zilongwang/ReadingBank huggingface dataset:
Profile Endeavour Project was established in April 1997 to provide extra support services to individuals and families who have fled from abuse at home and live in the North West of England (Greater Manchester, Cheshire, Merseyside and Lancashire). PETS In 1998 Endeavour Project was successful in a bid to the National Lottery Charities Board for three years funding to set up a pet fostering service. This enabled Endeavour to help these families access refuge knowing their much-loved pets will also be safe until they can be reunited in a new home. Many people that suffer domestic abuse have pets in the home, and abusers these can be used by abusers as a tool to control and frighten their victims. Abusers will often harm or threaten to harm the animals, or even kill them, causing even more trauma to the person or family. For many people who leave violent relationships, the options open to them regarding their pets are very limited. Very few local authorities provide any facilities for kenneling pets and most refuges are unable to allow pets to stay. Unless family or friends can help out most pets will either be left behind (to roam or possibly suffer at the hands of the abuser) or be put down. This inevitably causes further distress to the family - particularly the children. There are also an unknown number of victims who stay in abusive situations because they cannot bear to lose their pets in the above manner. Endeavour Project reduces the stress and pressure on families and the suffering of the animals by providing a high-quality pet fostering service for the animals until their owners are rehoused. This is done through a network of volunteers and pet foster carers who are recruited and trained from around the region. They are given support and advice on the care of the animals and all of the fostered animals are visited and monitored on a regular basis to ensure they are being cared for to a high standard. Endeavour Project is also aware that many pets do not receive the nutrition, exercise, stimulation and veterinary care that they need and intends to produce a series of educational materials for the women and children about pet care. We ensure all dogs and cats are microchipped and encourage neutering for all dogs, cats and rabbits. RESULTS At the end of March 2016, Endeavour Project had seen: 1,865 animals fostered through the Pet Service 1,119 individuals helped by the scheme 1,372 children reassured that their beloved pet is safe whilst they are in refuge
Adults over 70 cm in height 35,000 90 180 1 - CATS Kittens (8-12 Weeks) Adults 6,000 6,000 60 60 50 50 4 1 1,500 - RABBITS Young (5-12 weeks) Adult 6,000 6,000 60 60 50 50 6 2 300 600 GUINEA PIGS 2,500 50 40 4 600 MICE 600 20 20 2 300 SNAKES Up to 100 cm 100 cm to 250 cm 250 cm to 400 cm Over 400 cm 2,000 4,500 6,000 10,000 45 50 50 90 35 50 50 75 2 2 2 1 1,000 - - - NOTE: Juvenile pythons (less than 40 cm) may he held singularly in holding units with a minimum 480 square cm. These units may be stored in one temperature controlled enclosure. Juvenile mice (less than 8 weeks) may be housed four to a pen. Animals may only be kept in these cages for a maximum of four weeks. Lizards, Tortoises, Frogs SPECIES MINIMUM FLOOR AREA SQ.CM MINIMUM WIDTH CM MINIMUM HEIGHT CM MAXIMUM NUMBER OF ANIMALS INCREASED AREA FOR EACH ADDITIONAL ANIMAL SQ.CM LIZARDS Geckoes, skinks legless lizards to 25 cm snout to vent length 1,800 30 20 3 Adults 10 juveniles 300
Monitors, dragons, skinks* to 30 cm total length 2,100 40 40 3 Adults 10 juveniles 350 Monitors, dragons, skinks** to 50 cm total length 2,500 40 40 2 Adults 5 Juveniles 600 Monitors, dragons, skinks*** to 90 cm total length 7,000 90 60 1 3,500 Monitors to 120 cm total length 10,000 90 90 1 5,000 Monitors to 200 cm total length 30,000 150 120 1 15,000 FROGS MINIMUM WATER DEPTH Large Tree and Ground Frogs 2,500 50 40 3 400 Small Tree and Ground Frogs 1,800 30 30 6 150 TORTOISES Carapace 0 – 10 cm 10 – 20 cm over 20 cm 1,800 3,600 6,000 30 40 40 20 30 30 3 3 3 300 600 1,500 NOTE: * This group includes – Black Rock, Tree, White's, Water, Striped Skinks ** Includes heavy bodied, slower moving species such as Blue-tongue, Shingleback, Gidgee Skinks *** Includes Land Mullet, Yakka, Major, King's Skink
learners, male versus female; Caucasian versus Black, ‘students with disabilities’ versus ‘all students except for students with disabilities.’ Gaps between these subgroups are significant for ELs (13%) black (14%) for students with disabilities (15%) but insignificant between males and females (2%). These results are adversely affecting students’ performance on other content area assessments that require writing skills. We are looking for a writing instructional strategy that is indicated by research to enhance writing skills for all students and in particular English Learners as they represent the majority of the impacted student population. What is the reason for selecting the strategy/program/initiative including intended results? (Include the connection to the need cited above and the SMART objective(s) identifying intended results) The school community has tried a few other writing strategies in the past with minimal improvement in students’ writing across the grades. Based on the comprehensive needs assessment including student low achievement results in writing, and guided by research summaries, our stakeholders decided to launch BEW. BEW has been shown by research to produce significant gains in writing achievement across all demographic groups and is particularly effective with addressing the unique needs of EL and at risk students, two subgroups where our data indicated the largest gaps existed. Our measurable objectives are as follows: Students placed in each of grades K-5 will increase their writing proficiency levels on local assessments by at least 7 percentage points annually. All trailing subgroups (students with disabilities, English learners, gender, racial/ethnic groups) will increase their writing proficiency levels on local assessments by at least 10 percentage points annually in order to narrow and close the achievement gaps. Cite the research supporting the strategy/program/initiative, including a brief summary of research findings and targeted population. (Research should be current and evidence-based with a brief summary) Kame’euni, E.J., & Carnine, D. (1998). Effective Strategies that Accommodate Diverse Learners. Upper Saddle River, NJ: Prentice Hall. Marzano, Robert J., Debra J. Pickering and Jane E. Pollock. 2004. Classroom instruction that Works: Research Based Strategies for Increasing Student Achievement. ASCD. Fontenot, J & Carney, K (2008) Blueprint for Exceptional Writing. Pearson. Results of research studies show that students who were taught using the BEW intervention demonstrated significant learning gains at the conclusion of the studies. Specifically, general education students improved by a factor of 2
bend radii system to avoid any potential interference in any existing tube system infrastructure. Additionally, the location of the carrier pneumatic seals relative to the end of the carrier were determined to be critical to the ability of the carrier to be launched from the send/receive station. The pneumatic seal must be positioned within the inlet of the tube system when the vacuum is applied, for proper lift and launch of the carrier, especially with a heavy payload (say a 2 liter IV bag). The second primary specification required by our client called for the new carrier design to be superior from a user perspective; the carrier should be easier to hold and intuitive to use. Again, in reviewing the state of the art carriers several items were noted. First, the current art carrier was basically cylindrical through the mid-section; actually at a diameter of 5.36 inches it was difficult for all but the largest handed person to grasp without using two hands. Second, the latch mechanisms were easy to use but they were not intuitive and there was no easy indication to recognize if they were fully latched or not. During our user studies, we noted many operators talking or otherwise looking elsewhere while closing and latching the carriers, with absolutely no second look to insure the carriers were indeed latched prior to inserting the carrier in the station to send. This is an important observation because an unlatched carrier flying in a tube system will often become stuck or broken within the system, causing unwanted system downtime and perhaps degradation of the payload (the efficacy of many pharmaceuticals can be time dependent, as can the patient samples sent for pathological evaluation). Another possible risk is leakage, If the carrier is not latched properly the carrier housing seal will not be fully compressed, resulting in a potential leak condition should the payload contents leak. Further, the current art latch mechanisms were known to break within the tube system, sending small bits and pieces through the system which can cause damage to expensive blower units. Figure 1 – CAD Renderings of our Design
on the concept of “no first use” – one of the few countries to employ this doctrine - and Prime Minister Atal Behari Vajpayee declared in a policy statement in parliament in 1998 that India would maintain "a minimum but credible nuclear deterrent.” It claims that it is not engaged in an arms race, or that if it is, the opponent is actually China, not Pakistan. Pakistan tested its first nuclear weapon, Chagai-I in May of 1998 as well. With Chinese help, Pakistan built the Khusab research reactor at Joharabad, which became operational in April of 1998. It is estimated that they currently possess between 90 and 110 nuclear warheads, which are thought to be made with highly enriched uranium. President Pervez Musharraf in 2002 said Pakistan did not want conflict with India, but if it came to war between the two, he would respond with “full might.” Four main pillars of Pakistan’s nuclear doctrine, as asserted by senior Pakistani government officials were described by Michael Krepon: First, they assert that Pakistan’s nuclear deterrent is India-specific. Second, Pakistan has embraced a doctrine of credible, minimum deterrence, as noted above. Third, the requirements for credible, minimal deterrence are not fixed; instead, they are determined by a dynamic threat environment. And fourth, given India’s conventional military advantages, Pakistan reserves the option to use nuclear weapons first in extremis. Pakistan is also possibly leading India in the number of nuclear weapons possessed by each, as it has put a huge focus on its nuclear weapons program. They claim, however, that there is not an arms race, with the Foreign Minister Abdul Sattar declared that, “[o]ur policy of minimum credible deterrence will obviate any strategic arms race.” The potential results of a nuclear war between India and Pakistan are dire. Not only would the immediate effects of the weapons lay waste to the region, but it is estimated that over one billion people would die due to the world wide climate disruption and global
risk management approach. The submission of the ICAAP is ultimately the bank’s assessment of its capital demand for supporting the existing risk profile and predicted risk profile of its business – in accordance with its strategic plan. The outcome of the PRA SREP review – which is a regulatory evaluation of the bank’s assessment of its capital demand - is the issuance of Individual Capital Guidance (ICG). The ICG will either confirm the bank’s capital demand, or as is more often the case set it at a higher level. Once the capital demand is set the bank must address the issue of capital supply, i.e. ensuring that the bank is appropriately capitalised. Although much of the capital supply mix is pre-determined by existing regulation, the ICG can also influence the make-up of the capital supply. Further detail on capital supply is set out in Appendix 2. There are two Pillars of capital assessment – Pillar 1 which is formulaic and based on the CRR, Pillar 2A which covers risk that are not adequately covered in Pillar 1, and Pillar 2B that generates an additional capital charge based on stress testing – currently know as the Capital Planning Buffer. CRD IV buffers come into force in January 2016 and are a key regulatory intervention in building bank resilience. There are four buffers above the Pillar 1 and Pillar 2 capital charge: Countercyclical Capital Buffer (CCB) The CCB applies to all banks (including RFBs). It is set by the FPC and is currently set at zero. What is interesting about the CCB is that the FPC has agreed reciprocal arrangements with other regulators to apply their CCB, such that a bank with £100m of exposure to borrowers based in Sweden must apply the Swedish regulator’s CCB.
In addition to the three tests above the firm is required to conduct a reverse stress test – a stress test to the point at which the bank would fail. Under BIPRU the firms’ were required to hold a Liquidity Asset Buffer – in the new regulations this is known as holding High Quality Liquid Assets (HQLA) and is likely to become known as the HQLA buffer. As part of the firm’s Enterprise Wide Risk Management Framework, the firm must have a Liquidity Risk Appetite (and a Funding Risk Appetite) that has been agreed by the Board. The Liquidity Risk Appetite should be defined in terms of survival days – survival days using the HQLA (30 Days), and survival days using the HQLA and the Bank of England Discount Window Facility (DWF): Cash held in the firm’s BoE Reserve Account; Pre-positioned assets at the Bank’s DWF; and Repo facilities – and an understanding of the ‘haircuts’ (reduction in value) applied. Normally the CFO is responsible for liquidity management, although the work will usually be carried out by the bank’s treasury function. The Treasury functions in RFBs should be ‘not for profit’ treasury functions and solely charged with managing the banks funding hedging and liquidity. Two key things that the Treasury function need to do: Liquidity forecasting – the equivalent of cash forecasting in a normal corporate, i.e. understand the daily weekly, and monthly inflows and outflows of cash;
The PEWC pays out over $300k annually to contestants! Members get year-end AWARDS plus incentives at races! Large $$$ Added Finals in October!! Members only side pots and extra Added $$$ at PEWC Finals! Any Producer can sanction! Compete against the best in the Midwest! Contact/Mail forms to: PEWC/Amber Webber 20005 Beroun Crossing Rd Hinckley, MN 55037 Phone: (651) 216-4653 Email: Amber.Webber@outlook.com By signing this form, you agree to all rules related to the PEWC. Please check all that apply: Open Membership: $65 Renewal: $60 Youth Membership: $50 PEWC Saddle Club: $10 Renewal: $45 Birth Date for Saddle Club: _______ Peewee Membership: $40 Renewal: $35 Senior Membership: $40 Renewal: $35 Total Amount Due: ______________ Name: _______________________________________________________ Address: _____________________________City: ___________________ State: _________ Zip Code: _________________ Phone Number: ______________________________________________ Signature (parent if under 18): _________________________________ Date: _________________ Please fill out one form per contestant! Thank you so much for the support!! Check out the website at for updates!
PEX.8 Permanent Exclusions Person Responsible Action Model Letter Deadline Head Teacher Before reaching a decision the Head should: Ensure that a thorough investigation has been carried out; Consider all the evidence available to support the allegations, taking account of the school’s policies, and, where applicable, the Equality Act 2010 Allow and encourage the pupil to give his or her version of events; Check whether the incident may have been provoked, for example by bullying, including homophobic bullying, or by racial or sexual harassment; If necessary, consult others, but not anyone who may later have a role in reviewing the decision, for example a member of the governing body. Take account of the pupil’s Pastoral Support Programme / Individual Education Plan or Provision Map. If the child has a statement of Special Educational Needs: Notify the child’s educational psychologist / SEN Team; an urgent review of the statement should be considered before exclusion. Head Teacher Contact orally (if possible) those with parental responsibility to inform them of exclusion. Day of Exclusion Head Teacher Arrange for work to be provided and co-ordinated by a nominated named member of staff during first 5 days of the exclusion. Day of Exclusion Head Teacher Send letter to parent/carer giving detailed reasons for the decision to exclude. Enclose guidance for parents. PEX.1 / PEX.1B Day of Exclusion Head Teacher Complete ‘on-line’ Exclusion Reporting Form to Local Authority immediately. Copy of the letter sent to the parent to be forwarded to Inclusion and Disability Team. Day of Exclusion Clerk Liaise with the Governing Body, Head Teacher regarding the date for the meeting. Without Delay Clerk Convene a meeting of the Governing Body within 15 school days, giving 7 clear days notice to all those attending; Invite the parents/carers; Enclose a copy of the procedure for the meeting. PEX.3/ PEX.4 Within 15 school days Head Teacher Prepare a detailed report for the Governing Body and parents/carers. Send report(s) and any further information to governors and parents/carers. Copy to be provided to Inclusion and Disability Team. At least 5 days in advance of the meeting Clerk Ensure minutes of the proceedings are taken as a record or the evidence considered by the governing body. Copies of the minutes should be made available to all parties on request. Clerk Notify parents/carers and Local Authority of the decision of the Governing Body:
Content Area Physical Education Grade Level 8th Grade Course Name/Course Code Standard Grade Level Expectations (GLE) GLE Code Movement Competence and Understanding Demonstrate knowledge of principles and concepts for effective rhythmic motor development PE09-GR.8-S.1-GLE.1 Understand and apply game strategies to physical activities and sports PE09-GR.8-S.1-GLE.2 Physical and Personal Wellness Identify the personal, physiological, and fitness benefits of participating in a variety of physical activities PE09-GR.8-S.2-GLE.1 Identify preferences for lifetime physical activity PE09-GR.8-S.2-GLE.2 Determine one's responsibility for developing skills, acquiring knowledge, and achieving fitness PE09-GR.8-S.2-GLE.3 Colorado 21st Century Skills Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Self-Direction: Own Your Learning Invention: Creating Solutions Unit Titles Length of Unit/Contact Hours Unit Number/Sequence
development. Gifted and Talented opportunities. gross motor ability, therefore improving children’s participation in PE and School sport. Children who are seen as Gifted and Talented attending sporting competitions and further sporting opportunities provided by OCRA. Establish and Improve Extra-Curricular Clubs £6150.00 To create and improve The Dartmoor Federation’s approach to extra-curricular sports clubs by providing at least two physically active clubs per school per week. Encourage the least active to attend Change4Life clubs. Young Leaders to establish lunchtime activity clubs. Hiring of specialist coach to provide enriching sports activities. Sports clubs chosen by the children to increase participation. Children physically active across all Key Stages. Children gaining an enthusiasm for School Sports and developing a positive attitude to an active and healthy lifestyle. Ensuring clubs are accessible to all by providing lunchtime and afterschool clubs. Sports leaders developing clubs that will see the most children attending in each Key Stage. Outdoor Education £5400.00 All pupils to access outdoor activities provided by teachers and outdoor education specialists. (School Governor) KS2 children to access an outdoor adventure residential which will offer a range of activities on land and sea. Through outdoor learning children develop good team building and confidence. This has an overall impact on health and Total £41,350.00 PE Funding £41,350.00
Deferral Accepted applicants or participants seeking to defer from the program must apply in writing to the Program Manager. Deferrals will generally only be granted in exceptional circumstances and are subject to the availability of places in any future intakes. Withdrawal/cancellations If an accepted applicant withdraws before workshop one the sponsoring agency may nominate a substitute applicant for the same intake. The nominated applicant must meet the program eligibility criteria, and be approved by the Program Manager. Cancellation is permitted up to 48 hours (two full working days) before the commencement of workshop one. This allows the Commission to identify another applicant on the waiting list able to attend. Substitution will not be permitted for any withdrawals that occur after workshop one. Attachments: I have attached a copy of current JDF Applicant’s declaration of commitment By signing this form I confirm that I (Insert applicants name) agree to the following: Signature of applicant: Date: read and agree to the above terms and conditions attend all required workshops (i.e. Workshops 1 to 4 including the Group Presentation Morning). undertake all required learning activities to the best of my ability notify the Commission of any changes to my circumstances actively participate in the program evaluation and provide feedback to the Commission Section 4 – Manager This section to be completed by the applicant’s line manager. Manager details
The quality manager for surgical services found a number of instances in which adverse events that caused harm should have been disclosed to patients or personal representatives were not disclosed. VHA Handbook 1004.08 Disclosure of Adverse Events to Patients There is an unwavering ethical obligation to disclose to patients harmful adverse events that have been sustained in the course of care, including cases where the harm may not be obvious, or where there is potential for harm to occur in the future. Exclusion(s): Patient is deceased, incapacitated, or otherwise unable to take part in the process, and there is no personal representative. Adverse events that cause harm to patients on surgical services should be disclosed to the patient or personal representative [unless patient is deceased, incapacitated, or otherwise unable to take part in the process and there is no personal representative]. MODULE 2 MODULE 3 ETHICS ISSUE 3: Ethical Practices in End-of-Life Care—Other
1. Ethics Issue 2. Ethical Standard Source(s) 3. Ethical Standard Description(s) with Exclusions 4. Best Ethics Practice “Should” Coding staff are not routinely consulting physicians to clarify conflicting or ambiguous documentation in the patient’s electronic health record, and therefore enter inaccurate information. American Health Information Management Association Code of Ethics VHA Handbook 1907.03 Health Information Management Clinical Coding Program Procedures Health information management professionals shall not participate in, condone, or be associated with dishonesty, fraud and abuse, or deception including: Assigning codes without physician documentation Coding when documentation does not justify the procedures that have been billed Coding an inappropriate level of service Miscoding to avoid conflict with others VHA policy states when there is conflicting or ambiguous documentation in the patient’s electronic health record, the patient’s physician(s) must be consulted for clarification. Exclusion(s): None Coding staff should ensure accurate coding by reviewing conflicting or ambiguous documentation with the physician of record. MODULE 2 MODULE 3
What is the difference between the boys’ “make-believe” and Peter’s as described on page seventy-nine? Describe Wendy’s dream house. Chapter 7: “The Home Under the Ground” (85-93) sneered- fibre- fastidious- contemptuous- rampageous- spinsters- melancholy- sanguinary- succulence- What does Peter invest time in creating for Wendy, Michael, and John? Why does he do this? How does Wendy take time for herself? Does she have company? What evidence is there that Wendy misses her parents? What is she concerned about in terms of Michael and John? Explain the following quotation: “(A) Write an essay of not less than 40 words on How I spent my last Holidays, or The Characters of Father and Mother compared. Only one of these to be attempted.’ Or ‘(1) Describe
ELICIT ANSWER(S): Answers may include a review of published literature, showing how many consultations are provided annually within similarly sized health care organizations that offer comparable services. CLICK to fly in the literature review sentence and READ it. SAY: Even if there is a specific performance requirement, benchmarks may indicate a more realistic starting point. Remember that the benchmark data must match the practice of interest; otherwise, you will be comparing apples to oranges. CLICK. Slide 12 NOTE: This slide is animated. SAY: The next factor to consider in setting an achievable goal is the seriousness of the ethics issue. Seriousness can be assessed by asking whether even 1 occurrence of a specific practice can be tolerated. For example, engaging in research on human subjects without a formal review and approval by the Institutional Review Board is a practice that should never happen and is comparable to a sentinel event in patient safety. Seriousness can also be assessed by asking yourself if you would be willing to publicly defend your proposed achievable goal. For instance, how would the public respond if the headlines of the local newspaper announced that your organization was going to strive to ensure that 65% of reportable adverse events that caused harm to patients are disclosed to the patients or the patients’ personal representatives? Implicit in such a statement is that adverse events would be concealed from 35% of patients. Can you defend this? Not every ethics issue rises to this level of gravity. For instance, how serious is it if every inpatient doesn’t know that the ethics consultation service is available to address their ethical concerns? In that case, a lower goal could likely be defended. As a rule of thumb, the higher the level of seriousness, the higher the achievable goal.
The team would also want to educate staff on the new process. There is always an educational strategy whenever a process is changed. Staff need to know about the new process. CLICK. Slide 27 Now you get to try your hand at matching change strategies to root causes. Please turn to Handout 6.2: Matching Change Strategies to Root Causes in your Participant Handouts. The handout gives 3 issues, a root cause for each issue, and 3 possible strategies to match each cause. You have a couple of minutes to choose 1 of the 3 strategies provided for each issue and write the corresponding number in the empty column. You may think of additional strategies that could apply, but for this exercise, please select the one that best fits with the issue and root cause. We will walk through the exercise as a whole group when you are finished. CLICK when participants are ready to share their answers. Slide 28 NOTE: This slide is animated. Let’s start with the first issue on Handout 6.2 about advance directives. READ the issue and the root cause. What strategy or strategies did you choose for this issue? ANSWER(S) and rationale for participants’ choice(s). CLICK to fly in the answer. The correct answer is Strategy 3, “Revise the job description of the dialysis social worker to coordinate the advance care planning process.” This is the only answer that addresses the cause of designating responsibility. Strategy 1, “Translate the institution’s information booklet on dialysis into Spanish,” might be useful in addressing ASK:
Handout 6.1-B Current Ethics Practice Currently, 65% of adverse events that cause harm to patients on surgical services are being disclosed to the patient or personal representative. Activity Instructions You will continue to work with your PE team arranged for the first activity (see Handout 6.1-A) on identifying causes of the ethics quality gap in the current ethics practice described above. In this second part of the process, your team’s job is to identify 2 or 3 root causes and present them to the group. You will: 1. Choose a recorder and a different spokesperson. 2. Select the 2 or 3 “vital few” major causes using the voting technique discussed previously with the whole group. 3. Create a new flipchart page for each major cause you have selected. Write the cause at the top of the flipchart page. 4. Use the 5 Whys process to drill down to a root cause for each major cause. Record your 5 Whys questions and answers under each major cause.
Handout 6.2 Ethics Issue Root Cause 1, 2, or 3? Strategy 1 Strategy 2 Strategy 3 A chart audit revealed that advance directives of chronic dialysis patients are not accurately completed (e.g., missing information), making it unclear whether the documents were valid and accurately reflected patient preferences about future care if they lost decision-making capacity. It is unclear who is responsible for ensuring that the advance directives are completed. Translate the institution’s information booklet on dialysis into Spanish, since that is the native language of many staff and patients involved in dialysis treatment. Circulate a flow chart among the dialysis treatment team, showing all the steps in the process. Highlight where the step for completing advance directives comes in. Revise the job description of the dialysis social worker to coordinate the advance care planning process. Patients discharged from the institution against medical advice (AMA) are frequently discharged without prescriptions or follow-up clinic appointments, and previously scheduled appointments are automatically cancelled. An AMA discharge generates an auto-cancel feature for all future appointments. Remove the feature for future appointments for all AMA discharges. Interview AMA patients to determine if they are unable to follow doctors’ orders, and might as well be discharged. Conduct a staff survey on the institutional culture to find out how and why it supports punitive action by physicians against patients. Staff members with ethical concerns have not reported their concerns so they can be addressed. Most staff do not know how to locate or use the tool for referring ethical concerns to the institution’s consultation service. Develop printed materials explaining how to navigate the service’s new Web site. Hold focus groups to see how many staff believe that submitting their ethical concerns on the Web will get them in trouble. Train and certify department heads in the use of the tool for referring ethical concerns to the consultation service.
Break Main Hall Sports hall Lunch Field at Lunch 2G at Lunch Sports hall after school Outside after school Main hall after school Monday Year 7 Table Tennis Athletics All DT AG KM Athletics All DT AG KM Athletics All DT AG KM Trampolinning All Years KM Boys Cricket (All) AG & DT Tuesday Year 8 Table Tennis Girls Rounders (7 + 8) SG Boys Cricket (9+10) AG Dance 7, 8 + 9 Wednesday Year 9 Table Tennis Girls Rounders (9 + 10) KM Girls Football 7, 8 + 9 SG Thursday Year 10 Table Tennis Interhouse Competitions DT, KM, AG, SG Interhouse Competitions DT, KM, AG, SG Girls Rounders All SG Hockey All Years RM Friday Rugby All years AG Boys Cricket (7+8) DT
ACTIVITY YEAR GROUP MEMBER OF STAFF MONDAY NETBALL RUGBY (BOYS) DANCE ALL YEARS ALL YEARS YEARS 7/ 8 MRS VARKULIS, MISS CATON MR BURKE/ SEAN MELLOR (WIDNES VIKINGS) MISS GEORGE/ MISS LANGTON TUESDAY WEDNESDAY DANCE ALL YEARS WATCH THIS SPACE THURSDAY BASKETBALL RUGBY (GIRLS) FOOTBALL (BOYS) FOOTBALL (BOYS) FOOTBALL (BOYS) FOOTBALL (BOYS) BTEC PE CATCH UP BTEC DANCE CATCH UP ALL YEARS ALL YEARS YEAR 7 YEAR 8 YEAR 9 YEAR 10/ 11 YEARS 9/ 10/ 11 YEARS 9/ 10/ 11 MR SHARP MISS REYNOLDS MR JOHNSTON MR CROWDER MR GOUGH MR DUNNE PE STAFF MISS GEORGE FRIDAY BADMINTON/ TABLE TENNIS/ MULTI SKILLS TRAMPOLINING BOXERCISE ALL YEARS ALL YEARS ALL YEARS MR DUNNE MISS CATON MR GOUGH
Overview of project expected results Please add lines as necessary according to number of work packages and results (deliverables, outputs or outcomes). No of Work package Start date End date Result(s) (output(s) or outcome(s)) Medium that will be used (publication, electronic, online, other (specify)) Languages Dissemination level (Public, Restricted, Confidential) Target groups/potential beneficiaries
Budget and cost effectiveness Please describe the strategy adopted to ensure that the proposed results and objectives will be achieved in the most economical way. Explain the principles of budget allocation amongst partners. Indicate the arrangements adopted for financial management. Please argue how your proposal offers value for money. 3.2 Quality of the partnership and the cooperation arrangements Rationale for the setting-up of the partnership Please explain why the selected partners are best suited to participate in this European project and how the partnership will ensure achievement of the objectives of the call with due regard to the priority theme. Describe responsibilities in terms of strategic leadership, policy development and implementation, innovative and/or complementary skills, expertise and competences within the consortium directly relating to the planned project activities, in particular impact evaluation expertise. Cooperation arrangements across the partnership Please describe the cooperation arrangements across the partnership, the responsibilities for decision making, conflict resolution, reporting, monitoring, communication and other relevant issues.
Overview of project expected results Please add lines as necessary according to number of work packages and results (deliverables, outputs or outcomes). No of Work package Start date End date Result(s) (output(s) or outcome(s)) Medium that will be used (publication, electronic, online, other (specify)) Languages Dissemination level (Public, Restricted, Confidential) Target groups/potential beneficiaries Type of institution (for reference) EPLUS-NGO Non-governmental organisation/association EPLUS-BODY-EUR-INT European or international public body EPLUS-SERV-PROV Public service provider EPLUS-SOCIAL-ENT Social enterprise EPLUS-YOUTH-ORG Youth organisation EPLUS-BODY-ACCRED Accreditation, certification or qualification body EPLUS-BODY-CONS Counselling body
Content Area Physical Education Grade Level High School Course Name/Course Code PE 1 Standard Grade Level Expectations (GLE) GLE Code Movement Competence and Understanding Participate at a competent level in a variety of lifelong physical activities PE09-GR.HS-S.1-GLE.1 Understand the cognitive impact of movement PE09-GR.HS-S.1-GLE.2 Apply rules, principles, problem-solving skills, and concepts to traditional and nontraditional movement settings PE09-GR.HS-S.1-GLE.3 Physical and Personal Wellness Establish goals based on fitness assessment data, and develop, implement, achieve, and monitor an individual health and fitness plan PE09-GR.HS-S.2-GLE.1 Identify community resources to maintain lifelong physical activity PE09-GR.HS-S.2-GLE.2 Participate regularly in health-enhancing and personally rewarding physical activity outside of physical education PE09-GR.HS-S.2-GLE.3 Emotional and Social Wellness Demonstrate respect for individual differences in physical activity settings PE09-GR.HS-S.3-GLE.1 Demonstrate collaboration, cooperation, and leadership skills PE09-GR.HS-S.3-GLE.2 Demonstrate responsible behavior in group settings PE09-GR.HS-S.3-GLE.3 Prevention and Risk Management Understand the risks and safety factors that may affect participation in physical activity PE09-GR.HS-S.4-GLE.1 Demonstrate knowledge of safety and emergency response procedures PE09-GR.HS-S.4-GLE.2 Colorado 21st Century Skills Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Self-Direction: Own Your Learning Invention: Creating Solutions Unit Titles Length of Unit/Contact Hours Unit Number/Sequence Cooperating Activities 2 weeks 1 Fitness Planning 4 weeks 2 Movement, Activities, Games, Fitness 12 weeks 3
Content Area Physical Education Grade Level Kindergarten Course Name/Course Code Standard Grade Level Expectations (GLE) GLE Code Movement Competence and Understanding Demonstrate body and spatial awareness through safe movement PE09-GR.k-S.1-GLE.1 Locate the major parts of the body PE09-GR.k-S.1-GLE.2 Physical and Personal Wellness Understand that physical activity increases the heart rate, making the heart stronger PE09-GR.k-S.2-GLE.1 Emotional and Social Wellness Demonstrate respect for self, others, and equipment PE09-GR.k-S.3-GLE.1 Demonstrate the ability to follow directions PE09-GR.k-S.3-GLE.2 Prevention and Risk Management Expectations for this standard are integrated into the other standards at this grade level. Colorado 21st Century Skills Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Self-Direction: Own Your Learning Invention: Creating Solutions Unit Titles Length of Unit/Contact Hours Unit Number/Sequence
Reception Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Indoor Outdoor Gymnastics U1 Physical Literacy U1 PS - Multi - skills Dance Physical Literacy U2 PS - Multi - skills Gymnastics U2 Physical Literacy U3 PS - Multi - skills Physical Literacy U4 Physical Literacy U5 PS - Multi - skills Games Athletics PS - Multi - skills Dance Athletics PS - Multi - skills Year 1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Indoor Outdoor Gymnastics Attack Defend Shoot U1 Dance PS – Invasion Games Yoga - SB Hit Catch Run U1 Gymnastics U3 Hit Catch Run U2 Run Jump Throw U1 PS -invasion Games Dance Athletics Year 2 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Indoor Outdoor PS - Gymnastics Attack Defend Shoot U1 Dance PS – Invasion Games Yoga - SB Hit Catch Run U1 Gymnastics U2 Hit Catch Run U2 Run Jump Throw U1 PS -invasion Games Dance Athletics Year 3 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Indoor Outdoor Gymnastics Rugby – Warrington Wolves Yoga - SB Football PS - Gymnastics Swimming Handball PS – Archery Hockey Tennis Dance Athletics Year 4 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Indoor Outdoor Gymnastics Rugby – Warrington Wolves Yoga - SB Football PS - Gymnastics Swimming Handball PS – Archery Hockey Tennis Dance Athletics
Year 5 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Indoor Outdoor Yoga - SB PS- Hockey PS -Gymnastics Tag Rugby PS- Handball Rounders PS- Cricket Tennis PS - Gymnastics Athletics Dance PS -Fencing Year 6 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Indoor Outdoor Yoga - SB PS- Hockey PS -Gymnastics Tag Rugby PS- Handball Rounders PS -Cricket Tennis PS - Gymnastics Athletics Dance PS -Fencing
(3) Information on changes in production methods and in production or purchasing volume; (4) Data supporting projections of business prospects and objectives and related operations costs; (5) Unit-cost trends such as those associated with labor efficiency; (6) Make-or-buy decisions; (7) Estimated resources to attain business goals; and (8) Information on management decisions that could have a significant bearing on costs. 5. FAR 15.408, Table 15-2, Section I Paragraph B Is an Index of all certified cost or pricing data and information accompanying or identified in the proposal provided and appropriately referenced? 6. FAR 15.403-1(b) Are there any exceptions to submission of certified cost or pricing data pursuant to FAR 15.403-1(b)? If so, is supporting documentation included in the proposal? (Note questions 18-20.) 7. FAR 15.408, Table 15-2, Section I Paragraph C(2)(i) Does the proposal disclose the judgmental factors applied and the mathematical or other methods used in the estimate, including those used in projecting from known data? 8. FAR 15.408, Table 15-2, Section I Paragraph C(2)(ii) Does the proposal disclose the nature and amount of any contingencies included in the proposed price? 9. FAR 15.408 Table 15-2, Section II, Does the proposal explain the basis of all cost estimating relationships (labor hours or
To structure a production payment facility without a trustee, the sale proceeds would then be controlled by way of an escrow account to cover production payment instalments and special conditions. These may embrace regular independent audits of production with an obligation on sponsors that specified levels and rates of production are met. FIGURE PF.3 ABOUT HERE Variations on this basic production payment financing method abound – they are sometimes termed production loans or production backed loans. We now turn to the use of a joint venture finance and/or operating company. If an unincorporated joint venture is established to own and operate a project, one has to consider financing possibilities carefully to shed risk. One method, involves management of separate financing by each sponsor, and the separate marketing of production. This preserves the joint venture for tax purposes and provides considerable flexibility in borrowing structures, and differentiation for each sponsor’s terms and conditions. Other means of achieving an acceptable project financing with appropriate risk reduction involve variants of this technique such as the use of a marketing/financing company to conduct the project’s operations, marketing and financing – see Figure PF.4. FIGURE PF.4 ABOUT HERE The sponsors’ operating agreement with the financing company makes the latter responsible for project operations, including the borrowing and servicing of loans on behalf of the sponsors, paying expenses and remitting dividends. Depending upon the sponsors’ finance and taxation objectives there are many variations on the theme summarized in Figure PF.4. For example, the marketing may be undertaken via a sales agency arrangement or by the use of back-to-back sales contracts with the finance/operating company as an intermediary between project owners and purchasers of output. But it should be noted that, as in other structures where the sponsors are not the direct project borrowers, the sponsors would need to
Anticipates staff problems and takes preventive measures; resolves disputes among employees, handles corrective discipline and employee grievances. Rating: Exceptional Performance Exceeds Expectations Meets Expectations Marginal Performance Unsatisfactory Performance Additional criteria and/or comments: Staff Development Exhibits effective training skills and prepares training plans; encourages and supports staff participation in job related activities; promotes career growth. Rating: Exceptional Performance Exceeds Expectations Meets Expectations Marginal Performance Unsatisfactory Performance Additional criteria and/or comments: Performance Appraisal Prepares thorough and objective annual appraisals, provides informal performance feedback on a regular basis acknowledges good performance and discusses performance problems. Rating: Exceptional Performance Exceeds Expectations Meets Expectations Marginal Performance Unsatisfactory Performance Additional criteria and/or comments: Cost Effectiveness Seeks best use of materials, equipment, and staff to maximize efficiency and effectiveness. Rating: Exceptional Performance Exceeds Expectations Meets Expectations Marginal Performance Unsatisfactory Performance Additional criteria and/or comments: Commitment to Diversity Demonstrates a commitment to diversity in recruitment, hiring and management of people. Welcomes, values and engages people with varied backgrounds, perspectives and experiences. Is committed to building a departmental/collegial community in which people feel included, understood, and appreciated. Rating: Exceptional Performance Exceeds Expectations Meets Expectations Marginal Performance Unsatisfactory Performance Additional criteria and/or comments:
Thumb sucking Nail biting Epilepsy Heart trouble Overtired Lack of Appetite Overweight Underweight Frequent headache Nightmares Asthma Allergies (explain): Frequent indigestion Frequent constipation Frequent diarrhea Vomiting Frequent Fevers Sinus trouble Nose bleeding Rashes Frequent ear infections Night terrors Communicable diseases (explain): Illness Yes No Age Hospitalization/Where Measles Yes No Age Hospitalization/Where Chicken Pox Yes No Age Hospitalization/Where Mumps Yes No Age Hospitalization/Where Strep Throat Yes No Age Hospitalization/Where Tonsillitis Yes No Age Hospitalization/Where Seizures Yes No Age Hospitalization/Where Meningitis Yes No Age Hospitalization/Where Whooping cough (pertussis) Yes No Age Hospitalization/Where Question Yes No Test Date Test Result Where Does your child have a hearing problem? Yes No Test Date Pass/Fail Where If yes, describe: Adaptive equipment (specify): Does your child have vision problems? Yes No Test Date Pass/Fail Where If yes, describe: Adaptive equipment (specify): Has your child been diagnosed with a developmental concern? Yes No Test Date Pass/Fail Where If yes, describe: Adaptive equipment (specify): List therapy services child has received. Therapist Agency/Clinic Phone number Type of therapy Therapist Agency/Clinic Phone number Type of therapy Therapist Agency/Clinic Phone number Type of therapy Therapist Agency/Clinic Phone number Type of therapy Therapist Agency/Clinic Phone number Social History Please describe your child. Does your child attend a child care program or in-home care? Yes No Where: Notes: Does your child have opportunities to play with other children? Yes No Where:
enough for the athlete to know his/her obligations, but you must be willing to live up to those obligations. All these things will contribute to the team's morale in a positive way. Athletes in the school: In school, the athlete dresses neatly. This means you present a neat appearance; in no way will you attract negative attention through dress. An athlete has to make an effort to do the best job he/she can in all classes. Be polite in all dealings with faculty members, and be a good on-campus citizen. Faithful to this end, you should achieve a good reputation, thus commanding respect from those with whom you come in contact. B. Athletes in the community: The athlete is alert to his/her responsibility in the community. To members of other communities and to the people who only know the school through athletics, you are the school and you help formulate community opinion of the school. While an athlete may not realize it, younger people in the community took up to you as a role model. Therefore, it is essential that you work continually to create and maintain a positive image. 2. Eligibility Rules In order to represent Brentwood High School in any interscholastic competition, you must meet all eligibility requirements of the Missouri State High School Activities Association, and the Brentwood Athletics as described in the handbook. Athletes must pass at least 3.5 units of credit in the previous semester. (A) A student must maintain a GPA of at least 1.5 (B) You must have on file BEFORE you can participate in practice or any game, the following forms; 1. Physical examination record 2. Signed signature page for conditions of participation, authorization for treatment, health insurance information, emergency contact information, and that you have read the concussion materials 3. Proof of insurance (C) If you are suspended from one squad for disciplinary reasons, or quit for personal reasons, you shall not be eligible to practice or compete in another sport until that season is completed. (D) Summer School- 1 credit will count for eligibility status. The credit must be in a required subject area needed for graduation. (E) DRUGS/ALCOHOL/TOBACCO - will not be tolerated and use of such will be cause for suspension and removal (see policy on p.13-14) (F) All athletes must be in attendance at school at least the entire last two periods of the school day to be eligible to attend/participate in practice or