zilongwang/ReadingBank huggingface dataset:
This trainee would be Outstanding (grade 1) - five Standards are graded Outstanding (grade 1), as is TS 2. No Standards are below Good (grade 2). For a trainee teacher to be graded Outstanding (grade 1) they need to consistently be Good (grade 2) or better. TS3 2 TS4 1 TS5 1 TS6 2 TS7 1 TS8 2 Good (grade 2) For a trainee to be graded Good, (grade 2) they must achieve a Good (grade 2) in 5 of the Teachers’ Standards, including TS 2. For any TS graded as RI (grade 3) the trainees must show they have achieved elements of Good (grade 2) within the Assessment and Grading criteria. No grades can be Inadequate Standard Grade Given Example B Overall Grade Given TS1 2 This trainee would be awarded a Good (grade 2) if, through conversation with their Mentor, they could prove they had achieved elements of Good (grade 2) within TS 8. TS2 1 TS3 2 TS4 1 TS5 1 TS6 2 TS7 2 TS8 RI Standard Grade Given Example C Overall Grade Given TS1 2 This trainee can be awarded a Good (grade 2) as five Standards are graded Good (grade 2), including the core Standard TS 2. TS2 2 TS3 2 TS4 2 TS5 1 TS6 2 TS7 1 TS8 1 Example for Good (grade 2) continued.
Standard Grade Given Example D Overall Grade Given TS1 2 This trainee could be awarded a Good (grade 2) overall as the core Standard, TS 2, is graded Good (grade 2) and they have five Standards at Good (grade 2), or higher. I would expect the trainee to be able to demonstrate they have achieved elements of Good (grade 2) within the Standard graded RI (grade 3). TS2 2 TS3 2 TS4 1 TS5 1 TS6 RI TS7 RI TS8 RI Requires Improvement (grade 3) this grade is below the minimum expectation for Phase 2 (final Professional Practice), therefore the trainee will require RI (grade 3) intervention. For a trainee to be graded Requires Improvement (grade 3), they will not have 5 or more higher grades, they are likely to have a combination of grades. They cannot be RI (grade 3) if they are graded inadequate (grade 4) in any Standard; this is a fail. Standard Grade Given Example E Overall Grade Given TS1 RI This trainee would be Requires Improvement (grade 3); they do not have 5 or more higher grades. TS2 2 TS3 2 TS4 RI TS5 RI TS6 RI TS7 RI TS8 2 Standard Grade Given Example F Overall Grade Given TS1 2 This trainee would be Requires Improvement (grade 3) because they are RI (grade 3) for TS 2. TS2 RI TS3 RI TS4 2 TS5 2 TS6 2 TS7 2 TS8 RI
Order Form (tickets, tees, CDs) ______________ Tickets at @ $TICKET PRICE each ______________ SCHOOL NAME EYS T-Shirts @ $15 each (circle adult sizes) Small Medium Large X-Large 2X-Large ______________ CDs @ $15 each Qty _______ “These are a Few of My Favorite Things” (Mark Wood), Qty _______ “Sanctuary” (Mark Wood and Laura Kaye), Qty _______ “Portrait of an Artist” (Mark Wood), Qty _______ “Shake Off the Gravity” (Laura Kaye – produced by Mark Wood) ______________ Total enclosed Please make checks payable to INSERT NAME OF GROUP – EYS Students Name: _________________________________________________ (print) Parent/Guardian: _________________________________________________(signature) Parent/Guardian: _________________________________________________(print) Date: __________________________________________________________
Set high expectations which inspire, motivate and challenge all children. 4 3 2 1 Evidence 1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop. Trainee UA 1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions. Trainee UA 1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children Trainee UA Promote good progress and outcomes by children. 4 3 2 1 Evidence 2.1 Be accountable for children’s progress, attainment and outcomes. Trainee UA 2.2 Demonstrate knowledge and understanding of how babies and children learn and develop. Trainee UA 2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments. Trainee UA 2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking. Trainee UA 2.5 Communicate effectively with children from birth to age five, listening and responding sensitively. Trainee UA 2.6 Develop children’s confidence, social and communication skills through Trainee
Contact number/s Email Home language / spoken Name of any siblings Name of current setting What term is the child expected to leave your setting? Name of receiving setting Name of the SENCO Has an EHC needs assessment been requested? been requested? If yes, date request was submitted to SEN department Has an EHCP been issued? Is the child an eligible 2YO? If yes, can you confirm you have seen proof If no, signpost the parent to check their eligibility online at Have you completed the child’s Early Years transition record If yes, please confirm you will pass it on to the receiving setting Does the child have any disability specialist equipment? If yes, please list items that will be transitioning with the child Attendees present to agree transition SEN support plan Name Role Email Contact number Signature Action number Date of meeting Review date 3. Early Years Action Plan Action Strategy By Whom (initial) By When (date) Outcome
Other Activities Proje pazarı organizasyon komitesi (2017): Harran I. Uluslararası AR-GE Proje Pazarı, Organizasyon sekreteryası, 12 Mayıs, Şanlıurfa/Türkiye. Kongre organizasyon komitesi (2016): European Non-Wood Forest Products (NWFPs) Network COST Action FP120327 4 th Workshop and 5th Management Committee Meeting, February 17 – 19, 2016. Congress Organization (2015): 1st International Turkic World Conference on Chemical Sciences and Technologies, 27 October – 1 November 2015. Congress Organization (2014): II. Uluslararası katılımlı Ulusal Humik Madde Kongresi, 26-28 Ekim 2014. Hobbies Natural sciences, Swimming, Reading a Book
The safeguarding and Welfare Requirements of the EYFS 2014 (Childminders) Introduction Procedures/Documents/publications to effect practice Comments/Action 3.1 Children learn best when they are healthy, safe and secure, when their individual needs are met, and when they have positive relationships with the adults caring for them. The safeguarding and welfare requirements, specified in this section, are designed to help providers create high quality settings which are welcoming, safe and stimulating, and where children are able to enjoy learning and grow in confidence. Having an ethos and vision for your setting drives practice 3.2 Providers must take all necessary steps to keep children safe and well. The requirements in this section explain what early years providers must do to: safeguard children; ensure the suitability of adults who have contact with children; promote good health; manage behaviour; and maintain records, policies and procedures. 3.3 Childminders are not required to have written policies and procedures. However, they must be able to explain their policies and procedures to parents, carers, and others (for example Ofsted inspectors or the childminder agency with which they are registered) and ensure any assistants follow them. Childminders registered on the childcare register must have a written safeguarding policy (requirements for the childcare register ref no 080161) Child protection 3.4 Providers must be alert to any issues for concern in the child’s life at home or elsewhere. Providers must have and implement a policy, and procedures, to safeguard children. These should be in line with the guidance and procedures of the relevant Local Safeguarding Children Board (LSCB). The safeguarding policy and procedures must include an explanation of the action to be taken in the event of an allegation being made against a member of staff, and cover the use of mobile phones and cameras in the setting. Working together to Safeguard Children Ealing Child Protection Procedures (Yellow Book)
Early learning record Name: Teacher: Date: Learning statement Phase of learning BA = Becoming Aware MC = Making Connections E = Exploring A = Applying Link to key learning areas (KLAs) Social learning Sustaining relationships HPE — Enhancing personal development Social learning Understanding diversity SOSE — Time, continuity & change; Culture & identity Personal learning Identity & independence HPE — Enhancing personal development Making healthy choices HPE — Promoting the health of individuals & communities Gross-motor HPE — Developing skills & concepts for physical activity Fine-motor HPE — Developing skills & concepts for physical activity Oral language English — Speaking & listening Read and view English — Reading & viewing Write and shape English — Writing & shaping Early numeracy Mathematics — all strands Thinking Thinking is embedded in all KLA areas Investigating phenomena Science — all strands Investigating technology Technology — all strands Investigating environments SOSE — Time, Continuity & Change; Place & space; Systems, Resources & Power Imagining and responding The Arts — all strands Comments:
EEAST Nursery Nurse Support (Maintained Settings) Inclusion worker Support (PVI Settings) Funding Details of how the support / funding will be used to meet the child’s needs: Form Completed by: SENCO ________________________________________________ Parent’s Signature:_________________________________________________________ SENCO Signature:_________________________________________________________ EEAST teacher signature (as appropriate)_______________________________________ Date: _______________________________ Supporting evidence attached – please tick Early Years Assessment Screen minutes from the most recent review meeting individual support / provision plan other relevant documents Return to: Hazel Newstead Early Years Inclusion Fund Panel Library Block Westgate Community College West Road Newcastle upon Tyne NE4 9LU
Early learning record Name: Teacher: Date: Learning statement Phase of learning BA = Becoming Aware MC = Making Connections E = Exploring A = Applying Link to key learning areas (KLAs) Social learning Sustaining relationships HPE — Enhancing personal development Social learning Understanding diversity SOSE — Time, continuity & change; Culture & identity Personal learning Identity & independence. HPE — Enhancing personal development Making healthy choices HPE — Promoting the health of individuals & communities Gross-motor HPE — Developing skills & concepts for physical activity Fine-motor HPE — Developing skills & concepts for physical activity Oral language English — Speaking & listening Read and view English — Reading & viewing Write and shape English — Writing & shaping Early numeracy Mathematics — all strands Thinking Thinking is embedded in all KLA areas Investigating phenomena Science — all strands Investigating technology Technology — all strands Investigating environments SOSE — Time, Continuity & Change; Place & space; Systems, Resources & Power Imagining and responding The Arts — all strands Comments:
A1. This application form must be signed by the Chair and Chief Executive of the Local Enterprise Partnership and by the Leader and Chief Executive of each local authority which has a proposed Enterprise Zone site. Without this your application will not be considered. By signing, the Local Enterprise Partnership and local authorities are agreeing to deliver the proposed Enterprise Zone together. Name: Job title: LEP: Signature: Name: Job title: LEP: Signature: Name: Job title: Organisation: Signature: Name: Job title: Organisation: Signature: Name: Job title: Organisation: Signature: Name: Job title: Organisation: Signature: Name: Job title: Organisation: Signature: Name: Job title: Organisation: Signature: Name: Job title: Organisation: Signature: Name: Job title: Organisation: Signature: A2. Please give one point of contact for queries: Name Telephone
xx Department – Consulting room/ Corridor 11:06am Consultant welcomed patient and introduced himself, encouraged the patient and his wife to take a seat and then sat himself but positioned himself face to face with the patient. Medical history taken, patient unsure of the name of another Consultant he had seen for another condition Consultant talked through the patient’s x-ray explaining where the problem was and what options could be available to the patient. The consultant carried out physical tests around mobility and stability Consultant showed the patient a prosthesis and explained the procedure with some humour which made the patient and his wife laugh and they immediately relaxed a little. Consultant discussed the risks and complications to the procedure with both the patient and his wife and asked if they had any questions Patient noted his concerns about ability to drive, consultant advised. Consultant asked the patient’s wife if she had any questions to which she responded ‘no, not at this time’ Patient asked about the alternative to surgery, to which the consultant responded but the patient was not given much time to make a decision Consultant explained the purpose of the questionnaire is to allow him to make a comparison before and after the procedure to identify how successful it has been Consultant thanked the patient for coming and shook hands HCA explained to the patient as the patient and his wife were leaving the consultation room about another form to complete and how to contact the team. Explained that the completed form should be handed in at reception as they leave. xx Department – Waiting Area/ Corridor to x entrance 11:19am Patient sat down to fill out pre-assessment screening questionnaire. Patient commented humorously that he hadn’t realised he would have to answer so many questions. 11:25am HCA took questionnaire from patient before he reached the reception desk. 11:30am Patient left hospital very happy and satisfied with their experience. The patient observed that the staff were very welcoming and friendly and the waiting room was tidy with plenty of space available for patients to sit and wait. Follow up phone call on xx xx xx Patient noted that he was feeling good and that pre-assessment had called the following day and explained there had been a cancellation and so patient was attending pre-assessment on xx January 2016.
English 11 Vocabulary Words Weekly Week 1 chattel austere lament aloof cerebral incongruous bulwark connoisseur cacophony expunge Week 2 Trenchant Procrastinate Roster Impede Forbear Migratory Evade Efface Asunder Incite Week 3 Quixotic Beleaguer Milieu Histrionic Bludgeon Arduous Reminisce Opportune Dulcet Porcine Week 4 Lassitude Coterie Ballistics Ambiance Girth Askew Cubism Cranny Enrage Propulsive Week 5 Laconic Harrowing Aptitude Endure Chronic Giddy Irascible Cower Gossamer Queue Week 6 Myriad Accolade Grandiloquent Caucus Dromedary Demonic Noxious Proficient Harangue Atrophy Week 7 Catapult Glutton Muster Beget Curtail Paranoia Facilitate Craven Mode Alienate Week 8 Fjord Consensus Doldrums Aspire Citadel Blather Martyr Scrutinize Obtuse Congenial Week 9 Defame Curvilinear Elapse Veer Karma Astute Misnomer Resurgent Artisan Draconian Week 10 Amenable Precarious Criterion Guise Lesion Gird Fetish Disperse Dissolution Forage Week 11 Denounce Torque Fathom Docile Hovel Balm Divine Alternative Countenance Badger Week 12 Wane Fraught Chasm Erudite Also-ran Elfin Aggrandize Ensemble Tether Claimant Week 13 Entice Philanthropy Misanthropy Mirage Noisome Coup Hoard Languish Cloister Oust Week 14 Antecedent Embody Creditor Pillage Forsake Remorse Ubiquitous Deft Verbatim truncate Week 15 Insouciant Sundry Callous Dearth Revere Prowess Generalize Legacy Phobia somber
Competition 14 – speed and handiness Medium Tour Friday 15/06/2018 14:00 h 239/263 € 750,00 Competition 15 – penalties and time Medium Tour Final Saturday 16/06/2018 09.00 h 238.2.1 € 1.500,00 Competition 16 – penalties and time Large Tour Friday 15/06/2018 15:30 h 238.2.1 € 1.000,00 Competition 17 – in two phases Large Tour Saturday 16/06/2018 10.30 h 274.5.3 € 1.000,00 Competition 18 – penalties and time Large Tour Final Sunday 17/06/2018 08.30 h 238.2.1 € 5.000,00 Total Prize Money € 12.000,00 Prizes in Kind ./. OVERALL PRIZE MONEY € 205.310,00 OVERALL PRIZES IN KIND € 48.690,00 Applicable government tax to be deducted from Prize Money (see XIV.8). GENERAL CLASSIFICATION AT THE END OF THE COMPETITIONS: Leading athlete award – ./. Best foreign athlete - ./. Best home athlete – ./. Team awards – ./. PRIZE – CLASSIFICATION: ./.
Medium Term Report Recommendation Action Required Outcome Involved Parties Deadline Progress M1 Develop an action plan that is publicly available Publicise the agreed action plan through dedicated space on the intranet Intranet dedicated space for E&D to include the action plan E&D Committee Communications January 2012 Awaiting the launch of new website / intranet M2 Develop and publish E&D objectives by April 2012 Agree annual objectives by March 2012 and publish to staff and relevant fora Annual objectives for E&D agreed E&D Committee Executive Trust Board April 2012 M3 Provide specialist Equality Act training for key managers Identify key managers and training requirements relating to E&D Access to relevant training for key managers E&D Committee Executive HR March 2012 M4 Establish an NCYPE E&D organisational forum Ensure proper constitution of the E&D committee Review the terms of reference, membership, diversity and reporting arrangements of the E&D committee E&D Committee Executive Trust Board January 2012 Committee currently meeting regularly with cross organisation representation M5 Establish E&D champions across all organisation departments Agree E&D champions for students, health, residential services, school, college, residential services, HR, fundraising, communications, the executive, the Governing Body and the Trust Board Named champions in all areas E&D Committee Executive Trust Board January 2012 Champions agreed for school, college, residential services, students, Governing Body and the Executive Required Champions in HR, communications, fundraising and the Trust Board M6 Work towards Charter Mark Identify the requirements to achieve the Charter Mark Agreed strategy to work towards Charter Mark Executive Trust Board January 2012 M7 Establish a ring fenced E&D staff development budget Assess the need for development and quantify resources Resource proposal for E&D development E&D Committee HR Finance February 2012 Report Recommendation Action Required Outcome Involved Parties Deadline Progress M8 Create an E&D section on the website Dedicate space on the Dedicated space that is E&D Committee February
website and the intranet to promote E&D regularly updated Communications 2012 E&D Action Plan Version 1: November, 2011 Longer Term Report Recommendation Action Required Outcome Involved Parties Deadline Progress Develop a positive action recruitment and retention strategy Align the recruitment and retention strategies to the findings of data collection A revised Recruitment and Retention Policy that takes into account themes from data collection E&D Committee HR April 2012 EIA has been undertaken on the Recruitment and Retention Policy Establish schedules of independent audits Agree the frequency and purpose of audits Audit to be included in the Annual Objectives E&D Committee Executive Trust Board April 2012 Establish and promote a clear NCYPE whistle blowing policy Review the current whistle blowing policy in light of data collection Reviewed whistle blowing policy E&D Committee HR March 2012
APPENDIX E OKLAHOMA STATE TREASURER MASTER CUSTODY AND/OR SECURITIES LENDING SERVICES BID SHEET MASTER CUSTODY SERVICES - ONLY YEAR ONE TOTAL YEAR TWO TOTAL YEAR THREE TOTAL GRAND TOTAL Flat Fee (Total Dollars): SECURITIES LENDING SERVICES - ONLY YEAR ONE TOTAL YEAR TWO TOTAL YEAR THREE TOTAL GRAND TOTAL Proposed Fee Split Ratio Projected Income OST COMBINATION BID YEAR ONE TOTAL YEAR TWO TOTAL YEAR THREE TOTAL GRAND TOTAL Master Custody Services Flat Fee (Total Dollars): Securities Lending Services Proposed Fee Split Ratio Projected Income OST
independent tenure security on farm dwellers and labour tenants. It aims to provide for issues such as the continued protection of rights and a support framework for persons who live and work on farms; state assistance in the settlement of interested and affected persons on alternative land; measures aimed at security of tenure, sustainable livelihoods and production discipline; and acquisition of rights in land for resettlement. Sexual harassment is prohibited and punishable in South Africa. Sexual harassment in the workplace is prohibited under the Employment Equity Act and the Labour Relations Act In this regard, the Code of Good Practice on the Handling of Sexual Harassment has been issued in terms of the Labour Relations Act, 1995. In schools, sexual harassment is addressed under the Employment of Educators Act, 1998 and the South African Schools Act, 1996, both of which make sexual harassment a serious misconduct. Our courts have also handed down various ground-breaking judgments on the issue of sexual harassment. In a bid to strengthen the protection of victims of harassment, the Protection from Harassment Act, 2011 was passed in Parliament. The Unemployment Insurance Act, 2001 (UIF) provides protection to workers who become unemployed. The UIF is a social security intervention that provides protection to workers who become unemployed. It prescribes claiming unemployment benefits for unemployment, maternity benefits, illness benefits, adoption benefits and dependents' benefits. In terms of section 187(1) (e) of the Labour Relations Act, the dismissal of an employee on account of her pregnancy or any reason related to her pregnancy is automatically unfair. The definition of dismissal in section 186 of the Act includes the refusal to allow an employee to resume work after she has taken maternity leave in terms of any law, collective agreement or her contract. An employee is entitled to at least 4 months maternity leave. Article 8: Right to join a trade union Article 8 of the Covenant is mirrored in section 23 of the Constitution which provides for the protection of trade unions. Collective bargaining is an industrial relations mechanism or tool, and is an aspect of negotiation, applicable to the employment relationship. As a process, the two are in essence the same, and the principles applicable to negotiations are relevant to collective bargaining as well. In collective bargaining the union always has a collective interest since the negotiations are for the benefit of several employees. Where collective bargaining is not for one employer but for several, collective interests become a feature for both parties to the bargaining process. The Constitution recognises the right to strike as an important bargaining tool for trade unions.
a translation of your application into French or English (must be submitted by the Translation deadline date) GRANT PAYMENT AND REPORTS If your application is successful, the first step in receiving your grant payment is to complete the Grant Acknowledgement Form. Click for more information on the responsibilities of grant recipients. Your organization will be required to submit reports, including the submission of CADAC data and financial statements. Detailed information will be provided in your result letter. CONTACT INFORMATION You must speak with a before submitting an application to this component for the first time. PREVIEW: Application Form This is not an official application form. You must use the portal to apply. Use simple text formatting if you prepare your application outside of the portal. Formatted text uses additional characters, and some formatting may be lost when copied over. = required GRANT DESCRIPTION Give your application a name. (approximately 10 words) The name you provide is for your reference and will identify this grant application in your dashboard. Provide the name of the contact person responsible for this application. (approximately 10 words) Fiscal year end of the application you will provide your own translation by the deadline date stated in the guidelines you request that the Canada Council has your application translated you are a Literature organization or Theatre organization and are not required to have a translation of your application. What art form(s), style(s), genre(s) and/or expression(s) are most relevant to this application? (approximately 25 words)
Have results been disseminated to the identified stakeholders? 2 Has the implementation of the annual work programme produced any impact at policy level? 3 Are the produced outputs of good quality? (e.g. website/publications etc.) 2 4. Impact 10 Has the beneficiary clearly identified and described indicators (qualitative and quantitative) to measure impact? 7 Was an internal monitoring strategy put in place and described? 3 5. Operating management 10 Was all foreseen staff employed? 3 Were all foreseen statutory meetings held? 3 Does the report explain how communication and networking occurred within the beneficiary organisation? 3 Is the final financial statement correctly presented (e.g. with correct amounts and references to staff number and statutory meetings number)? 1 The total score (on 10 points) will be obtained by calculating the average of the 5 individual scores related to the 5 assessment criteria (e.g. sum of the 5 scores /divided by 5; 40/50=8/10). All the 5 assessment criteria have the same weighting. N.B. The reports will be scored taking into account the extent to which they thoroughly address all the aspects covered by the assessment criteria. 8. Beneficiaries will be informed of the assessment results. Following the assessment, the Agency shall reduce the amount of the final payment in the event of weak implementation of the work programme in accordance with Article II.25.4 of the Framework Partnership Agreement and as outlined in the table below. Score Definition Description of the score Reduction of the final EU contribution 10 Very Good Addresses the criterion with all aspects of high quality 0% 9 8 Good Addresses the criterion with some aspects of high quality 7 6 Acceptable Addresses the criterion sufficiently 5 4 Weak Addresses the criterion but with some weaknesses 25% 3 50% 2 Very Weak Addresses the criterion but with significant and/or many weaknesses 75% 1
Review Job Description and expectations Review department standards regarding visitors, personal phone calls, copies, faxes, etc. Show where to get or how to requisition supplies and equipment. Include information on approval necessary for ordering Discuss customer service expectations and phone etiquette. Review phone system and NMSU online phone directory Meet with new employee at the end of the day to answer questions and find out how the day went Immediate Training: Register for Employee Safety training (required within first 60 days) Exempt (salaried) Leave Reporting Instructions*: Non-Exempt (hourly) Timesheet Reporting Instructions*: Review Pay Schedule: Orientation Up To Six Months Onboarding Item Date Complete Employee Initial NMSU Initial Comments First 30 Days of Employment Administrative Rules and Procedures of NMSU (ARP): Provide the following policies to the new employee and discuss/answer questions and/or refer to human Resource Services for assistance. * Chapter 15: Information Management and Data Security 15.11 – Acceptable Use of ICT Equipment and Resources 15.12 – Computer Accounts 15.14 – Distribution of Information to NMSU Community 15.15 – NMSU Official E-Mail Address 15.16 – NMSU Office Software Standards 15.17 – Employee Access to Data and Potential Conflict of Interest 15.18 – Telephone Equipment Use 15.50 – NMSU Institutional Data Security 15.51 – NMSU Password Maintenance 15.52 – Computer Virus Scan Software 15.74 – Bandwidth Management 15.75 – Network Connection 15.76 – NMSU Wireless Network Chapter 3: Ethics, Equity and Equal Opportunity 3.25 Discrimination, Harassment and Sexual Misconduct on Campus Chapter 6: HR – Hiring, Work Rules and Assignments 6.01 Hiring (6.01 – 6.20) Chapter 8: HR – Benefits 8.40 Types of Authorized Leaves of Absence (8.4 - 8.56) Chapter 10: HR – Discipline and Dispute Resolution 10.10 Staff Disciplinary Action/Involuntary Termination Chapter 16: Safety and Risk Management 16.65 Drug and Alcohol Free University Community University Safety and Risk Management Policies and Training Review responsibility and accountability 16.30 Authorization of Health and Safety Programs 16.31 Reporting of Work-Related Accidents/Incidents*
1. 1.0 Overview – Highlights 1.0.1 Introduction 1.0.2 Document Overview 1.0.3 Glossary 1.1 Client / Main User 1.2 Goals and Objectives 1.3 Problems 1.4 Organizational Context 1.5 Time Frame 1.6 Feasibility and Risks Analysis 1.6.1 Risks – project feasibility 1.6.2 Cost/benefit – business feasibility 1.6.3 Product Risk management
4. 4.0 Overview – Highlights 4.1 Parties Involved 4.2 Work Plan 4.2.0 Development Methodology 4.2.1 Overall Development Plan 4.2.2 Detailed Plan 4.3 Next/Immediate Phase 4.4 Ongoing Operation 4.5 Documentation Index 4.5.1 Operational documentation 4.5.2 Development process documentation 4.6 Service and Maintenance 4.6.1 Help desk – Call center 4.6.2 Application maintenance 4.6.3 Infrastructure and technology maintenance 4.6.4 Ongoing Implementation 4.6.5 Everyday costs 4.7 Integration into the Organization – Deployment 4.8 Robustness and Reliability 4.8.1 Testing plan 4.8.2 Availability and survivability 4.8.3 Scope of Validation 4.8.3.1 In-Scope
Email – Send Message Upon Appointment Cancellation: If the user monitoring portal cancellation requests would prefer to be notified via email, place the email address here. If multiple users need to be listed separate the email addresses with commas or semicolons. Links to notification settings appear below the space for specific email addresses. Do Not Send Reminders On: Select any day of the week to withhold sending appointment reminders. Modify Message Template: This is a direct link to the System Message for Appointment Reminder message. Here you can setup the message to reflect what you would like to send. If you are sending a 1st and 2nd reminder make sure to setup both messages. Tags are listed to the right of the message and appear with brackets (ie. [PatName]) Tags will pull information from Centricity into the message when it is sent. The tag information on the right hand side of the screen is used as a reference – the portal does not have the capability to copy/paste or drag/drop the tags into the body of the message. When you are satisfied with the message click Update and the bottom of the screen. Enable Production Mode: Check this box when you want the portal to begin sending appointment reminders Skip When Reminding Via EzText: This setting will not send a reminder via email is it has been sent via text through the Patient Portal (this option is only visible if you have purchased ezText). Appointment Reminder Dashboard Since the appointment reminders are sent automatically by the Patient Portal no action is needed to send them. However, on a regular basis you may monitor the Appointment Reminder Dashboard to ensure reminders are being sent correctly. To view the appointment reminder dashboard go to Tasks>Appointment Reminder Dashboard. In the list you have the ability to see the email that was sent by clicking the E or P. E indicates that the reminder was sent via email and P indicates that the reminder was sent via portal. You also will see a number 1 or 2, this indicates whether it was the first or second appointment reminder. The E[S] column will indicate whether the email was sent successfully. The E[C] Column indicates whether the appointment was confirmed. No Show Reminder Setup To set up appointment reminders go to Options>Appointment No Show Settings. Once these settings are setup the appointment reminders will be sent automatically. Please use with caution and make sure you are ready for patients to receive messages prior to beginning setup. Appointment No Show Settings
For end notes please look at Annex 2. Section to be completed BEFORE THE MOBILITY I. PROPOSED MOBILITY PROGRAMME Planned period of the mobility: from [month/year] ……………. till [month/year] …………… Table A: Study programme abroad code (if any) Course/component title (as indicated in the course catalogue) at the receiving institution Semester [autumn / spring] [or term] Number of ECTS credits to be awarded by the receiving institution upon successful completion Total: ………… Web link to the course catalogue at the receiving institution describing the learning outcomes: [Web link(s) to be provided if available] Table B: Group of educational components in the student's degree that would normally be completed at the sending institution and which will be replaced by the study abroad NB no one to one match with Table A is required. Where all credits in Table A are recognized as forming part of the programme at the sending institution without any further conditions being applied, Table B may be completed with a reference to the mobility window (see guidelines). code (if any) Course/component title (as indicated in the course catalogue) at the sending institution Semester [autumn / spring] [or term] Number of ECTS credits If the student does not complete successfully some educational components, the following provisions will apply: See specific ECTS requirements of your Faculty. A minimum of 10 ECTS per semester is required to get the Erasmus grant. Language competence of the student (please refer to your language certificate) The level of language competence in [the main language of instruction] that the student already has or agrees to acquire by the start of the study period is: A1 A2 B1 B2 C1 C2
Federal Waterways and Shipping Administration Mr. Michael HOPPE Traffic Technologies Centre Am Berg 3 56070 Koblenz Germany Phone + 49 261 9819 2221 Fax + 49 261 9819 2155 e-mail Federal Waterways and Shipping Administration Mr. Jan-Hendrik OLTMANN Federal Waterways and Shipping Agency (FWSA) Hindenburgufer 247 24106 Kiel Germany Phone + 49 431 3394 5701 Fax + 49 431 3394 6399 Mobile phone: +49 172 152 6928 e-mail German Aerospace Center Dr Birgit SUHR Institute of Space Systems Robert-Hooke-StraBe 7 28359 Bremen Germany Phone +49 421 24420 1295 Fax +49 421 24420 1120 e-mail German Aerospace Center Dr Ralf ZIEBOLD Institute of Communications and Navigation Nautical Systems Kalkhorstweg 53, 17235 Neustrelitz Germany Phone +49 3981 480 195 e-mail Signalis Mr Mathieu AILLERIE 9 rue Louis Rameau BP 70101 95873 Bezons cedex France Phone +33 1 39 96 47 33 Fax +33 1 39 96 44 40 Mobile phone: +33 6 74 34 88 60 e-mail e-mail (alternative) matthieu.aillerie@gmail.com
Next, understanding the differences in power across different cultures is very important. Some cultures may be more masculine vs. feminine, meaning that some may be more dominant while others are more demure. Many Asian cultures are feminine in that they are polite, and unassuming and may wait to be spoken to rather than approach others and introduce themselves. Whereas people in the United States take on a more forceful role by entering a room and greeting everyone immediately, or speaking up without being asked. Each role is effective in different ways but it is important for those running a meeting to be aware of the differences and to understand how to conduct a meeting without offending any particular culture. Power distance can also be a cultural difference. Understanding how different nations treat each other and peers is critical to successful interactions. Some low-power density cultures may treat everyone as equals whereas high-power density cultures may be focused on hierarchy and importance of rank or position. Even within cultures, power density is important to understand. For example, most military organizations are high-power cultures where position or rank is very important (this can also be seen as materialistic.) In civilian organizations, CEOs and subordinates may treat each other as equals to level the playing field and make conversations more open and comfortable (which is also known as relationship oriented.) Finally, personal interaction can be driven by direct versus indirect communications. Some cultures may be direct and to the point recommending a specific position on an issue, while others may spend time on making their case with facts, persuasion, and appealing to the senses to try to win your support. Understanding the direct or indirect nature of a culture is also key in messaging. Some cultures prefer to start messages with a more familiar opening by talking about non business related topics such as family health and welfare rather than just
No. You can begin to gather evidence for all the phases (including asking for sign off of activity summary sheets) but you cannot sign learning outcomes off. Is there an expectation of how detailed supervisors’ comments should be? The ARCP panel need to be able to observe the thought process behind sign-off of learning outcomes. What specifically do we need to do to get our e-portfolio ready for ARCP? It was suggested that registrars start saving activity sheets in draft, making sure that supervisors are aware of the ARCP’s approach and to try not to leave all the signing off of the learning outcomes until the last minute. Registrars were also reminded that ARCP dates need to be correctly set up. Is it possible to complete a Multi-Source Feedback (MSF) via the No. It had not been embedded in the e-portfolio due to governance reasons and lack of demand initially. It was emphasised by the Head of School that an MSF should be completed through a third party and that robust and validated tools should be used. This is only formally required in Phase 3 (though encouraged before) and the Head of School advised that an application for funding could be made to the Deanery for use of a specific tool. What should you do when a document is too big to upload? Russell suggested that registrars should signpost it to a reference and ensure that its contents are adequately described. Can evidence be added to an activity summary sheet once it is signed off? No. It is suggested that if a significant piece of evidence needs to be added then a new activity summary sheet should be generated. Registrars argued that this promoted the practice of ‘leaving it to the end’ to ensure that all relevant pieces of evidence were included initially. How does my educational/academic supervisor complete a report? Russell demonstrated how this could be done. Essentially the report is generated initially by the supervisor and then sent to the registrar for approval. Russell reminded us that an ARCP would need to be set by the trainee prior to this (if the date is not known then it may be estimated and changed at a later date). How do I create an ARCP?
Current Legislation Acts Relating to Monitoring of Staff email Data Protection Act 1998 The Act requires anyone who handles personal information to comply with important data protection principles when treating personal data relating to any living individual. The Act grants individuals rights of access to their personal data, compensation and prevention of processing. The Telecommunications (Lawful Business Practice) (Interception of Communications) Regulations 2000 Regulation of Investigatory Powers Act 2000 Regulating the interception of communications and making it an offence to intercept or monitor communications without the consent of the parties involved in the communication. The RIP was enacted to comply with the Human Rights Act 1998. The Telecommunications (Lawful Business Practice) (Interception of Communications) Regulations 2000, however, permit a degree of monitoring and record keeping, for example, to ensure communications are relevant to school activity or to investigate or detect unauthorised use of the network. Nevertheless, any monitoring is subject to informed consent, which means steps must have been taken to ensure that everyone who may use the system is informed that communications may be monitored. Covert monitoring without informing users that surveillance is taking place risks breaching data protection and privacy legislation. Human Rights Act 1998 Other Acts Relating to eSafety Racial and Religious Hatred Act 2006 It a criminal offence to threaten people because of their faith, or to stir up religious hatred by displaying, publishing or distributing written material which is threatening. Other laws already protect people from threats based on their race, nationality or ethnic background. Sexual Offences Act 2003 The new grooming offence is committed if you are over 18 and have communicated with a child under 16 at least twice (including by phone or using the Internet) it is an offence to meet them or travel to meet them anywhere in the world with the intention of committing a sexual offence. Causing a child under 16 to watch a sexual act is illegal, including looking at images such as videos, photos or webcams, for your own gratification. It is also an offence for a person in a position of trust to engage in sexual activity with any person under 18, with whom they are in a position of trust. Schools should already have a copy of “Children & Families: Safer from Sexual Crime” document as part of their child protection packs.
A1 Student / Pupil Acceptable Use Policy Agreement Template – for younger pupils (Foundation / KS1) This is how we stay safe when we use computers: I will ask a teacher or another adult from the school if I want to use the computers I will only use activities that a teacher or another adult from the school has told or allowed me to use. I will take care of the computer and other equipment I will ask for help from a teacher or another adult from the school if I am not sure what to do or if I think I have done something wrong. I will tell a teacher or another adult from the school if I see something that upsets me on the screen. I know that if I break the rules I might not be allowed to use a computer. Signed (child Yr 2 and above):…………………………………………… Signed (parent): …………………………………………..
What? Incident Time Date C4 Training Needs Audit Training Needs Audit Log Group Date ................................ Review date Cost To be met by:
Teaching and Support Staff are responsible for ensuring that: • they have an up to date awareness of e-safety matters and of the current school e-safety policy and practices • they have read, understood the school Staff Acceptable Use Policy • they report any suspected misuse or problem to the Headteacher / ICT Co-ordinator / Class teacher, for investigation as appropriate. • e-safety issues are embedded in all aspects of the curriculum and other school activities • pupils understand and follow the school e-safety and acceptable use policy • pupils have a good understanding of research skills and the need to avoid plagiarism and uphold copyright regulations • they monitor ICT activity in lessons, extra curricular and extended school activities • they are aware of e-safety issues related to the use of mobile phones, cameras and hand held devices and that they monitor their use and implement current school policies with regard to these devices • in lessons where internet use is pre-planned students / pupils should be guided to sites checked as suitable for their use and that processes are in place for dealing with any unsuitable material that is found in internet searches Designated person for child protection / Child Protection Officer should be trained in e-safety issues and be aware of the potential for serious child protection issues to arise from: • sharing of personal data • access to illegal / inappropriate materials • inappropriate on-line contact with adults / strangers • potential or actual incidents of grooming • cyber-bullying Students / pupils: • are responsible for using the school ICT systems in accordance with the Pupil Acceptable Use Policy, which at KS2 they will be expected to sign before being given access to school systems. • have a good understanding of research skills and the need to avoid plagiarism and uphold copyright regulations • need to understand the importance of reporting abuse, misuse or access to inappropriate materials and know how to do so • will be expected to know and understand school policies on the use of mobile phones, digital cameras and hand held devices. They should also know and understand school policies on the taking and use of images and on cyber-bullying. • should understand the importance of adopting good e-safety practice when using digital technologies in or out of school.
Title Author Describe the SETTING (time and place) of the novel. Write a PLOT SUMMARY that covers the beginning, middle, and end of the book (100 word maximum) List the names of the MAIN CHARACTERS (no more than 4), and provide a brief description of each character. Focus on ONE of the main characters listed above. For this character, find 3 important quotations that reveal something about his/her personality. Copy each quote exactly (include page numbers), and explain what each reveals about the character’s personality. My son/daughter__________________________________ read the book listed above for his/her Summer Reading and completed the extra credit assignment. Parent/Guardian Signature Date
For each youth you consider, ask these questions: Is the youth ready for a family? Does he or she understand adoption? Have they been through the adoption process? Does the youth understand the word family? Do they want to belong to a family? Assess each youth and discuss the idea with them to help you determine if he or she is interested and comfortable with participating. Some youth are enthusiastic about attending. Others feel too vulnerable and don’t want to face what they may interpret as rejection if no one seems interested in them. Others have attended matching events in the past and are reluctant to try again. If one tells you, “I don’t want to attend,” talk with them about those feelings. Why is he or she reluctant? Is this their first matching event? Would more discussion about what will happen make the youth more comfortable? Sometimes, letting a youth know this is a chance to meet other youth who are also waiting to be adopted may encourage participation. Describe the event to the youth and explain what they should expect. You never know what a youth might imagine about the event. YOUTH PREPARTION Make sure all who attend have a good time and meet other youth, as well as prospective adoptive families. Let them know exactly what to expect. Be honest. Answer any questions to the best of your ability. Find the answers to the questions you can’t immediately respond to. Explain to them that this is one of the many ways you are trying to find a family for them. Reinforce the idea that adoption is a process, and it does not happen that day. The event is an opportunity for everyone to learn more about themselves and about adoption. Listen to their concerns. Use reflective listening to respond to their concerns, fears, anxieties and general questions. Let them know you will be there throughout the event to offer support and assistance. Talk to the youth about the room setup, who will be there and the different roles of those who will attend. Show a video or pictures of where the event will take place. All of these activities will help prepare the youth and reduce anxiety of the unknown.
Supporting YMCAs to advocate on national matters that align with an overarching advocacy strategy. Provide People and Team Leadership As the chief executive officer, the Secretary General plays a critically important leadership role at World YMCA. This includes: Being an inspiring leader who provides clear, strategic direction to World YMCA staff. Motivating the World YMCA team around a shared vision for World YMCA and its role as a supportive catalyst, facilitator, and thought leader across the Movement. Promoting a culture of innovation that taps into the energy, passion, and commitment of the team. Personifying and fostering the values of collaboration, cooperation, honesty and accountability. Promoting formal and informal mechanisms and opportunities for professional development and mentorship.