zilongwang/ReadingBank huggingface dataset:
(Commission for Children and Young People) The Child protection toolkit has been created by Moores Legal and published by Our Community to assist not-for-profit organisations to ensure their compliance with legislative requirements relating to child protection. (Department of Health and Human Services) A number of case studies from the Royal Commission have been published that set out how institutions have responded to allegations of abuse. Department of Education and Training: Web: Email: The Commission for Children and Young People: Web: Email:
1: A key part of a risk management strategy is a risk assessment. Risk assessments can take many forms. An example is provided below. Each organisation will be different and must undertake their organisation-specific assessment. Risk Event or Environment Existing Management strategies or internal controls Likelihood Consequence Current risk assessment New risk management controls or internal controls Who is responsible? Residual risk Inappropriate behaviour is not reported and addressed Code of conduct for child safety Clear child safety reporting procedures Performance management procedures Unlikely Severe High Strategies to embed organisational culture of child safety are reviewed Refresher training for staff Council/ CEO Low No organisational culture of safety for children and young people under the age of 18 – lack of leadership, public commitment and frequent messaging Code of conduct for child safety Strategies developed to embed culture of safety for children and young people under the age of 18 Possible Severe Extreme Strategies to embed organisational culture of child safety are reviewed Statement of commitment to safety for children and young people under the age of 18 is publicly available Council/ CEO Low Unquestioning trust of long term employees and contractors or norms Strategies developed to embed a culture of safety for children and young people under the age of 18 Clear child safety reporting procedures Possible Major High Refresher training for staff CEO/ Human Resources/ Faculties Low Students regularly participate in off-site activities Appropriate strategies to ensure safety of children and young people under the age of 18 Possible Major High Train students to detect inappropriate behaviour Human Resources/ Student Well-being / Faculties Low
taking personal responsibility for student success and student satisfaction learning environment support conforming to minimum LSBU benchmarks LSBU benchmark minimum standards by October. No unsatisfactory UEQ scores above 15% for any unit VLE by July 2015 Ensure all departments have links with employers or relevant organisations that enhance programme design, delivery and the employment prospects of students Each programme can demonstrate employer engagement in design, approval, delivery or monitoring Each course satisfies requirement of the faculty employability audit by July Ensure stable and sustainable levels of recruitment to the School’s programmes Continual improvement in marketing the portfolio through web and other media Recruitment targets met or exceeded , verified in November
2. The Site 2.1. Site Map / Service area map [The Employer shall include a scaled map showing the following information: The Site and its boundaries; Points, lines and levels of reference to be used for setting out purposes (as required in GCC 4.7; Site access; The influent sewer; The WWTP outfall; The precise physical points at which the Contractor’s responsibilities start and end; The Existing Facility (if any) Infrastructure to be demolished; Infrastructure to be retained and/or refurbished. Location of electrical power offtake Location of existing utility services (if known) Any other information required by bidders to prepare a priced proposal] 2.2. Right of Access to the Site [The Employer shall indicate the time and manner in which it will give the Contractor possession of the Site and any foundation, structure, plant or means of access to the Site as required in GCC 2.1. Ensure consistency with the Contract Data]
CB AND CLUB RESPONSIBILITIES Discipline is one of the core values of the Game. The RFU has responsibility for the management of all disciplinary issues. As part of the disciplinary framework, the RFU delegates certain disciplinary powers to its Constituent Bodies (CBs). Each CB appoints a Disciplinary Panel, a Disciplinary Secretary and a Youth Disciplinary Secretary (CBYDS) with responsibility for dealing with disciplinary incidents within League levels 5 to 12. The RFU appoints a National Youth Disciplinary Secretary (NYDS) to provide advice and support to the CBYDSs, Schools, Colleges and Clubs. SCHOOL AND COLLEGE RESPONSIBILITIES Head Teachers and Principals of Schools and Colleges (or staff they delegate authority too) are responsible for managing rugby disciplinary issues. To ensure consistency across age-grade rugby all Schools and Colleges are requested to follow the Age-Grade Rugby Disciplinary Procedures and use the sanctions table provided. Advice and guidance can be obtained from the NYDS in relation to any rugby disciplinary matter in a School or College setting. BEST PRACTICE Below are some considerations when dealing with the Age-Grade Rugby Disciplinary Procedures. THE PROCESS Where possible those that know an age-grade player best should be the ones to discipline, mentor, guide and educate that player. The disciplinary process should be conducted more informally than the adult process and the procedures should be simple and easy to understand. Where possible, there should be minimal delay when organising a disciplinary hearing. PROVISIONAL SUSPENSION Please be aware that a player ordered-off the field of play becomes immediately provisionally suspended and are unable to take part or be selected for any further match until their disciplinary case has been concluded. The matter should be dealt with as promptly as possible, particularly if the player indicates an intention to plead not guilty. This prevents the player if found not guilty from serving a period of suspension that they need not have served. HEARING ARRANGEMENTS For age-grade players subject to a disciplinary case, or acting as a witness to an incident their welfare should be the primary consideration when making arrangements for a disciplinary hearing. For example, their educational commitments and
intervention and is deemed necessary as our meetings under Level 1/ 2 of the procedure have not successfully addressed the ongoing concerns. You will receive a further letter from the Student Progress Service within the next few days. You will be invited to attend a Fitness to Study Panel meeting as part of the Level 3 intervention, which I may also be asked to attend. Enclosed/ Attached is a copy of the Minutes of the meeting of XXX, for your information. The Fitness to Study Procedure is accessible at . Yours sincerely 10. MEMORANDUM TO STUDENT PROGRESS SERVICE – LEVEL 3 INTERVENTION REQUIRED INTERNAL MEMORANDUM To: Student Progress Service (Case Team), Level 3, King’s Gate (). From: YOUR NAME. Head of XXX (School/ Academic Unit) School of XXXXXXXXXXXXXXXX. Date: DATE FITNESS TO STUDY – REQUEST FOR LEVEL 3 INTERVENTION STUDENT NAME: ................................................. STUDENT NUMBER: ............................................ DEGREE PROGRAMME: ..................................... _________________________________________________________________________ In accordance with the University Fitness to Study Procedure, the above student is referred to Student Progress Service with the recommendation that Level 3 intervention is initiated as soon as possible. I enclose the following items: Copies of all written correspondence with the student relating to their consideration under the Fitness to Study procedures to date (e.g. copies of letters, minutes, Action Plans under Levels 1 and 2); Timeline of Events.
Year COMMENTS BY ODCTE Year Criteria (copy and paste entire criteria from Part A) Process Description Person(s) Responsible Beginning Year Data/ Year-End Data Measurable Goal Indicate Met or Not Met Beginning Year Data: Year-End Data: Met Not Met Beginning Year Data: Year-End Data: Met Not Met Year COMMENTS BY ODCTE Year Criteria Process Description Person(s) Responsible Beginning Year Data/ Year-End Data Measurable Goal
Year-End Data: Met Not Met Beginning Year Data: Year-End Data: Met Not Met Year COMMENTS BY ODCTE Year Criteria (copy and paste entire criteria from Part A) Process Description Person(s) Responsible Beginning Year Data/ Year-End Data Measurable Goal Indicate Met or Not Met Beginning Year Data: Year-End Data: Met Not Met Beginning Year Data:
b) If ElectronicErrorMessaging part property of the original message is not present If the sender of the MRR or CTR is not enabled for electronic error messaging, the SMSF service provider may respond out-of-band (e.g. email or phone) to the sender with information similar to what is contained in the response message: ConversationId PartID Part properties Error message with ABN SMSF Business Errors All SMSF business errors are to be managed through out-of-band processes (e.g. email or phone). Reference: Schedule 4a – Data and Payment Standards - Contributions Message Implementation Guide and Schedule 6 – Data and Payment Standards - Error Code Management.
Scoring All applications will be scored against the set of assessment criteria (See table above). The scores that can be awarded are: Assessment Score Interpretation Excellent 4 Response is completely relevant and excellent overall. The response is comprehensive, unambiguous and demonstrates a thorough understanding of the requirement and provides details of how the requirement will be met in full. Good 3 Response is relevant and good. The response is sufficiently detailed to demonstrate a good understanding and provides details on how the requirements will be fulfilled. Acceptable 2 Response is relevant and acceptable. The response addresses a broad understanding of the requirement but may lack details on how the requirement will be fulfilled in certain areas. Poor 1 Response is partially relevant but generally poor. The response addresses some elements of the requirement but contains insufficient/limited detail or explanation to demonstrate how the requirement will be fulfilled. Unacceptable 0 Nil or inadequate response. Fails to demonstrate an ability to meet the requirement. Weighting The scores given to the questions will not all have the same value and the weighting of these scores is shown in the table below. Criteria Weighting Maximum score Description of activities or services 4 16 Output/Outcome targets 4 16 Staff team 4 16 Individual needs in a group context 4 16 Individual Progress 2 8 Monitoring and Evaluation 2 8 Maximum total Score 80
Guidance Cards Sample ideas Live one day at a time Speak your truth Just do you There is no one else you have to be What do you need to do for you today? Choose three things that will help you best If it’s meant to happen it will Who do you want to be with this? Be your own best friend There is a plan greater than yours Relax, let go, surrender It’s ok. All is well. You are loved Listen to your heart Write it out Appreciate something about your world today Ask for help Turn towards what you are feeling Trust your gut You deserve your heart’s desire, your soul’s need Whose problem is this? What matters most? Don’t give up Stand up for yourself What’s your next step? You have choices It’s ok to not know Love yourself through Release expectations The answers will come clear Stop chasing, relax and be Take a break What’s missing? Lighten up! Go play!! Keep it simple Trust the process Things take time Get a grip! Stop complaining
Overview How Does Assent Differ From Consent Process for Obtaining Child Assent and/or Parental/Guardian Permission • Assent from Children or Minors • Permission from Parents or Guardians Documentation of Assent and/or Parental Permission • Children Under 7 • Children 7 – 12 • Adolescents 13 - 17 Re-Assent and Consent at Youth and Adult Milestones Waiver of Child Assent Waiver of Parental Permission Legal Exceptions Permitting Certain Minors to Consent • Emancipated Minors • Self-Sufficient Minors • Minors 12 Years or Older • Exceptions Outside of Colorado References Overview Research with children involves more complex considerations with respect to assuring the voluntary participation of research participants than research with adults. As described below, there are issues of assent, consent, and parental permissions that must be considered. Federal regulations do not provide many specifics but they do include parental permission requirements, also discussed below. The Federal regulations also charge that “adequate provisions [be] made for soliciting the assent of the children, when in the judgment of the IRB the children are capable of providing assent…[taking] into account the ages, maturity, and psychological state of the children involved” [45 CFR 46.408]. How Does Assent Differ from Consent? Though children do not have the legal capacity to “consent” to participate in research, they should be involved in the process if they are able to “assent” by having a study explained to them and/or by reading a simple form about the study, and then giving their verbal choice about whether they want to participate or not. They may also provide a written assent if they are older. Circumstances in which a child's assent may be unnecessary or inappropriate are discussed below under Waiver of Child’s Assent. Process for Obtaining Child Assent and/or Parental/Guardian Permission The Process
Different forms for different forms of evidence Form/ evidence type Use when? Used by whom? Completed by whom? Comments CPD record To evidence reflective practice VT Trainee VT trainee Completion of resources Record completed resources VT Trainee VT trainee Feedback form Obtain feedback from healthcare professionals VT Trainee Other healthcare professionals Pharmacists Trainers Tutor (Each section pf the CF should have a min of 1 Feedback form). Witness testimonial Obtain feedback on performance of undertaking a specific task VT Trainee Other healthcare professionals Trainers Tutor Clinical care plan and case study guidance To evidence pharmaceutical care issues VT Trainee VT trainee Trainers Tutor Medicines information template To record MI enquiries + reflections VT2 Trainee VT trainee Trainers Tutors ( Sign off by trainer using Ticketed Feedback process and witness testimony) Clinical governance and patient safety To record analysis of a significant event To record an audit VT2 Trainee VT2 Trainee Aseptic template(s) To record aseptic products checked + reflections VT2 Trainee VT2 Trainee ( Sign off by trainer using Ticketed Feedback process and witness testimony) Dispensing template To record prescriptions checked + reflections VT2 Trainee VT2 Trainee ( Sign off by trainer using Ticketed Feedback process and witness testimony) Education and training To record a training plan for an educational session VT2 Trainee VT2 Trainee Evidence scoring tool A tool to help tutors provide feedback on specific pieces of evidence Tutor Trainer Tutor Trainer Completion of activities guidance To check which activities should be done when VT2 trainee VT2 trainee Appraisal form 6, 9 and 15 mths VT2 trainee Tutor (e mail when completed) Record of meetings form Monthly when meet with tutor/trainer VT2 trainee Tutor Record of meetings (meet with tutor 1/mth)
reports received from another school or private provider include content that reflects the educational needs and provides information about an observation and needs for specially designed instruction, for re-evaluation, a student who was previously found eligible and has multiple, previous evaluations on file, or a student who moves into a school division from another state, and the parents share observations and reports from previous eligibility determinations, and the committee determines that no additional information is necessary. Table 2. Sources and Examples of Existing Data Parents Developmental and social history Parent perception of the student’s possible disability Information about the student’s learning and any behavioral issues Parent input on the student’s educational experiences and motivation Copies of outside evaluations and reports Student Record Assessment results (Standards of Learning, Phonological Awareness and Literacy Screening, etc.) Universal screening or progress monitoring data using a Response to Intervention (RtI) process Record review (attendance, report cards, etc.) Discipline reports Medical/health records Developmental assessments for young children Observations Formal observations conducted to gather information about a student’s response to instructional strategies and the learning environment Informal observations by teachers and staff working with the student There are many pieces of information that the team should consider when reviewing existing data. Common examples of existing data that teams may review are provided in Table 2. Parent input may be gathered through interviews, questionnaires, or during meetings. Information provided by parents should be documented and included in the summary of the review of existing data.
STEP 4. True False Due to the identified Visual Impairment, the student needs specially designed instruction. List and/or describe: Observation Form Name: School: Student ID: D.O.B.: Age: Grade: The purpose of this evaluation is to provide information regarding this student’s classroom performance and behaviors in the area(s) of difficulty. Observe the student and provide the requested information. Attach additional sheet if necessary. Date of Observation: Start Time of Observation: End time of Observation: Setting of Observation: # of Students in Setting: # of Adults in Setting: Describe the lesson/activities of the class during this observation session (e.g., lecture, discussion, independent seatwork, small group work) and the observed student level of participation and engagement. Include any special supports or conditions during this observation (e.g., student seated away from group, uses interpreter): Identify any instructional strategies and/or behavior supports used during the instruction wait time repetition visual supports graphic organizers rephrasing manipulatives positive reinforcement re-direction teacher proximity other__________________________________________ Describe the student’s reaction to instructional strategy(ies) and/or the behavior supports provided: Describe the student’s behavior during the observation session and how the behavior compares to that of other students in the class at the same time: Describe the student’s academic performance during the observation session and how the performance compares to that of other students in the class at the same time: Summary of additional comments or concerns:
Guidance for evaluating sexualised behaviour When sexualised behaviour has been observed or, a child or parent has informed staff that such behaviour has taken place, then staff should inform the Senior Designated Person for Child Protection/Safeguarding who will clarify the exact behaviour which has taken place and make a considered assessment of its nature and decide appropriate next steps. This assessment should determine whether the incident is: age appropriate sexual exploration inappropriate sexual behaviour which is not considered to be harmful inappropriate sexual behaviour which when put together with other information might be an indication that the child is experiencing sexual abuse sexual behaviour which constitutes an offence. Pleas Please refer to the Sexual Behaviours Traffic Light Tool by the Brook Advisory Service for the appropriate age group of child. This is accessible on page 12 of this document – Appendix 1 or online at: www.brook.org.uk/our-work/the-sexual-behaviours-traffic-light-tool The resource uses a traffic light tool to categorise the sexual behaviours of children and young people, to help professionals make decisions about safeguarding children and young people; assess and respond appropriately to sexual behaviour; understand healthy sexual development and distinguish it from harmful behaviour. By identifying sexual behaviours as green, amber or red, professionals across different agencies can work to the same criteria when making decisions and protect children and young people with a unified approach. . ***Please note, these indicators are a guide and do not replace, but should assist, the exercise of professional judgement. Sexual development is influenced by many factors. When using the traffic light tool to categorise behaviour, it is necessary to consider the current social, cultural, legal, community and familial context. You can read more about what these factors may mean by downloading the Guidance document within the ‘Sexualised behaviour’ zip file as above. *** Please see next page for advice regarding the required response (in conjunction with the traffic light system.) Telephone number from 1st December 2016 (01992) 555980
Criteria for IRB Approval of Research: 45 CFR 46.111 November 9, 1998 Federal Register list of research eligible for expedited IRB review FDA Regulations & Guidance Criteria for IRB Approval of Research: 21 CFR 56.111 Expedited review procedures for certain kinds of research involving no more than minimal risk, and for minor changes in approved research: 21 CFR 56.110 OHRP Guidance Guidance on the Use of Expedited Review Procedures – August 11, 2003 Guidance on Written IRB Procedures – July 1, 2011 Guidance on IRB Continuing Review of Research – November 10, 2010 DU HRPP Guidance • Post Approval Reporting Requirements (PAR). • IRB Review Process and Communication of Results of IRB Review • Materials Required for IRB Review Questions Direct questions about an expedited review request to: • (303) 871-2121 or through IRBAdmin@du.edu
4 Data protection, confidentiality and retention 4.1 A validated system is in place to ensure subject’s privacy, when electronic communication tools are used as part of the eIC interview process (ICH-GCP 2.11) R Yes □ / No □ 4.2 A validated system is in place to ensure that the subject’s data is stored securely when tools are used as part of the eIC interview process (ICH-GCP 2.11) R Yes □ / No □ 4.3 A system is in place to ensure that the original eIC and the signed paper consent form are archived appropriately and securely for 10 years* at study end and that it can be retrieved easily, if necessary (e.g. by archiving the operating system and applications). *15 years for research projects with medical devices R Yes □ / No □ 5 Amended eIC
Your organisation must be incorporated Only organisations that are incorporated (are a corporation) can apply to become an approved provider of residential care, home care and/or flexible care. This means that if you are a sole trader, your organisation cannot be approved as a provider of aged care under the Act. A corporation is a trading or financial corporation within the meaning of paragraph 51(XX) of the Constitution. Your organisation must be able to demonstrate how it is suitable to provide aged care Section 8 of the Act sets out the considerations the department must take when assessing an applicant’s suitability. It is up to you as the applicant to effectively demonstrate how and why your organisation meets these suitability criteria. Your organisation must not have any disqualified individuals as key personnel All applicants must ensure that it understands the meaning of key personnel as detailed under the Act and establish who within the organisation meet this definition. You, the applicant must also be certain that none of your key personnel are disqualified as defined under section 10A the Act. You must apply using the approved form You must use the approved form that is current at the time you make your application. The Act requires that an application for approval to provide residential care, home care and/or flexible care must be made using the approved application form. All application forms are developed to ensure that applicants provide the necessary information to allow an assessment against the suitability criteria and reflect current legislation. Forms that are incomplete or have been altered will not be accepted. The application form can be found on . An approved provider of aged care is an organisation that has been approved to provide residential care, home care and/or flexible care under the Act. The approved provider is responsible for the decisions about the delivery of care and financial management and has responsibilities and obligations to deliver the care in line with the standards that are specified in the Act and Aged Care Principles. Approved providers receive subsidies for the delivery of care to approved care recipients. To gain approval as a provider of aged care under the Act, the applicant must be assessed by the department as suitable to provide aged care. I I No. If your organisation would simply like to display its service(s) on My Aged Care, do not complete the Application for Approval to Provide Aged Care. Information about registering with , including fact sheets, FAQs, user guides, quick reference guides and videos are available on .
Arranging assessments – the process Module leader Module team/staff Students Personal tutor Faculty Admin: DAS Booking rooms for in class tests √ Requesting an invigilator from the exams office √ Extenuating circumstances (initial notification ) √ Extenuating circumstances - administration √
9a. Provide details of data you require access to for the proposed work with SAIL? Please list: The SAIL datasets you require information from Provide the name of the SAIL datasets that you would like to have access to. To avoid confusion please use the names given on the SAIL Databank website - . Don’t forget to include the Welsh Demographic Service dataset if you need access to demographic information such as age, area of residence, etc. It must be clear from the aims, planned analysis, etc. why you need the datasets and information requested. The information needed from each dataset Provide details on the information from each dataset you would like to have access to e.g. diagnosis, prescribed medications, attendance at hospital clinic, age in years. You don’t need to list specific variables, only the kind of information needed. However, there are some variables that are deemed sensitive such as RALF (Residential Anonymous Linking Field) and LSOA code. These variables are not included as standard so you are required to specify them and provide explicit justification. For LSOA code, please state if you require the actual code or if an encrypted code will be sufficient. Please indicate the time period for which data is requested Provide the start and end dates of the data you require (e.g. all antibiotic prescriptions issued between 01/01/2000 to 31/12/2009) Please indicate the geographic area for which data is requested Provide details about the geographic area you require in your data extract (e.g. all admissions to ABMU hospitals, or individuals that live in Swansea LSOA’s) Please indicate demographic criteria for the data requested (age, gender, etc.) Provide details about the individuals you require in your data extract (e.g. females aged between 45 and 60 years at time of first hospital admission). If you need a control group or population data for comparison, in addition to the primary individuals of interest in your study, that should be made clear here. 9b. Will you also be providing other datasets to be incorporated into the SAIL databank? If yes: Provide the name of the dataset: Provide the formal name of the dataset, or a sufficient descriptive name so that it clear what the dataset is (e.g. Diabetes dataset – an extract from the clinical system used in the diabetic outpatient department of ABMU Health Board) Provide details of the contents of the dataset:
Number of knitted sheep: ……………….. These sheep have been knitted to the approved Mothers’ Union pattern, using the approved yarn and polyester stuffing. Signature: ……………………………………… Branch: …………………………………………………. Number of knitted sheep: ……………….. These sheep have been knitted to the approved Mothers’ Union pattern, using the approved yarn and polyester stuffing. Signature: ……………………………………… Branch: …………………………………………………. Number of knitted sheep: ……………….. These sheep have been knitted to the approved Mothers’ Union pattern, using the approved yarn and polyester stuffing. Signature: ……………………………………… Branch: …………………………………………………. Number of knitted sheep: ……………….. These sheep have been knitted to the approved Mothers’ Union pattern, using the approved yarn and polyester stuffing. Signature: ……………………………………… Branch: ………………………………………………….
The colour rendering index (CRI) requirement (see Section 2.2 of Commission Regulation (EU) no 1194/2012) The minimum power factor requirement for all levels of product light output The glare and angular exclusion zone recommendations (interior lighting only) The individual control gear standby requirements, if the unit is electronically addressed Standards Products have been tested to: The relevant performance standards for control gear (as stated in the White LED lighting criteria) The relevant test procedures (as stated in the White LED lighting criteria) Other This product checklist is accompanied by: A statement of compliance on company letter headed paper (see recommended wording below) A technical datasheet to support the compliance claims (EU1194/2012 details the product data requirements that must be made available upon request) [INSERT COMPANY LETTERHEAD / LOGO] Statement of compliance [Company name] confirms that product(s) named on the White LED Lighting Units Product Compliance Checklist meet all eligibility requirements of the Energy Technology List White LED lighting criteria. Technical datasheets have been provided to support this statement of compliance and the White LED Lighting Units Product Compliance Checklist. We confirm that the relevant CE Mark Certificates of Conformity are available and will be provided on request. Signed Date ______________________________ _________________________________ Print name Job title ______________________________ _________________________________ (A statement of compliance is required for an Enhanced Capital Allowance claim. The customer must retain a copy of the statement, the supporting evidence and proof of purchase.)
To apply for a support work position at Centre 404, you will need to email a CV and Application Form to Cover Statement Guidance Notes Before completing the cover letter please take time to read the Support Worker Job Overview and have a look on our website to see what Centre 404 is all about! The job overview outlines the key responsibilities, values and skills that an ideal support worker will have. Remember, you do not need to have experience in every aspect of the role! We will be looking to get a sense of whether you have the right values and attitude, as well as good motivation and relevant or transferrable skills and experience. Your cover statement should explain why you want to be a support worker at Centre 404, and what skills, experience and individual qualities you can bring to the role. Remember to use as many relevant examples as possible in your statement – these don’t necessarily have to be from previous paid roles and can be linked to any volunteering, training or education you have undertaken. You can also use examples from any personal experiences you have had that demonstrate your skills and values well. Finally, remember to proofread your answer before submitting it to us and make sure that you have included everything you want to get across. We look forward to receiving your application! Types of activities that Support Workers might get involved in: Pedal Power cycling activity Music Group members during band practice
are illegible are nonsensical are incomplete show no evidence of knowledge, skills or experience required for the role do not provide details of references are received after the closing date – if stated are from a person who is barred from working with children or vulnerable adults If you are uncertain of anything relating to your application please contact Healthwatch Lancashire’s Volunteer Co-ordinator Finally ….. ‘Thank you’ for considering volunteering with Healthwatch Lancashire and we look forward to receiving your application form. Page 2
MEDIUM priority HIGH priority Description This priority should apply to the majority of clients approved for home care. A 'medium' priority for home care services should indicate that while a client is in need of a Home Care Package, their need is not as urgent, relative to some other clients. The client should not be at immediate risk in terms of health, physical injury, safety or significant decline that may result in the client needing to enter hospital or a residential care home. This priority should only apply to a small number of clients approved for home care. A 'high' priority for home care service should generally indicate that a client is considered at risk in terms of rapid physical, mental or cognitive decline, or in terms of their personal safety. The client may have a carer at risk of or at a crisis point. Clients with special needs should not automatically be considered to have a 'high' priority, as they may not have an urgent need to access a package quickly. Application in the queue Clients will be placed in the 'medium' priority stream of the national queue according to when they received their approval for home care. This queue will be longer than the 'high' priority queue. The estimated wait time for each level with a medium priority will be published. Clients will be placed on the 'high' priority stream of the national queue according to when they received their approval for home care. The intention of the 'high' priority queue is that it will move more quickly than the 'medium' priority queue. However, there is no guarantee a client will receive a package in a certain time period. There are a limited number of packages available for high priority clients each package release. How quickly a package will be assigned will depend on how many other clients have also been assigned a 'high' priority.
Child’s Name: Stefan Date of Birth: 01-08-10 Date of Entry: 09-09-13 PSED Communication and Language Physical Development Literacy Mathematics Understanding the World Expressive Arts and Design Entry Date: Age: 22-36 A 04-10-13 38 months 30-50 C 04-10-13 38 months Mid Date: Age: 30-50 C 21-02-14 42 months 30-50 B 21-02-14 42 months Exit Date: Age: 30-50 B 12-07-14 47 months 30-50 A 12-07-14 47 months Individual Tracker for the 7 Areas of Learning and Development Child’s Name:
Staffordshire, B77 2HJ 01283 505160 Stafford Children’s Services ST Georges Parkway off Crooked Bridge Road Stafford ST16 3NE 01785 221664 School Nurses Area Address Telephone Email East Staffordshire Team Branston Health Centre Main Street Branston Burton-on-Trent Staffordshire DE14 3EY 07808 736976 Lichfield and Tamworth Team Mercury House, Unit 2, Mercury Park Amber Close Amington Tamworth B77 4RP 07713 302067 Newcastle and Staffordshire Moorlands 2nd Floor, The Dudson Centre Hope Street Hanley Stoke-on-Trent ST1 5DD 07713 303644 South Staffordshire Team 1a Newton Court Pendeford Business Park Wobaston Rd Wolverhampton WV9 5HA 07702 856782 Stafford & Cannock Team Schott Glass Building Drummond Road Stafford ST16 3EL 07734 371076
Speech and Language Therapy Area Address Telephone North Staffordshire and Stoke on Trent Bentilee Neighbourhood Centre, Dawlish Drive, Bentilee, ST2 0EU 01782 234481 Stafford Stafford Central Clinic, Civic Centre, Riverside, Stafford, ST16 3AQ 0300 1240109 ext 3058 Cannock Beecroft Court, Beecroft Road, Cannock, WS11 1JP Tel: 01543 509796 Lichfield Greenhill Health Centre, Church Street, Lichfield, WS13 6JL Tel: 01543 440903 Tamworth Glascote Health Centre, Caledonian, Glascote, Tamworth, B77 2ED Tel: 01827 28656 Burton-on-Trent Cross Street Clinic, Cross Street, Burton-on-Trent, Staffordshire, DE14 1EG Tel: 01283 505830 Educational Psychology Area of Responsibility Name Telephone Newcastle and Moorlands district John Newton 01782 297524 Stafford and South Staffordshire district Emma Dodd Jim Matthews 01785 356863 Lichfield and Cannock district Jo Ward Sally Williams 01543 512050 East Staffordshire and Tamworth district Val Taylor 01283 239755 Behaviour Jim Matthews 01785 356863 Early Years Emma Dodd 01785 356863 Complex Needs and Lesley Schofield 01782 297524
Assurance Reviews specifically address: the development and maintenance of a robust Business Case with milestones and deliverables clearly articulated; implementation planning and risk management challenges associated with competing priorities and resources and capability; the complexities and attendant risks, including those attached to cross-jurisdictional responsibilities; regulatory environments that may expose a program to failure if not properly identified and managed; governance, accountability and reporting requirements to ensure appropriate support and oversight during implementation and delivery of outcomes and benefits; and appropriate risk management analysis and the development of mitigation strategies. Core principles Fundamental to the ongoing success of the Assurance Reviews Process are its core principles. The focus is on: providing independent assurance on how best to ensure that programs/projects are successful; alignment of benefits to agency and government strategic objectives with clear measurable targets, timelines and owners; building capability through access to highly credentialed reviewers who provide mentoring and coaching; and promulgating the lessons learned. The key characteristics are: short duration – generally no more than 5 days; are based on non-attributable interviews; flexibility as to scope – to reflect the stage of policy development; flexibility as to timing – the main constraint is the Budget process and the time for an agency to be prepared; tailored – the “areas of enquiry” focus on the issues most pertinent at the earlier stages of policy development (including development of implementation plans); and value-added – the specialist pool of senior reviewers have skills and experience relevant to the policy delivery environment. Variance between Gateway and the Implementation Readiness Assessment (IRA) There are important differences in the objectives of the different reviews, the key differences are:
Parks/Recreation When adjacent to permit covered areas or owned by the city or township if adjacent to WLA or owned by a MS4 include golf courses, ballfields, etc. Vacant/agricultural Variable no slightly underestimates WLA; include undeveloped Major 4 Lane Highway A conveyance that may be covered when permitted similar for all roads Open Water Bodies When adjacent to permit covered areas or owned by the city or township if adjacent to WLA or owned by a MS4 Farmsteads no no Extractive Covered under industrial permit yes but as industry Industrial Parks not developed When adjacent to permit covered areas or owned by the city or township if adjacent to WLA or owned by a MS4 Public/semi-public vacant When adjacent to permit covered areas or owned by the city or township if adjacent to WLA or owned by a MS4 Public industrial When adjacent to permit covered areas or owned by the city or township if adjacent to WLA or owned by a MS4 Agriculture no no Rural residential possibly small portions no likely to slightly underestimate WLA Diversified residential possibly small portions no likely to slightly underestimate WLA Seasonal/vacation Variable no Part of residential so needs to be filtered out
The Guidance faculty is committed to encouraging students to enroll in Guidance courses. Several courses have been specifically designed to support a diverse student population by addressing their distinctive needs. The curriculum is continuously updated for relevance to intersect the changing global dynamic. In addition Guidance courses encourage the utilization of campus support programs and services that will foster student retention and success. The Guidance courses promote community engagement by advising students of current activities and events on campus and in the community. Several courses offer a service learning component whereby students engage in acts of civic responsibility and service to others. Also several courses provide students with the opportunity to explore community partnerships through guest speakers, tours, and internship opportunities. Weakness in meeting campus CTA: Current budget constraints will reduce the number of courses and sections offered. We currently do not offer a mandatory orientation course for first-year experience or returning students. Identify unmet goals: Increase the number of Guidance courses that assist first-year experience students Increase the number of Guidance courses that promote and assist students with the transfer process from a community college to a four-year university. Increase the number of Guidance courses that are offered online. Identify five accomplishments: Strong enrollment in Guidance courses. Broad diversity of students enrolled. Solid retention and success rates –Refer to Figure 4 Support from campus faculty and staff regarding the importance of a foundational Guidance Course. Diverse faculty teaching in the discipline, providing multiple perspectives and reflecting our diverse student population. Identify three new initiatives: Continue to evaluate the needs of our student population and develop Guidance courses that meet their needs. Explore the possibility of developing a certificate and associate degree. Improve marketing of Guidance course offerings and actively share the benefits of completing a Guidance course with students. State the goals and focus of this department/program and explain how the program contributes to the mission, comprehensive academic offerings, and priorities of the College and District. In order to increase students’ awareness, educational competence and knowledge base, we need to increase the number of Guidance courses that are offered at Evergreen Valley College by: Reviewing and updating the Guidance course outlines that are older than 2001
Framework agreements Most current framework agreements include transparency clauses to enable the resulting call-off contracts to be published. However, when calling-off from an existing framework agreement which does not contain transparency clauses regarding publication, you would not have contractual grounds on which to publish and should actively work with your supplier to encourage them to support the transparency commitment voluntarily- you may wish to seek advice from the department responsible for setting up and managing the framework agreement. 9. PUBLICATION Timing Following any permitted redactions as set out in this guidance, it is advised that contracts are published with the award notice within 20 days following the end of the standstill period, where applicable. Where the standstill period applies, contract should not be published before the standstill period expires. Where no standstill period applies, it is advised that departments publish contracts within 20 days from the award of the contract. If a legal challenge to your procurement arises (or is current) during the standstill period the contract should not be signed until any outstanding legal dispute is resolved. It is recommended that you manage the public’s expectations by developing information for your website to explain your procurement practices and identify how and when the transparency commitments will be met. Accessibility
Documentation of permission Permission by parents or guardians shall be documented in accordance with and to the extent required by 45 CFR 46.117 or 21 CFR 50.27 Documentation of assent When the IRB determines that assent is required, it shall also determine whether and how assent must be documented. 46.409, 50.56 Wards Children who are wards of the State or any other agency, institution, or entity can be included in research approved under 46.406 or 46. 407 or clinical investigations under 50.53 and 50.54 only if such research or clinical investigations are: related to their status as wards; OR conducted in schools, camps, hospital, institutions, or similar settings in which the majority of children involved as subjects are not wards If the research or clinical investigation is approved under paragraph (a) of this section, the IRB must require appointment of an advocate for each child who is a ward. The advocate will serve in addition to any other individual acting on behalf of the child as guardian or in loco parentis. One individual may serve as advocate for more than one child. The advocate shall be an individual who has the background and experience to act in, and agrees to act in, the best interest of the child for the duration of the child’s participation in the research. The advocate must not be associated in any way (except in the role as advocate or member of the IRB) with the research or clinical investigation, the investigator(s), or the guardian organization. Requirements for permission or assent if the study falls under: 46.406 & 46.407, or 50.53 & 50.54 Permission must be obtained from both child advocate and any other individual acting on behalf of the child as guardian or in loco parentis
Appendix E The purpose of Appendix E is to describe the individuals who belong to each of the CFAR’s Scientific Working Groups (SWGs). Bear in mind that a central purpose of the SWG concept is to turbocharge HIV/AIDS research by including investigators who can contribute expertise from other fields, to support junior and NIH New Investigators, and to bring together a broad array of expertise and interests. Use this roster to document progress in achieving this purpose. Use column 2 (“New to SWG”) to identify members who have joined the SWG since the previous year Use column 3 (“Outside Expertise”) to identify members who are primarily contributing expertise that is outside of the field of HIV/AIDS Use column 4 (“Categories”) to identify unfunded (Category 4) or NIH new investigators (Category 3) Provide enough detail on research interests to make it clear how their research will facilitate the work of the SWG Appendix E.1 SWG 1: Artificial, Mythic, and Extraterrestrial Life Forms First established: 11/01/2013 Membership roster as of: 05/25/14 Name (Location) New to SWG Outside Expertise Primary Research Area Involvement with the SWG Susan Calvin (DIRECTOR) (Urban U) 1 Application of HIV immunology to artificial life forms SWG Director. Helping to identify potential for P30 application currently under discussion Alphonse Mephisto (Urban U) 2,5 The use of genetic engineering to increase innate and acquired resistance to HIV infection Organizing activities of the SCREAM journal club to assist in locating pertinent literature; will serve as Co-investigator on R01 application under development N.F.N. Moreau (Urban U) X 2,5 Development and use of chimera in clinical research Providing SCREAM Center research field site (at his undisclosed island location) Dana Scully (Area 51 X X 3 Clinical care of extraterrestrials Gave research presentation at SWG meeting; serving as a co-investigator in upcoming R01 application being organized by the SWG Frank Stein (Urban U) X X 2 Communicable diseases in mermaids Applying for CFAR03 seed grant funding through the SWG to expand current research on STDs (Sea-transmitted Diseases) to include malignancies
Reliable, not valid Valid, not reliable Reliable and valid Demonstrating that the instrument is valid and reliable is one of the most important parts of any research study. Variables Two major types of variables: Continuous Variables – numeric (test score, weight, etc.) Discrete Variables – categorical (gender, ethnicity, affiliation, etc.)
Group A > Pretest > Treatment > Posttest Group B > Pretest > ………… > Posttest Time series design is a non-randomized design to assist in measuring the effects of treatments over time. Group > M M M T M M M True-experimental To be a true experiment, you must have manipulation of the independent variable; at least one control group; random assignment of subjects to groups; and must minimize the effect of