zilongwang/ReadingBank huggingface dataset:
Conclusion The change in the supply and distribution of doctors has resulted in fewer requirements for incentives in larger regional centres. In the main, the key characteristics identified as adversely affecting recruitment and retention in rural areas no longer exist in these larger regional centres. Incentives need to be applied where they are more likely to compensate for the negative factors affecting recruitment and retention and support for comprehensive practice. Evidence that rural doctors in smaller rural locations and remote areas are required to possess an advanced skillset including procedural and emergency medicine, and are required to have greater workload flexibility to incorporate and hospital duties to meet the needs of the community. The majority of this additional workload is identified and is supported through a range of measures in addition to the GPRIP. The Panel noted that a large proportion of doctors currently practising in regional and remote locations are either or completing return-of-service obligations and as such, many do not yet have the necessary skills to meet the needs of their communities. Increased numbers alone are not the solution. Following the Government announcements the understanding of the nature of the medical workforce problem in rural and remote Australia has now effectively moved from a limited concept of geographical maldistribution of workforce with fewer doctors in the country and more in the cities to one that is defined by an improved understanding of community health needs and appropriate service delivery models. A concentration on numbers of doctors, rather than community access to defined services and the training, skill sets and practice structures required to deliver these services has limited or even detracted from attempts to resolve the medical workforce issues. Thus many small rural communities require access to comprehensive primary care, emergency services, hospital care and maternity and procedural services. This in turn implies broadly skilled practitioners and teams operating within a training, referral and visiting service network as a 'system of care’. A head-count of ‘GPs’ just does not suffice as a measure of this, nor whether Medicare-subsidised medical services in the district are less than the national average. The political and public rhetoric has changed to encompass imperatives such as community needs, continuity of care, need for social and health capacity building within communities, appropriate practitioner training and skill sets, vertical and horizontal integrated care and viable models of practice. Implicit in a viable practice model is sustainable delivery of services in rural and remote communities that are comprehensive and continuing across primary care / general practice into extended settings. Inherent in the model must be scope for adequate succession planning and system solutions that go beyond individual commitment, skills and personalities. call
Observation of learner practical ability The following assessment methods can be used in the assessment of this standard: Written 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 State why this activity has been chosen 2.c State what resources will be needed for the activity 2.d Take part in the chosen activity 3 The learner will be able to plan for and cook meals during an overnight stay The learner must be able to: Assessment Requirements Evidence Location
5.d When a shower will be taken Learners should state when a shower will be taken 5.e When clothes will be changed Learners should state when clothes will be changed 5.f What might happen if clothes are not changed regularly Learners should outline what might happen if clothes are not changed regularly 6 The learner will know what has been learnt during the overnight stay The learner must know: Assessment Requirements Evidence Location 6.a What went well during the overnight stay Learners should outline what went well during the overnight stay 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 appropriate assessment methods may be used. 6.b What could have been better during the overnight stay Learners should outline what could have been better during the overnight stay
Independent Practice Problems Level 1 & 2 How many video games can you buy with $162 if one game costs $18? 18x = 162 x = 9 Judy has 15 books in her library. She bought several books at a thrift store on Saturday. She now has 84 books in her library. How many books did she buy at the thrift store? 15 + x = 84 x = 69 Level 3 & 4 A shop rents bikes for $12 per day plus $9 per hour. If Tony rented a bike and the total bill was $75, how many hours did Tony rent the bike? 9x + 12 = 75 9x = 63 x =7 Joey had $254 to spend at the video game store. He was able to buy 9 video games and had $29 left. How much did each game cost? 9x + 29 = 254 9x = 225
The Panel is of the view that it is appropriate for the NRA to retain the capacity to remove a listed product from the ARTG, as well as being given the capacity to refuse to list a product in the ARTG, where it has the potential to undermine public health efforts. The NRA will need to develop clear and transparent criteria that would enable it to make such a determination, and to provide this information in guidance materials. Recommendation Thirty Four The Panel recommends that the redrafted Therapeutic Goods Act 1989 is amended to provide the NRA with the capacity to refuse to list in the ARTG complementary medicinal products and other listed medicinal products that have the potential to undermine Australia’s public health efforts. 9.4. Ingredients for listed complementary medicines Market approval of listed products is established on a riskbased approach appropriate to lowrisk products, comprised solely of approved ingredients and manufacture under GMP. In this context, maintaining an adequate level of regulatory control and protection for Australian consumers relies on the premarket evaluation of the safety and quality of the ingredients, and postmarket monitoring and compliance activities. There are approximately 10 new ingredients approved for use in listed medicines each year compared to between 1,500 and 2,000 new complementary medicinal products listed annually in the ARTG. The requirement for a premarket evaluation of new products would represent a far greater regulatory burden to industry than the current premarket approval of new ingredients. The Panel notes that there would be little value in a premarket evaluation of the efficacy at the ingredient level as that can alter when combined with other ingredients in a product. As such, efficacy evaluation is best undertaken at the product level. 9.4.1 Evidence requirements for new ingredients The Panel is of the view that safety and quality of new ingredients should be evaluated by the NRA. However, as new ingredients are not the same as new chemical entities, the rigour of evidence requirements do not need to be the same as for registered medicines. The current range of evidence that is accepted is limited and should be expanded. Other forms of evidence that may be acceptable include internationally recognised papers and articles about ingredients, and recognised monographs, for example, those developed by Health Canada for ‘natural health products’. Some internationally recognised traditional medicine pharmacopoeia may also be appropriate, noting that those based on a tradition of use do not always include a sufficient demonstration of safety, and additional information may be required of the sponsor.
Section Threshold Limit upto 31st May 2016 (Rs.) Threshold Limit from 1st June 2016 (Rs.) 192A Payment of accumulated balance due to an employee by the trustees of the Employees Provident Fund Scheme , 1952 30,000 50,000 194BB Winnings from Horse Race 5,000 10,000 194C Payments to Contractors Aggregate annual limit of 75000 Aggregate annual limit of 100000 194LA Payment of Compensation on acquisition of certain Immovable Property 2,00,000 2,50,000 194D Insurance commission 20,000 194G Commission on sale of lottery tickets 1,000 15000 194H Commission or brokerage 5,000 15000 Revision in of deduction of tax at source on various payments mentioned in the relevant sections of the Act :- Section TDS Rates up to 31st May 2016 TDS (%) TDS Rate w.e.f. 1st June 2016 (%) 194DA Payment in respect of Life Insurance Policy 2% 1% Payments in respect of NSS Deposits 20% 10% 194D Insurance commission 10% 5% 194G Commission on sale of lottery tickets 10% 5% 194H Commission or brokerage 10% 5%
2013-14 Priorities The strategic and operational issues to be pursued in 201314 include: overseeing the pricing arrangements for water and wastewater services from 1 July 2013; overseeing pricing arrangements for retail electricity for franchise customers for the period from 1 July 2013 to 30 June 2014; overseeing the regulatory regime established under the Utilities Act, including licensing and compliance monitoring and reporting on utility compliance and performance; responding to the Government’s requirements for advice on competition policy matters, and discharging the Commission’s statutory role in competitive neutrality complaints handling; producing and publishing the Commission’s ACT Greenhouse Gas Inventory, to advise on and assist with meeting the challenges raised by the ACT’s commitment to addressing climate change; and cooperating with the national regulatory body, the Australian Energy Regulator, and relevant ACT Government policy agencies, to implement the changes arising from the transfer from 1 July 2012 of regulatory responsibilities in the energy sector as agreed by the ACT as a to the Council of Australian Governments’ Australian Energy Market Agreement. Estimated Employment Level 2011-12 Actual Outcome 2012-13 Budget 2012-13 Est. Outcome 2013-14 Budget 8 Staffing (FTE) 6 91 62 Notes: The increase of 3 FTE in the estimated outcome from the original budget reflects the Commission’s decision to meet its non recurrent workload by appointing temporary staff rather than using external contractors and consultants. The decrease of 3 FTE in the 2013-14 Budget from the 2012-13 estimated outcome reflects the Commission’s expected staffing levels. Changes to Appropriation Changes to Appropriation – Controlled 2012-13 2013-14 2014-15 2015-16 2016-17 Government Payment for Outputs Est. Out. Budget Estimate Estimate Estimate $'000 $'000 $'000 $'000 $'000 2012-13 Budget 527 537 549 559 559 2013-14 Budget Technical Adjustments Revised Indexation Parameters - (1) (1) (1) 10 Revised Superannuation Parameters (9) (10) (10) (10) (10) Revised Superannuation Guarantee Rate - - 1 2 3 2013-14 Budget 518 526 539 550 562
following Producer or Consumer Price Index: Cost Estimate Details. Details for the estimated price/cost identified are shown below (complete Section A or B). A Cost of Standard Items Vendor/Cost Source Product Unit Cost ($/ea) Unit Cost ($/ea) Notes Delivered No Freight B Cost of Services, Repairs, or Non-Standard Items Item/Task: Vendor/Cost Source Materials Other Direct Costs Labor (rate, hours) Labor Class Allocated Overhead SG &A Profit Total NOTE: For complex projects or tasks, attach additional supporting documentation, as appropriate. STEP 2: Presented with this ICE is my; of Work Request For Quotes Notice Request For Proposals Invitations For Bid Other: ____________________________________________________________________
Findings Engaging new donors is an on-going managerial imperative for the APF secretariat, and of Member Institutions. The APF has recently developed a fund-raising strategy that targets private philanthropic and corporate contributions (if these are considered suitable and there are no risks of conflict of interest with Members). A case for investment has been developed and a list of highly influential pool of prospective donors and partners has been developed. They have conducted a first round of interviews in North America and Europe, which seemed positive. They will require the active engagement of Members inter alia to introduce or facilitate introductions to some potential funders/partners. The strategy and report on feedback from consultations held in North America and Europe were presented and discussed at the AGM in September 2014. Conclusion & Recommendations Until recently, funding for the APF program remains highly reliant on two major donors – those donors sponsoring this Review. The APF was successful in securing significant funding from the European Union (EU) for a three year period commencing in November 2013. For the current and following financial year, it is forecasted that EU funding will comprise approximately 27% of the APF’s total income, at a par with the two Donors mentioned. Its new funding strategy may bring greater diversification. Use NHRI in APF programming It was recommended that the APF expand the use of NHRI Member staff in the delivery of APF programs as a way to enhance learning, encourage ownership and assure sustainability. Findings APF has used NHRI and ex-NHRI in their training courses. The APF has also introduced a ‘Master’s Accreditation’ process for human rights trainers into its program. The direct aim here is to expand the network of trained and competent human rights trainers, who are also practitioners and staff of APF Member Institutions. As a side benefit, the program ensures that APF Member Institutions involved develops the internal capacity to develop, provide and evaluate staff development programs. The APF has compiled information that demonstrates that the Training-Of-Trainers (TOT) and Master Trainer approach has benefited NHRIs. Representatives of APF Members in the Review indicated full support for the initiative and expressed the view that the process had increased their internal capacities.
Wipe Out Enterprises Inc. Work Instructions Document # WOEI-0009 – Independent Front Suspension (IFS) Installation Revision Level: Effective Date: July 21th, 2015 Originator: Thomas Ludwig Approved Date: August 27th, 2015 (DAW) PURPOSE: IFS Installation Instructions TOOLS: Welding Equipment - (Welder, Welding Helmet, Cutting etc.) Tape Measure Tubing Notcher – Jegs Part #049-ALL10411 IFS Kit – (See Picture “A”) A1 – Upper Shock Mount – Qty (2) A2 – Wheel Hub – Qty (2) A3 – Outer Tie Rod – Qty (2) A4- Spindle Steering Knuckle Assembly – Qty (2) A5- “A”-Arm Mount Structure - Qty (2) A6 – Spindle Pivot – Qty (2) A7 – Upper “A”-Arm – Qty (2) A8 – Steering Arms – Qty (4) A9 – Lower “A”-Arm – Qty (2)
Four Column Planner Curricular Connections What subject areas do I want to integrate Presentation Outcomes What do I want to be able to show my class/teacher about my novel? What is the best way to portray my learning of my novel and its connections? Process: Activating Choosing a theme or topic Identifying and recording prior knowledge Exploring and selecting primary and secondary sources Acquiring Gathering, processing, and recording information Focusing my inquiry Applying Planning to express learning Creating presentation/product Culminating Event Sharing my presentation Learning resources/Sources People, technology print, multimedia Primary sources: field trip, expert(s), artifacts Inquiry Novel Presentation Rubric Categories Level 1 Level 2 Level 3 Level 4 Level 5 Knowledge and understanding -of novel content -demonstrates very limited understanding of plot, conflict, symbols and images -demonstrates very limited understanding of form -demonstrates limited understanding of plot, conflict, theme, symbols and images -demonstrates limited understanding of form -demonstrates some understanding of pot, conflict, symbols, and images -demonstrates some understanding of form -demonstrates considerable understanding of plot, conflict, theme, symbols and images. -demonstrates considerable understanding of form -demonstrates thorough understanding of plot, conflict, theme, symbols, and images -demonstrates thorough understanding of form Thinking and inquiry -organization of information on presentation (gathering information, focusing ideas etc.) -discussing conflicts and character -uses organizational skills with very limited effectiveness -explains conflicts with very limited effectiveness -Uses organizational skills with limited effectiveness. -explains conflicts with limited effectiveness. -uses organizational skill with some effectiveness -explains conflicts with some effectiveness -uses organizational skills with considerable effectiveness -explains conflicts with considerable effectiveness -uses organizational skill with a high degree of effectiveness -explains conflicts with thorough effectiveness
Appendix 2 Date of Issue Time Issue of Detail of Forecasts for North Central District Wednesday 30 September 2015 for the period until midnight EST Saturday 3 October 2015 5:40 EST am Forecast for Saturday 3 October Mostly Light winds becoming northerly 15 to 25 km/h during the morning. Overnight temperatures falling to between 9 and 12 with daytime temperatures reaching 24 to 29. Seymour Mostly sunny. Min 11 Max 28 Wednesday 30 September 2015 for the period until midnight EDT Sunday 4 October 2015 4:15 EST pm Forecast for Saturday 3 October Mostly sunny. northerly 25 to 35 km/h. Overnight temperatures falling to between 9 and 12 with daytime temperatures reaching 24 to 29. Seymour Mostly sunny. Min 11 Max 28 Thursday 1 October 2015 for the period until midnight EDT Sunday 4 October 2015 5:40 EST am Forecast for Saturday 3 October Mostly sunny. northerly 25 to 35 km/h. Overnight temperatures falling to between 9 and 12 with daytime temperatures reaching 24 to 29. Seymour Mostly Min 11 Max 28 Thursday 1 October 2015 for the period until midnight EDT Monday 5 October 2015 4:15 EST pm Forecast for Saturday 3 October Sunny. Winds northerly 25 to 35 km/h. Overnight temperatures falling to between 9 and 12 with daytime temperatures reaching 24 to 29. Seymour Sunny. Min 11 Max 28 Friday 2 October 2015 for the period until midnight EDT Monday 5 October 2015 5:40 EST am Forecast for Saturday 3 October Sunny. Winds northerly 25 to 35 km/h. Overnight temperatures falling to between 9 and 12 with daytime temperatures reaching 24 to 29. Seymour Sunny. Min 11 Max 28 Friday 2 October 2015 for the period until midnight EDT Tuesday 6 October 2015 4:15 EST pm Forecast for Saturday 3 October Sunny. Winds northerly 25 to 35 km/h. Overnight temperatures falling to between 8 and 11 with daytime temperatures reaching 24 to 30. Seymour Sunny. Min 9 Max 30 Fire Danger: Very High Saturday 3 October 2015 for the period until midnight EDT Tuesday 6 October 2015 5:40 EST am Forecast for the rest of Saturday 3 October Sunny. Winds northerly 20 to 30 km/h turning north westerly 25 to 35 km/h during the afternoon and evening. Daytime maximum temperatures 24 to 30. Seymour Sunny. Max 30 Fire Danger: Very High
Independent Learning Plan – worked example Name: Date From: Date To: What do I want/need to learn? What will I do to achieve this? Formal Education 10% What will I do to achieve this? Learning with Others 20% What will I do to achieve this? Experience and Reflection 70% What resources or support will I need? When will I complete this? To improve the quality and impact of my preaching Directed reading on homiletics, particularly sermon construction. Increase awareness of cultural shifts – source a relevant course Arrange a ‘Preaching development’ consultation with Mission & Ministry, for all who preach in my location. Video myself preaching: Reflect and learn through group feedback. Identify, map and produce a summary of local cultural shifts and developments since the beginning of my ministry here. Mission & Ministry dept for consultation Resources to listen to others sermons – podcasts A cultural guide – fresh eyes! Over a – 6 month period. By December 2016. To work on my spiritual practices (holy habits) to sustain me in ministry Attend the session on Holy habits in January 2017 Set up a small group to work on this topic following the session. Review 3 months. Use a reflective journal to notice how my holy habits are changing. Update weekly. Introduce one new spiritual practice and reflect on the impact Others who have different practices to me Over the next year. Review in 6 months and a year. To develop my ability handle conflict better Attend session on ‘Managing Conflict’ from CMD programme Meet with an experienced colleague to talk through conflict conversations and explore learning. Invite feedback on how I am handling conflict. Skilled colleagues to reflect with. Ongoing. Review in mid 2017.
Theoretical Issues / “Ideal” base Why do we have a tax on income? economic power as a proxy for ability to pay Do we have a pure, H-S economic income tax? no What are some of the fundamental deviations from H-S? - the treatment of carve-outs - the FUNDAMENTAL deviation: distinction between realized and unrealized – if true H-S system, then we should tax on a mark-to-market -we don’t do this b/c: may create a disincentive to save - imputed income - we don’t do this b/c: administrability issue - treatment of gifts - we don’t do this b/c: policy – don’t want to tax giving - employer provided fringe benefits - we don’t do this b/c: hard to define - income on state/local bonds - we don’t do this b/c: assist state and local gov’t in raising capital We have an income tax: income = consumption + savings -what would a Consumption tax look like? Consumption = Income – Savings - we do this sometime: - IRA / college saving plans – can deduct savings to certain accounts - We actually have a hybrid income tax system b/c we have all these carve outs: - 401K employer provided retirement accounts – money is subtracted from taxable income - Benefits of taxing only consumption ? -Simplicity – if we had a consumption tax on sales tax, then much simpler - It would encourage savings – income tax system kind of double taxes savings b/c your taxed on the income, then you’re taxed again on the interest in your savings - Drawbacks of taxing only consumption ? - can be highly Regressive: - lower income people have to devote larger percentages of income to consumption are going to pay a much higher percentage of tax - Examples of Consumption Tax? - Retail Sales Tax - Tax (VAT) - ex: each stage in the making of bread, someone is adding value – they would be taxed on that portion of value added Why the commitment to progressivity? - Commitment “ability to pay” based on economic status - diminishing marginal utility: - each extra dollar brings less happiness than the last dollar - the last dollar is valued less by a wealthy person than a poor person - Revenue - you raise a lot more money - address concentrations of wealth - egalitarian – even out distribution of income - economic stagnation
APARTMENT COMPLEXES INDEPENDENT LIVING RETIREMENT COMMUNITIES (*) = Subsidized Aldersgate Village Retirement Community Topeka, 785-478-9440 www.aldersgatevillage.org Arbor Court Retirement Community at Topeka Topeka, 785-273-6847 Arbor Valley Senior Homes Topeka, 785-806-3699 Atria Hearthstone Retirement Community Topeka, 785-234-6225 www.atriaseniorliving.com Brewster Place Retirement Apartments Topeka, 785-267-1666 Fax 785-267-9355 www.brewsterplace.org (*) Capitol Village Topeka, 785-233-8165 (*) Century Plaza Topeka, 785-267-0960 Cottages of Topeka Topeka, 785-232-4300 (*) The First Apartments Topeka, 785-272-6700 Fax 785-272-9286 www.thefirstapartments.org (*) Jefferson Villas Topeka, 785-357-6227 Fax 785-357-7214 (*) Knightsbridge Manor Topeka, 785-233-0870 Fax 785-233-0311
(*) Rossville Apartments Rossville, 785-584-9900 (*) Santa Fe Place Apartments Topeka, 785 234-3386 (*) Shorey Villa Topeka, 785-233-6269 (*) Southbrook Apartments & Townhomes Topeka, 785-273-6116 www.midlandmgmt.com T-Town Home Topeka, 785-234-1614 (*) Tennessee Town Topeka, 785-357-8842 Thornton Place Topeka, 785-392-6745 www.holidaytouch.com Topeka Presbyterian Topeka, 785-272-6510 Fax 785-272-5728 www.topekapresbyterianmanor.org (*) Tyler Towers Topeka, 785-357-8842 (*) Valley Springs Senior Housing Auburn, 785-256-7100 (*) Wesparke Village Topeka, 785-273-7000 www.wesparke.info
Independent Living – Hillcrest Post 16 Provision Further Education/Employment/ Training Potential independent traveller Further Education/Employment/ Training Non independent traveller Holistic Social Day care provision Social/Healthcare provision Michael Hudspeth, Thomas Foreman, Lewis Dack, Isaac Cain Logan Cowie, Employability skills – Entry Level 1 Applying for positions Running an Enterprise project OCR Living Skills Vocational learning opportunities Work experience Taster visits to different providers Independent travel training Supported transition into college/work related placements ASDAN Personal Development OCR Life & Living Skills Life Skills flat Travel training Making decisions what to spend money on Moving school independently Food Technology – making meals with minimal support Residential trip Shopping with minimal support Understanding road signs Personal hygiene Duke of Edinburgh Award Scheme Map reading ASDAN Entry Level 1 Functional Skills Accreditation Money Skills Using money in a range of contexts Work based upon time Weighing & measurement Life Skills Flat Supervised shopping skills Moving around school independently Food Technology with some supervision Planning outfits & clothing Community café Understanding local transport and recognising routes Residential trip ASDAN Personal Progress Self help Feeding & drinking Food Technology – recognising dangerous items and areas in the kitchen Toilet programmes Residential experience Dental hygiene Purchasing in shops (fully supported) Recognising the local environment Recognising and understanding public and private places Community café Making choices around enterprise options
APARTMENT COMPLEXES INDEPENDENT LIVING RETIREMENT COMMUNITIES (*) = Subsidized Arbor Court at Alvamar Lawrence, 785-841-6845 (*) Babcock Place Lawrence, 785-842-8358 www.ldcha.org Brandon Woods at Alvamar Lawrence, 785-838-8000 www.brandonwoods.com (*) Clinton Place Lawrence, 785-841-1000 Drury Place at Alvamar Lawrence, 785-841-6845 www.druryplacealvamar.com (*) Edgewood Homes Lawrence, 785-842-8110 www.ldcha.org Firetree Retirement Villas Baldwin City,785-594-6996 (*) Orchid Lane Leisure Living Baldwin City, 785-594-6996 (*) Hill Crest Apartments Eudora, 785-542-1755 Lawrence Presbyterian Manor Lawrence, 785-841-4262 www.lawrencepresbyterianmanor. Org Medowlark Estates Lawrence, 785-842-2400 (*) Peterson Acres & Peterson Acres II Lawrence, 785-842-8358 www.ldcha.org
or working towards. Experience: Minimum 5 years post registration experience. Clinical experience in substance misuse. Experience of working in accordance with the NMC “Code of Professional Conduct”. Experience of implementing protocols and clinical guidelines. Participation in Clinical Supervision. Experience of planning and providing harm reduction and recovery solutions in substance misuse environment Audit experience Application form Interview References Skills Communication skills both written and verbal. Motivational Skills. Organizational Skills. Presentation skills. Time management skills. Application form Interview Knowledge: Key developments in substance misuse / legislation. Evidence based practice. Information technology Excellent numeracy and record keeping skills. Knowledge of health promotion strategies in substance misuse. Networks within substance misuse Application form Interview References Personal Qualities: Motivational. Flexible. Reliable. Pro-active. Ability to work as part of a multiskilled team. Ability to work without direct supervision. Ability to work in a changing, demanding and stressful situation. Established networks within substance misuse field. Application form Interview References Other Relevant Requirements: Full driving licence Prepared By: ……………………………………………………………………………….. Reviewed By: ..………………………………………………………………………………
Employee’s Signature: ………………………………………………………… Date: ……………………………… Agreed By: Manager’s Name: ……………………………………………………….. Date: ……………………………… Manager’s Signature: ……………………………………………………….. Date: ……………………………….
Independent Person Recruitment – North Council Information for Applicants You can access information about North East Lincolnshire Council on the Council’s website at: Information about the ethical standards regime at North East Lincolnshire Council The Localism Act 2011 brought about substantial changes to the ethical standards regime for local authorities. Under the new regime, which came into effect in July 2012: Relevant Authorities are required by law to promote and maintain high standards of conduct by Members and co-opted Members of the Authority and to put in place a Code of Conduct for those Members; The operation of the Code and the determination of complaints regarding breaches of that Code are the responsibility of either a Standards Committee of the Authority or the Monitoring Officer of the relevant Authority Authorities must appoint at least one Independent Person whose role will To review material relating to relevant complaints against a Member of the Authority and to give formal views, which must be taken into account, before a decision can be taken on a complaint it has decided to investigate; To give views, if requested by the Monitoring Officer, on any other allegation that has been received; and To give views, if requested by any member, or co-opted member, of the authority, if that person’s behaviour is the subject of an allegation. The Council’s Code of Conduct for elected and co-opted Members is attached at Appendix 1. How much time commitment will the role of Independent Person involve? The time commitment will vary, depending on the volume of complaints received during any given period and, therefore, it is difficult to provide a robust estimate of the time requirements at this point. However, as a rough guide, it is estimated that the time commitment could be in the region of up to 6-12 hours per month. In many cases, the work – much of which will involve reviewing written material and giving consideration to all relevant facts before providing views - could be undertaken flexibly, working around other commitments and from home. However, there will be a need for some meetings, usually held at , perhaps around once a month (depending on the volume of complaints which are referred for formal investigation and any other requirements).
{Date the report as agreed-upon procedures completion date – Important – See Reporting Requirements} Attachment 1 (Name of 2r Charter School) School 2r Charter School Aids - Membership Audit Program Membership Pupil Count Summary September Count Grade Category Reported by School Per Agreed Upon Procedures Under Reported (Over Reported) PreSchool – Special Education 4-Year Old Kindergarten (437 Hrs) 4-Year Old Kindergarten (524.5 Hrs) 5-Year Old Kindergarten ½ Day 5-Year Old Kindergarten 3 Full Days 5-Year Old Kindergarten 4 Full Days 5-Year Old Kindergarten 5 Full Days Grades 1-12 Total Pupil Count January Count Grade Category Reported by School Per Agreed Upon Procedures Under Reported (Over Reported) PreSchool – Special Education 4-Year Old Kindergarten (437 Hrs) 4-Year Old Kindergarten (524.5 Hrs) 5-Year Old Kindergarten ½ Day 5-Year Old Kindergarten 3 Full Days 5-Year Old Kindergarten 4 Full Days 5-Year Old Kindergarten 5 Full Days Grades 1-12 Total Pupil Count
Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his/her imagination. The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his/her imagination. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his/her imagination. There is little evidence of creativity in the story. The author does not seem to have used much imagination. Mechanics The story contains no errors in grammar, usage, or mechanics. The story contains few minor errors in grammar, usage, or mechanics. The story contains many and/or serious errors in grammar, usage, or mechanics; may interfere with reading. The story contains so many errors in grammar, usage, and mechanics that errors block reading. Theme and story are effectively re-imagined [Reading] Beginning of story is effectively retold with clear and interesting allusions to the original text that keep much of the original’s tone and feeling (i.e. the retelling uses similar words and sentence structure and the protagonist’s inner struggle is very similar to the original). Beginning of the text retells the original story in a different setting effectively. Contains some similarities to the original text. Seems like an unrelated story. Book Cover Art Create a new book cover to go along with your new story See the examples on the website Use the principles and elements of design to create a cover that conveys the story’s main idea effectively. Present your book cover, stating how it conveys the NEW story’s main idea effectively Book cover art Rubric 4 3 2 1 The cover is creative, colorful, and vividly The cover is creative and depicts the story. The cover depicts the story. Pictures are low The cover barely depicts the story or the
depicts the story through quality pictures and/or drawings. Title and author are both present. Some pictures or drawings aren’t as neat as they could be. Title and author are both present quality or aren’t put together neatly. Either title or author is missing. pictures are messy or irrelevant. Either title or author is missing.
While students are reading silently in class, circulate to observe and confer. Notice patterns in the types of books students are choosing, and in how well they are sustaining engagement with their chosen book. Confer with students to ensure that they are reading books that are on an appropriate reading level and to support them in making meaning of those books. Conferring can include the following: Asking a student to read a paragraph or two out loud, noting any miscues (if there are a lot, the book might be too hard) Asking a student to talk about what is happening in that excerpt, stating simply: “Tell me more!” Helping students use “fix-up” strategies when they get confused (e.g., rereading, visualizing, using context clues to determine unknown vocabulary) Asking students what they like/don’t like a book and why (push them to cite evidence!) Suggesting titles that the student might find interesting and appropriate Suggested Lessons for Launching Independent Reading Lesson Note: There should be several class days between some of these lessons Agenda Materials 1: Introducing Independent Reading (25 minutes) Set purpose: Reading just-right books builds reading skills; learning to choose books that you like will enrich your life. Goldilocks lesson (see supporting materials): How to choose a just-right book. Teacher explains. Teacher gives each student two short excerpts with which to practice the Goldilocks routine. Goldilocks handout Two text excerpts (one easy, one hard) 2: Choosing “Just Right” Books: The Goldilocks Principle (45 minutes) Book frenzy: Display lots of books for students to look at, ideally including some of the titles from the recommended reading lists for the NYS modules; consider brief teacher book talks of those titles related to the module. Students have time to browse the books. Make this fun! Each student selects a few titles and “test drives” them using the Goldilocks handout. Students make selections (encourage partner selections, but each student needs his/her own copy of the text) and start reading silently. Teacher confers, focusing on students who at first glance appear to have books at inappropriate levels. Books Goldilocks handout Suggested Lessons for Launching Independent Reading
Exemplary 5 points Proficient 4 points Needs improvement 0-3 points Delivery of speech -Speaker: - maintains eye contact -speaks clearly -avoids filler words -maintains proper volume -Speaker: - sometimes maintains eye contact -speaks somewhat clearly -will occasionally use filler words -Speaker: - seldom or never maintains eye contact -does not speak clearly -often uses filler words points: Content of speech -Speaker has a clear introduction/hook and conclusion, and can provide clear insight about the plot, characters, and conflict of the book. -Speaker also provided a detailed reason as to why the book is/is not worth reading. -The excerpt read by the speaker was meaningful and thoughtfully explained, -Speaker has an introduction/hook, and conclusion, and can provide insight about the plot, characters, and conflict of the book. -Speaker also provided a reason as to why the book is/is not reading. -The excerpt read by the speaker was meaningful, but the significance was unclear. -Speaker has no introduction/hook, or conclusion, and provides no insight about the plot, characters, or conflict of the book. -Speaker did not provide a reason as to why the book is/is not worth reading. -The excerpt read by the speaker was random, and the significance was unclear and did not connect back to the excerpt. Total points: Visual -Visual is highly creative, the images clearly connect to the Also, the visual is neat and visually appealing. It is evident that a great amount of effort was put towards your product. -Visual is creative, and the images connect to the novel. Also, the visual is fairly neat and adequately appealing. It is evident that that a fair amount of effort was put towards your product. -Visual is not creative, and the images do not connect to the novel. Also, the visual lacks neatness and visual appeal. It is evident that little effort was put towards your product. The requirements were not met. Total points:
substantial and insightful support. merely a summary, and/or lack sufficient exploration. merely a summary, and/or lack sufficient exploration. little support of statements. Instructions completed All of the instructions are followed. Student has shown meticulous attention to details. Writing /formatting demonstrates a strong understanding of ELA. All of the instructions are followed. Writing /formatting demonstrate a solid understanding of ELA. Instructions are followed. However, student may have a few writing/ formatting mistakes. Most of the instructions are followed. There are several errors in writing/ formatting. There are several glaring errors in sentence structure and/or formatting, or missing important parts from the instructions. Missing information instructions. Student’s formatting so is often Reading x2 Student is always observed reading and on-task. Student is observed sometimes reading and Student is observed often off-task. Teacher often has to give subtle reminders to remain focused. Per Term ___________ Quote/Explanation (1) ___________ Summaries (each ___________ Extension/Big ___________ Goal and Strategy (1) Toal: /18
Store/Business Name: Address: Postcode: Business Tel: Mobile: Contact E-Mail: Nominated Address for Judging: Food Hygiene Rating: Food Hygiene Rating Authority: Please provide your written submission here Continue as necessary to a maximum of two sheets of A4 Other supporting material may be sent separately
SECTION 7- SERVICE DELIVERY & DOCUMENTATION Question # Question Guidance/Additional Information Compliant Yes/No Plan of Correction (If not compliant) 7.001 Does service delivery documentation include the following elements below? Date of service Individual's name Individual's Medicaid # Provider name Provider # Signature or initials of person delivering the service 5123:2-9-06; 5123:2-9-40;, 5123:2-9-39; 5123:2-9-20 May be maintained on multiple documents/forms Review service specific rule for documentation requirements 7.002 Does the waiver service delivery documentation for all waiver billing codes include the place of service? 5123:2-9-06; 5123:2-9-40;, 5123:2-9-39; 5123:2-9-20 Place of service in NMT is the vehicle license plate number For Transportation (HPC), this is origination/destination points 7.003 Does the waiver service delivery documentation for all waiver codes include the type of service? 5123:2-9-06; 5123:2-9-40; 5123:2-9-39; 5123:2-9-20 Review service specific rule for documentation requirements NMT: requires type of NMT service – or per-mile 7.004 Does the waiver service delivery documentation for all waiver billing codes include the number of units (amount) provided? 5123:2-9-06; 5123:2-9-40;5123:2-9-39; Not required for services billed using a daily rate except adult day services Documentation may be maintained on multiple documents/forms Review service specific rule for documentation requirements trip
SECTION 15 – REMOTE MONITORING EQUIPMENT Question # Question Guidance/Additional Information Compliant Yes/No Plan of Correction (If not compliant) 15.001 Does remote monitoring equipment have an indicator that enables the individual to know the equipment is in use? 5123:2-9-35 The type of indicator must be based on the needs and understanding of the individual. 15.002 Is the remote monitoring equipment designed so that only the person identified in the ISP can turn it off? 5123:2-9-35 15.003 Has the remote monitoring equipment been tested monthly and repaired or replaced as needed? 5123:2-9-35 The remote monitoring equipment provider is responsible for delivery, installation, maintenance, monthly testing and replacement of equipment. SECTION 17 – TRANSPORTATION Question # Question Guidance/Additional Information Compliant Yes/No Plan of Correction (If not compliant) 17.001 If the provider is responsible for providing any type of transportation do all vehicles used to transport individuals appear safe? 5123:2-2-01 17.002 If the provider is responsible for providing Non-Medical Transportation, does the vehicle have a fire extinguisher?
Index - Attendance Index of Templates and Proforma - Early Intervention, School Case Management ‘fast track’ and LA intervention Early Intervention Letters/Forms To Responsible Letter 1 (Pg 20) Lateness letter Parent School Letter 2 (Pg 21) Under …..% letter Parent School Letter 3 (Pg 22) Contact letter Parent School School Attendance Procedure (‘fast track’) Letters/Forms To Responsible Leg 1, Leg 1a (Pg 24,25) Information for Parents/Carers–Rights and Responsibilities (Appendix 2 (Pg 63-69) Initial Warning Letter Flowchart/Information for Parents/Carers Parent School File Leg 2 (Pg 26) Attendance unsatisfactory Invite to Attendance Panel Meeting Parent/ other agencies School Leg 3 (Pg 27,28) Attendance Panel Meeting Pro forma Parent/School School, other attendees Leg 4 (Pg 29) Letter and Notes of Meeting Parent/File School Leg 5 (Pg 30) Failure to attend Panel Meeting Parent School
School Attendance Procedure (‘fast track’) Cont….. To Responsible Leg 6 (Pg 31) Required level of attendance achieved – monitor Parent School Leg 7 (Pg 32) Letter of Invite to PACE Formal Caution Interview/LA Panel Meeting Parent LA Leg 8 (Pg 33-36) Transcript of PACE Formal Caution Interview/LA Panel Meeting Parent LA/File/School Leg 9 (Pg 37) Letter of decision from PACE Formal Caution Interview/LA Panel Meeting Parent LA/File/School Leg 10 (Pg 38) Certificate of Attendance Attendance and Enforcement Officer School Leg 11 (Pg 39) Model Witness Statement Attendance and Enforcement Officer School Leg 12 (Pg 40 -42) LA/CSC Consultation Attendance and Enforcement Officer LA/CSC Leg 13 (Pg 43,44) School Report for Education Supervision Attendance and Enforcement Officer School Leg 14 (Pg 45-46) Certificate of Absence for Education Supervision Order Attendance and Enforcement Officer School
value - echo actual Braille page format, characters per line, lines per page, margins, etc. item - embosses the Braille format page Page Number For automatic page numbering in the header or footer: 1. Press setup/ group (page layout)/ item (page number)/ value (position in header/ footer). 2. Save with Page Mode Single sided Double Binding Z-folding double sided Z-folding single sided X X Basic-D X X X X Everest X X 4X4 PRO X X X 4Waves PRO X X X X Braille Using Internal Braille Code The internal Braille code translates text (DOS-type) to literary or computer Braille. Commercial Braille Editors will typically use the Index Default Braille Table. In other documents is may be named MIT-Braille or American Braille. . Own Braille Tables Press setup/ group (Braille)/ item (Braille table)/ select Index Braille Table or installed Own Braille Tables, save with setup. Emboss current loaded own Braille tables with the extended key command Group 3, Item 1. A maximum of four Own Braille tables may be installed using the Embosser Utility. For additional information contact Index Braille support. mode setup/ group (Braille)/ item (reformatted)/ select normal or reformatted, save with setup Typical use Function Normal DOS text formatted to the Braille page layout The page format of the original is maintained Reformatted Reformat the DOS text to the Braille page layout on your embosser Reformatting Rules Multiple spaces replaced with one space One cr/lf replaced with one space Two cr/lf replaced with one cr/lf Three cr/lf replaced with two cr/lf and two spaces, indented line Four or more cr/lf two cr/lf One Form Feed replaced with one Two or more FF replaced with one FF Line Spacing Press setup/ group (Braille)/ item (line spacing)/ select line spacing, save with setup. Line spacing is the distance in millimeters from dots 3 and 6 on one line to dots 1 and 4 on the next line. It may be adjusted from 2.5 to 10.0 mm. The default value is 5.0.
Independent Practice Problems B 1. Rafael and Sabrina had to their rooms. They wanted to see who had more toys. Rafael said she cleaned up 110 cars and 98 linking logs. Sabrina said she 108 dominoes and 103 Legos. Rafael and Sabrina said they cleaned up the same amount of toys. Is this true or false, how do you know? Use the equation 110+98=108+102 to help you determine true or false. 2. 583-529=83-29 3. 56+23=59+25 Independent Practice Problems B Answer Key False 208=210 True 79=84
HIMSS maturity, with acknowledgement that due to strong analytics and IT governance, there is capability to advance to Level 6/7 HIMSS maturity. The network of EMRs supports the national eHealth portal Sundhed, which enables patients and healthcare professionals to find information and communicate. Sundhed captures information from hospitals and GPs across Denmark to ensure that doctors and GPs have access to patient information in any hospital or clinic. It provides an overview with a range of information such as prescription history, laboratory test results, and data on allergies and adverse reactions. Danish citizens also have access to their records on a read-only basis based on information supplied by EMRs in regions. Workforce productivity benefits include: In primary care, nearly all (98 per cent) use the full clinical functionality of CPOE systems; 90 of all communication in primary care is sent as an electronic data interchange; 92% of hospital capture and evaluate system usage statistics to influence behaviour and system enhancements, with 71% capturing medication safety statistics; 96% of hospitals are entering approximately 90% of their orders electronically through CPOE processes; 100% of hospitals indicate that their imaging departments are fully automated; 92% of hospital capture and evaluate system usage statistics to influence behaviour and system enhancements, with 71% capturing medication safety statistics; 96% of hospitals are entering approximately 90% of their orders electronically through CPOE processes; 100% of hospitals indicate that their imaging departments are fully automated. Example of patient-level benefits: At Odense University Hospital, their investments have resulted in bringing down the time patients with chronic diseases spend in hospital to an average of 2.9 days per patient (compared to the European average of approximately seven days). Readmission rates for chronic disease patients are also down by more than 50%. Kaiser Permanente: Jurisdiction Private healthcare provider Population Size Approx. 9 million subscribers Model Single vendor (Monolithic) EHR across different care settings HIMSS Maturity Stage 6 Funding Largely privately funded by patients Benefits Improved patient management, enhanced information sharing Cost Approximately USD$4billion