zilongwang/ReadingBank huggingface dataset:
INTERIM REPORT FORM To be completed by the date shown on the Terms of Grant Agreement (TOG) specified when the grant was approved. If you are required to submit interim reports for the same project from more than one of the above foundations, please indicate all relevant Grant Tracking #s below. This form should be used for multi-year reporting purposes, if applicable. Refer to submitted application for specific details regarding your grant. Please submit the completed report to . Grant Tracking #: Grantee Organization: Address: Project Title: Name of person completing this report: Phone: Email: Please provide an update that addresses the extent to which you have achieved proposed grant objectives for the above referenced grant:
Interim Report Example Was this project objective and outcome met? Partially Project outcome (quantified): By the end of January 2019, a total of 110 11th grade students participated in remedial classes. Of the 110 11th grade students, 50% (56 students) have increased their pretest baseline scores by 5 to 10 points at the end of classes. Activity and Participant Information Students Served. Please complete and submit the following table indicating the number of students served by your project. Number of Students Number of students you proposed to serve during the reporting period Actual number of students in your cohort(s) during the reporting period (i.e., number of students served) Summary of Participation. For each activity, submit a summary of participants and the number of attendees/participants for each. A list of individual participants should support this summary sheet (include sign-in sheets at the very least). Here is a sample of the summary participation worksheet: Type of Activity Activity Date(s)/Frequency Major Activity Objective(s) Number of Participants (Identify Participant Type) Contact Hours Core Activities Provided to Students. In the following table, place an “X” in the first column next to the types of services provided by your project with CPIP funding or matching funds. For each type of service provided, indicate the number of students who received the service during the reporting period and the average number of hours of service provided per student during the reporting period. Be careful to not duplicate the counting of students. For example, a student who participated in afterschool tutoring and went on a college tour should be counted only once not twice!! Place an “X” in the column if your project provides this type of service Type of Activity Number of GEAR UP Students Who Participated in the Activity Sum Total of Hours that GEAR UP Students Participated in the Activity
Asian men not participating. Further, it also does not address the diversity of Māori or Pacific people eligible to participate. The 2012 immersion visit report (Litmus 2013a) The perspective of primary care on the BSP is limited to the participants from six general practices from Waitemata Primary Health Organisation (PHO) and Procare. The 2013 immersion report (Litmus 2014) High Good coverage of providers involved in investigation, surveillance and treatment stages of the BSP screening pathway. Immersion interviews with general practice and WDHB staff (Litmus 2014c) Medium The perspective of primary care on the BSP is limited to the participants from ten general practices from Waitemata PHO and Procare. Variations in processes and opinion on general practice were noted across the ten practices. Qualitative interviews with BSP participants (Litmus 2014c) Medium Findings are dependent on participants’ recall of the order of events and experiences on the BSP screening pathway. Undertaking ten qualitative interviews means the diversity of Māori and Pacific BSP participants may not be covered, and Asian people and European were not included therefore not all experiences of those participating in the BSP have been explored. Two Māori and five Pacific participants were informed about their iFOBT results by the Endoscopy Unit. Participants were not screened as it was assumed that most would have received their positive iFOBT result via their general practice. Further, the pool from which to draw the purposive sample was too small to screen participants out. The sample achieved enabled the exploration of participants’ experience of hearing about their results via the Endoscopy Unit and whether they would have preferred to have received their results from their general practice. 3. Evaluation findings 3.1 Participation and outcomes Evaluation objectives addressed in section Participation and coverage - To determine the level of participation and coverage for the eligible and invited populations, including sub-populations (defined by sex, age, ethnicity, socioeconomic status and rural representation). experience - To assess the performance and acceptability of the chosen iFOBT in the New Zealand context including the positivity rates in New Zealand, positive predictive values for adenomas and cancers, technical repeat rates and false positive rates.
MDM – meeting NHI – National Health Non-responders – people who have received a pre-invitation, invitation and reminder letter, have not returned a completed kit, and have not contacted the Coordination Centre to opt out of the BSP PHO – Primary Health Organisation Spoilt kits – refers to iFOBT kits where the test has not been performed or labelled correctly. Most spoilt kits are due to date and label issues TAT – Turnaround time The pilot – the Bowel Screening Pilot/BSP UK – United Kingdom WDHB - Waitemata District Health Board WHEU - Waitakere Hospital Endoscopy Unit The Register – BSP information system
Activity Level K0 K1 K2 K3 K4 Not required for upper extremity Signature of Prescriber Date Prescriber Name Prescriber Number EnableNSW Authorisation This consumer is eligible for provision of service through EnableNSW This consumer is eligible for provision of service through the DVA EnableNSW has approved Standard components from Contract 980B EnableNSW has approved Non-Standard components from Contract 980B as itemised below EnableNSW has approved Non-Contract components as itemised below LIMB NO: __________________________ Type of Limb: ___________________________________ EnableNSW Authorisation Date ____________________ __________ Prosthetic Service Provider to complete blanks Prosthetic Service Provider: _____________________________ Cast Date Trial Date Prosthetic User Acceptance I certify that I have received the limb referred to in this prescription. Signature of prosthetic user Date Non-Standard Components used in this prosthesis paid for by the prosthetic user: Signature of Provider Date
4. Summary of Results for Measure/Method 4 5. Summary of Results for Measure/Method 5 6. Summary of Results for Measure/Method 6 7. Summary of Results for Measure/Method 7 e. Summary of Achievement of Intended Operational Outcomes: Intended Operational Outcomes (IOOs) Operational Assessment Measures/Methods Measure/ Method 1 Measure/ Method 2 Measure/ Method 3 Measure/ Method 4 Measure Method 5 Measure/ Method 6 Measure/ Method 7 Measure/ Method 8 Target Was… Target Was… Target Was… Target Was… Target Was… Target Was… Target Was… Target Was… 1. Intended Operational Outcome 1 2. Intended Operational Outcome 2 3. Intended Operational Outcome 3 4. Intended Operational Outcome 4 5. Intended Operational Outcome 5 6. Intended Operational Outcome 6 7. Intended Operational Outcome 7 Proposed Courses of Action for Improvement in Operational Outcomes for which Performance Targets Were Not Met: Course of Action 1 Course of Action 2
Operational/organisational/logistical issues. Shared days – what do they look like/are they effective. Induction for adults and students. Challenge of integrating technologies – SIMS How to promote ‘softer issues’ whilst delivering the EF within ALC. Ethos/values – individual schools – shared all schools. Range of different sectors. Differences in school ethos. Understanding ethos/aims of other schools. Monitoring progress. Value for money vs outcome. Staff training (and morale?). Time restraints (staff). Duty of care/responsibility for pupils. Leadership within schools (principal to lead). Building trust among partners and especially among staff. Ensuring that the concept of sharing education and the sense of collaboration moves fully down from principals to all staff. Workshop B: What do we know about teacher experiences of shared classrooms? What are the issues for you in the shared classroom? Developing relationships with students. No communication with parents. Reporting and parents’ evenings. No formal feedback on progress. Formal links need to be established between participating teachers via face-to-face meetings. Examination centres. Submission of coursework. Disciplinary issues and procedures. An ability gap – based on both differences in prior knowledge of the subject and sectoral differences. Timetabling, co-ordinating holidays, travel allowed for in timetabling. To what extent does the presence of pupils from a different school influence teaching and learning? Teaching style – awareness of abilities more so that before. Student profiling is crucial. Any individual education plans see special education needs Flexibility to adapt to change in pupil numbers. Emphasis on pupil evaluations. Classroom management – seating arrangements. Classroom assistance, behaviour expectations, class induction and rules. Pastoral – need a learning contract in a shared classroom to have a common ground.
Objective 3: To widely disseminate a model for “integrating” pupils taking part in shared classrooms through ALCs. Outcomes Measures/Indicators Data Collection A for “integrating” pupils taking part in shared classrooms is developed through the work of the project. The model developed is widely disseminated through a range of publicity/communications. Evidence of a with characteristics that deepen learning. The number of schools and teachers who receive information. The range and number of publicity/communication methods used. Baseline Desk Research/Literature Review Project records Focus Group/Interviews Project records Project records
investors can get a clear picture of how the use of leverage impacts a company’s profitability. Financial analysts consider the ROCE measurement to be a more comprehensive profitability indicator because it gauges management’s ability to generate earnings from a company’s total pool of capital. Debt Ratios These ratios give users a general idea of the company’s overall debt load as well as its mix of equity and debt. Debt ratios can be used to determine the overall level of financial risk a company and its shareholders face. In general, the greater the amount of debt held by a company the greater the financial risk of bankruptcy. The ratios covered in this section include the debt ratio, which is gives a general idea of a company’s financial leverage as does the debt-to-equity ratio. The capitalization ratio details the mix of debt and equity while the interest coverage ratio and the cash flow to debt ratio show how well a company can meet its obligations. Debt-Equity Ratio The debt-equity ratio is another leverage ratio that compares a company’s total liabilities to its total shareholders’ equity. This is a measurement of how much suppliers, lenders, creditors and obligors have committed to the company versus what the shareholders have committed. To a large degree, the debt-equity ratio provides another vantage point on a company’s leverage position, in this case, comparing total liabilities to shareholders’ equity, as opposed to total assets in the debt ratio. Similar to the debt ratio, a lower the percentage means that a company is using less leverage and has a stronger equity position. Capitalization Ratio The capitalization ratio measures the debt component of a company’s capital structure, or capitalization (i.e., the sum of long-term debt liabilities and shareholders’ equity) to support a company’s operations and growth. Long-term debt is divided by the sum of long-term debt and shareholders’ equity. This ratio is considered to be one of the more meaningful of the “debt” ratios – it delivers the key insight into a company’s use of leverage. There is no right amount of debt. Leverage varies according to industries, a
Conclusion Based on our review, nothing has come to our attention that causes us to believe that the condensed set of financial statements in the interim results announcement for the 24 weeks ended 2 March 2013 is not prepared, in all material respects, in accordance with IAS 34 as adopted by the EU and the DTR of the UK FCA. Richard Pinckard for and on behalf of KPMG Audit Plc Chartered Accountants 15 Canada Square London E14 5GL 23 2013
PROFESSIONAL PRACTICE INTERIM REVIEW: Early Years Teacher Programme(2 pages) Name of trainee ............................................................... Age Phase ........................................................ Setting ...............................................Programme: UG Placement 2 and 3/ PG placement 2 and 3(please circle) Date……………….. At this point in their professional development, the trainee is: Demonstrating outstanding progress in meeting the Teachers’ Standards (Early Years). Children’s progress in learning and development over time is good or better. Outstanding Demonstrating good progress in meeting the Teachers’ Standards (Early Years). Children’s progress in learning and development over time is as expected. ☐ Good Demonstrating progress that requires improvement in meeting the Teachers’ Standards (Early Years). Children’s progress in learning and development over time is not always as expected. ☐ Requires Improvement Cause for concern due to inadequate progress in meeting the Teachers’ Standards (Early Years). Children’s progress in learning and development over time is not adequate. ☐ Inadequate On the following pages, please: Summarise current features of the trainee’s practice in relation to each Teachers’ Standard (Early Years) Grade the trainee’s practice in relation to each Teachers’ Standard (Early Years), using the ‘Outstanding, Good, Requires Improvement, Inadequate’ grading, as outlined above. Please refer to the ‘Accuracy in Assessment Toolkit’ when and use statements provided to support judgements. 1. Set high expectations which inspire, motivate and challenge all children Outstanding (1) Good (2) Requires Improvement (3) Inadequate (4) Areas of strength: Targets: 2. Promote good progress and outcomes by children Outstanding (1) Good (2) Requires Improvement (3) Inadequate (4)
Industrial and Commercial Properties To minimise the damage to industrial and commercial properties from flooding; and To minimise risk to human life from the inundation of industrial and commercial properties and to minimise economic cost to the community resulting from flooding. The City may consider merits-based approaches presented by the applicant. The proposed industrial or commercial buildings must meet the Flood Planning Level Requirements detailed in Section 5; and The proposed industrial or commercial development should not increase the likelihood of flooding on other developments, properties or infrastructure. Car Parking To minimise the damage to motor vehicles from flooding; To ensure that motor vehicles do not become moving debris during floods, which threaten the integrity or blockage of structures or the safety of people, or damage other property; and To minimise risk to human life from the inundation of basement and other car park or driveway areas. The proposed car park should not increase the risk of vehicle damage by flooding inundation; The proposed garage or car park should not increase the likelihood of flooding on other developments, properties or infrastructure; The proposed garage or car park must meet the Flood Planning Level Requirements detailed in Section 5; and Open car parking - The minimum surface level of open space car parking subject to inundation should be designed giving regard to vehicle stability in terms of depths and velocity during inundation by flood waters. Where this is not possible, it shall be demonstrated how the objectives will be met. Filling of Flood Prone Land To ensure that any filling of land that is permitted as part of a development consent does not have a negative impact on the floodplain. Unless a floodplain risk management plan for the catchment has been adopted, which allows filling to occur, filling for any purpose, including the raising of a building platform in flood-prone areas is not permitted without Council approval. Application for any filling must be supported by a flood assessment report from a suitably qualified engineer which certifies that the filling will not increase flood affectation elsewhere. On-Site Sewer Management (Sewer mining) To prevent the spread of pollution from on-site management systems during periods of flood; and To assist in the ongoing operation of sewer management systems during periods of flood. The treatment facility must be located above the 1% AEP flood level and must comply with Flood Planning Level requirements, or are otherwise protected and may function if below this level.
Analysis of expert interviews Introduction The initial review of the literature on meta-evaluation concluded that are very different understandings of what constitutes meta-evaluation and a wide range of different methods in use. To explore these issues in more detail we undertook a series of semi-structured interviews with experts in the field. This report analyses the views of the experts who we consulted: The next section provides details of the backgrounds of the interviewees; Section 4.3 reports their views on what meta-evaluation is; Section 4.4 describes their assessment of the current state of the art of meta-evaluation and the main challenges which it faces; Section 4.5 presents the experts’ views of how one might evaluate the legacy of the 2012 Olympic and Paralympic Games; and Section 4.6 draws together the key points to emerge from the interviews. Interviewees The interviewees are acknowledged experts in the fields of evaluation and/or sports policy. The initial sample of potential interviews was identified from the literature review (discussed in section 3.0) and the authors' own knowledge of the field. Thereafter a ‘snowball’ method was used which involved asking early interviewees to suggest others who they believed would have useful insights into meta-evaluation approaches. A total of 18 experts were approached. Five declined to participate (some claimed not to know enough about meta-evaluation; one was unwilling to disclose details of the methods which they used). A total of 13 experts drawn from academia and consultancy firms and from across the US, UK and the rest of Europe were interviewed (see Annex 1). All 13 had direct experience of meta-evaluation research (broadly defined) or related activities such as meta-analysis. Interviews were conducted using a topic guide which was adopted by all interviewers (see Annex 2). Results were recorded in contemporaneous notes taken by interviewees and analysed using a standard matrix. Definitions Meta-evaluation in theory The literature review undertaken as part of the methods development study identified three main schools of thought about what constitutes meta-evaluation. Some researchers and commentators see meta-evaluation as being concerned primarily with standard setting. Seen in this light meta-evaluation is a process of establishing criteria for the evaluation of evaluations. The purpose of a meta-evaluation is to examine other studies against an established set of standards and goals in order to determine whether they were conducted in a rigorous and robust fashion.
SB Interim Report on Teaching and Professional Competence In relation to the expectations of the school-based training and grading descriptors, please tick the appropriate boxes. Moderation must take place between the trainee and mentor informed by the subject teachers. Grades should indicate current and potential attainment for the school-based training. Trainee teacher: School/setting: Programme: Subject: Mentor: Date: Part One Working towards: (tick appropriate box) CURRENT POTENTIAL Please a comment and target against each Standard Need for Enhanced Support (4) 1 2 3 1 2 3 TS1: Setting high expectations which inspire, motivate and challenge pupils Comment: Target: TS2: Promoting good progress and outcomes by pupils Comment: Target: TS3: Demonstrating good subject and curriculum knowledge Comment: Target: TS4: Plan and well-structured lessons Comment: Target: TS5: Adapting teaching to respond to the strengths and needs of all pupils Comment: Target: TS6: Making accurate and productive use of assessment Comment: Target: TS7: Managing behaviour effectively to ensure a good and safe learning environment Comment: Target: TS8: Fulfilling wider professional responsibilities Comment: Target: With reference to the Partnership’s Code of Conduct and Part Two of the Teachers’ Standards (2012), the personal and professional conduct demonstrated by the trainee: Is consistently high Needs further development Needs Enhanced Support (please complete form SD) Number of full/half days absent: / Comment: I confirm that this report has been seen and discussed with the: Professional tutor Mentor Subject teacher Trainee teacher Completed by: Role: Date completed: ACTION: (1) Mentor to email to and university tutor (2) Upload to Trainee e-Portfolio (PebblePad) within 24 hours
What should be its role and functions? Which stakeholders should be co-opted onto it? Should these stakeholders have voting rights (for information about under which circumstances stakeholder co-optees are able to vote, please see ) How many of the 32 Bath elected members of Bath & North East Somerset should serve on it? For the parish options: Should Bath be parished as a whole (with one Parish Council for the City of Bath) or should there be multiple parishes for Bath? there were to be multiple parishes, how should Bath be parished? When responding, the member working group asks that you consider: …which option best provides easier ways for local people in Bath to have their voices heard on the issues that affect them …which option best provides a clear “Voice for Bath” to address the perceived “democratic deficit” in the City? …which option best delivers local services in a more effective and convenient way, for example by focusing better on local priorities or by attracting new resources … the to the Bath and North East Somerset Council Tax Payer of any new arrangements and whether the benefits to local communities are commensurate with these …timescales for delivery. Please note that one or more Parish Councils can only be established following a Community Governance Review …changes such as the Community Infrastructure Levy …the extent to which you are satisfied with current arrangements Comments on the interim report are invited from all residents and businesses in Bath and North East Somerset and should be sent to: by 5pm on 26th August. Background Information
Interim Self Assessment Version AdvancED/NCA Accredited Schools may use this template as a workbook for completing Interim Self Assessment during the four years in which they are NOT hosting an External Review. Introduction and Instructions The Self Assessment is a critical component of the AdvancED accreditation process. The AdvancED Self Assessment (SA) is designed to serve as a valuable tool that will assist schools in reflecting upon their effectiveness as well as prepare them for an External Review. The Self Assessment is based on the five AdvancED Standards for Quality for Quality, which serve as the foundation of the AdvancED accreditation process. In order to earn and maintain accreditation, schools must meet the five AdvancED Standards for Quality for Quality for Quality, engage in a process of continuous improvement and host an External Review at least once every five years. The SA has been designed to engage the school community in an in-depth evaluation of each of the five AdvancED Standards for Quality for Quality by creating a set of questions and rubrics that enable a school to most accurately describe its continuous improvement progress. In completing the report, a school identifies the evidence, data, information and documented results that validate that it is meeting each standard. This Self Assessment helps a school identify areas of strength and opportunities for improvement by reflecting upon questions posed in the indicators and rating themselves on a 4-level scale. The SA also serves as the primary resource for the External Review Team, which uses the report to prepare for the review. The team uses insights gathered from the report and information obtained during the on-site review to provide feedback to the school and to make an accreditation recommendation. Definition of the Standard, Indicators and Performance Levels The five AdvancED Standards for Quality are comprehensive statements of quality practices and conditions that research and best practice indicate are necessary for schools to achieve quality student performance results and organizational effectiveness. The indicators are operational definitions or descriptions of exemplary practices and processes. When seen together, the indicators provide a comprehensive picture of each standard. Each indicator provides four performance levels that describe varying degrees to a school is able to verify its assessment of the question. Use the performance levels as an opportunity to ask your stakeholders challenging questions and respond with accurate answers geared toward improvement of your school. After choosing performance levels for each indicator, you can quickly see areas of strength and opportunity. The section asks, “To what degree are the noted practices/processes in place?”
I the parent/guardian understand the above and agree to the sharing of personal information between agencies as described. I also understand that the information provided will be stored on a Children’s Social Care database and that I may see the records held by Children’s Social Care that directly concern me. I the professional making the contact has explained the above to the parent/guardian who has agreed to the contact but has not been able to sign to that effect. Signed: Print name: Relationship to child: Date: If verbal consent has been given by parent/guardian please document how this contact was made i.e. telephone, face-to-face and when it was given: If consent has not been given, please evidence the indicators of potential needs or risks from harm to the child that, in your professional opinion, demonstrates the threshold for tier 3 or 4 is met and so needs to be considered by Portsmouth MASH: If you have been unable to obtain the parent/guardian's consent to share this concern because you have not been able to make contact with them and you feel further delay would have a negative impact on the child. You must give details of the dates, times and methods by which you have attempted to contact them
1 - Initial Service Request 1.1 - PSAP request for service I I O 1.2 - CMSP acknowledgement of service request O 1.3 - CMSP sends questionnaire to PSAP O 1.4 - PSAP / ESInet provider completes questionnaire O 2 - Project Kick-Off 2.1 - Confirm details from questionnaire I O 2.2 - Obtain PSAP Contact O I 2.3 - Obtain ESInet provider contact O I 2.4 - Obtain PSAP/ESInet provider boundaries O I 2.5 - Obtain PSAP/ESInet provider IP Address O I 2.6 - Design Peering connectivity between TCC and ESInet provider O I 2.7 - Design Circuit Order between TCC and ESInet provider O I 2.8 – Order circuits O 2.9 - Obtain liability letter from PSAP I O 3 - Configure TCC Network 3.1 - Configure VPN for pre-production testing (Between TCC and ESInet provider) O I 3.2 - Validate Message Session Relay Protocol (MSRP) in pre-production environment O I 3.4 - Install Circuits O I 3.5 - Configure and test circuits O I 3.6 - Validate MSRP in production environment O I 4 - Training 4.1 -Create User O I 4.2 - TCC training O I 4.3 - Public Safety Telecommunicator (PST) training I O 5 – Field Testing 5.1 - Pre-production testing O I I 5.2 - Provide PSAP Readiness / Test Plan O I I 5.3 - Network cutover O I I 5.4 - Schedule and Complete SMS to 9-1-1 Test Cases I I O 5.5 - PSAP signs off on completed Test Cases O 6 - Deployment 6.1 - Carrier sends "Live" notification to PSAP I O I 6.2 - Public Announcement / Public Education I O
different stages of their lives. Disability Long-term health impairment includes mental health problems, asthma, heart conditions, chronic fatigue etc Physical Low High The tenancy strategy aims to ensure that applicants with physical disabilities, learning disabilities, sensory impairments, long term ill health, or mental health problems are granted tenancies of a length which is appropriate to their support needs. Sensory Low High Learning Low High Long-term Health Impairment Low High Gender Women Low High The tenancy strategy exists as guidance for Registered Providers, who have their own equality and diversity strategies. It does not deal with issues of gender, gender identity or marriage/civil partnership status. Men Low High Gender reassignment Trans-men and -women Low High Marriage and civil partnership People who are married or in a civil partnership Low High Pregnancy and maternity Mothers or women who are pregnant Low High The tenancy strategy aims to ensure that families with children are granted tenancies of an appropriate length to enable their children to grow up in a stable environment. Race These categories are those used in the 2001 census Asian Low High The tenancy strategy exists as guidance on tenancy length and affordable rents for Registered Providers, who have their own equality and diversity strategies. It does not attempt to deal with issues of race or nationality, however language and accessibility issues will be taken into account when designing the second phase consultation with service users. Black Low High race Low High White Low High Chinese Low High Other racial or ethnic groups (specify) Low High Religion or belief Faith groups Low High The tenancy strategy exists as guidance on tenancy length and
1 The learner will understand the concept of interior design The learner must know: Assessment Requirements Evidence Location 1.a The definition of interior design Learners should define interior design The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b The purpose of interior design Learners should explain the purpose of interior design 1.c How interior design has changed through time Learners should critically compare how interior design has changed through time 2 The learner will know historical developments in interior design
3.a Factors that have influenced the development of interior design Learners should identify socio-economic and technological factors that have influenced the development of interior design within a specific period The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal discussion This list is not exhaustive and other appropriate assessment methods may be used. 3.b The impact of identified factors that have influenced the development of interior design Learners should evaluate the impact of the identified factors on interior design Final Tutor Feedback (Strengths and Areas for Improvement):
2.a The elements that make up interior design for a selected period Learners should research the elements that make up interior design for a selected period The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b The elements that characterise interior design for the selected period Learners should analyse the elements that characterise interior design for the selected period 3 The learner will know about the influence of socioeconomic and technological factors on interior design The learner must know: Assessment Requirements Evidence Location
3.a Socio-economic and technological factors that have influenced the development of interior design within a specific period Learners should identify and technological factors that have influenced the development of interior design within a specific period The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b The impact of the identified factors on interior design Learners should evaluate the impact of the identified factors on interior design Final Tutor Feedback (Strengths and Areas for Improvement):
Interacting or interfering The role of the adult in early learning Trainer: Julie Fisher, adviser and visiting professor of Early Childhood Education at Oxford Brookes Target Audience: All EYFS practitioners Overview: Delegates will have opportunities to: Explore what constitutes ‘effective’ interaction Consider the importance of the learning environment as a context Examine how adults ‘tune-in’ to children’s current thinking in order to maintain learning momentum Discuss different strategies to employ when extending children’s learning in both adult-led and child-led situations Date Time Venue Friday 19th January 2018 9.30am-3.30pm Sans B90 4DD Cost: - £70 per person (subsidised rate) To book a place please complete the booking form at: Useful Website:
{if (!Form.StandardAgreed and !Form.SkipStandardStage and Form.DevelopmentStageStandardEPA) or (Form.ProposalStage)} { end if } Please choose  Content with initial funding band allocation  Do not believe the initial funding band is appropriate and wish to address the additional off-the-job training questions now in order to generate a populated apprenticeship training delivery quote form to send to providers  Do not believe that the initial funding band allocation is appropriate but will complete the apprenticeship apprenticeship training delivery quote at a later date
Does the apprenticeship include any mandated qualifications in addition to the English and maths qualifications?  Yes  No Are there any statutory/regulatory or other typical entry requirements?  Yes  No Does this standard align to any professional recognition?  Yes  No Please specify any professional recognition which you have considered but concluded is not applicable to the occupation.
Interacting or interfering The role of the adult in early learning Trainer: Julie Fisher, adviser and visiting professor of Early Childhood Education at Oxford Brookes Target Audience: All EYFS practitioners Overview: Delegates will have opportunities to: Explore what constitutes ‘effective’ interaction Consider the importance of the learning environment as a context Examine how adults ‘tune-in’ to children’s current thinking in order to maintain learning momentum Discuss different strategies to employ when extending children’s learning in both adult-led and child-led situations Date Time Venue Friday19th January 2018 9.30am-3.30pm Sans Souci B90 4DD Cost: - £70 per person (subsidised rate) To book a please complete the booking form at: Useful Website:
3 – Moderate disability: requiring some help, but able to walk without assistance. 4 – Moderately severe disability: unable to walk without assistance, and unable to attend to own bodily needs without assistance. 5 – Severe disability: bedridden, incontinent and requiring constant nursing care and attention. 6 – Dead ST= Not Done or Not Documented OR If yes, provide NIH Stroke Scale: 0 – No Stroke 1-4 – Minor Stroke 5-15 – Moderate Stroke 16-20 – Moderate to Severe Stroke 21-42 – Severe Stroke ST= Not Done or Not Documented Major Outcomes and Adverse Events
Clinical Unknown Other, specify If specify, then complete the text box. Anticoagulant therapy at time of If anticoagulant therapy was used at the time of this event, select all therapies that apply. If Other, specify is selected, type in the specification in the block provided. Warfarin Heparin Lovenox Aspirin Dipyridamole Clopidogrel (plavix) Argatroban Bivalirudin Fondaparinux Dextran Ticlopidine Hirudin Lepirudin Ximelagatran None specify If Other, specify, then complete the text box. Please click on the link below for further instruction on administering Stroke Scales in Appendix I. Has the patient experienced a Neurological Event since time of implant? Yes, No, Unknown Note: This only applies to patients who have a CVA, TIA, or Anoxic Brain Injury. Once “Yes” is selected you must complete this section for the patient’s complete STS Intermacs® lifespan. If yes, provide Modified Rankin Scale: 0 – No symptoms at all 1 – No Significant disability: despite symptoms: able to carry out all usual duties and activities 2 – Slight disability: unable to carry out all previous activities but able to look after own affairs without assistance 3 – Moderate disability: requiring some help, but able to walk without assistance. 4 – Moderately severe disability: unable to walk without assistance, and unable to attend to own bodily needs without assistance. 5 – Severe disability: bedridden, incontinent and requiring constant nursing care and attention. 6 – Dead ST= Not Done or Not Documented OR If yes, provide NIH Stroke Scale:
1. Identify by name and title who is in charge during an emergency and one alternate, should that person be unable to fill that capacity. . 2. Identify the chain of command to ensure continuous leadership and authority in key positions. 3. the procedures to ensure timely activation and staffing of the facility in emergency functions. What are the provisions for emergency workers’ families? 4. State the operational support roles for all facility staff. (This will be accomplished through Standard Operating Procedures, which must be attached to this plan) 5. State the procedures to ensure the following needs are supplied a Food, water, and sleeping arrangements. (From Emergency Management – AHCA recommends 7 days) b Emergency electric, natural gas and/or diesel? If natural gas, identify alternate means should loss of power occur, which would affect the natural gas system. What is the capacity of any emergency fuel system? (Complete and include the Generator Information form) c Transportation (May be covered in the evacuation section). d 72-hour supply of all essential supplies. 6. Provision for providing 24-hour staffing on a continuous basis until the emergency has abated. Notification Procedures must be in place for the facility to receive timely information on impending threats and the alerting of facility decision makers, staff and residents of potential emergency conditions. 1. Define how the facility will receive warnings, to include off and weekends/holidays.
1. Identify who is the responsible person(s) for authorizing re-entry to occur. 2. Identify procedures for inspection of the facility to ensure it is structurally 3. Identify how residents will be transported from the host facility back to their home facility and identify how you will receive accurate and timely data on operations. Sheltering If the facility is to be used as a shelter for an evacuating facility, the plan must describe the sheltering/hosting procedures that will be used once the evacuating facility residents arrive. 1. Describe the receiving procedures for arriving residents/patients from evacuating facility. 2. Identify where additional residents will be housed. Provide a floor plan that identifies space allocated for additional residents/patients. 3. Address provision of additional food, water, medical needs of residents/ patients being hosted at the receiving facility for a minimum of 72-hours. 4. Describe the procedures for ensuring 24-hour operations. 5. Describe procedures for providing shelter for family members of critical workers. 6. Identify when the facility will seek a waiver from the Agency for Health Care Administration (AHCA) to allow for the sheltering of evacuees if this creates a situation which exceeds the operating capacity of the host facility. (From Emergency Management – Who will contact AHCA?) 7. Describe procedures for tracking additional residents or patients sheltered within the facility.
Inter-Agency Contact Form to Portsmouth Multi-Agency Safeguarding Hub (MASH) This form may be posted, transmitted by fax, or sent as an email attachment from a secure email address: By email to: By post to: Portsmouth MASH, Civic Offices, Floor 4 Core 5/6, PO1 2EA By fax to: 023 9275 4709 Telephone: Office hours: 023 9268 8793 or 0845 671 0271 Telephone: Out of hours: 0300 555 1373 (17:00-08:30 Monday-Thursday, 16:30-08:30 Friday and 24 hrs weekends & bank holidays) Details of person making Contact Name: Role: Organisation/Agency: Address: Post code Tel No: Date: Parental/Guardian Consent to Sharing Information All Contacts to the Portsmouth MASH should be made with the knowledge and agreement of the family. They need to know what information has been shared and recorded by the Portsmouth MASH. They must also be aware that the Portsmouth MASH may need to share information with, and to seek information from other agencies to help them decide if additional services are needed, e.g. schools, health visitors, doctors, police, housing etc. The exception to this is when seeking consent to share information would put a child, young person or others at risk of significant harm, or if it would undermine the prevention, detection or prosecution of a serious crime. In these circumstances the Portsmouth MASH and/or Children’s Social Care teams may seek and share necessary information about a child, young person or family without consent being given. I the parent/guardian understand the above and agree to the sharing of personal information between agencies as described. I also understand that the information provided will be stored on a Children’s Social Care database and that I may see the records held by Children’s Social Care that directly concern me. I the professional making the contact has explained the above to the parent/guardian who has agreed to the Contact but has not been able to sign to that effect. Signed: Print name: Relationship to Date: If verbal consent has been given by parent/guardian please document how this contact was made i.e. telephone, and when it was given. If consent was not given please give the reasons why it is still being made:
Displaying Mesh Setting Up Domain > Display. Select all the surface you want to display. Lines and points you create can be displayed here as well. *Tips Zoom in: Click mouse wheel and create a rectangular that starts from upper left to lower right. Zoom out: Click mouse wheel and create a rectangular that starts from lower right to upper left. Move: Move the mouse with holding both LMB and RMB Plotting Residuals Refer 6.15. Click Plot next to Ok. Residual plot for laminar case is at below as an example.
Intervention 1 Week 1 Common /a/ vowel patterns. Evolving Reader Cycle 4 Year 2 Week 1 Prefixes: over-, under- Evolving Reader Cycle 3 Year 1 Week 2 Ambiguous vowels in the stressed syllable: ew, oo Intervention Level 2 Week 1 Less Common /a/ vowel patterns. Maturing Reader Cycle 1 Year1 Week 1 Sensitizing to stress- Evolving Reader Cycle 4 Year 1 Week 2 Ambiguous : au, aw, wa Intervention Level 3 Week 1 Contractions Maturing Reader Cycle 2 Year1 Week 1 Short e Long e Evolving Reader 1 Year 2 Week 2 Spelling patterns at the END of words: ar, er ,or Evolving Reader Cycle 1 Year 1 Week 1 Suffixes: Plurals: -s,-es,-y, -y to i +-es Maturing Reader Cycle 3 Year1 Week 1 Two Syllable Homophones Evolving Reader Cycle 2 Year 2 Week 2 Prefixes: pro-,trans- Evolving Reader Cycle 2 Year 1 Week 1 Compound Words: any, every, grand, water Maturing Reader 4 Year 1 Week 1 Vowel Patterns in the Unstressed Syllable Evolving Reader Cycle 3 Year 2 Week 2 Suffixes: -est, -ful, -less Evolving Reader Cycle 3 Year 1 Week 1 Prefixes: re-,pre-, in- Intervention Level 1 Week 2 Common /i/ vowel patterns. Evolving Reader Cycle 4 Year 2 Week 2 Homophones: Two syllable: Spelling variation in the stressed syllable Evolving Reader Cycle 4 Year 1 Week 1 Prefixes: en--, in- Intervention Level 2 Week 2 Less Common /i/ vowel patterns. Maturing Reader Cycle 1 Year1 Week 2 Two Syllable Homographs Evolving Reader Cycle 1 Year 2 Week 1 Complex Consonants: C + ge, dge Intervention Level 3 Week 2 homophones Maturing Reader 2 Year1 Week 2 Short i Long i Evolving Reader Cycle 2 Year 2 Week 1 Prefixes: anti, auto, ant Evolving Reader Cycle 1 Year 1 Week 2 Possessives: s, ‘s, s’ Maturing Reader 3 Year1 Week 2 Homophones with 3 or more Syllables Evolving Reader Cycle 3 Year 2 Week 1 Root dict (to say) scribe (to write) Evolving Reader Cycle 2 Year 1 Week 2 R Controlled Vowels: Multisyllabic ur, ure Maturing Reader Cycle 4 Year 1 Week 2 Vowel Patterns in the Unstressed Syllable
57. On January 1, 2014, JG purchased a machine and gave a $30,000 three-year, 8% note. The market or "going" interest rate was 12%. The annual interest payments are to be paid on each December 31. On January 1, 2014, JG should record the net liability amount determined as follows: 58. Ryan Company borrow $45,000 US when the exchange rate for US $1.00 is Cdn. $1.46. When the debt was repaid the exchange rate changes to US $1.00 = Cdn. $1.38. Ryan Company records the amount on the date of exchange as:
Physical restraint should be limited to holding the child as gently as possible to accomplish the restraint and should be the minimum amount of time necessary to control the situation and be age-appropriate; reevaluation and change of strategy should be used every few minutes. Physical restraint will not utilize ties, blankets, straps, car seats, or heavy weights (such as adult body sitting on child); abusive words shall not be used. Only a staff person trained in a department approved restraint model should restrain a child. If all strategies described in (Behavior Guidance WAC) are followed and a child continues to behave in an unsafe manner, staff need to physically remove the child from the situation to a less stimulating environment. Physical removal of a child is defined according the development of the child: If the child is able to walk, staff should hold the child’s hand and walk him or her away from the situation. If the child is not ambulatory, staff should pick the child up and remove him or her to a quiet place where the child cannot hurt themselves or others. Staff must remain calm and use a calm voice when directing the child. Staff should request or agree to step out of the situation if they sense a loss of their own and concern for the child. If physical restraint is used, the early learning services provider must within twenty-four hours: Report the use of physical restraint to the child's parent or guardian and the department as required under WAC ; Assess any incident of physical restraint to determine if the decision to use physical restraint and its application were appropriate; and Document the incident in the child's file, including the date, time, staff involved, duration and what happened before, during and after the child was restrained. The early learning services provider must develop a safety plan with input from the child’s primary care or mental health provider, early learning services provider and parents/guardians and licensor, in order to address underlying issues and reduce the need for physical restraint. Justification: The alignment recommendation was to use the language from CFOCB with the reasoning of: A child could be harmed if not restrained properly. This condenses to one WAC rather than several and adds input in a safety plan from parents/guardians and primary care or mental health provider as well as adding language about DEL approved restraint models among other additions. Therefore, staff who are doing the restraining must be trained. A clear behavioral care plan