zilongwang/ReadingBank huggingface dataset:
Application & Selection Training High School: The following information should be completed by the Guidance Counselor(s) and/or GSP Coordinator who will be working with the GSP Application & Selection process during the school year. If you need to register more than one individual, please feel free to copy this form. Name: Title: ______________________________________________________________ E-mail: Phone: ( ) *Please provide an e-mail address and phone number that you will check frequently during the summer. YES, I will attend the GSP Application & Selection Training on the following GSP campus: (Please choose only ONE campus). GSP-Murray State University Campus Tuesday, July 10th, 2:00 – 4:00 p.m. CDT GSP-Northern Kentucky University Campus Wednesday, July 11th, 2:00 – 4:00 p.m. EDT GSP-Morehead State University Campus Thursday, July 12th, 2:00 – 4:00 p.m. EDT NO, I will be unable to attend. Detailed directions will be posted on the GSP website, , towards the end of June. Please return your completed form to: Governor’s Scholars Program Application & Selection Training ATTN: Catherine Smith 1024 Capital Center Drive, Suite 210 Frankfort, KY 40601
Final Rating Ineffective Developing Skilled Accomplished Overall Area(s) of Strength Recommendation(s) for Growth If final summative rating is Ineffective, an Improvement Plan will be collaboratively created by the Guidance Counselor and evaluator. Check here if Improvement Plan has been created. A copy of the Improvement Plan will be submitted by the evaluator with the Guidance Counselor Summative Evaluation Form. Guidance Counselor’s Signature Date Evaluator’s Signature Date While I have signed this, I also intend to submit a supplement by . __________________ Date Counselor’s Initials Evaluator should send a completed copy of this form including signatures to Personnel Office May 10 Building Administrator’s Signature Date
SHAKER HEIGHTS CITY SCHOOL DISTRICT GUIDANCE COUNSELOR EVALUATION PROCESS 2013-2014 Guidance Counselor Evaluator Continuing Contract: Meet with Evaluator to discuss and complete Guidance Counselor Rubric 1 time per year Limited Contract: Meet with Evaluator to discuss and complete Guidance Counselor Rubric 2 times per year Continuing Contract: Meet with Guidance Counselor to discuss and complete Guidance Counselor Rubric 1 time per year (2 times per year for Limited Contract) Meet with Evaluator to discuss Guidance Counselor Summative Evaluation Form by May 1. If Ineffective in any category, collaboratively create Guidance Counselor Improvement Plan. Meet with Guidance Counselor to discuss Guidance Counselor Summative Evaluation Form by May 1. If Ineffective in any category, collaboratively create Guidance Counselor Improvement Plan. Provide Guidance Counselor with signed copy of the form(s). Submit a signed copy of the Guidance Counselor Summative Evaluation Form (and if created, Guidance Counselor Improvement Plan) to Personnel by May 10.
Provides consultation to parents and teachers with regard to meeting needs of students. Assists in the formulation of instructional support strategies. Evidence for areas not rated accomplished: Comments: F. Guidance counselors demonstrate the ability to communicate effectively. Ineffective Developing Skilled Accomplished Deficient skills in several areas and/ or inconsistent implementation Skills are emerging with plans for development to strengthen skills Most attributes are consistently present with plans for improvement All attributes are effectively and consistently delivered at the highest level Is readily accessible to students, teachers, parents and administrators. Shares information with students, teachers, parents and administrators through individual consultation, presentations and supplementary materials. Facilitates communication among students, parents, school personnel and community resources. Uses effective and correct oral and written communications. Demonstrates social advocacy skills to effectively challenge the status quo in systems inequities that impede students’ academic success.
H. Guidance counselors show evidence of professional characteristics and growth. Ineffective Developing Skilled Accomplished Deficient skills in several areas and/ or inconsistent implementation Skills are emerging with plans for development to strengthen skills Most attributes are consistently present with plans for improvement All attributes are effectively and consistently delivered at the highest level Continues to pursue professional growth and development through workshops, seminars, course work and/or other professional activities. Demonstrates initiative and assumes responsibility. Demonstrates behaviors reflecting dignity and worth of people. Exercises good judgment. Maintains confidentiality. Maintains good attendance and punctuality. Maintains professional appearance. Exercises emotional Accepts evaluation and redirection and makes necessary changes or adjustments. Evidence for areas not rated accomplished: Comments:
In addition to the factors considered in the assessment triangle above, once contact has taken place, any further assessment and analysis should also include what has been learnt from the contact: Provide a summary of the key points from the recording of supervised Contact / Family Time to include: Impact on the child or young person; Parental or adult behaviour and engagement; Suitability of the location; Was the frequency and the duration right for the child or young person; Was the agreement kept to by the parents / adults; Did the arrangements work well? The proposal for contact arrangements should cover the following: Frequency and duration Who the child or young person will have contact with Location Suggested activity Whether the sessions should be supervised, facilitated and by whom, or unsupervised What needs to be included in an agreement How frequently the arrangements should be reviewed
S51(5)(b) Variation of baseline determinations As soon as practicable after varying a baseline determination, the Regulator must […] publish the details of the variation of the baseline determination on its website. S54(5)(b) Making of landfill-benchmark baseline determination As soon as practicable after making a landfill-benchmark baseline determination, the Regulator must […] publish the details of the determination on its website. S56(6)(b) Variation relating to changes in carbon dioxide equivalence As soon as practicable after varying a baseline determination due to changes in carbon dioxide equivalence, the Regulator must […] publish the details of the determination on its website. S57(4)(b) Remaking of baseline determinations because of error As soon as practicable after remaking or refusing to make a baseline determination due to error, the Regulator must […] publish the details of any remade baseline determination on its website. S62(4)(b) Issue of exemption declaration As soon as practicable after making an exemption declaration, the Regulator must […] publish the details of the declaration on its website. S63(4)(b) Revocation of exemption declaration because of false or misleading information As soon as practicable after revoking an exemption declaration because of false or misleading information, the Regulator must […] publish the details of the revocation of the exemption declaration on its website. S67(5)(b) Making of multi-year period declaration As soon as practicable after making a multi-year period declaration, the Regulator must […] publish the details of the declaration on its website.
Statutory duties and responsibilities Being a licenced chaperone is a responsible position imposing a number of duties on the licence holder, detailed below. The Performance Licence • Chaperones must ensure that the applicant for the licence gives them a copy of the licence when issued, so they can ensure that the conditions are complied with, including rest periods, arrangements for tuition, meals etc. A record should be kept of the various periods during the hours of the licence. • The Chaperone should be thoroughly familiar with the terms of the licence granted by the LA and see that, as far as it lies within his/her power, the conditions are properly fulfilled. The following table will help you to decide if a licence is required or not. Paid/unpaid Type of Work Absence from school Length of performance Parental declaration or Medical required? (A medical may be requested by the local authority) Licence required Paid (see note 1) TV or Filming Yes (see note 3) Any period of time Yes Yes (see note 5) Paid (see note 1) TV or Filming No Any period of time Yes Yes (see note 5) Paid (see note 1) Theatre, Sporting, Activity or Modelling Yes (see note 3) Any period of time Yes Yes (see note 5) Paid (see note 1) Theatre, Sporting, Activity or Modelling No Any period of time Yes Yes (see note 5) Unpaid (see note 2) TV or Filming Yes (see note 3) Any period of time Yes Yes (see note 5) Unpaid (see note 2) TV or Filming No Any period of up to and including 4 days (and not performed within the previous 6 months) No No Unpaid (see note 2) Theatre, Sporting, Activity or Modelling Yes (see note 3) Any period of up to and including 4 days (and not performed within the previous 6 months) No (see note 4) Yes (see note 5) Unpaid (see note 2) Theatre, Sporting, Activity or Modelling No Any period of up to and including 4 days (and not performed within the previous 6 No (see note 4) No
Multiple project reports [If this audit covers multiple project reports, please complete table below.] Project Report period Reported abatement/sequestration [name of project] [date range] [amount in t CO2-e] [date range] [amount in t CO2-e] Total abatement/sequestration [amount in t CO2-e] Audit findings and conclusions table [Note: Any contraventions of the legislation, or suspected contraventions, should be listed under the above heading ‘Contraventions of legislation’. Completing this table is optional, however any issues identified must also be listed above.] The results that are provided in the table below should not be construed as providing an opinion on the matter being audited as a whole, instead they should be read in the context of providing evidence to support the conclusion. These findings, conclusions and recommendations are designed to inform the project proponent and the Clean Energy Regulator of any compliance issues and will be used, in part, to better inform regulatory decisions and broader advice to the regulated community. Issue/risk area investigated [as outlined in the audit plan] Testing conducted Findings Conclusion Issue A [Provide a brief description of the audit procedures carried out to audit this item of the scope] [Provide a brief description of the audit finding. Auditor may include a summary of the process/figures audited and whether any material misstatement was identified] [Insert conclusions against issue/risk area] Issue B Issue C
Contents Section Foreword Page 2 I. Definitions 2 II. Overview and purpose of guidance 3 III IV Underpinning principles How to use the document 3 4 1. Introduction 5 2. Status of document 5 3. Responsibilities 5 4. Making professional judgements 6 5. Power and positions of trust and authority 6 6. Confidentiality 7 7. Standards of behaviour 8 8. Dress and appearance 8 9. Gifts, rewards, favouritism and exclusion 9 10. Infatuations and ‘crushes’ 9 11. Social contact outside of the workplace 12. Communication with children (including the use of technology) 10 11 13. Physical contact 14. Other activities that require physical contact 12 13 15. Intimate / personal care 14 16. Behaviour management 15 17. The use of care & control / physical intervention 15 18. Sexual conduct 16 19. One to one situations 17 20. Home visits 17 21. Transporting pupils 18 22. Educational visits 19 23. First Aid and medication 20 24. Photography, video and other images 21 25. Exposure to inappropriate images 22 26. Personal living accommodation including on site provision 23 27. Overnight supervision and examinations 28. Curriculum 29. Whistleblowing 23 24 25 30. Sharing concerns and recording incidents 25
Green Amber Red The school have used the Essex Best Practice Guidelines The child is planned to be on a reduced timetable for no more than 6-8 weeks The school have extended the reduced timetable beyond the 8 weeks. The school have used a reduced timetable inappropriately based on the evidence obtained. There is concern from the information presented as to why this action has been taken and there is no effective ‘exit strategy’ or long term plan INDICATORS Satisfied that appropriate agreement from parent / carer and any other relevant agency is in place Social Care for CiC, CIN, or CP case SAS where child has an EHC Plan Action plan for increasing time Time limited LA aware when the child has EHC Plan Social care aware when child in care Risk assessment completed There is little evidence of progress There has been no increase in the time Parental dissatisfaction or concerns expressed by another agency The child is known to be at significantly at risk from harm CSE Radicalisation Other abusive situations The child is in care, subject to a CP or CIN plan The child has not been attending regularly for some time WHAT TO DO NEXT Inform the LA Alternative Education Commissioning Service of this practice Watching brief Inform the LA Alternative Education Commissioning Service of this practice Talk to colleagues who may also visit the school Inform the LA Alternative Education Commissioning Service of this practice Raise with Link SES Commissioner Raise with Safeguarding Adviser to Schools Research
CORE QUESTION 3 How effective is Religious Education? SCHOOL SELF EVALUATION: Outstanding/Good/Satisfactory/ Inadequate School evidence based on pupil outcomes: Comment on: Progress and standards based upon the school’s performance data Quality of teaching and learning Quality of the curriculum Effectiveness of leadership and management in RE These prompts are taken from the SIAMS Evaluation Schedule where further details are found Reasons for the grade (impact and provision) Key Strengths Development points
In addition to the guidance there is and this is updated frequently as policy is developed and new issues are considered. Support The ICO has produced The IGA has also produced 5 GDPR GP Checklist This checklist is to support GP Practices to understand what they need to do to prepare for the new data protection law. It is not designed to provide all the answers; rather to get practices heading in the right direction in terms of meeting the new law’s requirements. Following the checklist are specific links to further information connected to the checklist questions. Part 1: The Basics Question Yes No Notes 1 Do you know about the General Data Protection Regulation (GDPR) and new Data Protection Act? 2 Do you have a Data Protection Officer? 3 Do you know where to find Information Governance (IG) support? Part 2: What to do next Familiarise yourself with the GDPR The Information Commissioner’s Office’s (ICO) should be read before completing the checklist: And the will help with the next stages of your preparation: 4 Can you identify what information you hold (patients and staff) how it is used and shared? 5 Do you know about the legal rights that patients and staff have over their personal data which you process? 6 Are you ready to handle Subject Access Requests under the GDPR? 7 Have you reviewed your practice’s privacy notice/ how it communicates about the information the practice uses?
Name of Group Facilitator Target group Purpose Frequency Location Bereavement Jodi Schmon, Lenape Guidance & Jody Rosenblum, Doylestown Hospital Hospice Social worker Students who have experienced the death of a parent To participate in discussions and activities surrounding the death of a parent. Students choose how much and when to share depending on their comfort level Approximately once a month with alternating time periods throughout the day Main office Conference room Anxiety Lenape counselors Ann Kuntzmann and Jodi Schmon Students who experience worry and anxiety to the extent that it causes the student to miss many social or academic experiences A solutions-based discussion group where students may share and respond to individual situations with potential coping strategies Approximately every 3 weeks beginning in October Guidance Conference room 7th Grade Friday Café Chats Jodi Schmon, Lenape Counselor Students who may experience challenges with shyness or are overwhelmed with navigating Lenape. Students who are willing to help others are welcome! To get together on Fridays in Lenape’s Sports Café to eat lunch together, have a staff-made dessert, and talk about subjects of interest to students Every Friday during 7th grade lunch Sports Café Straight Talk Christina Wise, Consultant, Gilda’s Club of Delaware Valley Students whose lives are currently impacted by someone close to them who is living with cancer (the person must be surviving) To participate in discussions and activities that support students who care about someone affected by cancer 4-5 times this school year Main office Conference room Concerned Others Colleen Considine, Consultant, The Council of Southeast Pennsylvania Students who are impacted by unhealthy choices made by someone very close to them To confidentially share difficulties they’ve experienced because of the unhealthy choices that they or someone close to them has made as well as to learn positive decision-making and coping strategies 7-8 times this school year Guidance Conference room
Group 2a: Trusted government documents Document Notes Current driving licence photocard - (full or provisional) All countries outside the EU (excluding Isle of Man and Channel Islands) Current driving licence (full or provisional) - paper version (if issued before 1998) UK, Isle of Man, Channel Islands and EU Birth certificate - issued after time of birth UK, Isle of Man and Channel Islands Marriage/civil partnership certificate UK and Channel Islands HM Forces ID card UK Firearms licence UK, Channel Islands and Isle of Man All driving licences must be . Group 2b: Financial and social history documents Document Notes Issue date and validity Mortgage statement UK or EEA Issued in last 12 months Bank or building society statement UK and Channel Islands or EEA Issued in last 3 months Bank or building society account opening confirmation letter UK Issued in last 3 months Credit card statement UK or EEA Issued in last 3 months Financial statement, for example pension or endowment UK Issued in last 12 months P45 or P60 statement UK and Channel Islands Issued in last 12 months Council Tax statement UK and Channel Islands Issued in last 12 months Work permit or visa UK Valid up to expiry date Letter of sponsorship from future employment provider Non-UK or only - valid only for applicants residing outside of the UK at time of application Must still be valid
Palliative care is an approach to care that improves the quality of life of people and their families facing the problem associated with life-threatening illness, through the prevention and relief of suffering by means of early identification and impeccable assessment and treatment of pain and other problems, physical, psychosocial and spiritual (2). Palliative care can be provided by those who provide your usual healthcare, such as GPs, district nurses and hospital consultants, alongside specialist palliative care teams. Palliative care is: For anyone living with a serious health condition, and those important to them, About choices and personal preferences for care, About quality of life, living and making every day count. References Authors Dr Sarah Mitchell GP, Northfield Health Centre, Birmingham NIHR Doctoral Research Fellow, Warwick Medical School Generalist Lead for Palliative and End of Life Care, West Midlands Clinical Networks and Clinical Senate, NHS England - West Midlands Louise Palmer Community Involvement Manager National Council for Palliative Care / Dying Matters Acknowledgements The People in Partnership Group National Council for Palliative Care /Dying Matters
Guidance on a Temporary School Closure Introduction Closures related to severe weather, site issues or exceptional circumstances should be reported via the notification box on the secure area of . Schools are no longer required to contact the Schools Communication Team. How does the notification system work? Your school submits a notification via the secure area on Essex Schools Infolink. Once a notification is submitted it is instantly displayed on the Emergency Closures page on the Essex County Council website. You can submit a notification either on the day or the day before the closure. Closures for the next day will only display from 6pm the day before. Closures can be submitted by any colleague with secure access with a valid username and password. It is recommended to arrange a process with colleagues so that only one notification is submitted and that colleagues have access to their log in details at home and at work. Once a closure is submitted it is difficult to remove it from the Essex County Council website – please take care when submitting a notification to ensure it is correct. Who should decide whether to close the school? The County as a whole can experience severe or exceptional weather from time to time, though conditions can vary considerably from one area to another and for this reason the responsibility for decisions about an individual school’s organisation on any particular day rests with the Headteacher. The Local Authority does not ‘approve’ temporary closure of individual schools. Whilst schools should only be closed as a last resort (on grounds of severe weather or for other serious reasons, such as a funeral), it is for the to decide whether or not to close the school, having due regard for health and safety considerations, as well as the implications for parents who may have to arrange childcare. Schools are expected to be open for pupils on 190 days each year. The Head may wish to discuss the situation with the Chair of Governors, especially where the proposed closure is decided in advance.
identify the method of recruitment that you will use to recruit additional sites. Examples of recruitment methods that you may wish to use are listed below. If you are utilising a recruitment method that differs from these examples please provide relevant information about the method you will use for example: selecting sample from building stock owned by participant selecting sample from building stock managed by participant franchise offering to participating franchisees existing building clients sales leads direct business to business marketing and/or National Australian built environment rating system (NABERS) rating clients of the participants. Building types You must indicate which of the eligible building types each building falls under. Under the commercial buildings method, building types used must only be of the following types Office building Shopping centre Hotel No other building types are eligible and projects with other building types will be deemed ineligible. You must also confirm that the selected buildings are eligible to have a NABERS rating. Additionally, where the building or buildings selected for the project are office buildings, you must state the type of NABERS (office) energy rating sought: base building, tenancy, whole of building rating. B2. Describe your project and activities A response to this question is mandatory. Attach extra information where required. In your response you should provide a detailed description of what the project will entail, and how the project meets the eligibility requirements of Parts 2 and 3 of the method. The form refers to declaration requirements which can be found in Part 3 Section 9 of the method. A detailed description should include: the specific activities and equipment that will be involved in the project a detailed description of the types of equipment or building components involved if those activities include modifying, installing, removing or replacing equipment (whether or not energy-consuming equipment) or other building components how the activities and equipment deployed will collectively reach the minimum abatement amount of a one star increase in each of the buildings’ NABERS rating, and whether any energy consuming or producing equipment that will be removed will be disposed of, broken down into components and those components recycled, or sold to a third party on the condition that they will be broken down and recycled.
Rehabilitation Care Plan and Outcome Measures Outcome Scoring AIAE Achieved Independently and Above Expectations AI Achieved Independently AS Achieved With Support B Baseline BB Below Baseline Goal and Description of Outcomes Baseline Score Date Identified Action Date To Review Date Goal Completed Outcome Score Able to pour liquids safely and not under fill cup. Safely operate hob independently 0 0 21/01/2013 21/01/2013 Demonstrate Liquid Level Indicator and teach safe pouring practices i.e Tea Tray/Draining Board Mark Hob Dials 7th Feb 2013 8th Feb 2013 AS AI
Increase ability to read newspaper print Able to locate plug sockets on wall in bedroom. Able to identify switch on extension lead to avoid turning phone off. Able to locate lock and align key on front door 0 0 0 0 21/01/2013 21/01/2013 21/01/2013 Demonstrate task lighting to be used in conjunction with LVA’s Mark with High visibility tape. Mark switch with bump-on to distinguish this from other three. Mark lock with bump-on to aid visual location and alignment of key by touch. 8th Feb 2013 8th Feb 2013 8th Feb 2013 8th Feb 2013 B AI AI AS
Service User Needs Date Identified Action Date To Review Date Action Completed Staff/Service Involved Need for full Magnification Assessment to enable access to Newspaper Print independently. 07/02/2013 Forward referral to Low Vision Clinic 07/02/2013 Peter Lock to refer to Low Vision Clinic.
paragraphs where relevant in the programme sector sections Position risks in processes Where relevant, discuss inclusion in CCA Conflicts: if conflict comes out as a major emergency risk, UNICEF should advocate for inter-agency conflict analysis and use it for UNICEF’s conflict analysis exercise. Disasters: UNICEF should discuss with sister agencies on positioning UNICEF SitAn within the UN system’s Common Country Assessment (CCA). Advocate with UNCT to have a conflict analysis as part of CCA, and use inter-agency conflict analysis for UNICEF’s conflict analysis. Position UNICEF SitAn within the UN CCA for disasters. The objective for action is prioritisation of interventions in the next CPD both as an independent Programme Component Result (PCR) focused on emergency risks as well as with Intermediate Results in a dedicated PCR, and if relevant in other PCRs, as appropriate in the country context. Conclusion: The Use of the SitAn for CPD Formulation The risk-informed SitAn is an analytical tool that can potentially be used by actors working to realize child rights in a given country. It can ensure that all actions taken are well-informed, and in particular, it can ensure that UNICEF’s programmes reduce emergency risks for children. The specific objectives for action will differ based on the level of risk: Low Medium High The objective for action is to understand how emergency risks could potentially impact on other more significant factors. The inclusion of emergency risks consideration into CPD will remain at advocacy level, unless the CO decides that the analysis requires them to prioritise the issue further. The objective for action is to enable informed prioritisation of interventions in key sectors for the next CPD. The CPD should have specific Intermediate Results focused on emergency risks in relevant Programme Components Results The objective for action is to enable a prioritisation of interventions in the next CPD both as an independent Programme Component Result focused on emergency risks as well as with Intermediate Results in the dedicated PCR and if relevant in other PCRs, as appropriate in the country context
What is working: the impact of effective strategies and interventions on education and wider outcomes Please summarise how best to support the child/ young person moving forward, with reference to what provision is working and why. Note on Provision: Core Teaching and differentiation of the curriculum and resources, SENCo and reasonable senior management time should be considered as part of whole school provision. SEN provision is ‘additional to and different from’ that which is available for all children and will be required for the longer term. It should be based upon assessed need, the advice of external specialists and more frequent evaluation, review and reasonable adjustments. What was not working: reasons why strategies and interventions have been discontinued Please confirm any circumstances where advice has been followed and interventions tried, but this has not been successful, giving reasons why. Please indicate the source of the advice and the timescale for intervention. The extent of concern that the child/ young person is not making progress (Paragraph 6.17-18 in the 2015 SEND Code of Practice) or, that where small steps of progress are being made, this is only as a result of significant additional intervention and support over an extended period that is over and above what is usually provided or can be sustained without additional, longer term resources. Please summarise expected and actual attainment and other measures of progress (curriculum and individual SMART holistic Outcomes) in the context of the deployment of resources to support the child/ young person’s special educational and wider provision. Please be specific on the overarching reason for this request and what is hoped a statutory EHC needs assessment may bring in terms of clarity of needs, development of longer term outcomes and provision to match needs and meet Outcomes. Note on Outcomes An Outcome is defined as the benefit or difference made to the child as a result of an intervention. Please refer to the SEN Support Plan Guidance, information shared through SENCO network training days and SEND Code of Practice 2015 for more detailed information.
ensure that these have been approved by the Academic Quality Service. Diploma supplements and certificates (for validated programmes) ensure the provision of diploma supplement format to Academic Partnerships to ensure it meets approved specification (for validated programmes) ensure the provision of diploma supplements for university verification to Academic Partnerships
N/A Kevin L. Nellis, MS, CIP Original Issue Date: 01/20/2017 Revision Date: N/A Date Reviewed & Approved Revision Required Responsible Staff Name and Title Yes No 01/20/2017 X Kevin Nellis, Executive Director Human Research Protections and Quality Assurance
Group Type Do the owners (and riders) operate as an incorporated business (Ltd Company or LLP)? Yes: continue No: go to 1.5. Are the parties involved operating a business? Yes: continue Do you anticipate submitting a tax return (corporation tax or income tax return) for the profits of the business? Yes: continue Is it preferable for the business to have its own legal labiality and accounts because of the anticipated turnover? Yes: Please speak to Ellen Moran of Knights regarding incorporation of a company: Do the parties involved intend to identify specific roles for each other and agree how costs and profits are shared between them annually? Yes: You may need to create a Partnership Agreement, please complete part B. No: go to 1.6 All the parties involved agree they are not in business but wish to formalise the arrangements between them for the ownership of a horse(s). Yes: A Co-ownership Agreement may suit so please complete part B. No: go to 1.7 Is this a group of supporters who wish to be involved in supporting specific horses or a rider for an annual fee? Yes: This is probably a club membership for which a constitution or set or rules will be required. No: go to 1.8 Does the arrangement include one or more horse and/or riders backed by a group who wish to have a stake in their prospects? Yes: this is a Syndicate Agreement which will require a manager and written terms No: your proposal is quite unique! Are you a rider wanting to ride other people’s horses without the financial burdens of horse ownership? Yes: You should discuss with us the implications of being employed by the owners, being self employed or under contract. Be careful to get this right for tax, insurance and pension purposes. Get advice on the arrangement and have it in writing on terms to protect you and your staff. Do you or your group or organisation wish to acquire a horse for a specific purpose on agreed terms? Yes: Horse Loan Agreement PART B Group Details What will the group's name be to be recorded on
therefore, are at risk of being omitted from humanitarian assistance. Nor does it address those marginalised within households that do not benefit from intra-household These are context-specific issues and Red Cross Crescent responders must bear this in mind beyond this model. All statements marked with an asterisk (*) will have to be considered carefully as they are heavily and relative. These statements should be either re-written or omitted. Household characteristics Number of individuals in household is greater than five If yes, score 5 The household includes an elderly person(s)*, a pregnant or lactating woman, a person(s) with a disability and/or chronic illness, orphan(s) and or/a teenage mother (i.e. under 18 years). If yes, score 5 The head of household is elderly person(s)*, a woman, a child (under 18 years) or a man with no spouse/partner supporting children If yes, score 5 The household identifies as indigenous, minority group etc. If yes, score 5 Other known vulnerabilities. Adapt this section for context-specific issues, which might include people who identify as LGBTI, trafficked women and children and women and children subjected to violence. Note that these are not issues that can be routinely screened for and/or information collected in standards household assessments and should therefore only be taken into account if information is known; this information must not be specifically sought for the purposes of compelling this prioritisation tool If yes, score 5 Total score this section (maximum 25) Economic situation No one in the household is currently engaged in employment If yes, score 5 The household is not in receipt of financial support from relatives If yes, score 5 The household has little to no significant assets* If yes, score 5 The household has not received a humanitarian assistance card* If yes, score 5 Total score this section Sector-specific issues (Example here is for shelter – housing conditions) The household has no formal land tenure or secure occupancy If yes, score 5 Children of school-going age have no access to education If yes, score 5
Government finance statistics framework The Government finance statistics (GFS) framework measures the financial activities of governments. It is used by policy makers and analysts to understand how government affects the economic and social wellbeing of Australians. GFS data is derived from government accounting systems and is collected by the Australian Bureau of Statistics (ABS) from all levels of government, including public corporations. Why is COFOG-A and GFS important to the Territory? The Australian, state and territory governments use the statistics collected by the ABS to compare data nationally for policy development and informed decision-making. How agencies classify their expenditure using COFOG-A can affect the Northern Territory Government’s future revenue streams. For example: Commonwealth Grants Commission (CGC) – uses GFS as one of its main data sources when providing advice on the distribution of goods and services tax (GST) Indigenous Expenditure Report – COFOG-A data is the starting point for determining the level of expenditure for Aboriginal and Torres Strait Islander people Australian Institute of Health and Welfare – uses GFS data in its reports on expenditure in the health, social security, and welfare sectors Productivity Commission – uses GFS data in its reports on government services, for example expenditure on education. A high-level overview of how government finance statistics contribute to state and territory funding and the importance of agencies role in providing quality financial data, is illustrated in Figure 1. Figure 1. Impact of GFS data on government funding flows Line agencies – record expenditure related to program delivery and classify it using COFOG-A State and territory treasuries – collate line agencies expenditure and submit the data to the ABS ABS – converts the data to the GFS framework CGC – analyses the converted GFS data and makes recommendations to the Australian Government on distribution of GST revenue Commonwealth Treasury – taking into consideration CGC recommendations, distributes GST and other funds to the states and territories Funding flows from the Commonwealth Treasury to the states and territories, through to line agencies. Coding COFOG-A The Australian System of Government Finance Statistics: Concepts, Sources and Methods – 2015 (AGFS15) manual is produced by the ABS. It outlines the GFS framework, including the structure and definitions for COFOG-A. Recommendation To comply with COFOG-A reporting requirements, Appendix 1 Part C of the AGFS15 manual should be referred to when classifying agency expenditure.
The Staff Survey provides a simple, convenient way to assess front line staff perceptions of your organisation’s digital maturity, designed to promote the participation of staff at all operational levels of your organisation. Completion should take no more than 5 – 10 minutes and is completely anonymous. The Digital Maturity Staff Survey assessments do not impact on your organisation’s score and detailed results are only available to an organisation’s lead respondent. When is a Digital Maturity Self-assessment required? All NHS Boards and Local Authorities providing digital services to support acute, community, mental health, primary care and social care services as well as national boards providing direct clinical care services in Scotland will be invited to complete a Digital Maturity Self-assessment. Where an organisation provides services in multiple care settings, and is at different stages of digital maturity for each of them, a separate self-assessment can be submitted for each care setting. It is strongly recommend that the majority of the Capability sub-sections are completed separately for each care setting even if a single self-assessment is completed for sections on organisational readiness and enabling infrastructure. How is a Digital Maturity Self-assessment completed? The assessment is completed via a dedicated online tool. A username and password will be sent to the nominated lead respondent from each organisation. Respondents can choose whether or not to complete the assessment in one go or in stages, and can ‘delegate’ specific sections to colleagues with particular knowledge or expertise as required. The questionnaire element of the tool is structured around the sections and sub-sections set out above. The majority of the questions ask organisations to assess themselves on a five-point scale against a range of statements that represent ‘good practice’. These are supplemented by a relatively small number of quantitative questions which require a response against a numeric range. The initial version of the self-assessment has been designed to produce a comprehensive view of an organisation’s digital maturity without requiring an extensive and overly burdensome data collection exercise. The tool does not require evidence or justification to be recorded against each question. The self-assessment should not be completed by the lead respondent in isolation. Before recording a response to a question in the tool, it is expected that a wide range of evidence from across the organisation will be reviewed and opinions canvassed from a range of stakeholders (see section below). Organisations are expected to be able to justify a response when challenged, and may wish to maintain a record of their own rationale to support this. Indicative evidence sources are provided in Annex A.
Signature or mark of person proposing to use, hire or purchase a sunbed: Name in block capitals: Date: Signature of owner, manager or employee: Name in block capitals: Date: Signature or mark of person proposing to use, hire or purchase a sunbed: Name in block capitals: Date: Signature of owner, manager or employee: Name in block capitals: Date:
Permitted information on claims to any health or other benefit resulting from the use of sunbeds- Only the relevant warning sign and the “HEALTH WARNING INFORMATION FOR SUNBED USERS” can be made available or displayed on a sunbed premises, Only the warning sign and the ‘‘HEALTH WARNING INFORMATION FOR SUNBED USERS” can be published, Only the relevant warning sign can be displayed on a website or social media that promotes the sale, use or hire of sunbeds.
Signature or mark of person proposing to use, hire or purchase a sunbed: Name in block capitals: Date: Signature of owner, manager or employee: Name in block capitals: Date: Signature or mark of person proposing to use, hire or purchase a sunbed: Name in block capitals: Date: Signature of owner, manager or employee: Name in block capitals: Date:
ACADEMIC APPEAL FORM Stage One (Formal Stage) Taught Programmes You should complete this form if you want to formally raise concerns about an academic result or circumstances relating to it. We will take your concerns seriously and our procedure is designed to enable the circumstances to be considered fully. THIS DOCUMENT CONTAINS GUIDANCE FOR COMPLETING THE FORM AND SHOULD NOT BE SUBMITTED If you choose to submit a Stage One Appeal (Formal Stage), you are strongly advised to seek advice from the Student Union Advice Centre () before submitting this form YOUR PERSONAL DETAILS Please enter these details from your campus card Title Ms, Miss, Mrs, Mr, Dr, First name Last name Please enter these details from your campus card Registration Number Please enter these details from your campus card School of Study This is the School you are currently registered to e.g. LDC or CMP Name of Course This is shown on your student home page in Evision UG or PGT Please enter these details from your campus card Name of Academic Adviser This is shown on your student home page in Evision Address (please enter the postal address you wish us to use to communicate with you about your appeal.) You should provide an address for written correspondence that will be current for at least the next 6 weeks. Post Code UEA Email address Our main communication with you will be via your UEA email address Personal Email address (if you wish us to also send communication about your appeal to a personal address). Essential if you have been withdrawn from or have completed your course Are you a Tier 4 Visa student? Yes No
No Country or territory Last Reported WPV2 Virus Year of tOPV Introduction IPV Introduction Last Reported cVDPV2 Virus 4, Last Use of tOPV in Routine Immunization5 tOPV in an SIA after in Routine Immunization 6 Month and Year of Last Use of mOPV23 3 Afghanistan 1997 September 2015 March 2013 April 2016 None None Albania 1985 May 2014 None April 2016 None None Algeria 1985 December 2015 None April 2016 None None American Samoa: see under the United States of America Andorra none reported 1999 None December 2004 None None Angola none reported December 2017 October 2013 April 2016 None None Anguilla: see under the United Kingdom of Great Britain and Northern Ireland Antigua and Barbuda 1965 November 2015 None April 2016 None None Argentina 1982 April 2016 None April 2016 None None Armenia 1995 July 2016 None April 2016 None None Australia 1965 2005 None November 2005 None None Austria 1995 2002 None December 2001 None None Azerbaijan 1996 February 2016 None April 2016 None None Bahamas 1978 October 2015 None April 2016 None None
Democratic People's Republic of Korea 1999 April 2015 None April 2016 None None Democratic Republic of the Congo, the none reported April 2015 Outbreak not declared closed yet April 2016 None September 2017 Denmark 1967 1955 None August 2003 None None Djibouti none reported April 2016 None April 2016 None None Dominica 1981 September 2015 None April 2016 None None Dominican Republic 1986 December 2015 None April 2016 None None Ecuador 1987 December 2015 None April 2016 None None Egypt 1994 December 2017 None May 2016 None None El Salvador 1987 January 2016 None April 2016 None None Equatorial Guinea none reported August 2016 None April 2016 None None Eritrea none reported December 2017 None April 2016 None None Estonia 1959 2008 None December 2007 None None Ethiopia none reported December 2015 February 2009 April 2016 None None Fiji none reported December 2015 None April 2016 None None
Kuwait none reported 2010 None April 2016 None None Kyrgyzstan 1992 December 2017 None April 2016 None None Lao People's Democratic Republic 1993 October 2015 None April 2016 None None Latvia 1963 1993 None December 2006 None None Lebanon none reported 2011 None April 2016 None None Lesotho none reported April 2016 None April 2016 None None Liberia none reported December 2017 None April 2016 None None Libya none reported April 2014 None April 2016 None None Lithuania 1972 1995 None November 2006 None None Luxembourg 1963 2003 None December 1998 None None Macao, SAR China: see under China Macedonia: see the former Yugoslav Republic of Macedonia Madagascar 1995 May 2015 July 2005 April 2016 None None Malawi none reported December 2017 None April 2016 None None Malaysia 1974 2009 None December 2015 None None
C. Activity log Notes: Please complete after each session; keep the information quantitative; do not include any content/confidential information. As part of its monitoring process SET may ask for information from this template at any time. Session No. Date and Time Method of communication (face to face; skype; telephone) Duration of Session No. of goals No. of Actions/Milestones Set No of Achievements Since the Last Session Notes (No. of re-arranged meetings etc.)
General guidance for mentors/supervisors/practice educators when supporting students with SpLDs on placement Meet with the student before or at the beginning of the placement to discuss their support and strategies Consider the specific needs that the student may have and discuss the following: Ask whether or not the student has concerns about any particular areas of practice. Please be aware though that the student may have been recently diagnosed and may not fully appreciate the impact it may have, or the strategies that are needed. Fully understanding the disability can take some time. Discuss any strategies that they may already have in place to compensate for these difficulties – how do they normally manage? As their mentor/ supervisor/practice educator, is there anything you can do to help support them? Talk about possible solutions and strategies for supporting them. Discuss actual scenarios found in the workplace. Discuss the effectiveness of these strategies, and how plausible or implausible those strategies may be (for example, recording handover). If you are unfamiliar with how to manage a situation, ask within your organisation - it is unlikely that the circumstance is as unique as it may first appear. Discuss alternative strategies that may be beneficial. Write these down for further reference. Meet with the student regularly (as part of routine supervision) to discuss progress and evaluate how the support strategies are working for both student and staff Promote a culture of inclusivity, where individuals feel able to discuss their specific needs without fear of discrimination or negative attitudes UWE hopes that students will feel that their mentor/supervisor/practice educator is open and approachable and will react to their disclosure of an SpLD in a positive and supportive way Bear in mind that most students with an SpLD will do well on placement, but will do even better with the appropriate support Remember that SpLDs affect individuals in different ways, so a strategy that is helpful for one student might not be helpful for another
Area of Difficulty: Motor Skills Area of Difficulty: Drug Administration (for Nursing students only) Please see Page 30-33 of ‘Royal College of Nursing: Dyslexia, dyspraxia and dyscalculia: a toolkit for nursing staff’ for detailed guidance and strategies around this area.