zilongwang/ReadingBank huggingface dataset:
3.6 Customize Privacy Architecture Privacy Architecture (incl. services identification) RA ACI A CI AI I - ✓ 3.7 Conduct Periodic Review Review of Artifacts throughout the PDLC RA CI RACI AI - - ✓ 3.8 Execute Code Testing & Privacy Evaluation Testing and evaluation for satisfying privacy properties RA RCI RA CI AI - C ✓ 3.9 Create Retirement Plan Plan for retirement of software solution CI RACI RACI ACI I I ✓ 3.10Sign-off Sign off with checklist RACI RACI RACI AC - - ✓
in compliance with applicable laws and regulations 2.3–Engineering Controls: Strict limits should be placed on each of data processing lifecycle engaged by the software under development, including: Limiting Collection; Collecting by Fair and Lawful Means; Collecting from Parties; Limiting Uses and Disclosures; Limiting Retention; Disposal, Destruction; and Redaction and where they apply to privacy functional requirements and risks. include software retirement plan from a privacy viewpoint 3. Privacy Embedded into Design 3.1–Holistic and Integrative: Privacy commitments must be embedded in holistic and integrative ways. 3.2–Systematic and Auditable: A systematic approach should be adopted that relies upon accepted standards and process frameworks, and is amenable to external review. 3.3–Review and Assess: Detailed privacy impact and risk assessments should be used as a basis for design decisions. 3.4–Human-Proof: The privacy risks should be demonstrably minimized and not increase through operation, misconfiguration, or error. The OASIS PMRM Privacy Use Case Template is RECOMMENDED for identifying and documenting privacy requirements. SHALL contain description of business model showing traceability of personal data flows for any data collected through new software services under development. SHALL include identification of privacy design principles SHALL contain a privacy architecture describe privacy UI/UX design SHALL define privacy metrics SHALL include human checklists for software engineering artifacts SHALL include privacy review reports (either in reviewed documents or in separate report) 4. Full Functionality: Positive Sum, not Zero-Sum 4.1–No Loss of Functionality: Embedding privacy adds to the desired functionality of a given technology, process or network architecture. 4.2-Accommodate Legitimate Objectives: All interests and objectives must be documented, desired functions articulated, metrics agreed, and trade-offs rejected, when engineering software solutions. 4.3–Practical and Demonstrable Results: Optimized outcomes SHALL treat privacy-as-a-functional requirement (see section XXX), i.e. functional software requirements and privacy requirements should be considered together, with no loss of functionality. show tests for meeting privacy objectives, in terms of the operation and effectiveness of implemented privacy controls or services.
______________________________ _____________________ Student Signature Date ______________________________ _____________________ Advisor Signature Date RETURN TO: Roberta Lynn Program Administrator Graduate Program in Population Biology, Ecology, and Evolution (PBEE) Office: 300A, Dental School Building
COLLEGE OF AGRICULTURE (A CONSTITUENT COLLEGE OF UNIVERSITY OF SARGODHA) RESEARCH ASSISTANT REQUIRED A University of Sargodha funded Research Project is running in the Department of Plant Breeding and Genetics titled “In vitro Enhancement of Yield Potential and Viral Resistance in Sugarcane Saccharum officinarum L.” at College of Agriculture, University of Sargodha. Applications are invited on plain paper along with attested educational documents for the following: - Last date for submission of applications is May 07, 2018. Interviews of shortlisted candidates shall be conducted in the office of the undersigned on May 10, 2018 at 11.00 am. (Dr. Naeem Akhtar) Principal Investigator / Assistant Professor Department of Plant Breeding and Genetics College of Agriculture University of Sargodha Lahore-Khushab bypass road (Near LudewalaJhaal) Sargodha, 40100 Contact #+923338380552 naeem.uca@gmail.com
the dropdown 7 View Zooming Slider Fit Zoom to Screen Layout button Ability to Zoom in using Ctrl + Mouse selection Zoom in and out at bottom right right of relationship view Can return to default layout Highlight rectangle and zoom in on only one area of the model 8 Suggested When trying to create visuals involving tables without relationships Relationships can be created automatically from error window 9 Enhanced Hierarchy Support User can now specify levels within hierarchy to add to visual
a column in DQ mode from the Fields Pane 13 Assume Ref Integrity on in DQ mode Applies to imported and created relationships Only enabled when connecting in DQ mode Enables more efficient queries Home Tab Manage Relationships Select Relationship Edit Allows inner join queries to be sent to database rather than outer join queries From column is never null and for every value of from column there is a corresponding value in To column 14 Modeling operations not blocked during visual refresh Performance improvement of authoring experience 15 Time intelligence functions with built-in date hierarchy fields standard DAX time intelligence metrics for date hierarchy fields 16 Data synonyms Enable use of Q&A on top of model by providing synonyms for
I - Indicates that there is insufficient evidence that doctoral standard has been achieved for this criterion The presentation is a formative assignment, therefore ‘E’, ‘S’ and ‘I’ are indicative of standard. In all summative assignments, to achieve a ‘Pass’ grade, doctoral standard must be achieved for all assessed criteria (i.e. achievement of an E or S for all assessed criteria).
Details of Short Term/Refresher Courses attended. Course Name Conducted by Sponsoring Agency Period Duration From To Ansys CFD Basics Innovent Engineering Solutions Bangalore TEQIP Phase II (Funded) 18-02-2013 22-02-2013 5 days INDO-US Workshop on Nano Structured Electronic Materials CMET, Thrissur TEQIP Phase II 08.03.2013 11.03.2013 4 days MATLAB& SIMULINK and LATTEX for Engineers Govt. Engineering College, Thrissur TEQIP Phase II 15-04-2013 19-04-2013 5 days TEX based Applications Govt. Engineering College, Thrissur TEQIP Phase II 25-04-2013 27-04-2013 3 days Essentials of Optimisation Techniques in Engineering Govt. Engineering College, Thrissur TEQIP Phase II 10-06-2013 14-06-2013 5 days Applications of linear Algebra, Wavelet Theory and Markov Chain in Engineering Govt. Engineering College, Thrissur TEQIP Phase II 19-11-2013 22-11-2013 4 days Computational Methods in Fluid flow and Heat transfer Govt. Engineering College, Thrissur QIP, AICTE 17-02-2014 21-02-2014 5 days Soft Computing Techniques in Research Govt. Engineering College, Thrissur TEQIP Phase II 12.02.2014 14.02.2014 3 days Document Preparation Using Latex Govt. Engineering College, Thrissur TEQIP Phase II 03-12-2014 05-12-2014 3 days
Dam PBL Patterson/Cochran/Calesisi/Heath/Sweet Week Monday Tuesday Wednesday Thursday Friday 1 Intro Phase – 1, 2, 3, Phase - 3 Phase - 3 Intro to Challenge -page 7 Role Selection -page 3 NorthAfricaVocabQuiz (W) -Vocab sentences/quiz Extension: Geography game from EQ pd day Team Contract -page 4 Country Research -page Computers Needed Task 1 (W) -Day 1 Computers Needed Task 1 (W) -Day 2 Task 2 (W) -Day 1 2 Phase - 3 Phase – 3 - 3 Phase - 3 Phase – 3 Task 2 (W) -Day 2 Task 2 (W) -Day 3 Task 2 (W) -Day 4 Task 2 (W) -Day 5 Task 2 (W) -Day 5 -Mrs. Stewart Assessment Computers Needed 3 Phase - 3 Phase – 4 Phase - 4 Phase – 5, 6 Phase – 6 Task3 (W) -Day 1-2 Task 3 (W) -Day3 Assessment Day! Culminating Challenge -page 8-9 -steps 1-3 Extension: Prompts 2-3 Culminating Challenge -page 10 Peer Review (W) PBL Debrief -page11 Geographic Analysis District Assessment 4 Phase - 6 Phase – Phase - Phase – – Students 3+ -page 12 -DSMThematicMaps (W)
Simple machines Group Dynamics checklist – Name of student ________________ Group _____ Group work 3 2 1 0 POINTS AWARDED TR ST Distribution of work Each member assumes an equal amount of the work load. Each group member assumes an almost equal amount of the work load. Some group members do significantly more of the work than others. One or two members do all the work for the project, while others do nothing. Contribution All members contribute equally, and some even contribute more than was required. All members contribute, but some contribute more than others. All members contribute but overall effect is not seen. One or more members do not contribute. Cooperation All members work well together all of the time; assist others when needed. Members work well together most of the time. Members work well together some of the time. Some teacher intervention needed. Teacher intervention needed often to help group cooperate. On task Team is on task all of the time. Does not need any teacher reminders. Team is on task most of the time. Does not need any teacher reminders. Team is on task some of the time. teacher reminders. Team needs frequent teacher reminders to get on task. Each member listens well to other members. Each member speaks in friendly and encouraging tones. All members listen to each other and speak to each other in equal amounts. Members need some teacher intervention to be able to listen to each other and speak to each other appropriately. Members need frequent teacher intervention to listen to each other and speak to each other appropriately. Accepting opinions and viewpoints of others Group seeks out different points of views from all its members. The opinions and thoughts of all members are given a voice. All alternative views are considered well. Some members’ ideas are heard more frequently than others. No attempt is made to draw out the opinions and viewpoints of the more "silent" group members. The opinions and view points of some members, although voiced, are consistently and deliberately ignored. All group members have different perspectives and are not willing to listen to those of the other group members.
Please insert your comments and any suggested amendments into the appropriate box. E S I Overall Evaluation Title, focus and purpose of the interview(s) A title clearly setting out the leadership/organisational issues addressed in this assignment. Clearly & succinctly describes the person(s) chosen to interview in relation to their background, their current role and the immediate and wider context of this work. A clear & concise rationale for choosing to interview this person/people. Evidence of planning for the interview e.g. pre-interview expectations, interview approach, questions. ✓ Themes arising from the interview(s) Evidence of work on identifying key themes arising out of the interview process, and the presentation and feedback experience. ✓ Theory practice links Consideration of how these key themes link to leadership & organisational theory, and practice and placement experience. ✓ Critical Reflections In this section, the trainee is encouraged to offer both reflective and reflexive comments on the interview and presentation experience, and the links to personal development in leadership and organisational practice. Highlights new learning, and further questions to explore. ✓ Future development Evidence of an ✓
Case 1 History Chief complaint and History of Present Illness A 30 year old married lady came to a general practitioner with the chief complaint of bilateral expression of milk from her breasts most of the time over the past few months. She also hasn't had her period since then. It started insidiously. She also noticed doubled vision from time to time. Past Medical History She suffered some gastric discomfort with nausea about six months before the present illness while she is trying for an international examination which was quite stressful for her. She went to a surgeon who prescribed her domperidone for 3 continuous months. Obstetric and Gynaecological History She's been married for 3 years and yet had not children. She did not have periods for about six months. Drug History No other drugs being taken apart from omeprazole 1 b.d. and domperidone 1 t.d.s. No known drug allergy. She has never taken any contraceptives. Physical Examination All system: NAD except expressible breast mild from both sides. Expressed milk appears to be normal with no pus, blood or exudative materials. No breast tenderness. Routine visual examination shows no abnormality at the time of examination. Investigation serum prolactin level (fasting): 250 ng/mL Others: NAD CT/MRI (Head): ? Management Stop Domperidone Initiate: Bromocriptine (Dopamine receptor agonist) Recheck serum prolactin level and continue p.r.n. (probably 12 - 24 months) Explanation about the possibility of relapse Case 2 History A 38 year old male, residing at a remote area in Middle Myanmar, was reported by a journalist for his abnormally high stature. He noticed he became significantly taller than his playmates in his teenage. Around 25 years of age, he noticed his facial profile change with prominent eyebrow, cheek bones and chin. His tongue also enlarged
PBIS External Coach Expectation Matrix State/ Overall District Teams Individuals Presentations Responsible Attend meetings and coach trainings with coordinator Return emails/calls within two work days Allocate time for various activities Schedule of availability Explicitly and/or adhere to meeting norms Prepare agenda for District Leadership Team Meetings and disseminate in advance Attend site-team meetings* Support data-driven problem solving Facilitate establishment of data collection systems Monthly Newsletter Consultation Notes Completed Individual consultation builds the skill set of the educator to support students Maximum of three individual cases per school Consultation completed Ask for clarification or assistance for concepts/topics with which you are not yet fluent Data- Driven Reports and data are delivered to the on or before due date Use data to allocate time and resources Action plan is current and based on assessment data Use TFI to collect data and drive action planning Use ODR/academic data for assessment, planning, and reporting Individual cases taken from school-team referral Collect and analyze data on teacher interventions Collect evaluations on all formal presentations Review & reflect on feedback from: participants, district administrators, and state coordinators Professional Assist district to build capacity for sustained implementation (redefine your role over time) Read professional literature at a minimum of 2hrs/week Seek assistance to enhance knowledge Attend supplemental PBIS training opportunities Act as lead facilitator at District Leadership Team Meetings Keep group action oriented Advocate for smallest change that will have the largest impact Build credibility & rapport Use tools & strategies provided by Nevada’s PBIS Technical Assistance Center Consult with coordinator for assistance with individual teacher interventions, when needed Present on PBIS at district, state, and national forums
Activity Date Venue Contact One day Conference Excellently Local: quality teaching and learning in the community Thursday, 9 October 2014 William Angliss Institute of TAFE, 555 La Trobe Street Melbourne Registration: or contact Ms Kathy Jagan on Pre-accredited Quality Framework workshops Options for introduction or practical workshops Friday, 12 September 2014 Best Chance Training, 583 Ferntree Gully Rd Glen Waverley Workshop registrations: or contact Ms Kathy Jagan at Wednesday, 1 October 2014 Vines Road Community Centre 37-61 Vines Rd, Hamlyn Heights Monday, 13 October 2014 Living and Learning Pakenham, 6B Street Pakenham Friday 14 November 2014 Wimmera Hub, 39 Urquhart St, Horsham Thursday, 20 November 2014 Sale Neighbourhood House 21 Leslie St, Sale Monday, 15 December 2014 Centre for Adult Education (CAE), 253 Flinders Lane Melbourne
round robin to hear from the same adult the expectations for each area. (This way all adults and all students hear the same expectations) Stations Assemblies Videos High school student helps video and edit appropriate videos Tons of sample ideas on www.pbisvideos.com Grade level trainings Lesson Plans You will need to lesson plans for each of the expectations and be sure to include all the non-classroom areas Available by a google search PBIS + Lesson Plans + topic Who will be responsible for teaching Will you do: Tuesday tune-ups- use data from previous week and highlight a behavior that needs a booster shot Monthly reviews October, December, January, March, May Engaging Others in PBIS
practices and procedures, and fit within on-going school reform efforts. An interactive approach that includes opportunities to correct and improve four key elements is used in school-wide PBIS focusing on: 1) Outcomes, 2) Data, 3) Practices, and 4) Systems. The diagram illustrates how these key elements work together to build a sustainable system: • Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. (What is important to each particular learning community?) • Practices: interventions and strategies that are evidence based. (How will you reach the goals?) • Data: information that is used to identify status, need for change, and effects of interventions. (What data will you use to support your success or barriers?) • Systems: supports that are needed to enable the accurate and durable implementation of the practices of PBIS. (What durable systems can be implemented that will sustain this over the long haul?)
Correct student behavior. CALM, BRIEF, RESPECTFUL! 3 Tiered Model Tier I – Universal Interventions (All Students) All Settings Preventative & Proactive Tier II – Secondary Intervention (For Some Students: At-Risk) High Efficiency & Rapid Response Tier III – Tertiary Interventions (For Individual Students) Assessment Based Intense, Durable Procedures Motto H-I-V-E
Behaviors in the Cafeteria Staff will teach and review cafeteria expectations as needed. will walk their class to their assigned tables and be sure all students are seated in their location before exiting. Designated staff members will monitor cafeteria during lunches at all times. will use a positive tone when addressing students in the cafeteria. Staff will give verbal praise to students when proper behavior is displayed. Staff will issue Hornet Bucks to students who show expected behaviors. Staff must be prompt in picking up the students. Staff should wait for the administrator to call their class before exiting the cafeteria. All classes will exit the front or side cafeteria doors, no classes will exit the back stair well.
PBIS Expectation Teaching Schedule: Month Area Expectation Date August Hallway Be safe, responsible, respectful August 3rd August Restroom Be safe, responsible, respectful August 4th August Cafeteria Be safe, responsible, respectful August 5th August Playground Be safe, responsible, respectful August 8th August Hallway, Restroom, Cafeteria, Playground Be Safe Week of 15th August Hallway, Restroom, Cafeteria, Playground Be Responsible Week of 22nd August Hallway, Restroom, Cafeteria, Playground Be Respectful Week of 29th *All PBIS School-wide Behavior Expectations and Rules will be taught to students the month of August. During the months of September through May, the discipline data will drive PBIS lessons taught throughout the year. The PBIS Coach will keep record of monthly discipline summary reports, SWIS Drill Down Worksheets and a log of PBIS lessons taught weekly/monthly in the school’s PBIS Product Book.
Cafeteria (AM) Sit at table, quietly. Listen to instructions if there are any given. Allow others to join your group at a table. Sit on your bottom with all of your belongings. Bus Inside voice. Stay in assigned seat, sitting the proper way. Respond to driver and bus guard signals. Use manners toward driver and peers. Pick up trash. Know your bus stop! Computer Lab Return computer to original login screen. Keep track of all passwords and logins. Listen to the directions before you start using the computers. Work as a team and keep it clean. Keep track of all belongings. Treat equipment respectfully. BEE A LEADER!
Growth and Anaemia in Infants and Young Children: A Randomized Effectiveness Study’, JAMA, 291:2563-70. Skoufias, E and V, Di Maro, 2008, ‘Conditional Cash Transfers, Adult Work Incentives and Poverty’, Journal of Development Studies, 44(7): 935-960. Soares, F, R, Ribas and R, Osorio, 2010, ‘Evaluating the Impact of Brazil’s Bolsa Familia’, Latin American Research Review, 45(2): 173-190. Social Policy Research Centre, University of New South Wales and Australian Institute of Family Studies, 2010, ‘Evaluation Framework For New Income Management (NIM)’, Report for The Australian Government Department of Families, Housing, Community Services and Indigenous Affairs.
Total income and proportion of income spent on food, education and children’s clothing (Soares, Ribas and Osorio 2010) Social survey CCT Proportion of households meeting rent or utility payments (AIHW) Social survey IM Households seeking emergency payments (AIHW) Social welfare agency data IM Uptake and participation rates in financial management services (ORIMA Research 2010) Social survey IM Percentage of income saved (ORIMA Research 2010) Social survey IM Percentage of bills and rent payments made on time (ORIMA Research 2010) Social survey IM Education School attendance (Soares, Ribas and Osorio 2010) Education department administrative data CCT Probability of absence (Soares, and Osorio 2010) Education department administrative data or social survey CCT Probability of dropping out (Soares, Ribas and Osorio 2010) Education department administrative data or social survey CCT Re-entry rates amongst school dropouts (Soares, Ribas and Osorio 2010) Education department administrative data or social survey CCT Enrolment rates (Soares, Ribas and Osorio 2010) Education department administrative data CCT Health Child immunisation rates (Soares, Ribas and Osorio 2010) Health clinic administrative data Social surveys CCT Proportion of babies with low birth weight (AIHW 2010) Population health data IM Probability or attendance rates at health clinics (Gertler 2004; Soares, Ribas and Osorio 2010) Health clinic administrative data Social surveys CCT stunting, measured by lack of height for age (Soares, Ribas and Osorio 2010) Anthropometric surveys CCT Child wasting, measured by lack of body mass for height and age (Soares, Ribas and Osorio 2010) Anthropometric surveys CCT Weight gain (Gertler 2004) Anthropometric surveys CCT Child height and change in height (Gertler 2004) Anthropometric surveys CCT Probability of suffering from anaemia, measured through haemoglobin levels (Rivera et al. 2004) Anthropometric surveys CCT
Positive Behavior Interventions and Supports (PBIS) the WAHOO WAY! Discipline For minor behaviors students will receive a warning and correction. Teachers will talk with your student about the choice, consequences, and alternative behaviors. If the behavior continues the student is sent to a buddy classroom to reflect on their actions. After a time of reflection if the behavior continues the parent is notified and discuss how to work together. Together we can help students change behaviors so they are ready to learn. If the behavior continue the guidance counselor and administration are consulted for further guidance or strategies. Minor behaviors usually fall into the categories of disruptive behaviors or disrespect. Major behaviors require immediate office referral and can include repeated minor behaviors, hitting/kicking/pushing with intent to hurt, destruction of property, threats, inappropriate object at school, constantly picking on others and inappropriate touching. To truly change behavior, appropriate behavior must be… Taught Modeled Practiced Acknowledged Guidelines or Parents: Use positive wording: Instead of “Don’t run in the store,” try “You must walk in the store.” Instead of “Stop yelling” try “Use your inside voice.” Instead of “No throwing the ball in the house,” try “You can only throw the ball outside.” Be a teacher: When you have to say NO give a reason why. For example, while shopping, your child asks you to buy him a toy. You know how many toys he already has, and you are short on time. You tell your child, “No, we can’t buy that toy today because you already have a toy in the car that you can play with on the way home.” If you child accepts your answer, compliment him, saying something like, “Thank you for being respectful and understanding that we can’t buy a new toy today. Acknowledge appropriate behavior. Use positive reinforcement to teach your children which actions/behaviors are expected, accepted, or desired. Figure out what kinds of acknowledgements your child will be motivated by. Ask them what they would enjoy doing (not necessarily having)! Create a special “Reward” basket or box of toys or items that you already own but that your child only gets to play with or use when they have done what was expected. Create a sticker chart with chores and use a sticker to mark when each one is completed. At the end of the week, if all chores are completed according to expectations, give a reward. Try PBIS at home. Decide Expectations Have a family Meeting
Digital Literacies: Research and Resources in Language Teaching (2013) Gavin Dudeney, Nicky Hockly, Mark Pegrum Gavin Dudeney, Nicky Hockly, Mark Pegrum This publication explores how to teach digital literacies in the English language classroom
Implementation □ State-wide □ Region/District-wide □ School-wide □ Other______________ ________ GOAL: District/state level capacity to establish, sustain, and scale-up of accurate implementation of a continuum (multi-tiered) of PBIS across multiple schools/districts. Activity/Action (Person/s) Leadership Team Coaching & Technical Assistance Training & Professional Development Evaluation & Performance Feedback Content Expertise Funding Visibility & Dissemination Political Support Policy & System Alignment Personnel Readiness Local Implementation Demonstrations Jul Aug Sep Oct
DETAILS OF LEARN LOCAL Organisation Name Contact person Phone number Region Partnering organisations: Co-lead or partner? (if applicable) Name of Partner 1 Name of Partner 2 Name of Partner 3 SECTION 2: PROJECT OVERVIEW SELECTION CRITERIA Please respond to each of the following. Please briefly describe your project proposal (no more than a page) and address how it will align to the outcomes of the Family Learning Partnerships Program? How will your project benefit families in your local community and respond to their learning needs and aspirations including connecting them to possible further education and/or employment pathways? What skills and previous experience does your organisation have in establishing community partnerships including any examples of previous successful partnerships with schools, early childhood services or other community organisations and/or Learn Local Organisations? How you will work in partnership with local organisations to actively participate in the Family Learning Partnerships Program and achieve sustainable outcomes for parents? INDICATIVE BUDGET Description of Expense Total Budgeted Expense Amount Funded through DET ($) Amount funded by Organisation &/or Partners - financial contribution ($) OPTIONAL Amount funded by Organisation &/or Partners - in-kind contribution ($) OPTIONAL
Guidelines for assessing the ‘Business and Governance Status’ (BGS) of ACFE Board registered organisations Disclaimer: These guidelines for assessing the ‘Business and Governance Status’ (BGS) of adult community education organisations are a tool for the determination of eligibility to apply for funding.
Hallway Walk silently at all times Remain in traveling position at all times Stay on the right side of the hall Stay off the wall Stay on the black line Walk silently Face forward at all times Watch where you are going Demonstrate Respect others and their property Restroom Follow restroom rules Be quick Be quiet Keep clean Flush Respect Privacy Report low supplies to your teacher Put trash in receptacles Student Incentives 3 Tiger Paws Show and Tell 5 Paws Tiger Den 6 Paws Fluff Friend 8 Tiger Paws Swip Swap/Cool Cat 9 Paws Homework Pass 10 Tiger Paws Teacher Assistant 10 Tiger Paws Friendly Lunch 10 Paws Computer Time 15 Paws Extra Recess 18 Paws Movie & Popcorn 20 Tiger Paws Game Day Incentives for ROARing Loud and Proud We strive to reward our students frequently through several reward systems we have set up. ROAR Chart - Used daily in the gym to assure all students are “ready to learn” Tiger Paws - Students can earn up to 3 paws a day and can spend every two weeks from Catalog. Celebration each 9 weeks Tigers Den - Students can purchase every other Friday from the den if they have at least 5 paws.
NUMBER: 2017 / 09 / 11 TO: Local organisations – ALL Adult Education Institutions Learn Local stakeholders Participation Branch staff ACFE Board FROM: Ryan Collins, Director - Participation Branch DATE: 11 September 2017 SUBJECT: The Announcement of the Successful International Vocational Training Practitioner Fellowships ACTIONS/CRITICAL DATES: Applications will be open again in June 2018 Background to the Fellowship The Department of Education and Training works in partnership with the International Specialist Institute (ISS Institute) by funding Fellowships aimed at developing opportunities within the VET sector to assist in building an Education State in Victoria that produces excellence and reducing the impact of disadvantage. In addition, the program is funded to support the priorities of Skills First, including developing capacity and capability, innovative training practices and increasing teacher quality within the VET sector as well as building industry capability and developing Victoria’s current and future workforce. The Department funds the International Vocational Training Practitioners Fellowships each year by offering ten (10) International Fellowships for the amount of $13,000 each to provide an opportunity to vocational training practitioners in Victoria to travel overseas and examine innovative approaches that demonstrate potential benefits for, and application in, Victoria. These Fellowships are offered to vocational training practitioners who are employed within the Victorian Government contracted Registered Training Organisations (RTOs) and Adult, Community and Further Education (ACFE) Board registered Learn Local Organisations (LLOs), including TAFEs and private RTOs. A key outcome from this Fellowship is to develop effective approaches for student engagement and participation, quality teaching and learning, employment and industry productivity. The Fellows become ambassadors of the Department, the ISS Institute and their respective organisations, and on their return, share their learning and disseminate to peers, colleagues and the broader VET sector and government a range of considerations and recommendations to enhance innovation, productivity, quality training delivery and an ultimately strong Education State. Priorities Applications for 2017/18 were invited for Fellowships that will support the continued development of VET delivery with priority given to one of the following priority areas: Developing Quality Education and Training Systems; Supporting Disadvantaged Persons through Education and Training; or, Improving current practice in the Vocational Education and Training sector through the implementation of Entrepreneurial and Innovative approaches.
NUMBER: 2016 / 03 / 01 TO: Learn Local organisations – ALL Local stakeholders ACFE Regional Councils Education Institutions Participation Branch FROM: Ryan Collins, A/Director, Participation Branch DATE: 1 March 2016 SUBJECT: Learn Local staff development opportunities – pre-accredited programs ACTIONS / CRITICAL DATES: Book a Pre-accredited Quality Framework (PQF) workshop place at Sale, Benalla, Geelong or CBD Melbourne: 21 2016 Sale (Sale Neighbourhood House): 30 March 2016 Benalla (The Centre): 1 April 2016 Corio (Cloverdale Community Centre): 8 April 2016 City (CAE): ____________________________________________________________________________________ Pre-accredited Quality Framework workshops The four remaining Pre-accredited Quality Framework workshops in the current series will be delivered at Sale, Benalla, Corio and CBD Melbourne during March and April 2016. The PQF workshops are an ideal way to supplement the induction of staff who are new to the environment, and the workshops also offer opportunities for managers and teachers to further their understanding of the PQF. The workshops will address all aspects of the including the pre-accredited A-frame, an overview of employability skills, and moderation. Date 2016 Location Venue 21 2016 Sale Sale Neighbourhood House, 21 Leslie Street, Sale 30 March 2016 Benalla The Centre, 85 Nunn Street, Benalla 1 April 2016 Corio Cloverdale Community Centre, 167 Purnell Road, Coiro 8 April 2016 Melbourne CBD CAE, 253 Flinders Lane, Melbourne
PROGRAM BACKGROUND INFORMATION The section includes information relating to the State and WPE group health insurance pharmacy benefits and the Medicare Part D related coverage and is provided to assist the proposer in completing the RFP response document. This section is for informational purposes; no response is required from the proposer. For additional information on the programs, please review the following program information and related Web sites: Reference Materials Document Web Address Employee Trust Funds Internet Site WI State Statutes Ch. 40 State of Wisconsin Pharmacy Benefit Program Information (Fact Sheet) Prescription Drug Benefit/ PBM Program Specifics “It’s Your Choice” Group Health Insurance Booklets: 2010 State Decision Guide 2010 State Reference Guide Incl. Guidelines/Uniform Benefits 2010 WPE Decision Guide 2010 WPE Reference Guide Incl. Guidelines/Uniform Benefits Navitus Health Solutions web site https://www.navitus.com/ Navitus Member Handbook PBM_RFP_ETF_MemberBooklet_2010.pdf PBM Contract PBM_Contract_Main_20090824120706438.pdf PBM_Contract_1stAmend_20090824121053509.pdf PBM_Contract_2ndAddendum_20090824121143520.pdf PBM_Contract_BusAssocAddendum_20090824121122916.pdf Retiree Drug Subsidy Program CMS – Medicare Section DeanCare Rx web site Pharmacy Network: ALL Contracted Pharmacies PBM_RFP_2009_ALL Contracted Pharmacies.xlsx Pharmacy Network: Contracted Independent Pharmacies PBM_RFP_2009_Contracted Independent Pharmacies.xlsx Top 30 Independent Pharmacies PBM_RFP_2009_Top 30 Contracted Independent Pharmacies.xlsx Eligibility File Format & Layout Documents PBMAuditFlatFileFormat.doc PBMDUFileLayout.doc PBMETFRequiredFieldMapping.doc Member Census Data – Zip PBM RFP_Member Census Data – Zip Codes_April 2009_.xlsx” Member Census Data – Coverage PBM RFP_Member Census Data – Coverage_April
Quote your mail discount for generic products that are included on your MAC list Mail Generic (MAC) Part 1.0, Question 1.2 Continued FINANCIAL DRUG COSTS UNDER A 100% TRANSPARENT ARRANGEMENT CALENDAR YEAR 2010 Dispensing Fees National Network Narrow Network ETF’s Current Network Match Quote as a dollar amount per brand claim Retail Dispensing Fee (Brand) Quote as a dollar amount per generic claim Retail Dispensing Fee (Generic) Dispensing Fees Mail Service Pharmacy Quote as a dollar amount per brand claim Mail Dispensing Fee (Brand) Quote as a dollar amount per generic claim Mail Dispensing Fee (Generic) PROPOSED ADMINISTRATION FEES UNDER A 100% TRANSPARENT ARRANGEMENT AS DEFINED IN SECTION A Calendar Year 2011 2011 Administrative Fees – Per Claim Retail Mail Quote dollar amount per paid electronic claim Admin Fee Electronic Quote dollar amount per paid paper claim Admin Fee Paper
Location Expectations CAFETERIA HALLWAYS CLASSROOM BATHROOM/ LOCKER ROOM EVENTS/ ASSEMBLIES BEFORE & AFTER SCHOOL PARKING LOT ELECTRONICS Productive P *Stay in cafeteria until dismissal time *Promptly report to class *Walk with a purpose room for others to pass *Walk on the right hand side of the hallway *Be prepared to learn *Be on time *Stay on task *Use at appropriate *Use closest available restroom *Return to class promptly *Actively participate *Keep facilities clean *Remain in designated areas *Only have out with teacher permission *Educational purposes only Respectful R *Be courteous *Use an inside voice *Show affection through hand holding only *Use an inside voice *Use appropriate language *Appropriate contact only *Follow adult directions *Use polite communication *Wait your turn *Treat school materials with care *Use respectful language *Respect others privacy *Positive *Appropriate cheer participation *Respect others working in classrooms *Follow adult directions *Obey speed limit *Park in appropriately designated areas *Be cautious of pedestrians and vehicles *Be kind to other students, especially younger ones *Take care of school issued iPads Integrity I *Wait your turn in line *Invite others to join you *Take only what you purchased *Follow dress code *Be kind *Have permission to class *Do your own work *Encourage each other to do better *Provide positive feedback *Take only what is *Keep it free from vandalism *Know the specific behaviors for each event *Use appropriate language *Use an inside voice *Be courteous *Respect school property for merging traffic *Report dangerous/illegal activities *Keep parking lot clean *Proper use of all electronics at all times Dedicated D *Keep food and drinks in cafeteria *Keep a positive balance in your account *Maintain a clean locker *Pick up trash *Be present in *Be engaged in class *Bell to bell learning *Keep areas clean *Report problems to adults *Show school spirit *Be a good sport *Take care of materials *Get permit and display in window *Get permission to go to car *Decide to make your bus ride pleasant for you and everyone else *Focus on teacher, not on electronics Effort E *Clean up after yourself and others *Push chairs in when leaving *Observe personal space *Keep it clean *Use positive peer pressure *Turn in all work *Use class time efficiently *Positive participation *Aim. Flush. Wash. *Attend events *Be polite
STATUS VISIBILITY AND DISSEMINATION ACTIONS IP PP NP Stakeholders (e.g., school boards, parents, community members, politicians) informed, recognized, and acknowledged activities and accomplishments (e.g., website, newsletter, meeting presentations, conferences, media, annual progress reports). IP PP NP Professional development activities and events publicly posted to define and shape the goals and process of implementing PBIS. IP PP NP Policy, technical briefs, and procedural guides developed, updated, posted, and distributed annually. STATUS POLITICAL SUPPORT ACTIONS IP PP NP Public and sustainable implementation support provided by leadership (e.g., state chief, superintendent, board of trustees, commissioner) of the political or organizational unit (e.g., state, district, region). IP PP NP Student social behavior and school climate established by leadership as one of the top five permanent goals or priorities for the next three to five years. IP PP NP Progress report presented by implementation team at annually on the activities and outcomes related to student behavior goal and PBIS implementation fidelity. IP PP NP Leadership actively participating in implementation (e.g., attend annual events, visit implementation sites, acknowledge progress).
Implementation Level □ State-wide □ Region/District-wide □ School-wide □ Other______________ ________ GOAL: District/state level capacity to establish, sustain, and scale-up of accurate implementation of a continuum (multi-tiered) of PBIS across multiple schools/districts. Month Activity/Action (Person/s) Leadership Team Coaching & Technical Assistance Training & Professional Development Evaluation & Performance Feedback Content Expertise Funding Visibility & Dissemination Political Support Policy & System Alignment Personnel Readiness Local Implementation Demonstrations Jul Aug Sep Oct
Public Benefit and Privacy Panel for Health and Social Care PBPP Amendment Request Form – to be completed for changes to an approved PBPP application Application Control - please complete all sections below Application Coordinator Application Number Approval date Applicant name Applicant address Proposal name Amendment submission date Summary of amendment (including justification /explanation of changes) e.g. The aims and objectives of the proposal have changed to include a look at prescribing patterns of cardiovascular drugs amongst the elderly in addition to cardiovascular admissions to cover both secondary and primary care. Supporting Documents (please ensure that the original approval letter is attached with all submissions) Original Approval letter Updated application with version number IG certificates (if applicable) (please detail)
Positive Behavior Interventions Support at Central Elementary School Originating from the U.S. Department of Education, PBIS supports schools for implementing a approach to social, emotional and behavior support. The broad purpose of PBIS is to improve the effectiveness, efficiency, and equity of schools. PBIS improves social, emotional, and academic outcomes for all students. There is clear evidence that when students monitor and regulate their own behavior, they learn more. The express purpose of PBIS is to teach every student how to respond appropriately in different settings through explicit expectations, enthusiastic support, and consistent consequences. The success of our program rests upon fidelity of implementation everywhere and consistent transparent communication with families. Throughout the process, Central Elementary has, and will continue to, provide staff trainings to increase consistency throughout the building. Our plan focuses on five key areas based on SOUTH: Stay Safe Obey Rules Use Kindness Take Responsibility Help Others Learning consists of two components, equally important: rewards and consequences. Rewards and incentives reinforce desired behaviors. Those that need changed, will at times need to be discouraged through consequences. Students who demonstrate desired behavior will be rewarded with success in school, respect from others, personal recognition, and participation in events. Consequences will always start minimal with direct re-teaching and follow a progressive path of interventions as necessary. Clear consistent communication governs the program at all levels between all stakeholders. This guide outlines the component parts of the PBIS program. Please refer to it as needed to ensure each of us are using the program as intended. If you have questions, ask any member of the PBIS core team to help. PBIS Core Team school- wide
property. Consequently in much of the southern basin, flows for these habitats do not significantly improve and will continue to occur in response to large rainfall events in relatively wet years. In parts of the southern basin these habitats are in declining health and transitioning to more flood tolerant vegetation communities (as compared to flood dependent vegetation). There may be opportunities for works and measures to overcome some delivery constraints to improve the ability to water mid and high level floodplain communities in the future. These actions could deliver substantial benefits to these vegetation communities, but further cost-benefit analysis and consultation with stakeholders and communities is required. There are occasional anomalies where environmental outcomes differ from the summary above. For example in locations such as the River Murray near Barmah-Millewa forest, instream outcomes will be limited by river regulation for consumptive supply affecting the pattern of flows, reducing instream flow variability and increasing flows in summer when flows were naturally low. Another example is the Lower Murrumbidgee where MDBA environmental flow indicators target the delivery of water to the operation of the existing environmental regulators. This enables efficient watering of large areas of wetland and floodplain habitat, but has some trade-offs in delivering outcomes for some parts of the environment, such as near-channel habitats along the Murrumbidgee River. Evaluating the benefits and trade-offs associated with environmental works and measures will be an important consideration in the 2015 review. In the northern basin there is greater variation in outcomes, owing to differences in water management arrangements, and greater challenges in delivering targeted environmental water due to the unregulated nature of the rivers. As an example, in the Lower Balonne the ability to influence instream flows such as freshes is limited by water sharing arrangements and associated access rules to instream flows, rather than the volume of water to be recovered. In much of the northern basin high flows are less affected by consumptive use due to the unregulated nature of the rivers. A summary of estimated changes in condition on the proposed Basin Plan is presented in Figure 2, drawing on the assessment by CSIRO (2012), together with some additional outcomes from MDBA analysis. The CSIRO analysis supports the flow and ecosystem responses at each of the indicator sites, as illustrated in Figure 1.
Program Based Review & Assessment Committee Agenda / Minutes Meeting Date: February 10, 2015 Meeting Start Time: 10:00 a.m. Meeting Actual Start Time: Meeting Location: KC 4560 Meeting Secretary : Laura Ryan Member Attendance Committee Member Name Department/Seat Here Notes Y/N Ruth Sullivan, Dean of Learning Resources VPAA Designee Denise Yordy Academic Program Review Coordinator Jeanne Mullaney, Assessment Coordinator Chair, Program Based Review & Assessment Committee William Le Blanc, Director Institutional Planning John Cole, Chair ENGL Arts, Humanities, & Soc Sci vacant Arts, Humanities, & Soc Sci vacant Arts, Humanities, & Soc Sci Michael Kelly, Chair COMI Business, Science & Tech John Ribezzo, BUSN Business, Science & Tech Kim Roullier, Rehab Health/Physical Therapy Health & Rehab Sciences vacant Health & Rehab Sciences Laura Ryan Library representative Anthony Carrion, Counselor/Coordinator, RIEOC Student Affairs Rob Giovino, Associate Director of Admissions Enrollment Services Guests in Attendance Title/Department
3 B's Behavior Book Teacher Name: Mrs. Dobson Student Name: ________________________________________ CATEGORY 4 3 2 1 Content - Accuracy Each page explains the characteristics of that behavior using the language of the matrix and has some examples to help support. Each page explains the characteristics of that behavior the language of the matrix but is missing some supportive examples. Some pages explain the characteristics of that behavior using the language of the matrix but has no supportive examples. Some of the behaviors are not explained using the language of the matrix and there are no supportive examples. Graphics - Relevance All graphics are related to the topic and make it easier to understand. All graphics are related to the and most make it easier to understand. All graphics relate to the topic. Graphics do not relate to the topic. Mechanics Capitalization and punctuation are correct throughout the book. There are 1-2 errors in capitalization or punctuation. There are 3-4 errors in capitalization or punctuation. There are more than 5 errors in capitalization or punctuation. Grammar There are no grammatical mistakes in the book. There are 1-2 grammatical mistake in the book. There are 2-3 grammatical mistakes in the book. There are more than 5 grammatical mistakes in the book. Use of Time Used time well during each class period. Focused on getting the book done. Never distracted others. Used time well during each class period. Usually focused on getting the book done and never distracted others. Used some of the time well during each period. There was some focus on getting the book done but occasionally distracted others. Did not use class time to focus on the book OR often distracted others.
Rosemary Costigan Chair, Nursing & Fire Science Y Agenda on Discussion Program Review: Discuss Fire Science Academic Program Review Report See attached Evaluate Program Review Report Discussion Process What worked, what didn’t? Next--Deans and VPAA Discuss APR cycle If we followed a standard 5 year cycle with accommodations for programs that have established accreditation cycles and include a provision that any program that makes program changes successfully through the curriculum process provide an update to their program review based on the changes. Assessment of Student Learning: Indirect assessment data for programs and departments Bill created prototype of this data.