zilongwang/ReadingBank huggingface dataset:
OR Paediatrician Autistic Spectrum Disorder (including Asperger’s Syndrome). Evidence of Disability Form 2016 OR Existing report Consultant Psychiatrist OR Psychologist OR Neurologist OR Paediatrician Blind/Vision Impaired Evidence of Disability Form 2016 OR Existing report. Ophthalmologist OR Ophthalmic Surgeon. Deaf/Hard of Hearing: Students may apply under one of the following categories: (A) Applicants who have an Audiogram (B) Applicants who attend a School for the Deaf (C) Applicants with a Cochlear Implant Evidence of Disability Form 2016 OR Existing report (evidence from high street retailers not acceptable) (A) Applicants who have an audiogram: Diagnostic/ Clinical Audiologist registered with the Irish Academy of Audiologists (IAA) or HSE Audiologist (B) Applicants who attend a School for the Deaf: Principal of School for the Deaf (C) Applicants with a Cochlear Implant: Ear, Nose and Throat (ENT) Consultant OR Cochlear Implant Programme Co-ordinator Developmental Co- ordination Disorder (DCD) - Dyspraxia/ Dysgraphia. Full psycho- educational assessment AND Evidence of Disability Form 2016 OR Existing report Psychologist AND Occupational Therapist OR Neurologist OR Chartered Physiotherapist Mental Health Condition Evidence of Disability Form 2016 OR Existing report Consultant psychiatrist on specialist register Neurological Condition (incl. Epilepsy and Brain Injury). Evidence of Disability Form 2016 OR Existing report Neurologist OR Other relevant Consultant Type of disability Type of documentation Appropriate Professional
Physical disability Evidence of Disability Form 2016 OR Existing report Orthopaedic Consultant OR Other relevant consultant appropriate to the disability/ condition Significant ongoing illness Evidence of Disability Form 2016 OR Existing report Diabetes Type 1: Endocrinologist OR Paediatrician. Cystic Fibrosis (CF): Consultant Respiratory Physician OR Paediatrician. Gastroenterology Conditions: Gastroenterologist. Other Conditions: Relevant Consultant/ Specialist in area of condition Speech and Language Communication Disorder Evidence of Disability Form 2016 OR Existing report Speech and Language Therapist Specific Learning Difficulty (incl. Dyslexia & Dyscalculia) Full educational psychology assessment Psychologist
absolute abnormal returns providing evidence of a revision in investor expectations (i.e., information content) without having to predict the direction of the revision (Beaver, 1968). Absolute abnormal return may be more appropriate for our setting, as we are comparing the effect of different disclosure outlets without expecting one disclosure outlet to have comparatively more unexpectedly positive (or negative) news. We calculate abnormal return (AR) as: Where is the abnormal return of firm i at time t, is the share price of firm i at time t and is the price of the small cap mining index at time t. We then test whether the abnormal return around each disclosure outlet is significantly different using both Student t-tests and Mann-Whitney U rank tests. 4. Results 4.1 Descriptive and univariate statistics Table 1 presents sample descriptive statistics for the disclosure subsample. Panel A shows the distribution of observations is skewed slightly towards the later years. Panel B and C show firm descriptive statistics. The firms have a mean size of $291.3m (median = $143.1m) and there is a large range in the total liabilities to total assets ratio. Approximately half our firm observations have positive net cash flow from operations (49.4%), and three quarters are covered by IBES analysts (77.3%). We also note that 28.7% of observations follow another price-sensitive announcement made on the same or previous day (PSDisc). Untabulated results show that investor presentations are more likely to follow another announcement (33.3%), then purchased analyst research (29.0%) and Open Briefings (25.3%). 32 announcements are made on the same day and 20 on the previous day as the
Note: If multiple electronic documents are submitted for the same component, then add to the naming convention an additional A, B, C, after the component number for each additional document. For example, S1A_Candidatename, S1B_CandidateName, S1C_CandidateName, etc. Component Required Evidence Format File Name Description 4.1 Employer Satisfaction Survey Electronic Document A copy of the survey used to assess employer satisfaction 4.1 Analysis of Employer Satisfaction Survey Electronic Document A copy of the summary and analysis of the data 4.2 Completer Satisfaction Survey Electronic Document A copy of the survey used to assess completer satisfaction 4.2 Analysis of Completer Satisfaction Survey Electronic Document A copy of the summary and analysis of the data
Standard No Criteria Description of evidence List of evidence attached Leadership Restorative practice is championed at a senior level, with leaders promoting the strategic importance of restorative practice and ensuring its delivery is safe and effective. 1.1 Leaders demonstrate a commitment to restorative practice, understanding its importance to the achievement of organisational objectives. (If applicable) 1.2 Leaders motivate and empower relevant staff to deliver good restorative practice communicating clearly its value. (If applicable) 1.3 Leaders take responsibility for ensuring the development and implementation of policies and procedures which promote safe and effective restorative practice.
2.4 The organisation’s relevant policies and plans take account of stakeholder and organisational requirements relating to restorative practice. 2.5 Staff understand the importance of restorative practice to the organisation’s aims, priorities and strategy and how it relates to their role. (If applicable) Collaborative working The organisation works collaboratively to deliver safe, effective and 3.1 The organisation identifies and encourages effective collaboration with relevant external partners.
Supporting and developing people The organisation supports and develops its people in providing good restorative practice. 4.1 All individuals delivering restorative practice receive restorative training relevant to their role and development needs in line with relevant RJC guidance and codes of practice. 4.2 The organisation implements procedures which are effective in developing and maintaining the relevant levels of competence of all individuals involved in providing restorative practice in line with relevant RJC guidance. 4.3 Good restorative practice is identified and disseminated across all relevant individuals within the organisation.
4.4 Individual and team performance in restorative practice is managed effectively, in line with the organisation’s policies and procedures and relevant RJC guidance. 4.5 The organisation has effective practitioner supervision arrangements in place for those delivering restorative practice in line with RJC guidance. Service delivery Delivery of restorative practice is safe, effective and accessible. 5.1 The organisation ensures that those delivering restorative practice act in accordance with relevant RJC guidance in relation to preparation, facilitation and follow up.
practice, and legislative requirements. 5.6 Agreed procedures for identifying and recording user feedback are understood and maintained by all individuals involved in providing restorative practice. Evaluating and improving The organisation monitors and evaluates restorative practice performance and demonstrates a commitment to continuous 6.1 Progress against individual, team and organisational restorative practice objectives is evaluated to determine areas of strength and development.
Interviewing in qualitative research – can be used for collecting data on individuals’ personal histories, perspectives and experiences, particularly when sensitive topics are being explored Focus groups – effective if you are interested in the broad views and experiences of people on a particular topic Secondary analysis of external data – a useful and commonly used method which allows you to carry out further analysis of an existing dataset to generate a more detailed understanding of a particular topic or area Literature review/search – a very inexpensive method of gathering existing internal and external evidence from a wide range of sources to provide a baseline understanding of what is known on a particular topic or area, or identifying good practice for particular interventions. This is often done on the basis that further work may need to be carried out, such as future research Systematic Review Evidence – examines a collection of high quality studies, providing syntheses of what the evidence tells us about a topic or policy area. You will have to determine what kind of information you require, who needs to supply the information, and under what circumstances, in order to select the appropriate method or methods to be used. It will also be important to check that those responsible for gathering the evidence have the appropriate level of specialist skills and training. 9 | Building trust and confidence Gathering evidence will usually involve a number of people, from those supplying the information to those responsible for gathering, storing, analysing, interpreting or using the evidence. Some information will be of a personal and sensitive nature, such as data about transsexual people or about grievances or harassment. Information about chronic illness or disability, and a person’s ethnic origin or sexual orientation is also classed by the Data Protection Act as ‘sensitive personal data’. To build trust and confidence,
Children and young people It is not always appropriate to monitor certain protected characteristics of young people, for example their sexual orientation or their gender reassignment status. Alternative sources of information such as national statistics, research or engagement, may help you to identify priority equality issues instead. Remember that national trends may be applicable to your circumstances. Where appropriate, only age, disability, ethnic group and gender should be collected. The responses should be provided by the child/young person themselves, where possible. However, it may be necessary to get a proxy response from a parent or guardian if the child is under 12. The Scottish Government questions for age, disability, ethnic group and gender can be used, with suitable rewording of the question to the third person where data are collected from a parent or guardian.
Chronicle verification Verification, by an independent person, in the teacher’s chronicle, to demonstrate involvement with a professional development activity or mentoring arrangement The teacher will need to retain a copy of the relevant page of their chronicle with verification Minutes of meetings Minutes of meetings can verify any professional development undertaken by a group or whole staff. The minutes need to clearly indicate the activity, the main points covered, the intended actions/outcomes, the time spent on the activity, etc An example may be a member of a faculty or teaching team presenting to colleagues. A record of the presentation is minuted and identifies the impact of the presentation. Teachers are responsible for making the links with the Professional Standards and reflecting on a change in their practice Contribution to journals and publications To demonstrate that an individual undertook research & professional reading that resulted in the publication The article and reading for professional renewal reflection sheet Letters Letters acknowledging participation in, or contribution to, the professional development activity. Any such letter should acknowledge outcomes, aims and reference the Standards. The “language” of the Standards can be used in such correspondence Letters can be provided to either participants or presenters acknowledging their participation in, or contribution to, achieving the outcomes of the activity
Evaluations Professional development providers usually seek an evaluation of their event in order to improve the delivery and intended outcomes for future sessions Teachers should retain a copy of the evaluation as this can count as a reflection and verification of having considered the impact of the presentation on their teaching practice Mentoring verification template All mentoring meetings can be recorded on the suggested template. Teachers need to clearly indicate the Standards the mentoring meeting addressed. It may be the case that more than one Standard is covered in the meeting Professional reading template Teachers are able to record any professional reading they undertake as part of their lesson preparation and/or research Readings must be referenced against the Standards and a reflection provided using the guide questions to professional reading for renewal
Claim-Evidence-Reasoning Rubric 4 Advanced 3 Proficient 2 Progressing 1 Beginning Claim A statement or conclusion that answers the original question/ problem. Makes a claim that is relevant, accurate, and complete. Contrasts the claim to an alternative claim. Makes a claim that is… Relevant (Directly & clearly responds to question) Accurate (Consistent with evidence and scientific principles) Complete (Complete sentence that stands alone) Makes a relevant and accurate but incomplete claim. Does not make a claim, or makes an inaccurate or irrelevant claim. Evidence Scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim. Provides appropriate and sufficient evidence to support claim. Discusses evidence that would support alternative claim. Provides evidence to support the claim that is… Appropriate (Scientific data or information from observations, investigations, data analysis, or valid scientific sources) Sufficient (Enough evidence to support the claim) Provides appropriate, but insufficient evidence to support claim. May include some inappropriate evidence. Does not provide evidence, or only provides inappropriate evidence (Evidence that does not support claim). Reasoning A justification that connects the evidence to the claim. It shows why the data counts as evidence by using appropriate and sufficient scientific principles. Provides reasoning that clearly connects the evidence to the claim. Includes appropriate and sufficient scientific principles to explain why the evidence supports the claim. Explains why the alternative claim is inaccurate. Explanation provides reasoning that is… Clear (Clearly communicated and goes beyond repeating claim and evidence) Connected (Explains why the evidence is important or why it is relevant) Integrated (Links the evidence to an important disciplinary idea and crosscutting concept) Provides reasoning that connects the evidence to the claim. May include some scientific principles or justification for why the evidence supports the claim, but not sufficient. Does not provide reasoning, or only provides inappropriate reasoning.
STEP 1: Get Organized Take time to get organized and build your knowledge base by gathering necessary materials and building a well-informed team to complete subsequent steps. Things to consider: Who is involved? Identify which departments or programs should be represented; then identify the individuals who will participate in this work. What are their respective roles and responsibilities in the group (e.g., note taker, facilitator)? Department or Program Name Contact Information Role/Responsibility What do we need to know? Gather and organize documents and other materials that describe the planning and related support processes to LEAs. Consider the value of having graphics or models from sources other than your own department or program. Review documentation and ensure that all participants have strong foundational knowledge of the information. Does everyone have a common understanding of the subject matter (e.g., state improvement framework, ESSA requirements, evidence-based interventions)? Document or Material (title, description, source) Why It Is Important (what everyone should know)
About WestEd WestEd is a nonpartisan, nonprofit research, development, and service agency that partners with education and other communities throughout the United States to promote excellence, achieve equity, and improve learning for children, youth, and adults. WestEd has more than a dozen offices nationwide, from Massachusetts, Vermont, and Georgia, to Illinois, Arizona, and California, with headquarters in San Francisco. For more information, visit . Disclaimer This publication and ancillary materials were prepared in part under Contract Regional Educational Laboratory (REL) West, at WestEd. The content of the publication and ancillary materials does not necessarily reflect the views or policies of IES or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. © 2017 WestEd. All rights reserved. Permission to reproduce or adapt for non-commercial use, with attribution to WestEd, is hereby granted. Requests for permission to reproduce any part of this report for other purposes should be directed to WestEd, 730 Harrison Street, San Francisco, CA 94107-1242, 888.293.7833, fax 415.512.2024, permissions@WestEd.org, or hhtp://www.WestEd.org/permissions. Suggested citation: Hale, S., Dunn, L., Filby, N, Rice, J., & Van Houten, L. (2017). improvement: A guide for states to strengthen their frameworks and supports aligned to the evidence requirements of ESSA—Tool 6: Comparing evidence-based interventions. San Francisco: WestEd Feedback We welcome your feedback. This tool and the related guide are a first generation set of materials to help states and districts implement ESSA; we hope to revise and improve them based on use in the field. Suggestions of other resources are welcome, as are requests to develop new tools to fill gaps in the field. Access the full guide at: Contact Information Nikola Filby 415.615.3124 Sylvie Hale 415.615.3188
post completed CATS in enewsletter. Patricia Moulton Continue work to target 5 health care facilities and/or education programs to present opportunities to post PICO and other resources to website. Contact each organization and offer to present about the website and facilitate submissions. March- July 2015 Patricia Moulton Workgroup 25% 50% 75% 100% Develop online webinar of each step of PICO. Develop online webinar with a small workgroup. March-August 2015 Small Workgroup Patricia Moulton Kyle Martin 25% 50% 75% 100% Pilot webinar on website. September- November 2015 Kyle Martin 25% 50% 75% 100% Evaluate and determine any changes needed. 2015 Patricia Moulton 25% 50% 75% 100% Determine effectiveness of project. Collect outcome measures. June- December 2015 Patricia Moulton 25% 50% 75% 100% Develop final report section on this project. January- March 2016 Patricia Moulton 25% 50% 75% 100% 2015-2016 Communications and Marketing Plan for Evidence Based Practice Resource Center Year/Annual Goal Activities Month/Responsible Person(s) Activity Completion Status Assist in developing short webinars for each PICO step with small workgroup. Meet with small group to develop video-taping strategy. March – August 2015 Kyle Martin 25% 50% 75% 100%
Video Tape workgroup members. Edit webinars. Market Evidence Based Resource Center and new webinars through enewsletter and facebook advertising. Develop draft ad for marketing campaign. Determine population for facebook advertising. Implement marketing. September-October 2015 Kyle Martin 25% 50% 75% 100%
Verification of professional documentation viewed to date 2: PD NQSW and Assessor Feedback from other professionals template 2: OP NQSW and professional observer Evidence of feedback from people in need of care and support or carers 2: SU NQSW and Assessor Additional organisation specific material / additional direct observation templates etc if required Part 3: Three to six months Responsibilities of the NQSW and the assessor: NQSW – Progressive development of critically reflective practice; recording in critical reflection log and planning for the six months review and interim assessment Assessor – Review of support and progress with reference to the NQSW’s critical reflection log and other evidence submitted; undertaking interim assessment. Evidence required at this stage: Document reference number Completed by: Evidence folder: page number Heading page 3: HP Critical reflection log part 3: reflection on learning, three to six months 3: CRL NQSW Professional development plan six to twelve months 3: PDP NQSW Part 3: Three to six months (Review of progress and interim assessment at 6 months 3: RSPA Assessor Direct observation template 3: DO NQSW and Assessor Verification of professional documentation viewed to date 3: PD NQSW and Assessor Feedback from other professionals template 3: OP NQSW and Assessor Evidence of feedback from people in need of care and support or carers 3: SU NQSW and Assessor Additional organisation specific material / additional Direct Observation templates etc if required
Part 4: Six to twelve months Responsibilities of the NQSW and the assessor: NQSW – working towards the end of the ASYE – consolidation of learning, recording in the critical reflection log and planning for continued professional development Assessor – Final review of support and progress with reference to the NQSW’s critical reflection log and other evidence submitted; final assessment leading to recommendation of outcome decision. Evidence required at this stage: Document reference number Completed by: Evidence folder: page number Critical reflection log Part 3: reflection on learning, six to twelve months 4: CRL NQSW Professional development plan six to twelve months 4: PDP NQSW Part 4: Six to twelve months (final review and assessment including recommendation of assessment decision) 4: RSPA Assessor Direct observation template 4: DO NQSW and Assessor Evidence of professional documentation viewed to date 4: PD NQSW and Assessor Evidence of feedback from other professionals 4:OP NQSW and professional observer Evidence of feedback from people who need care and support or carers 4: SU NQSW and Assessor Professional development plan – beyond the ASYE 4A: PDP NQSW Additional organisation specific material / additional direct observation templates etc if required Optional: Review at Nine months Evidence required at this stage: Document reference number Completed by: Evidence folder: page number
Critical reflection log Part 3: reflection on learning, nine to twelve months 3A: CRL NQSW Professional development plan nine to twelve months 3A: PDP NQSW Part 4: nine to twelve months (final review and assessment including recommendation of assessment decision) 3A: RSPA Assessor Direct observation template 3A: DO NQSW and Assessor Evidence of professional documentation viewed to date 3A: PD Assessor Evidence of feedback from other professionals 3A: OP NQSW and professional observer Evidence of feedback from people who need care and support 3A: SU NQSW and Assessor Additional organisation specific material / additional Direct Observation templates etc if required
Oldfield 4A The fourth affidavit of Mr Oldfield in these Proceedings, dated 31 March 2016. Sadagah 1W The first witness statement of Mr Sadagah (SIFCO5 – Accounting) made in these Proceedings dated 4 April 2016. Saud 1W The first witness statement of Saud made in these Proceedings, dated 3 April 2016. Saud Bahrain A statement made by Saud to the Bahrain Public Prosecutor, dated 24 June 2009. Saud 1A The first affirmation of Saud made in these Proceedings, affirmed 3 April 2010. Saud 2A The second affirmation of Saud made in these Proceedings, affirmed 10 September 2011. Saud London 1W The first witness statement of Saud made in the London Proceedings, dated 7 July 2010. Saud London 2W The second witness statement of Saud made in the London Proceedings, dated 16 March 2011. Saud London 3W The supplemental witness statement of Saud made in the London Proceedings, dated 9 May 2011. Sealey 1W The first witness statement of Mr Sealey made in these Proceedings, dated 30 March 2016. Spehl 1R The first expert report of Dr Spehl (AHAB – German Law) made in these Proceedings dated 10 May 2016. Tunnell London 1W The witness statement of Gary L Tunell made in the London Proceedings, dated 11 March 2011. Vogel 1R The first expert report of Professor Vogel (AHAB – Saudi Arabian Law) made in these Proceedings dated 18 April 2016.
Prosecution can offer its own character witnesses to contradict the testimony D offered D admit reputation and opinion character evi of victim to prove innocence of D Prosecution can cross examine D’s witness with specific instances, rep or opinion Prosecution can present its own W to show the V was good with opinion and rep (i.e. peaceful rather than violent D can obviously cross examine this using reputation, opinion, specific instances Prosecution can offer evidence of the same trait of the D’s character In a homicide case where D claim self-defense Prosecution may use reputation and opinion evidence of V’s peacefulness to rebut that victim was the aggressor Prosecution may offer evidence concern the D’s character for violence If D makes character an issue Prosecution in cross examination, could bring specific act evi CEC: D can admit reputation and opinion evidence of his own character D can admit reputation, opinion and specific acts of V’s character If D attacks V’s character as violent (not addressing his own character), Prosecution may rebut with specific acts of both victim’s peaceful and Prosecution may rebut with D’s violent character, even though D did not open the door to his own character Prosecution in cross-examining D’s character W, prosecution can use specific acts for the limited purpose of attacking witness’ credibility as to D’s peaceful character Common Law: D can admit reputation evidence of his peaceful or victim’s violent character In cross-examining D’s character W, prosecution can use specific acts for the limited purpose of attacking W’s credibility as to D’s peaceful character
Evidence Inventory Form Date: _____________ Agency _________________________ Agency Case # ___________ Warrant Location _____________________________________ County ________________ City ____________________ State _____ Zip ________ LOCATION SEIZED/FOUND ITEM ID # ITEM DESCRIPTION Recorder of Service ________________________________________ Time _______________
Geological Timeline Activity 8-9 Dating Fossils Slides #53-67 Questions #20-24 Homework #25-27 10 Similarities and Differences Geological Timeline Quiz Slides #68-86 Questions #28-31 Homework #32-35 11-12 Evolution & Embryological Development Slides #87-103 Questions #36-41 Homework #42-46 13 Unit Review Similarities and Evolution Quiz Study Guide Homework #36-39 12 Test Review Jeopardy Review Game Study for Test 14 Unit Test N/A N/A
Academic Year: 2016/17 Total fund allocated: £ 9235 Date Updated: 28.3.18 Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officer guidelines recommend that primary school children undertake at least 30 minutes of physical activity a day in school Percentage of total allocation: % School focus with clarity on intended impact on pupils: Actions to achieve: Funding allocated: Evidence and impact: Sustainability and suggested next steps: Introduce the daily mile to get all pupils undertaking at least 15 minutes of additional activity per day. An increased number of clubs to be offered to children in a variety of sports. Identify course for daily mile. Greater uptake in sports clubs so the 30 minutes of home activity can be achieved at school (particularly for harder to reach children). Money allocated for next year for the completion of all-weather terrain £3000 Through coaches mentioned in key indicator 3 and 4 as well as local coaches delivering free sports clubs (e.g. Wiltshire FA) All key stage 2 pupils involved in at least 15 minutes of additional activity every day. WIDER IMPACT AS A RESULT OF ABOVE Pupils are more active in PE lessons Pupils are more engaged in PE lessons Attitudes to learning have improved in class Children want to participate and engage in more sports Children are joining clubs outside of school Daily mile embedded in key stage 2. All pupils are engaging in regular activity. Key indicator 2: The profile of PE and sport being raised across the school as a tool for whole school improvement Percentage of total allocation: % School focus with clarity on intended impact on pupils: Actions to achieve: Funding allocated: Evidence and impact: Sustainability and suggested next steps:
Event Risk Action Plan Guidelines Event Coordinators are advised that this document is the required standard for risk action plans undertaken for Events in the City. Should the Event already have a risk action plan of a similar standard which is in accordance with the Australian Standard for Risk Management that maybe submitted in its place. Definitions: Risk – the chance of something happening that will have a detrimental impact on event objectives. Risk Assessment – the overall process of risk identification, risk analysis and risk evaluation. Risk Management – the processes and structures that are put into place to achieve objectives whilst managing any adverse side effects. Risk Identification – is a matter of identifying the hazards/risks, which may occur during the event. Following is a list that can be used as a prompt to assess the risks/hazards that are either present, or may occur during the event. Example Risks may include Note: this is not an exhaustive list Health/Injury/Disease Drug affected persons Alcohol affected persons Fire caused by electrical installations Fire risk caused by gas bottles Marque collapse Broken glass on reserve Food Poisoning Power Failure Water Failure Manual handling Working at heights Exposure to chemicals Unclean toilets Criminal Activity Disorderly conduct Consumption of alcohol Environmental Risk Noise nuisance caused to neighbours Excessive litter left at the event Legal/Contractual Loss of key contractors Operational/Crowd Safety Overcrowding/crowd control Lighting failure Trip hazards Extreme weather conditions Inadequate toilet facilities Communications failure Rides and amusements – jumping castles Fireworks malfunctions Traffic Management Lack of parking Inadequate access for emergency vehicles Inadequate pedestrian safety Promotion/PR Inadequate funding Loss of key personnel
QIAL Evidence Summary Cover Sheet Evidence Unit 3 Please complete the information below and submit with your evidence. Evidence category Document title Date this document was produced My involvement in the preparation of this document (50 word limit) The use I have made of this document in my work and the benefits of this document to the organization (150 word limit) G H I
Evidence template number 3: PDP Professional development plan six-twelve months Period covered Learning objective How will you meet the objective? Development activity or action planned. How does this link to the assessment outcomes for the ASYE? How will you know if the objective is met? Intended outcomes for practice and people in need of care and support. Timescales? Date for completion and/ or review. What was the impact on your practice? To address areas noted by assessor at the six month review as well as areas identified in this document.
Evidence template number 4: PDP Professional development plan end of ASYE/social worker Period covered Provide dates Learning objective How will you meet the objective? Development activity or action planned. How does this link to the assessment outcomes for the ASYE? How will you know if the objective is met? Intended outcomes for practice and people in need of care and support. Timescales? Date for completion and/ or review. What was the impact on your practice?
This form could be kept in a shared area on line so that NQT, IT/Mentor and others can add evidence / references to it. Teachers’ Standard Brief description of evidence Where evidence found and date Evidence validated: Date / initials* 1 Set high expectations which inspire, motivate and challenge pupils 2 Promote good progress and outcomes by pupils 3 Demonstrate good subject and curriculum knowledge
This form could be kept in a shared area on line so that NQT, Tutor and others can add evidence / references to it. Teachers’ Standard Brief description of evidence* and its impact on pupils When/where evidence was found Evidence validated/discussed: Date / initials 1 Set high expectations which inspire, motivate and challenge pupils 2 Promote good progress and outcomes by pupils 3 Demonstrate good subject and curriculum knowledge
Pt 2 Has proper and professional regard for the ethos, policies and practices of the school, and maintains high standards in their own attendance and punctuality Pt 2 Has an understanding of, and always acts within, the statutory frameworks which set out their professional duties and responsibilities
Ex: in drug prosecution, chemist’s report concluding that the substance was heroin was inadmissible under FRE 803(8) and could not be offered under FRE 803(6) even though it appeared to meet the requirements – (2nd Cir.) Trustworthiness: factors include timeliness of the investigation, skill or experience of the investigator, extent of the investigation, bias or prejudice of the investigator Advisory Committee Note suggests this only applies to (C) but some courts extend to (A) & (B) as well Absence of Entry in a Public Record FRE 803(10): Testimony—or a certification under FRE 902 that a diligent search failed to disclose a public record is admissible if offered to prove that the record does not exist or a matter did not occur or exist, even though a public office regularly kept a record for a matter of that kind. CEC § 1272: same Usually offered to show a required public filing did not take place Public Records of Vital Statistics FRE 803(9): record of birth, death, or marriage, if reported to a public office in accordance w/ a legal duty CEC § 1281: same Policy: Trustworthy, efficiency (records can usually be self-authenticating under FRE 902(4), (8) or (11)), necessity Records of Religious Orgs. Concerning Personal or Family History FRE 803(11): statement of birth, legitimacy, ancestry, marriage, divorce, death, relationship by blood or marriage, or similar facts of personal or family history, contained in a regularly kept record of a religious organization CEC § 1315: same Policy: like businesses, religious organizations have motive to keep accurate records Certificates of Marriage, Baptism, and Similar Ceremonies FRE 803(12): a statement of fact contained in a certificate (A) Made by a person authorized by a religious organization or by law to perform the act certified (clergy, public officials, etc.) (B) Attesting that the person performed a marriage or similar ceremony or administered a sacrament; and (C) Purporting to have been issued at the time of the act or w/in a reasonable time after CEC § 1316: same Policy: trustworthy b/c made close to time performed Family Records
Hodge Hill 1,277 13 75 5.9% Kings Norton 984 19 57 5.8% Oscott 900 27 52 5.8% Bordesley Green 1,420 6 80 5.6% Stockland Green 1,091 12 61 5.6% Billesley 1,069 22 59 5.5% Weoley 1,191 21 64 5.4% Aston 1,596 4 83 5.2% Soho 1,285 9 65 5.1% South Yardley 1,506 14 73 4.8% Lozells and East Handsworth 1,508 5 73 4.8% Washwood Heath 2,145 1 94 4.4% Bournville 1,068 32 44 4.1% Moseley and Kings Heath 687 25 26 3.8% Springfield 1,839 16 68 3.7% Quinton 963 30 35 3.6% Handsworth Wood 1,409 24 51 3.6% Northfield 1,094 29 38 3.5% Perry Barr 1,095 31 37 3.4% Sparkbrook 2,013 2 68 3.4% Harborne 683 33 23 3.4% Ladywood 947 10 29 3.1% Sutton New Hall 637 39 19 3.0% Hall Green 897 36 23 2.6% Sutton Trinity 1,125 38 28 2.5% Sutton Vesey 809 37 19 2.3% Sutton Four Oaks 879 40 12 1.4% Edgbaston 1,692 34 12 0.7% Source: Insight Data – December 2014 Of the 11 wards with 6.7% or more of their population as NEETs, only 3 are in the top 10 deprived wards, although Tyburn is 11th most deprived. So, unlike the NEET count (table 1), there are not high percentages of NEETs in highly deprived areas. This suggests other factors, other than the size of the local young population and deprivation, are at play. So what is it about these areas or the people living there that makes them more likely to be NEET? Why is provision not meeting the needs of young people in these areas? The above analysis suggests young people in the following wards should be targeted for NEET interventions: Table 3: Priority wards by percentage and count of NEETs Number of NEET by Ward Mid High % NEET of 16-18 population Low -Washwood Heath -Aston
disposition, not a stationhouse affidavit, must be subject to cross, can come in (Rule 801(d)(1)(A)) Comes in to impeach the declarant and for the truth of the matter asserted Smith v. Smith – V named Smith as assailant, signed under oath before a notary. At trial, named another man. Court allowed her prior inconsistent statement to be used as substantive evidence If the statement was not made at a proper proceeding, only admissible to impeach Prior Consistent Statement Prior consistent statements to rebut accusations that the witness has recently made the statement up or there is some undue influence (Rule 801(d)(1)(B)) Triggering event: Statement or current act challenged Comes in both to rebut the statement and for the truth of the matter asserted Usually only admissible if it was made before the supposed fabrication moment or improper influence or motive Tome v. United States Did not need to be under oath Prior Statement of Identification Can come in, as long as it was 1) sworn in and 2) crossed at deposition, etc., and 3) the witness is available to testify (Rule 801(d)(1)(C)) Even if they get it wrong now, it doesn’t matter, as long as they are able to be cross-examined. Even if they don’t remember anything now, they are available to testify. State v. Motta – V was robbed at gunpoint, and a police artist composite sketch was drawn from her description, argued that it was inadmissible hearsay Sketch was valid form of prior identification as long as the declarant testifies it trial Exception embraces descriptions made to police Admissions by a Party Opponent Sometimes impeachment does not tell the whole story, so admissions come in as positive proof of what they assert Treat the same as Nonhearsay or as hearsay exceptions One should not be able to complain that his words are proved against him 5 types of admissions by a party opponent, civil or criminal, not hearsay Individual Admissions Adoptive Admissions Authorized Spokesperson Admissions by agents or employees Admission by co-conspirator ADMISSIONS CAN ONLY BE USED BY OPPONENT You can’t use the exception for admissions to get your own words into
Literature Review Our group initially evaluated eleven peer-reviewed research articles from the Agency for Healthcare Research and Quality, Cochrane Library, and PubMed/CINAHL databases. The communication between male authoritarian physicians and female subservient nurses can result in two segmented groups at acute care hospitals (Ballou & Landreneau, 2010, p. 75). Using the qualitative ethnographic approach, Gardezi et al. (2009) analyzed at least 700 surgeries for two years and reported communication conflicts due to nurses’ gap in knowledge and surgeons’ dominant authoritative power at three Canadian hospitals. Nurses’ quiet/submissive communication had potential damaging impacts on patient safety (pp. 1394-1397). Hendel et al.’s (2007) study showed that charge nurses were more likely to reduce conflicts using the “collaborative” communication style when compared to physicians at five Israeli hospitals (p. 249). Literature review has revealed the negative effects of dysfunctional communications in acute care hospitals. Manojlovich and DeCicco’s (2007) study showed that miscommunication between physicians and nurses was statistically significant and positively associated with perceived medication mistakes among 462 intensive care nurses at eight Michigan hospitals (p. 452). Rosenstein and O'Daniel (2008) reported that physician-nurse disturbing behaviors (authoritarian communication, verbal insult, or disrespect) were likely to increase harmful consequences, such as medication errors and patients’ deaths (p. 464). Using the “Hamilton’s Anxiety Scale” and “Stamp’s Index of Work Satisfaction,” Karanikola et al. (2012) investigated the psychological and emotional health of 229 intensive care nurses at eleven hospitals in Greece; dissatisfaction in physician communication was statistically significant with increased nurses’ stress levels (p. 41).
EVIDENCE CHAIN-OF-CUSTODY LOG (For Non-Photographic Evidence) Incident Identification: Evidence Custodian: Description of Item Evidence ID # Name of Person Logging Item Out Name & Signature of Person Receiving Item Date Item Received Name & Signature of Person Receiving Item Back In Date Item Received
Observation Evidence Collection Tool Educator—Name/Title: Evaluator—Name/Title: School(s): Educator Plan: Self-Directed Growth Plan Directed Growth Plan Developing Educator Plan Improvement Plan* Plan Duration: Two-Year One-Year Less than a year Observation Number: Observation Date: Observation Time/Duration: Observation Location (e.g., classroom, grade-level meeting, etc.): Intended Observation Focus: higher-order thinking (school focus on rigor) Observation Evidence What did the educator and students say and do? Aligned Indicator Feedback to the Educator Observation Evidence pertains to (check any that apply): Progress toward attaining student learning goal(s) Progress toward attaining professional practice goal(s) Standards and Indicators for Effective Teaching Practice: Rubric Outline I. Curriculum, Planning, & Assessment II. Teaching All Students III. Family & Community Engagement IV. Professional Culture I-A. Curriculum and Planning I-B. Assessment I-C. Analysis II-A. Instruction II-B. Learning Environment II-C. Cultural Proficiency II-D. Expectations III-A. Engagement III-B. Collaboration III-C. Communication IV-A. Reflection IV-B. Professional Growth IV-C. Collaboration IV-D. Decision-making IV-E. Shared Responsibility IV-F. Prof. Responsibilities
Event, Seminar and Survey Submission Form Please complete the following form to publish details of your health related event, survey or seminar. Have you contacted the Breed Club(s) and/or the Breed Health Coordinator(s) regarding the event, survey or seminar? Please tick the method(s) you want your event/seminar/survey publicised The Events, Seminar and Survey page on The Kennel Club website Facebook and Twitter The Kennel Club Journal (online publication) The Kennel Scope (quarterly veterinary newsletter) Kennel Club press release (surveys only) Email to Kennel Club registered owners of a particular breed (surveys only) Please specify the timeframe and region (e.g. owners of dogs born from 2000-2010 in the UK): Please fill in details in the appropriate area (i.e. event or seminar or Survey) Event/Seminar Event/Seminar title: Date of event/seminar: Intended breed(s): Organising club and website: Brief list of topics/lectures: 1. 2. 3. 4. 5.
scrubbing each port of the catheter with an alcohol pad and hub replacement every 72 hours (Guerin et al., 2010, p. 432). Results According to Guerin et al. (2010), implementation of the postinsertion bundle resulted in a reducing both the number of days that the catheter was in place and the number of CLABSIs. A baseline was established during the preintervention period using the device-day data collection. It was found that within the MICU and SICU at DVAMC-Denver within a two-year period 4415 days of catheter use were reported. “There were 25 CLABSIs, for an incidence of 5.7 CLASBIs/1000 catheter days” (Guerin et al., 2010, p. 432). Within the period of one year during which use of postinsertion bundle had been implemented 3 CLABSIs and 2825 catheter days were reported equaling an incidence rate of 1.1CLASBSIs/1000 catheter days (Guerin et al.). “The relative risk for a CLABSI during the postintervention period compared with the preintervention period was 0.19 (95% confidence interval [CI], 0.06-0.63;P=.004)” (Guerin et al., p. 432). Discussion “The median dwell time between catheter insertion and onset of infection was 12 days, which led us to suspect that events occurring after insertion might be responsible for the infection” (Guerlin et al., 2010, p. 432). Guerlin et al. hypothesized that proper education and implementation of the postinsertion bundle, both combining and utilizing previously studied interventions, would reduce the incidence of CLABSIs. The authors stressed that while sterile insertion technique alone will likely initially prevent infection, the care following insertion will work to ensure that the patients remained infection free. This study shows that there are almost
Hypothetical 3 Preston Gaddis is charged with rape, sexual assault, and indecent assault after allegedly throwing a 19 year-old woman onto the floor and raping her in his Pennsylvania home. At trial, Gaddis seeks to introduce evidence of the alleged victim's relationship with another woman to prove that the alleged victim was uncertain about her sexual preference and was using intercourse with him as an attempt to determine whether she was homosexual or heterosexual. He claimed that when the experience did not turn out the way that she expected, she leveled the charges of rape against him despite the sex being consensual. The prosecution opposes the introduction of this evidence, claiming that it was inadmissible under Pennsylvania's version of the Rape Shield Law. How should the court rule? See Colin Miller, Keystone Case: Pennsylvania Court Finds Evidence of Lesbian Relationship Inadmissible Under Rape Shield Law. EvidenceProf Blog (Jan. 24, 2008) . Prior Rules Language: (a) Evidence Generally Inadmissible. The following evidence is not admissible in any civil or criminal proceeding involving alleged sexual misconduct except as provided in subdivisions (b) and (c): (1) Evidence offered to prove that any alleged victim engaged in other sexual behavior. (2) Evidence offered to prove any alleged victim’s sexual predisposition. Restyled Rules Language: (a) Prohibited Uses. The following evidence is not admissible in a civil or criminal proceeding involving alleged sexual misconduct: (1) evidence offered to prove that a victim engaged in other sexual behavior; or (2) evidence offered to prove a victim’s sexual predisposition.
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