowledge are highly valued. I believe this trust and faith in the client’s abilities is crucial to a positive outcome in therapy. I also believe in continually checking in with my biases. An example of this occurred when I began to examine my beliefs around women working in the sex trade. Initially I held a view of sex workers. However, as I began to research this topic, and speak with women working in this area, I realized how my judgements were holding me back from creating a positive working relationship with these potential clients. For me, examining my biases takes courage, as it is difficult at times to admit that I can be judgemental towards certain things because I pride myself on being an open and accepting individual. However, this type of ongoing awareness work has helped me to become a more open and accepting individual. I believe my humanistic theory based on Gestalt and client-centered therapy is a good theory for a novice counsellor such as myself. It is important to fit they type of therapy with the therapist, and in this case, I feel very closely aligned with this theory. Conclusion In conclusion, I have presented a humanistic theory of counselling based on assumptions and techniques from client-centered and Gestalt therapies. My theory values the quality of the
Exemplary Accomplished Developing Beginning Preparation -Extremely well prepared -Notes show student went above and beyond to prepare -well prepared -notes show student attempted to answer all questions -somewhat prepared -notes show some preparation questions answered -not prepared -notes show student did not attempt answer questions Speaking -spoke multiple times -contributions were in depth and showed a deep understanding of the literature -spoke many times -contributions were well thought out and showed a good understanding of the literature -spoke a few times -contributions may have been weak or surface level and lacking some depth -showed an average understanding of the literature -did not attempt to speak -contributions were off topic and/or showed weak understanding of the literature Listening -Quietly listened to others and all times and was able to respond to other students’ comments -Quietly listened at all times -Listened but may have been talking or distracted at some points -Was not listening and respectful -May have been disruptive Journal Assessment /20 Exemplary Accomplished Developing Beginning Quantity -15 or more detailed journal entries -10-15 detailed or more detailed journal entries -5-10 detailed journal entries -0-5 journal entries Content (see journal handout for full explanation) -extremely detailed with thorough explanation -Multiple elements included in each (theme, connection, analysis, quotes, etc.) -good detail and explanation -many elements included in each entry -some detail and explanation -some elements but needs more variety -may have too much summary and not enough analysis -little detail or explanation -few elements mentions Depth -shows a clear understanding of the literature, and advanced analysis throughout -shows a good understanding of the literature and attempt to analyze throughout -shows a good understanding and some attempt at analysis -shows a weak understanding and little attempt at analysis
Vascular access IO station: Intraosseous trainer or ALS baby with leg pads or chicken thighs x 24 5ml syringes x 3 50ml syringes x 2 Intraosseous needles x 3 Blue food dye x 1 Jug 0.9% Saline Intraosseous trainer [Humerus and tibia]. Please note that the bones provided with the trainer can be used for the demonstration and then Crunchie bars wrapped in Elastoplast and frozen can be used to aid multiple candidate practice. EZ-IO Driver 10ml syringes x 2 10ml amp normal saline extension tubing Pressure bag EZ-IO needle sets Giving set Pressure bag Umbilical vein catheterisation: Umbilical cords x 4 Feeding bottles x 4 Feeding bottle teats x 4 Umbilical catheters x 4 Umbilical tape x 2 Large waterproof trays x 1 Gloves Plastic aprons Optional for overseas – see skill station for further details: Venous cutdown: Pigs trotters x 12/Venous cutdown feet x 2 Small BP Scalpel handles x 2 Scalpel blades size 15 (boxes) x 1 Curved haemostats x 6 Strong black cotton x 3 Cannulae 14g-25g x 2 Scalp vein: Scalp vein trainer (optional) Butterfly needles 18-25g x 2 Rubber tubing x 1 (optional) REFERENCE DOCUMENTS: Specific skill station document Stabilisation (2 stations) Manikin with Thomas splint attached Manikin with box splint attached Kendrick splints x 2 Pelvic binders (various make/sizes) Scoop stretcher Triangular bandages Large BP cuff LAMINATES/POSTERS: Laminated black & white Kendrick assembly instructions (optional – see notes in skill station) Laminated colour photo of Kendrick splint in situ (optional – see notes in skill station) REFERENCE DOCUMENTS: Specific station document
The monotone history teacher had a subdued nature. Laconic: •Pronunciation: ləˈkänik •Part(s) of Speech: Adjective •Definition: (of a person, speech, or style of writing) using very few words. •Example Sentences: 1.) "Rory McCann, as the cynical, laconic Hound, gets the best lines. “I just understand the way things are,” he growls to Arya." This sentence is explaining how this character receives lines that are not lengthy, but they are very important. Source: 2.) We would rather have a smiling, shape-shifting Democrat we don't trust than a frowning, laconic Republican we trust more. —Maureen Dowd, New York Times, 10 Oct. 1996. This example explains how this of people rather have a Democrat that fakes a smile and uses a lot of different ideas rather than a Republican who is laconic and just deal with the problem as it is without lying/faking happiness. Source: http://i.word.com/idictionary/laconic Resentment: •Pronunciation: rəˈzentmənt •Part(s) of Speech: Noun •Definition: bitter indignation at having been treated unfairly. •Example Sentences: 1.) unpredictable conflict is increasingly raising tensions among Jordanians as the economy continues to suffer, and resentment toward Syrian refugees is growing." This sentence explains how Syria's conflict is increasing the tension with the Jordanians since the economy is suffering. They believe that the Syrian refugees are being treated unfairly. Source: http://mobile.nytimes.com/2013/05/09/world/middleeast/09iht-m09-jordan-syria.html 2.) often some anger and resentment as unresolved family issues resurface." This sentence explains how family issues create resentment involving wills and legal documents that tend to be fought over because people would be given certain things not equally. Source: http://dictionary.reference.com/browse/resentment Adonis Definition: a very handsome man Noun “I have the titles, I look like an Adonis, and no one could ever outtalk me. I’m like a giant among pygmies.”
Debate Topics The set of names are Pro/ and the second set of names are Con 1. Abortion (Pro = Yes) (Con=No) Jessica O., Vanesssa R./ Ramon O., William S. 2. Illegal Immigrants (should they be allowed to work in the U.S.?) (Pro = Yes) (Con=No) Jose R., Antonio B./ Everardo M., Sofia M. 3. Gun Control (should it be banned all together?) (Pro = Yes) (Con=No) Sasha Morris / Ashlee Hendricks 4. Marijuana (legalize) (Pro = Yes) (Con=No) David Rivera, Alex Espinoza / Brittany Gomez. Luis Islas 5. Gay marriage (Pro = Yes) (Con=No) Jennifer Paz, Luis Peruch / Rosa Morales, Stephanie Ferguson 6. Euthanasia (Pro = Yes) (Con=No) Gabriel Guiterrez, Leo Rosales / Daniel Zepeda, Teresa Ramos 7. Death Penalty (Pro = Yes) (Con=No) Cinthya Lomeli, Jasmin Gomez / Henry Beltran, Lori Fox 8. Should the U.S. go to foreign countries to fight terrorism? (Pro = Yes) (Con=No) German Chaj-Perez, Jaime P./ Jonathan G./ Manuel Herrera 9. Should adults (with no criminal records or psychological problems) have the right to carry a concealed handgun? (Pro = Yes) (Con=No) 10. Should public school hire armed security to protect the schools? (Pro = Yes) (Con=No) Lizbeth G., Katherine Salinas/ Samantha Barillas, Jessica Pasley 11. Should public schools be eliminated and replaced with charter schools (voucher programs for each student to attend any charter school?) (Pro = Yes) (Con=No) 12. Violent video games – Do they promote violence to young adults/children? (Pro = Yes) (Con=No)
Proposed Date for Therapy (add clinic date)*: Consultant details* (including signature or email confirmation) Name: Hospital: Address: Post Code: Telephone: Nhs.net Trust Pharmacist - details of the Trust where the patient will be treated* Name: Hospital: Address: Post Code: Telephone: Nhs.net Mandatory - NHS No*: Mandatory – Patients date of Optional – Hospital No. NHS No: DOB: Hospital No: Clinical Commissioning Group* CCG Name: Patient’s GP* (name, address, telephone) Name: Address: Post Code: ICD-10 Code* C50 – Malignant neoplasm of breast HRG Code Completion of items marked with * is mandatory. Failure to complete these items may mean that payment is not made.
Approval Submitted by: Date: Approved as submitted. Approved with the following condition(s): Not Approved for the following reason(s): By: Designation: Signed: Date: ITD members involved in the use of this risk assessment and the associated plant and equipment: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date:
Monitoring and Review This Plant & Equipment Risk Assessment is to be monitored and reviewed annually for a further four (4) years. Review 1: Yes No Are allocated risk levels and “actions required” unchanged over the past 12 months? Are minimum standards and recommended control measures unchanged over 12 months? ITD staffing details at this school have remained unchanged over the past 12 months? If the responses are “NO” for any question, record current details here, and list all staff changes (with signatures) Reviewed by: Designation: Signed: Review Date : Review 2: Yes No Are allocated risk levels and “actions required” unchanged over the past 12 months? Are minimum standards and recommended control measures unchanged over 12 months? ITD staffing details at this school have remained unchanged over the past 12 months? If the responses are “NO” for any question, record current details here, and list all staff changes (with signatures) Reviewed by: Designation: Signed: Review Date : Review 3: Yes No Are allocated risk levels and “actions required” unchanged over the past 12 months? Are minimum standards and recommended control measures unchanged over 12 months? ITD staffing details at this school have remained unchanged over the past 12 months? If the responses are “NO” for any question, record current details here, and list all staff changes (with signatures) Reviewed by: Designation: Signed: Review Date : Review 4: Yes No Are allocated risk levels and “actions required” unchanged over the past 12 months? Are minimum standards and recommended control measures unchanged over 12 months? ITD staffing details at this school have remained unchanged over the past 12 months? If the responses are “NO” for any question, record current details here, and list all staff changes (with signatures) Reviewed by: Designation: Signed: Review Date :
Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Monitoring and Review This Plant and Equipment Risk Assessment is to be monitored and reviewed annually for a further four (4) years. Review 1: Yes No Are allocated risk levels and “Actions required” unchanged over the past 12 months? Are Minimum Standards and Recommended Control Measures unchanged over 12 months? ITD staffing details at this school have remained unchanged over the past 12 months? If the responses are “NO” for any question, record current details here, and list all staff changes (with signatures) Reviewed by: Designation: Signed: Review Date : Review 2: Yes No Are allocated risk levels and “Actions required” unchanged over the past 12 months? Are Minimum Standards and Recommended Control Measures unchanged over 12 months? ITD staffing details at this school have remained unchanged over the past 12 months? If the responses are “NO” for any question, record current details here, and list all staff changes (with signatures) Reviewed by: Designation: Signed: Review Date : Review 3: Yes No Are allocated risk levels and “Actions required” unchanged over the past 12 months? Are Minimum Standards and Recommended Control Measures unchanged over 12 months? ITD staffing details at this school have remained unchanged over the past 12 months?