zilongwang/ReadingBank huggingface dataset:
Skills in spreadsheet modelling, applied decision analysis and economic evaluation in health or related areas. Excellent IT knowledge and skills, including Word, Excel, PowerPoint and reference management software (e.g. EndNote). Detailed understanding and knowledge of methods of health technology assessment. Knowledge and skills in critical appraisal of economic evaluations Knowledge and skills in evidence synthesis (e.g. quantitative network meta-analysis) Knowledge and skills in medical statistics (e.g. survival analysis) Experience of delivering research projects to deadline and quality Experience in an HTA unit Programme of personal research in HTA or health services research Planning and organising Ability to plan and effectively manage own time to deliver work to fixed project timelines Project management skills Application & Interview Problem solving and initiative Ability to understand, critique, analyse and interpret complex data and apply to real life decision problems Ability to provide advice to committees in accordance with procedures, and with understanding of when to seek advice Ability to interpret and apply complex methodological guidance Independent development of decision models or economic evaluations Application & Interview Management and teamwork Work effectively in a team, understanding the strengths and weaknesses of oneself and others to help teamwork development Application & Interview Able to contribute to centre management and administrative processes Communicating and influencing Ability to work with people from a wide variety of academic disciplines and other backgrounds Excellent oral and written communication and interpersonal skills with the ability to communicate technical information Experience of writing up research results for publication in journals Experience of presenting research results at meetings and conferences Application & Interview Other skills and behaviours Understanding of and commitment to relevant Health & Safety issues Application & Interview Understanding of and commitment to the University policy on equality and diversity Special requirements Able to attend NICE meetings (usually in London or Manchester), and other national and international conferences Application & interview JOB HAZARD ANALYSIS Is this an office-based post?
Excellent IT knowledge and skills, including Word, Excel, PowerPoint and reference management software (e.g. EndNote). Detailed understanding and knowledge of methods of health technology assessment Knowledge and skills in critical appraisal of economic evaluations Knowledge and skills in evidence synthesis (e.g. quantitative network meta-analysis) Experience of delivering research projects to deadline and quality Planning and organising Project management skills Ability to plan and effectively manage delivery of research to fixed project timelines Application & Interview Problem solving and initiative Independent development of decision models or economic evaluations Ability to understand, critique, analyse and interpret complex data and apply to real life decision problems Ability to provide advice to committees in accordance with procedures, and with understanding of when to seek advice Ability to interpret and apply complex methodological guidance Application & Interview Management and teamwork Ability to manage, motivate and coordinate a research team, delegating effectively Work effectively in a team, understanding the strengths and weaknesses of oneself and others to help teamwork development Experience of line management Experience in managing resources and budgets Application & Interview Able to contribute to centre management and administrative processes Communicating and influencing Ability to work with people from a wide variety of academic disciplines and other backgrounds Excellent oral and written communication and interpersonal skills with the ability to communicate technical information Experience of writing up research results for publication in journals Experience of presenting research results at meetings and conferences Application & Interview
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Rubric Discussion Criterion High Grades (4 points each) High scoring students will do the following: Middle Grades (3 points each) Middle scoring students will do the following: Low Grades (0-2 points each) Low scoring students will do the following: Score and Comments Original Response Post comments that respond carefully and thoughtfully to the assigned topic, giving good examples with accuracy and detail to support what they have to say. Post comments that speak to the assigned topic with some care and thought but that lack some accuracy and detail. Post comments that are off topic or lead the reader to suspect that they did not understand the topic, posts are limited in accuracy and detail. Score: Comments: Responses to Others Return more than once to the discussion to respond thoughtfully to what others say, focusing on the topic. Return only once to the discussion, showing some understanding of what others say. Fail to respond to others. Score: Comments: Thoughtfulness Show thoughtful consideration of others’ responses to their posts and willingness to see other perspectives. Show consideration of others’ responses to their posts, with limited reconsideration of their own perspectives. Show that they logged in quickly to post hurried or incomplete entries, without consideration for others’ responses to their posts. Score: Comments: Respect Show consistent politeness and respect toward others. Respond to others without overt politeness or rudeness. Respond rudely or in a way that is insulting to others. Score: Comments: Community Respond with thought-provoking ideas or questions that encourage the interaction of peers and may lead to an engaging discussion thread. Respond with original reflections on the topic that may encourage peer response. Respond with a rewording of the course material or in a way that does not promote the discussion thread. Score: Comments: Student Name: Total Score:
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Key Stage/Subjects: KS1-4 (Science) Experience: 6 years Roles: Has taught in over 50 Schools Preference to teach Years 7-13 Outstanding performance management reviews Teacher (Emma) BA (Hons)/PGCE Key Stage/Subjects: EYFS (KS1-2) Experience: 10 years Roles: EYFS Manager Preference to teach Rec/Yr1 Outstanding performance management reviews Teacher (Bernard) BA/PGCE Key Stage/Subjects: KS3/4 (PE/Dance/Health & Social Care/PSHE/Citizenship) Experience: 5 years Roles: PE/Dance/ Health & Social care Teacher/Form Tutor Specialist UEFA B Football Coach/Zumba Instructor/Fitness Instructor Outstanding performance management reviews Teacher (Pam) BEd (Hons) Key Stage/Subjects: KS1-4 (Maths Specialist) Experience: 25 years Roles: Assistant Head, SENCO, KS 1 Manager Taught in range of schools within Dudley Outstanding performance management reviews
IV Revision of IPPC Preparation Sec./Vol./ad hoc WGs International negotiations CPs Official adoption CPs List of abbreviations: CBWG Capacity Building WG CP Contracting Party CPM Commission on Phytosanitary Measures FC Financial Committee SC Standards Committee Sec. IPPC Secretariat SPTA Informal WG on Strategic Planning and Technical Assistance Vol. Volunteers WG Working Group
The Voice of Behavior Analysis in Connecticut PO Box 138  Milford CT 06460-0138 www.ctaba.org CTABA Member Meeting Minutes 1/3/2017 Attendance Attended via WebEx Executive Council Members Absent Executive Council Members Other Persons in Attendance via WebEx Missy Olive (Interim President) Kate Cormier (Member at Large) Jaime Jensen (Student Rep) Steve Woolf (Treasurer) Melissa Saunders (Applied Rep) James Diller (Interim EC Member) Shelly Jones (Intermin EC member) Michael Weinberg (Interim EC Member) Stephanie Reinoso (Interim Secretary) Abby Holt Laura Turner Kara Reagon Cali McGinn Felicia Morgan John Molteni Melissa Hunsinger-Harris Emily Duffy Tara Bellefleur Lindsey Malchow Committee Chairs/Members Conference Shaughnessy Egan Kara Reagon Legislative Missy Olive, Kara Reagon Membership Gina Weiss & Katelyn Cormier Technology James Diller, Joe Dracobly Organizational Members/Sponsorship Melissa Saunders, Stephanie Reinoso, Kristin Weglarz Student Support Jamie Jensen Family & Consumer Outreach Victoria Ryan Bylaw Revision Jim Hoko & team Workshop series: Fall workshop Pre-Conference Supervision&Ethics Melissa Hunsinger-Harris, Shaughnessy Egan, Missy Olive Felicia Morgan Open Meeting
Kick C1. Rapid and continuous approach to balla 42.9 9.1 <.001† C2. Elongated stride or leap immediately prior to ball contacta 58.2 32.5 .001† C3. Nonkicking foot placed even with or slightly in back of balla 63.7 54.5 .29 C4. Leg swing is full; full backswing and forward swing of legb 18.7 11.7 .30 C5. Backswing coordinated with forward action of legb 92.3 71.4 0.001† C6. Ball contacted with instep of kicking foot (shoe laces)a 60.4 51.9 .34 C7. Kicks through ball; leg action does not stop at ball contactb 33.0 24.7 .31 Catch C1. Preparatory: hands in front of body; elbows flexeda 25.3 23.4 .92 C2. Arms extend toward ball as it moves closera 45.1 37.7 .42 C3. Ball caught cleanly with hands/fingers (2)a 2.2 0.0 N/A C4. Ball trapped against body/chest (1)b 1.1 0.0 N/A C5. Ball tracked consistently and close to point of contactb 24.2 19.5 .59 C6. Doesn't turn head/close eyes as ball approachesb 31.9 39.0 .43 Roll C1. Ball arm/hand swings down/back of trunk; 30.8 40.3 .26
The local fire authority cannot do the risk assessment for an employer nor check whether it has been done properly. However, should an assessment indicate that significant works or expenditure is required, they will provide advice to ensure that the most effective methods of complying with the regulations are undertaken for the premises. Fire authorities will usually recommend minor improvements, with a time period for completing the work, in an informal letter. They have formal powers for use in serious cases: Enforcement Notice: requiring more important work to be done within a stipulated time period Prohibition Notice: prohibiting or restricting use of the premises with immediate effect until such time as it has been made appropriately safe Alterations Notice: requiring precautions to be taken at premises where any proposed changes to the building would pose a significant increase in risk Failure to comply with these notices is a criminal offence and the fire authority may prosecute in the Courts. Fire precautions All volunteers must be trained in what they should do in the event of a fire. Below is a list of what they need to know: Action to be taken upon discovering a fire Action to be taken upon hearing the alarm Raising the alarm, including the location of alarm call points and internal indicator panels How to call the Fire Brigade (you may need to dial a number to get an outside line) The location and use of fire fighting equipment Appreciation of the importance of fire doors and the need to close them on hearing the alarm The location and isolation of power supplies What to do when there is an evacuation of the building All new volunteers should be taken on a tour of the building, pointing out escape routes on their first session. Volunteers must know about fire precautions and be included in practice evacuations. Remember at all times, we must all make sure that: Escape routes are kept free from obstruction Fire doors are kept shut Doors are closed at night Concerns regarding fire precautions are reported As part of the overall risk assessment for the role, you will need to complete a fire risk assessment and take appropriate steps to manage the risks for each volunteer role.
5 Appropriate cross section of members 3.1 Processes & Structures 8 Members share a stake in both process and outcome 4.3 10 Flexibility 3.9 9 Multiple layers of decision-making 3.8 13 Appropriate pace of development 3.7 12 Adaptability 3.5 11 Development of clear roles and policy guidelines 3.1 Purpose 16 Concrete, attainable goals and objectives 4 18 Unique purpose 3.9 17 Shared vision 4.2 Resources 20 Skilled leadership 4.6 19 Sufficient funds, staff, materials, and time 3.3
Inazu, John. 2015. “America's Dividing Line: Thoughts, Prayers and Belief in a Transcendent God.” CNN, December 4. . Institute for Ethics and Emerging Technologies. 2015. “Did the Evolution of the Brain . . . Evolve Our Morality?” Audio interview with Dr. Patricia Churchland. . . 2013. “Are Religious People Really More Generous Than Atheists? A New Study Puts That Myth to Rest.” Friendly Atheist blog, November 28. . Palermo, Elizabeth. 2015. “The Origins of Religion: How Supernatural Beliefs Evolved.” Live Science, October 5. . Purdom, Georgia and Jason Lisle. 2009. “Morality and the Irrationality of an Evolutionary Worldview.” Answers in Depth 4 (May 13): . . 2015. “Is Human Morality a Product of Evolution?” The Atlantic, December 2. . Smith, Frost. 2015. “Evolution and What the Image of God Is Not.” Answers in Depth 10 (August): . “Morality and Evolutionary Biology.” 2014. Stanford Encyclopedia of Philosophy. . Stern, Mark Joseph. 2014. “Is Religion Good for Children?” Slate, July 29. . . 2010. “Did Morality Evolve?” The Nature-Nurture-Nietzsche Blog, May 2. . Thomson, J. Anderson and Clare Aukofer. 2011. “Science and Religion: God Didn't Make Man; Man Made Gods.” LA Times, July 18. .
No. of Foundation: Lodged on………………..20 Lodged by: Registrar FOUNDATIONS ACT 2012 (Section 4 (7)) APPLICATION FOR RENEWAL OF CERTIFICATE OF ESTABLISHMENT …………………………………………………………………………………………..hereby applies for a Renewed (Name of Foundation) Certificate of Establishment for a period until the …………………………………………………………….. day of ………………………………………………………….20 . Dated at Avarua, the ………………………………… day of ……………………………… 20 . Signed on behalf of the Registered Agent by: ________________________ Authorised Signatory FORM No. FA/4
COOK ISLANDS FOUNDATIONS ACT 2012 (Section 33(2)) No. FA/………………..20….. FIRST CERTIFICATE OF ESTABLISHMENT Valid until 20 only THIS IS TO CERTIFY that…………………………………………………………………..is on and from the ……………………..day of …………………………………….20 established under the Foundations Act 2012 and that this certificate of Establishment expires on the ……………………………………day of …………………………………..20 . Given under my hand and seal at Avarua, Rarotonga this ……………….day of ……………………..20 ____________________ Registrar of Foundations FORM No. FA/10
End of Term Evaluation Process Using the following scale, field instructors will rate the student’s practice proficiency, assigning a score for each of the ten competency areas and all associated practice behaviors. An evaluation score of 2 or 1 requires an explanation. Superior / Advanced Competence = 5: Consistently demonstrates the ability to function independently with very high levels of awareness, knowledge and/or skill; overall work quality/task completion is exceptional, suggesting mastery of the practice behavior. Above Average Competence = 4: Typically demonstrates moderate-to-high levels of awareness, knowledge and/or skill; overall work quality/task completion exceeds basic practice standards and the level of competence is above average, suggesting additional guidance in key areas would promote mastery. Basic Competence = 3: Normally demonstrates acceptable levels of awareness, knowledge and/or skill; overall work quality/task completion meets basic practice standards, but the level of competence is somewhat rudimentary, suggesting additional training and guidance may be beneficial but that the student is ready to enter the field. Below Average Competence = 2: Commonly demonstrates levels of awareness, knowledge and/or skill that are below basic practice standards; overall work quality/task completion is below acceptable standards and the degree of competence is lacking, suggesting the need for additional training and consideration of corrective action. Poor / Unacceptable Competence = 1: Demonstrates unacceptable levels of awareness, knowledge and/or skill; overall work quality/task completion is exceedingly poor and the degree of competence is very seriously lacking, requiring corrective action. Student and field instructor will review the learning activities, and discuss the student’s progress toward and preparation for professional practice upon receipt of his/her degree. Student and field instructor will complete the Term Grade, Hours and Evaluation page. Signatures provide an official record of the hours logged and the evaluation scores. Student and field instructor must each complete a narrative regarding the student’s performance and growth through the term using the questions and space provided on the evaluation page. Please be sure to describe the competencies and practice behaviors in which the student is particularly strong and those areas that need improvement.
Student Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice Practice Behaviors (Below) Instructor(s) Score* Unmet In Progress Met 3a. Apply an understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels. 3b. Engage in practices that advance social, economic, and environmental justice. Learning Activities: [label which practice behavior this supports 3a or 3b] If a score of 2 or below is given, an explanation is required: Student Competency 4: Engage In Practice-informed Research and Research-informed Practice Instructor(s) Score* In Met
3688 Construction Forestry Mining and Energy Union Construction 3769 Diamond Valley Learning Centre 5819 Diversitat 3771 Djerriwarrh Community & Education Services 3779 Duke Street Community House Association Inc 6832 Employ-Ease Pty Ltd 6899 Encompass Community Services Inc 22203 Farnham Street Neighbourhood Learning Centre Inc 417 Federation Training (Central Gippsland Institute of TAFE) 4909 Federation University Australia 3811 Fitzroy Learning Network Inc  6511 Glen Eira Adult Learning Centre Inc 3831 Glenroy Neighbourhood Learning Centre Inc 21177 Goldfields Employment and Learning Centre Inc 3094 Goulburn Ovens Institute of TAFE 21946 gOworkskills.com 22088 Gurkhas Institute of Technology Pty Ltd 90720 Hammond Institute Pty Ltd 3854 Heidelberg Training and Resource Centre Inc  416 Holmesglen Institute of TAFE 6406 Inclusion Melbourne Inc 22037 Institute of Tertiary and Higher Education Australia 21800 Jesuit Community College   6325 K.Y.M. (Victoria) Inc 5553 Karingal Inc|Karingal Training 3890 Keysborough Learning Centre 6432 Knoxbrooke Inc 3902 Lalor Living and Learning Centre Inc 20791 Latrobe Lifeskills Pty Ltd 6408 Laverton Community Education Centre 3957 MADEC Community College 3940 Meadow Heights Learning Shop Inc   5982 Mediquest Pty Ltd 40580 Melbourne Citymission 3075 Melbourne Polytechnic 21208 Mental Illness Fellowship Victoria 3952 Merinda Park Learning and Community Centre Inc 20146 Moe Life-Skills Community Centre Inc 3969 Mountain District Learning Centre 91454 MP Personnel & Training 3776 Murray Adult Community Education-Swan Hill Inc
HEE criteria met Yes / No The Educational Programme Plan for the Foundation Trainee Describe briefly the structured induction to the practice: Workload What is the proposed appointment rate for the Foundation Trainee? Initial: …per hour Endpoint: …per hour Will extras be added to this? How will you monitor the trainee case-mix, workload and utilisation of services? Please detail what supervision they would have during and after surgeries: Organisation of Teaching and Assessment (please complete the attached timetable) Please list which teaching methods would be used in the practice? (e.g. attachments, problem case analysis, video analysis, joint surgeries) How many hours of formal, protected teaching are allocated to teaching?
Young people spend time gaining work experience in your business as part of their studies in S5 and S6. They’ll undertake real projects for your business, designed to supplement school studies with real world experience. This will be coordinated by a local learning provider, who’ll also provide training to support the work experience as the young person works towards a qualification at the same level of learning as a Higher. As the young person is still at school there are no associated salary costs, plus Skills Development Scotland (SDS) pays all training costs. How do I get involved? First, register your interest at: One of our Foundation Apprenticeship experts will then get in touch to offer advice and support to help get your started. Key features Industry led: Foundation Apprenticeships are specifically designed by employers like you Tailored to your business: Foundation Apprentices work on real projects with your staff Free to access: SDS pays all the training costs Easy to access: your local learning provider will facilitate your programme and be on hand every step of the way Developing the young workforce: support the skills your industry needs in your community. Benefits (rational) Increase motivation of your current staff by working with young people Reduce recruitment costs by accessing a brand new talent pipeline of skills for your business Retain skills in your business by enabling succession planning for an ageing workforce Gain new skills and fresh thinking by accessing a new generation of fresh talent Spot talent early by working with young people before they leave school Fast-track your talent development. Young people get to know your business, so if you choose to recruit, they can come in with a useful working knowledge Apprentices can be more productive quicker: Foundation Apprentices who become Modern Apprentices will be more productive more quickly. Benefits (Emotional) Support local young people by providing real world experience that school and academic learning can’t provide Build community connections by working with local schools and colleges to support young people’s development Provide the first step for a young person towards a career in your industry Supply the talent pipeline for the future of your business and the future of your industry. Core Proposition Foundation Apprenticeships: Shape the new generation of talent your business needs.
Resources The Tale of Jemima Puddleduck by Beatrix Potter by Beatrix Potter in The Giant Peter Rabbit Storybook (TRF 832 POT) Teacher made Venn diagram comparing good and bad characters from Beatrix Potter stories. Special needs At risk/ESL: Assist with prompts from the book and with labelling if necessary. Gifted: Discuss the personality characteristics of the characters. Assessment SLAV Library Skills LS 1.1 identify picture story books as a literary form LS 1.2 verbalise sequence of main events in stories LS 1.3 identify the main characters from picture story books LS 1.4 describe where the story takes place in particular picture story books LS 1.5 identify strong emotions that occur in picture story books Thinking Processes (focus) Students use a range of simple thinking tools to gather and process information. They reflect on their thinking (for example, why they think what they think about a text) and take time to consider before responding.
Share feelings and thoughts about the events and characters in texts using art forms and beginning forms of writing to express personal responses to literature and film experiences talking about people, events and ideas in texts, enabling students to connect them to their own experiences and to express their own opinions about what is depicted E5 Define how students can ‘get a sticker’ (3, the expected level) or a ‘special’ sticker (4, above the expected level) for their work. How many characters should there be on each side of the Venn diagram?
Foundation Certificate in Transactional Analysis Application Form Please complete and return to TA Training Organisation, The Horsforth Centre, 138 Low Lane, Horsforth, LS18 5PX. Or email to Name Address Email Telephone Mobile What are you hoping to gain from the course personally and professionally? Have you previously attended training in counselling, psychotherapy, consultancy or psychology? If so, please give details Where did you hear about TA Training Organisation? Education and qualifications List relevant courses of study undertaken since leaving school. These may including Higher or Further Education Courses at University or other colleges, professional qualifications or certificates. Please continue on a separate sheet if necessary. Institution attended or workplace Qualification/Course Dates Attended Certificates Provided Work History
do this 5 Histograms with equal class widths 5 Scatter graphs 4 Comparing data using graphs 4 Comparing Distributions 4 Correlation 4 Population 4 Sampling 4 Scatter Diagrams 4 Time series 3 Charts and Diagrams 3 Pie Charts 3 Types of data 3 Vertical Line Charts Ratio, Proportion and rates of change I can do this Grade Title 5 Compound Units 5 Gradient & the rate of change 5 Growth and decay 5 Interpret Proportion 5 Percentage change 5 Problems with compound units 5 Scale factors and similarity 5 Simple Interest and Financial Maths 5 Solve Proportion Problems 4 Compare Fractions, Decimals and Percentages 4 Compare lengths, area, volume 4 Comparing quantities as a ratio 4 Division of a quantity as a ratio 4 Express one quantity as a % of another 4 Percentage change 4 Problems involving ratio 4 Proportion and ratio 4 Ratio and fractions 4 Ratio Sharing 3 Convert standard units 3 Express one quantity as a fraction of another 3 Use ratio notation 3 Use scale factors, diagrams and maps Number
I can do this Grade Title 5 Calculating with fractions 5 Error intervals 5 Index Laws 5 Limits of accuracy 4 Adding and subtracting fractions 4 Checking calculations 4 Compound measures 4 Converting metric units 4 Estimation 4 Fractions and percentages 4 Fractions and ratio problems 4 Interpret calculator displays 4 LCM and HCF 4 Multiples and factors 4 Multiplying fractions 4 Operations 4 Order of operations 4 Powers 4 Rounding 4 Standard Form 4 Terminating decimals and fractions 3 Decimals 3 Listing outcomes 3 Prime numbers 3 Using standard units 2 Add and Subtract integers 2 Dividing integers 2 Multiplying integers 2 Ordering numbers 2 Place value Probability I can do this Title 5 Probability of dependent events 5 Probability of independent events 4 Mutually exclusive sum 4 Relative Frequency 4 Tables and Grids 4 Theoretical Probability 4 Unbiased Samples 4 Venn Diagrams 3 Frequency Trees 3 Probability of equally likely outcomes Exam details: Edexcel GCSE Mathematics A - Foundation Exam Dates: Paper 1 (non-calc) – Thursday 24th May 2018 AM Paper 2 (calc) – Thursday 7th June 2018 AM Paper 3 (calc) – Tuesday 12th June 2018 AM All papers 90 mins each
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities Social workers utilize a range of methods to ensure comprehensive assessment and recognize the implications of the larger practice context in the assessment process. First (Formative) Assessment Final (Summative) Evaluation Overall Rating: Assess Individuals, Families, Groups, Organizations, and Communities Please check the indicators that are relevant to your student’s competence: Collects and organizes data, and applies critical thinking to interpret information from clients, constituents and other relevant sources Selects appropriate intervention strategies based on the assessment, research knowledge, values and preferences of clients and constituents in keeping with available resources and agency mission Other What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples. Direct observation by field ins. Discussion in supervision Role play Cofacilitation Colleague report Client report Other: Direct observation by field ins. Discussion in supervision Role play Cofacilitation Colleague report Client report Other:
Brief research proposal (maximum of 500 words) Describe your research proposal in simple, clear and concise terms, including the research hypothesis to be tested and brief detail on the methodology that will be utilised. Please outline how your research will either be building on the current evidence base and/or creating knowledge to fill an evidence gap, relating to improving mental health models of care. THE TEAM Please list all partners who will make up the research alliance. Be sure to Include; the project leads of each participating organisation as well as a statement on their expertise relevant to the project, their capacity to take part over the project period and authority to contribute to the research on mental health models of care. Declaration that all partners listed are aware they have been included in this EOI and have agreed to participate in this and a full application if successful. THE IMPACT Summarise the expected project results and how they will impact mental health models of care and the health of the Australian population more broadly. Where possible provide specific outcomes that will be reported on and the data that will be captured to measure them, as well as how you will translate the research outcomes to achieve the desired impact. (maximum of 400 words) THE FUNDING Funding of $1 million (exclusive of GST) is available for allocation over a period of up to two years. Please provide the details on your project budget listed below. A detailed budget will be required if you are selected to complete a full Request for Proposal as part of the second funding procurement stage. Funding to commence in 2019.
Autonomy, accountability and working with others If participants are expected to be able to apply their learning in a wider context such as the workplace, how will the programme equip them to monitor their impact and effectiveness? To which learning outcome is this directly linked to? 1 2 3 4 5 Standards for awards Appendix 1 Knowledge and understanding Applied knowledge and understanding Generic cognitive skills Communication, IT and numeracy skills Autonomy, accountability and working with others ISMA Foundation a knowledge of the main theories underpinning the programme awareness of the wider apply skills, understanding and knowledge in a range of practical contexts monitor and adjust approaches present information and ideas that are relevant to the programme use one or more (evidenced convey key theories and ideas in a clear and coherent manner select appropriate means to convey information and ideas effectively application of knowledge and /or skills gained in the programme to self transfer of knowledge/skills to others in the workplace
SSCB Foundation Module 1: An Introduction to Safeguarding Children Exemption Checklist Members of the workforce who work predominantly with children, young people and/or their parents/carers and who could potentially contribute to assessing, planning, intervening and reviewing the needs of a child and parenting capacity where there are safeguarding concerns, should complete Foundation Module 1: An Introduction to Safeguarding Children, Foundation Module 2: Child Protection Plans and possibly Foundation Module 3: Core Groups (depending on your organisations training requirements). For further information please refer to the Safeguarding Children Training Pathways - What Safeguarding Training Should I Do? Which can be found at You may have received similar or equivalent training within your organisation or elsewhere. Therefore, the SSCB has produced the following exemption checklist for Foundation Module 1: An Introduction to Safeguarding Children only. In order to receive exemption, complete the following checklist and return to the SSCB for consideration. If exemption is agreed, the SSCB will countersign this form and return to you. Ensure you keep this form as part of your professional development record. Name of Training: Training Organisation: Requirement Criteria Y/N Date Completed Working Together to Safeguard Children induction training This training is a pre-requisite for Foundation Module 1. If you have not completed this training, you must do so, or contact the SSCB about exemption to this. Understands the impact of parenting issues, such as domestic abuse, substance misuse, and mental illness on parenting capacity. Recognises the importance of family history and functioning. Explored and understand how their own attitudes and values may influence their perception of abuse. Understands what can cause significant harm to children. Knows of relevant legislation and guidance on safeguarding and promoting children’s welfare. Confident in recognising situations where abuse may be occurring consider child protection thresholds and be able to take appropriate action. Explored sources of stress on parents and how this can contribute to children being at risk of harm. Can identify key processes that underpins work with children in need, including those in need of protection, and identify roles and responsibilities. Explored recurring themes from National and Local Serious Case Reviews.
ACMNA005: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings ACMMG006: Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language ACMMG009: Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment ACMMG010: Describe position and movement This is what your term focus looks like: Weeks 1-3 – Shape, lines and transformations Week 4 – Consolidate length and mass Weeks 5-8 – Consolidate numbers to 10 or 20 Weeks 9-10 – Catching up and preparing for next year Problem 19: Lines Problem 15: Positions in space Problem 16: Movement in space Teaching Sequence: Weeks 1-3: Shapes, lines and transformations Investigation idea: Create mosaics from tiling shapes. Preferably have the students attempt to replicate the shapes for tiling, and talk about flipping, sliding and turning as you complete the task. Targeted teaching: Names and properties of shapes. Lines. Symmetry is about reflection across a line or on a rotation. 2D shapes can be transformed using flips, slides and turns. Make sure that kids understand: Resources: Back to Front Maths: Problem 19: Lines Problem 15: Positions in space Problem 16: Movement in space Other: Regular tasks or indirect learning: As per previous tasks. Include the use of tessellating blocks or shapes. Homework suggestions: Look for and photograph or draw repeating patterns made from shapes in your house and in the environment (e.g. tiling patterns).
Assessment Rubric: The Very Hungry Caterpillar (Foundation) Relevant element of the Achievement Standards Foundation Level 2 Health and Physical Education By the end of Foundation Level, students… describe how their body responds to movement. …They perform fundamental movement skills and solve movement challenges. By the end of Level 2, students ... demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement. The Arts - Dance By the end of Foundation Level, By the end of Foundation, students make and perform dance sequences and demonstrate safe dance practice. Students describe what happens in dance they make, perform and view. By the end of Level 2, students use the elements of dance and fundamental movement skills to make and perform safely, dance sequences that express ideas. Students communicate about dances they make, perform and view, and discuss where and why people dance. Assessment Rubric Category Progressing towards Foundation students can: At Foundation students can: Progressing towards level 2 students can: At level 2 students can: Performs fundamental movement skills to solve movement challenges perform some fundamental movements consistently perform some fundamental movement skills demonstrate the ability to consistently contact the ground with the balls of the feet demonstrate the fundamental movements selected for their dance demonstrate the ability to consistently contact the ground with the balls of the feet showing some elevation of movement consistently perform fundamental movements selected for their dance show elevation of movement while maintaining balance Create and perform a dance sequence perform a dance with at least two movements that represent a caterpillar and/or a butterfly create and perform a dance sequence of at least three movements embodying a caterpillar and/or a butterfly create and perform with flow a dance sequence of at least three movements embodying a caterpillar and/or a butterfly create and perform movement sequences that incorporate the elements of movement to communicate dance ideas Demonstrates different levels and dynamics of movement demonstrate movement at one level use movements with different dynamics demonstrate at least two levels of movement demonstrate contrasting dynamics demonstrate contrasting levels of movement attempt to match dynamics to the ideas being communicated students use the elements of dance to make and perform safely, dance sequences and express ideas match dynamics to the ideas being communicated Responding to dance use simple terms and/or images to describe how their body moved describe how their body moved and what they enjoyed describe how their body moved and why they chose specific movements describe what happens in dances they make, perform and view
ENGAGE IN POLICY PRACTICE: Identify social policy at local, state, and federal levels that impact well-being, service delivery and access (K) Assess how social welfare and economic policies impact service delivery and access (K, CA) Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice (K, S, CA) ENGAGE WITH INDIVIDUALS, FAMILIES, GROUPS,ORGANIZATIONS AND COMMUNITIES Apply knowledge of HBSE, PIE, and other multidisciplinary theories to engage with clients/constituencies (K, S, CA) Use empathy, reflection, and interpersonal skills to effectively engage diverse clients/constituencies (K, S, CA)
4. (a) Write down the coordinates of the point A, (…......... , ….........) (ii) C. (…......... , ….........) (2) (b) (i) On the grid, mark the point D so that ABCD is a rectangle. (ii) Write down the coordinates of D. (…......... , ….........) (2) (Total 4 marks) 5. (a) Write down the coordinates of the point A. (…......... , ….........) (1) (b) Write down the coordinates of the point B. (…......... , ….........) (1) (c) On the grid, mark with a cross (×) the point (−3, −1). Label this point C. (1) (Total for question = 3 marks) 6. (a) (i) Write down the coordinates of the point A. (…......... , ….........) (ii) Write down the coordinates of the point B. (…......... , ….........) (2) (b) On the grid, mark with a cross the point (3, –4). Label this point C. (1) (Total for Question is 3 marks) 7. (a) Write down the coordinates of the point P.
Turtle crawl: Challenge students to crawl like turtles around an open space. b. Ability to use two hands: Tearing paper instead of using scissors. Cutting with scissors. Tracing letters by using stencils Making letters using yarn, shoestrings, or wax-coated string Gluing objects using small manipulatives to a letters Stapling paper while making books or packets to encourage use of both hands Punching holes to make designs on paper Wringing out sponges to increase muscle development. Sewing and lacing Stringing beads Performing finger plays Clapping Constructing with blocks Handwriting exercises: 14.1 Mickey Mouse Ears: Place fist next to ears, squeeze, and then open and close the fingers. Complete the activity 10 to 15 times. 14.2 Door knob turns: Arms in front of you, elbows slightly bent, move wrists from side to side as if you are opening a doorknob. Move wrists to the right and then to the left. Source: Pre-K and Kindergarten Handwriting Resource by Frederick County Public Schools. Retrieved from April 2012 14.3Finger opposition: Hold fingers next to ears and have the students touch their thumb to each finger and back again. Complete 10 to 15 sets. 14.4Butterflies: Hold arms straight in front of your body and make an X with thumbs, palms facing down to resemble a butterfly. Make small circles 10 times to the right and then 10 times to the left. c. Understanding of directional terms and the ability to recognize similarities and differences in forms: Incorporate the following activities in their daily routines: Play Simon Says Establish classroom routines throughout the year
Each tier in the PBIS framework is comprised of core practices and systems that characterize the specific interventions, strategies, and/or curricula selected and/or developed by the implementation leadership team. Across tiers, practices, and systems, increases in engagement, intensity, feedback, teaming, and monitoring are indicated. Similarly, supports for implementers also intensify. The following table summarizes these core practices and systems by tier. I. Universal or Primary All students, all staff, all settings Systems Practices Leadership team with active administrator participation Efficient routine, schedule, and structure for conducting efficient team meetings Commitment statement for establishing a positive school-wide social culture Procedures for on-going data-based monitoring, evaluation, and dissemination Procedures for selection, training and coaching of new personnel Procedures for evaluation of personnel related to PBIS implementation Set of school-wide positive expectations and behaviors are defined and taught Procedures for establishing classroom expectations and routines that are consistent with school-wide expectations Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging problem behavior Procedures for encouraging school-family partnerships II. Targeted or Secondary Supplemental small group Systems Practices All Tier I systems above Intervention team with coordinator Behavioral expertise Increased precision in data collection related to implementation fidelity and progress monitoring Formal process for screening and identifying students in need of more than Tier I support. Access to training and technical assistance on Tier II practices and supports All Tier I practices above Increased instruction and practice with and social skills Increased adult supervision Increased opportunity for positive reinforcement Increased antecedent manipulations (e.g., precorrection) Increased precision to minimize rewards for problem behavior Increased access to academic supports
Approx. time Mon Centers—small rotating groups Tues Centers—small rotating groups Wed Centers—small rotating groups Thurs Centers—small rotating groups Fri Full class 15- or 20- min. block Word Study (rotating center; Additional Work with Complex Texts (rotating center; Fluency Resource- Modeling and Assistance (rotating center; teacher-led) Additional Work with Complex Texts (rotating center; Fluency Resource- Performance (full class; 15- or 20- min. block Additional Work with Complex Texts (rotating center) Independent Reading (rotating center) Word Study (rotating center) Independent Reading (rotating center) Word Study- Assessment (small groups—teacher-led) 15- or 20- min. block Fluency (rotating center) Word Study (rotating center) Additional Work with Complex Texts (rotating center) Word Study (rotating center) Independent Reading (remainder of class—while teacher pulls groups for Word Study assessment) HOMEWORK 15 minutes Independent Reading Fluency Resource- Practice Independent Reading Fluency Independent Reading RF and L Standards within the Module Lessons Examples of foundational reading and language instruction in the module lessons grade by grade Standards Grade 3 Grade 4 Grade 5 RF.3 Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. Module 2B, Unit 2, Lesson 9 Module 2B, Unit 2, Lesson 10 Module 2B, Unit 2, Lesson 11 Module 2B, Unit 1, Lesson 3 Module 2B, Unit 2, Lesson 6 Module 2B, Unit 2, Lesson 7 RF.4 Fluency Read with sufficient accuracy and fluency to support comprehension. Module 2B, Unit 2, Lesson 1, Module 3A, Unit 2, Lesson 12 Module 3A, Unit 1, Lesson 4 Module 2B, Unit 2, Lesson 6 Module 2B, Unit 2, Lesson 7
Maryland Department of Human Resources Office of Licensing and Monitoring 311 W. Saratoga Street Baltimore, Maryland 21201 Office: 410.767.7871 Fax: 410.333.8408 Child Placement Agency Report Provider Organization: Foundations for Home and Community, Inc. Licensing Agency: DHR Contracting Agency(s): DHR Name of Chief Administrator: Angelia Baker Email: License Type: Treatment Foster Care Type of Inspection: Relicensed Name and Address of CPA Office License Capacity DHR Contract Limit Census by Placing Agency License#/ Exp. date Date of site Inspection 5740 Executive Drive, Suite 208 Catonsville, MD 21228 unlimited 110 #00364 10/8/2016 10/15/2014 9135 Piscataway Road, Suite 400 Clinton, MD 20735 79 #00264 10/8/2016 10/15/2014 Inspection Summary Number of Records Reviewed: Youth 29 Staff 8 Foster Parent 18 Adoptive Parent NA Number of Interviews: Youth 3 Staff 5 Foster Parent 5 CPA Office Inspection: Approved Number of ILP Apartments Inspected: NA Number of Foster Homes Inspected: 3 COMAR Violation: Yes X No If Yes, list Cited Violation(s) below: Violation(s) Findings 07.05.01.07 C (5) Three employees of the organization are listed as members of the board of directors. Corrective Action Plan: Yes X No If yes, date of CAP : 11/20/2014 Complaint Outcome: NA Current Status of License: Relicensed Licensing Coordinator: Roxanne M.Epps Date: 11/20/2014 Email: Program Manager: Richard Berger Date 11/20/2014 Email: