zilongwang/ReadingBank huggingface dataset:
52. Promotion (Regular Promotions only) From To Date of Promotion (DD-MM-YYYY) Designation/Rank BPS Designation/Rank BPS 53. Deputation: Designation BPS Department Date Remarks From (DD-MM-YYYY) To (DD-MM-YYYY) TRAININGS / COURSES 54. Local/Foreign: Training/Course Institute Name Date Country Local/Foreign From (DD-MM-YYYY) To (DD-MM-YYYY) 55. Police Trainings/Courses: (Recruit, A1, B1, Lower, Traffic course, Tear Gas, ATS, Elite etc) Training/Course Institute Name Date Result (Pass / Fail) Remarks From (DD-MM-YYYY) To (DD-MM-YYYY)
Observer Assigned To: ______________________________ Employee #: ____________ Dist.: _____________ Supervisor’s Signature: ______________________________ Employee #: ____________ Date: _____________ Commander/Lieutenant Signature: _____________________________ Employee #: ____________ Date: _____________ Page 2 of 2
Opening checks date: Personal hygiene: Hands washed. Clean apron. Hair tied back. Fridge /freezer: Working properly. Temperature checked – record temps. Raw and cooked food separate. Separate containers for shared fridge. Appliances working: Cooker. Microwave. Kettle. Dishwasher. Cloths clean: Dish. Surface. T-towels. Children’s food allergies checked (see list). Food fresh and in-date. Packed lunches checked No physical or chemical or pest contamination of stored food. Closing checks date: Unused food put away correctly. Leftover food and past sell-by-date food discarded. Crockery and utensils washed up and put away dry. Rubbish removed/bin cleaned. Dirty cloths removed for washing and replaced.
A separate form for gaining permission to share information with the necessary professionals for the benefit of the child’s development is signed by the parents, which is on the parents 2 year check letter. Each child is assigned a key person whose role is to become familiar with their key children and their families Each child has their own developmental file (ILP) in which observations and assessments are kept. Parents are able to view these at any time they wish Regular two way information is exchanged with parents on a daily basis and at regular intervals acknowledging that parents know their child best Information is shared with other professionals as necessary We will complete the check when the child reaches the age of 2 years and ‘X’ months if the child is settled, in good health, has regular attendance and in agreement with the parents. It will be completed by the child’s 35th month The progress check should be completed by the person/setting where the child spends the majority of their time. This is agreed between parents and professionals beforehand Completing the progress check The key person is allowed time to complete the assessment process and form The key person will review and reflect upon the child, have an informal discussion with parents taking their views into account, discuss any concerns with a senior member of staff, complete the form (see flow chart) We use the Central Bedfordshire Council Two Year Old Assessment Form Parents are invited to a meeting to discuss the information on the form, this will aim to be shred during a parents evening where a one-to-one meeting allows the practitioner and parents to discuss the child’s development. A copy is given to parents for their records and they are encouraged to share this with other relevant professionals e.g. health visitor The form is filed in the child’s individual developmental record Next steps will be planned for within our everyday curriculum This policy was adopted at a meeting of The Woodlands held on: Signed on behalf of the Management Committee: Name of signatory: Role of signatory: Date to be reviewed:
Site: ____________________ Grant: __________________ IDA Pre-Application Form I would like to apply to become a Participant in (Agency’s) IDA Program. Name: Address: Phone (Daytime): ______________ (Evening): ______________ (Cell): _____________ Family Information: (Please circle one): Gender: Male Female Marital Status: Married Single Separated Divorced Widowed Number of Dependents: ______ You must meet income eligibility and other requirements to be accepted into the IDA Program. IDA Program Staff will make the final determination as to whether you are eligible for the Program. A member of the IDA Program Staff will call you shortly to set up an appointment. Thank you for your interest in (Agency’s Name) IDA Program. Site: ____________________ ________________________________________________________________________ _____________________________________________________________________________
Site: ______________________ Grant: ____________________ Savings Plan Agreement IDA Program Participant’s Name Name: _________________________________________________________________ Address: Phone: (Home) __________________________________________________________ (Work) ________________________________________________________ (Cell) _________________________________________________________ Savings Goal(s): I am participating in the IDA Program in order to save toward the following Qualified Asset(s). ________________________________________________________________________ Schedule of Saving Deposits to the IDA: Savings goal: $_________________ I will open my IDA no later than _______________ and agree to save the following: $_______ Weekly or $______ Bi-Weekly or $______ Monthly
Child Identification Appendix A • District Referral Form • District Notice of Referral • Parent Letter #1 for Initial Referral Information • Parent Letter #2 to Confirm Meeting • District Procedures for Identification of Gifted and Talented Students • District Notice of Gifted and Talented Referral • District Notice of Gifted and Talented Eligibility Chapter 2 - Confidentiality The District maintains records of students requiring special education and related services. The District maintains strict confidentiality of these student records and other personally identifiable information at collection, storage, disclosure, and destruction stages of handling. Parents and other appropriate persons are given proper and needed access to records. Our District establishes and implements policy and procedures which ensure that records are classified, filed, protected, kept confidential, reviewed, and when appropriate, destroyed according to the Individuals with Disabilities Education Act (IDEA), and the Family Educational Rights and Privacy Act (FERPA) and the state’s Records Retention Schedule (See Chapter 2 Appendix). Parents of students receiving special education and related services are notified annually of the availability of these policies and procedures. The written policies and procedures concerning education records are available to the public in the Superintendent’s office. ❖ Generation and Maintenance of Records Student records are defined as any records, files, documents, and other materials which are maintained in writing, found in computer memory banks, video, or audio tape, film, microfilm, and microfiche by the school system or persons acting for the school system. These records are collected, maintained, or used by the district in order to meet the requirements of IDEA. This includes records that are used for identification, evaluation and educational placement of a student for the provision of free appropriate public education. Custodian of Records The district has designated one official, Director of Student Services, who is responsible for ensuring the confidentiality of any personally identifiable information. This person is considered the custodian of records. The custodian of records ensures that all individuals who collect or use personally identifiable information receive training regarding the policies and procedures outlined in IDEA and the Family Educational Rights and Privacy Act, as well as in the Torrington procedures. Access to Confidential Student Information Access to student records is only given to parents, a representative of the parents and parties who have been determined by our district to have a legitimate educational need. The District maintains, for public inspection at the Superintendent’s office, a current list of the names and positions of those employees within the District who may have access to personally identifiable information (See Chapter 2 Appendix).
7. Maintain state services Fiscal Policy ↑ expenditure on health, education, social welfare, etc Provide adequate hospital, schools, housing ⇒ creates employment ↑ taxes to ↑ government revenue to fund state services. Monetary Policy Economic Planning Direct Intervention Creation of jobs in the public sector Provision of training facilities and 3rd level education. Prices and Incomes policies Exchange rate policies 8. Even distribution of wealth Fiscal Policy Spend tax so that all sectors of society benefit Provide adequate social welfare Development of training and education facilities Monetary Policy Economic Planning Discussions with social partners – Job bridge scheme Direct Intervention Prices and Incomes policies Exchange rate policies
versa Swearing x x x x x Throwing snowballs x x x x x Class Offense Calling staff names x x x Hitting another member (K-2) as lack of impulse control x x x x Calling 911 x x x Class Offense Hitting another member to do harm, any age x x x x Hugging for more than a couple seconds, kissing or locking body parts between members x x x x Bullying, continually threatening physically or verbally or inciting others to pick-on another x x x x x x Hitting a staff x x x x Gambling x x x x x Stealing from club, staff or members x x x x Bringing fireworks to club x x x x 1 3 3 5 4
Change Log Date Revision Description June 1, 2013 Initial Document created April 9, 2015 December 12, 2016 January 3, 2017 January 25, 2018 March 15, 2018 Edited Mileage and per diem rates Edited Mileage and per diem rates Changed de minimis amounts from $75 to $150 Edited Mileage and per diem rates Edited Mileage and per diem rates Added section on Pledge Revenue
Revenue Policies The major source of revenue for the USM Foundation is from individual, corporate, or foundation contributions and grants. Revenue is also received from special fundraising events, auctions, raffles, sales of merchandise, fees for conferences and seminars, affiliate programs, fees for performance, etc. These policies ensure that all revenue is properly solicited and accepted, promptly deposited, recorded, and acknowledged, and managed to comply with any and all donor restrictions. The USM Foundation will not return contributions received. While we are aware that some charities will return charitable gifts, doing so is a technical violation of the 501(c)(3) rules. A 501(c)(3) organization is required to use its assets solely and exclusively to advance its 501(c)(3) purposes. Once a contribution is received and deposited, the USM Foundation is obligated to use the funds to advance its 501(c)(3) purposes. Solicitation Policy The University System of Maryland (USM) Board of Regents Policy on Affiliated Foundations () requires that all solicitations for contributions, conferences, seminars, special fundraising events, grants, or other activities where the funds are to be deposited in a USM Foundation account MUST be identified as USM Foundation activities. USM Board of Regents Policy stipulates “all correspondence…shall be clearly identified as an activity of that foundation…” Samples of suggested wording that would be appropriate are noted below: “This event is an activity of the University System of Maryland Foundation, Inc. (USM Foundation). Funds earned or contributed will be managed by the USM Foundation for the benefit of [particular program]. Please make your check payable to the University System of Maryland Foundation, Inc.” THIS IS THE PREFERRED VERBIAGE OR “This [program/activity] is an activity of the University System of Maryland Foundation, Inc. Please make your check payable to the University System of Maryland Foundation, Inc.” OR “The funds raised will be administered by the University System of Maryland Foundation, Inc. for the benefit of [program/university]. Please make your check payable to the University System of Maryland Foundation, Inc.” Acceptable Monetary Revenue Types
Privacy: Many records subject to record retention requirements contain confidential information. For example, medical records of employees must be stored separately. Employee background reports must be stored separately in the custody of General Counsel’s Office. Compliance: The Internal Auditors shall periodically audit to ensure compliance.
Chapter 10 Language was clarified and/or updated throughout to reflect current strategic direction, changes in processes due to administrative/new technical structures, and current Graduate School/Program practices. Chapter 12, Graduate Student Rights and Responsibilities Language was clarified and/or updated throughout to reflect current strategic direction, changes in processes due to administrative/new technical structures, and current Graduate School/Program practices. Chapter 14 “Professional” master’s program language was changed to “professionally oriented” master’s program Language was clarified and/or updated throughout to reflect current strategic direction, changes in processes due to administrative/new technical structures, and current Graduate School/Program practices. Chapter 14, Section B.1 Capstone course was required to be graded S/F Capstone course can be graded S/F or letter graded to provide program with more flexibility. Language was clarified and/or updated throughout to reflect current strategic direction, changes in processes due to administrative/new technical structures, and current Graduate School/Program practices.
student members of the College; other members of the College; other members of the University; people external to the College and the University. The designated owner (or clearly-indicated nominated members of staff with delegated authority) will use this information to assess the likelihood of a range of risks: this will include the assessment of risks specifically relating to the protection of freedom of speech and the Colleges’ responsibility in preventing crime (including the promotion of illegal discrimination or terrorism). Activities likely to be considered inappropriate to be conducted on College premises or at events organised by the College at an external venue include: internal or external speakers giving talks which directly or indirectly promote violence towards members of the College or the general public, or which may advance the radicalisation of College members (as it is defined in the College’s statement on freedom of speech); internal or external speakers whose presence or activity, in the view of the College, carries a reasonable likelihood of risk to the health or safety of its members or of the general public; physical activities where there has not been due regard for the safety of participants and onlookers; activities where the College has been advised by the police that they represent a high risk at the specified time or location proposed. 22 June 2016 Annex Process for Booking College Events and Meetings Rooms and meeting places for events are managed by the following people on behalf of the College: Name Role Phone/Email Miss Marilyn Dowling (for booking function rooms and the gardens, and organising bookings of College events at external venues) Conference & Events Mrs Cheryl Bowran (for booking JCRs) Head Porter MCR President, in consultation with Dr Kate Fleet, Graduate Tutor (for exceptional use of the Middle Combination Room other than for or by Newnham Graduate students) MCR President Graduate Tutor Miss Wendy Evans Domestic Bursar Undergraduate students can also book the Junior Combination Rooms (JCRs) on-line. Information required from the event organiser at the time of making the booking: name and contact details of the College event organiser;
insurance carriers. Outstanding claims will be reviewed on a weekly basis for follow-up with insurance carriers. Checks received via mail will be posted to check log on a daily basis. A different person than the person completing the check register will post the insurance payment to the patient’s account. Bank deposits will be made on a daily basis and will follow ___________ Clinic policies and procedures. The clinic will conduct regular and periodic QI activities to verify that information submitted to insurance carrier is complete and accurate. Information on Superbills and on submitted claims will be compared to information in medical record. _______________________________________________________________________ *STDTAC/Jan. 2014.
Excellent word processing skills. Good working knowledge and experience of relevant Information Technology applications. Proven experience in general administration. Excellent organisational skills. Good written and verbal communication skills. Ability to service committees and take minutes of meetings. To participate in national campaigns, conferences and seminars as appropriate. Experience of financial administration such as invoicing, payments, expense claims and budget monitoring Proven ability to work as part of a team and cope with a busy working environment. Good interpersonal skills. Ability to work with external organizations and suppliers Ability to prioritise workload and work on own initiative and deal with conflicting priorities. Ability to maintain confidentiality. Flexible attitude and approach. Empathy with the aims and objectives of UNISON and trade union issues. ___________________________________________________________________ OTHER INFORMATION Completed application forms should be received no later than Wednesday 12th February 2014, quoting ref no: CCP/36 to Sally Brooke, PPA, UNISON Centre, 130 Euston Road, London, NW1 2AY or alternatively emailed to . Interviews will be held at UNISON Centre at the above address in London on 6th March 2014 and may include a skills test on Microsoft Office Packages.
UNISON SECURITY SUPERVISOR SYSTEMS MANAGEMENT SECTION REF: ORD/102 PERSON SPECIFICATION UNISON is an equal opportunities employer, committed to providing equal opportunities regardless of race, marital status, gender, sexuality, disablement or age. This Person Specification is designed to help members of Interviewing Panels judge the qualities of interviewees in a systematic and consistent way and in accordance with UNISON’s equal opportunity policy. It is given to all job applicants for information. Assessment Code A – Application form Pl – Panel interview Heading Selection Criteria Assessment 1. Thinking Ability to contribute to the development of the service Ability to operate fire alarm, security, and access systems Ability to allocate duties and manage work rotas Ability to deal effectively with unauthorised visitors Post holder is expected to have work experience in a related field A / PI A / PI A / PI A / PI A / PI 2. Interpersonal and Communication Ability to supervise and coordinate the work of staff Ability to instruct the Building Services provider and other contractors Ability to communicate effectively in writing and verbally Ability to brief emergency service personnel A / PI A / PI A / PI A / PI 3. Initiative and Ability to manage and prioritise work under pressure A / PI
Grievance Policy - Program I. Policy It is the policy of Zumbro House, Inc. to ensure that people served by this program have the right to respectful and responsive services. We are committed to providing a simple complaint process for the people served in our program and their authorized or legal representatives to bring grievances forward and have them resolved in a timely manner. II. Procedures Service Initiation A person receiving services, their authorized or legal representative, and their case manager will be notified of this policy, and provided a copy, within five working days of service initiation. How to File a Grievance The person receiving services or person’s authorized or legal representative: should talk to a staff person that they feel comfortable with about their complaint or problem; clearly inform the staff person that they are filing a formal grievance and not just an informal complaint or problem; and may request staff assistance in filing a grievance. If the staff person was unable to solve the complaint or problem, the person receiving services or the person’s authorized or legal representative can talk to the Program Director for that location. They can be reached by calling If the person or person’s authorized or legal representative does not believe that their grievance has been resolved they may bring the complaint to the highest level of authority in this program. That person is Christopher Onken, President. He can be reached at 651-264-1000 or 525 Commons Drive, Woodbury, MN 55125 Response by the Program Upon request, staff will provide assistance with the complaint process to the service recipient and their authorized representative. This assistance will include: the name, address, and telephone number of outside agencies to assist the person; and responding to the complaint in such a manner that the service recipient or authorized representative’s concerns are resolved. Zumbro House, Inc. will respond promptly to grievances that affect the health and safety of service recipients. All other complaints will be responded to within 14 calendar days of the receipt of the complaint. All complaints will be resolved within 30 calendar days of the receipt. If the complaint is not resolved within 30 calendar days, this program will document the reason for the delay and a plan for resolution.
Revised July 2014 Students’ Union (July 2016) Approved April 2007; reviewed and updates 2012, 2015 annual (MS) Sets out the principles that underpin curriculum design for all courses at the University. [Note – the document has electronic links to all associated policies and guidance] Essential point of reference for those responsible for developing new courses or reviewing existing courses; Guidance on writing learning outcomes and developing assessment criteria also available. Various n/a Legal obligation for HEIs to promote equality and to monitor; all statements include specific actions relating to learning and teaching/student experience. All courses expected to take account of equality and diversity and inclusion as principles in course design. October 2014 2016/17 Sets out the principles and procedures for ethical approval of research. Should feed into the design of all modules with a research component. Approved September 2006, reviewed July 2014 2016/17 Sets out expectations relating to courses/ modules delivered in non-standard and/or mainly by distance/learning technologies. Point of reference for design/ development of courses/modules that involve significant delivery in distance/on-line modes of learning. Involvement of e-learning team in design and development considered essential. Approved June 2007 2011/12 Sets out principles for relationship between awards, particularly where modules are shared. Important reference for design of related courses. July 2016 Spring 2019 To be considered in conjunction with the University’s Assessment Policy. Approved January 2011, amended July 2013 2016/17 Outlines for the University’s collaborative partner organisations the responsibilities and processes for approving ‘partner generated’ marketing and public information (including print, electronic and web-based material) and their use in Need to ensure all parties aware of and implement policy from outset, to first advertising of a programme.
The Economics of a Tariff – (Hamiltonian Economics) revenue tariffs were enacted to help fund national debt, protective tariffs fueled sectional differences War of 1812 The need for national defense - industrialization/armaments British seek to strangle infant U.S. industry with below-cost dumping first protective tariff passed by national minded Democratic-Republicans (1816) constant increases (every four years) raises protection (1816-1832) Tariff of Abominations (1828) Outgoing Q. Adams administration (Federalists/National Republicans) highest tariff to date stifles most foreign trade southern Democrats (South Carolina/Calhoun) blame tariff for farm recession nullification crisis threatens Union Clay's Compromise Tariffs (1832-1848) The nullification crisis (civil war) avoided by compromise reductions tariff reduced (every four years) until reduction reaches 1816 level by 1848 Morrill Tariff (1862) Southern secession from Congress allows for northern wish-list legislation highest tariff to date offers war-time protection for Yankee industry. 30,000 acres of land for each Congressional representative granted to each state. Proceeds of land sales to be used to finance public colleges. Foreign Entanglements
Constabulary allowed specialist officers to routinely carry guns before the launch of the new single force. Police Scotland has adopted this approach across the country since its launch in April last year. Previous policy on firearms indicated that officers had to retrieve their weapons from locked safes in armed response vehicles with permission from a senior officer. The Scottish Police Authority and Her Majesty’s Inspectorate for Constabulary are both investigating the issue. The Commission issued a press release welcoming the reviews and highlighting concerns over lack of public engagement: In the meantime Police Scotland has reversed the decision. The Scottish Human Rights Commission welcomes Police Scotland’s announcement that armed police officers will now only be deployed to firearms incidents or where there is a threat to life. However, we remain of the view that decisions of this kind are not simply an operational matter for Police Scotland. Changes to police policies and practices that increase the presence of lethal weapons on Scotland’s streets should only happen with appropriate governance, scrutiny and meaningful dialogue with the public. The Commission therefore looks forward to the outcome of the pending inquiries into these issues by HM Inspectorate of Constabulary in Scotland and the Scottish Police Authority. There are important lessons to be learned from recent events for all concerned with policing in Scotland and we look forward to working with Police Scotland and others, through Scotland’s National Action Plan for Human Rights, to embed better protection of human rights within police structures and culture. HMICS reported to Parliament on 27 October 2014, finding that Police Scotland has fully complied with all relevant United Kingdom armed policing guidance, and that the decision represented best practice. The report did however raise concerns and make recommendations in relation to the role of the Scottish Police Authority and the way that Police Scotland engaged with the public in relation to communicating changes to operational practice. The Commission is currently considering this report.
All the tools that have been developed during the community work have been shared with the Child Desk to build its capacity in running its own CP initiatives. Intermediate Outcome 3.3 (a) The network of institutions and practices supporting women experiencing family violence is extended and strengthened. Whilst improving the experience of women as they interface with the justice system is mainstreamed across all programming (see section 2f for detail on progress of gender related issues) targeted programming resulting from the research conducted this reporting period is to commence at the beginning of 2016 building on the research evidence base. Intermediate Outcome 3.3 (b) Targeted justice sector agencies as well as local level actors are responding more effectively and consistently to women experiencing family violence Whilst improving the experience of women as they interface with the justice system is mainstreamed across all programming targeted programming resulting from the research conducted this reporting period is to commence at the beginning of 2016 building on the research evidence base. Intermediate Outcomes 3.4: Targeted justice sector agencies and the Blacksands community representatives respond more effectively, appropriately and collaboratively to juvenile justice issues in the pilot location Targeted justice sector and community interventions responding more effectively to juvenile justice issues will commence in the next reporting period building on the research evidence base. Table B: Summary of Key Achievements Photo – Finance Staff from the Sector have been working with Public Financial Management Adviser – Ms Susan Morrison in large training sessions, small group and one on one to enhance their skills and capacity.
BT7 1HP Tel: 028 9024 9041 Email: Website: 24 Hour Domestic & Sexual Violence Helpline – 0808 802 1414 Email Support: Text support to 07797805839 Open to all women and men affected by domestic & sexual violence
APPENDIX 1 Logging a Concern about a Child’s Safety and Welfare – all staff and visitors Pupil's name: d.o.b. Yr. gp. Date: Time: Name: ..................................................………… Print .................................................…………. Signature Position: Note the reason(s) for recording the incident.
APPENDIX 12 FORM 5 Log of concerns reported to the Designated Safeguarding Lead School:…………………………………………………. DSL: ……………………………. Date concern raised Name/role of person raising concern Name/dob of child Actions (e.g. discussed with parents, monitor, referred to Social Care) Outcomes (e.g. no further concern, parents agreed to address, referred to Early Help, SC opened for assessment)
Date concern raised Name/role of person raising concern Name/dob of child Actions (e.g. discussed with parents, monitor, referred to Social Care) Outcomes (e.g. no further concern, parents agreed to address, referred to Early Help, SC opened for assessment)
Legal framework This policy has due regard to statutory legislation and national guidance, including, but not limited to, the following: The Trade Union and Labour Relations (Consolidation) Act 1992 The Education Act 1996 The Health and Safety at Work Act 1974 The Education (Specified Work) (England) Regulations 2012 Conduct of Employment Agencies and Employment Businesses Regulations 2003 Statutory Framework for the Early Years Foundation Stage 2014 Keeping Children Safe in Education 2015 Code of Practice: Picketing 1966 Roles and responsibilities of the headteacher In the event of strike action, the headteacher must take all reasonable steps to ensure that the school remains open for as many pupils as possible. Union representatives will make sure the headteacher is aware of the strike at least seven days prior to the day in question. The headteacher has the final say as to whether the school closes, or remains open. The headteacher will consult the governing body, parents/carers and the LA before deciding whether to close the school. The headteacher is entitled to ask staff whether they are intending to strike, in order to make plans to manage the strike. The headteacher and senior leadership team will ensure the development of good relationships between management and staff in order to minimise the disruption of industrial action. The headteacher will be responsible for organising a contingency plan to minimise the impact of any strike action. Where the headteacher is involved in the strike, the governing body and headteacher will delegate his/her responsibilities to a member of the leadership team prior to the strike day. If they are also striking, a person whom they deem suitable shall be appointed. The headteacher is accountable for the conduct of all examinations and provision of facilities in their school. Where possible, the headteacher will ensure that examination centres remain open for examinations, even if the school is partially or fully closed.
VERY dilute sample 3 4 6 Prescription Medication Use of unauthorised prescribed medication – single incident t Non-custodial Non-custodial Use of unauthorised prescribed medication – multiple incidents 2 2 2 Drug use in custody (on program) Use in custody including non-prescribed drugs 14 days immediately 14 days immediately 14 days immediately Alcohol Drinking alcohol when alcohol not permitted 1 2 3 Exceeding .05 2 2 3
DRUG COURT OF NEW SOUTH WALES Policy 9 Drug and Alcohol use by Participants Last Reviewed November 2017 1. PURPOSES OF POLICY 1.1 To ensure early detection of participant drug use and a swift response by the Drug Court to such use. To promote program compliance and reduce the health risk to which each participant is exposed. To reduce the risk to the community of participant criminal conduct. 1.2 To ensure accuracy and consistency in testing for participant drug use. 2. DEFINITIONS Act means the Drug Court Act 1998. Case manager means the Community Corrections Officer assigned to a participant. Drug Court program means the conditions that a person has accepted, having been dealt with under section 7A, 7B and 7C of the Act. Participant means a person dealt with under sections 7A, 7B and 7C of the Act Testing Nurse means a nurse employed by the Court or by a treatment provider to conduct and supervise testing for drug or alcohol use. Treatment provider means a participant’s principal treatment provider. 3. POLICY 3.1 Undertaking about any drug use At the commencement of his or her Drug Court program, each participant is to undertake to the Court that he or she: will not use or possess any prohibited drug, will not use or possess any synthetic intoxicating drug, will not drink alcohol at all in Phase One of the Drug Court Program, will not use alcohol or any other legal drug in a manner which may interfere with his or her ability to fully participate in a Drug Court program, will provide his or her urine, breath, sweat or saliva for analysis as and when directed to do so, will not use any prescribed medication unless it is prescribed for him or her by a doctor, will admit to using any prescribed or non-prescribed medication at the next drug test. will bring to the drug test location the packet/bottle and a copy of the prescription.
After initiation of AACA, assess and document in the medical record the following every 1 hour x 4 hours and then every 4 hours thereafter unless otherwise ordered: Type of assessment Mode AACA Medication Concentration Concentration Unit of Measure AACA Loading Dose* Continuous Basal Rate Dose* Continuous Basal Rate Dose Unit of Measure* Demand Dose Demand Dose Unit of Measure Lockout Interval (minutes) Number of Injections (Delivered) PCA Med Total Dose Infused (mg) PCA Med Total Dose Infused (mcg) Pain assessment Pump related activities* *If applicable An order may be added for “PCA Management” which will generate a reminder on the “Task List” in the medical record for the assessment and documentation frequency. The RN must notify LIP of any of the following: Inadequate pain relief Excessive sedation or change of mental status Fever or temperature >38.5°C Flush, rash or persistent itch The patient history must be cleared every 4 hours. Documentation of the following must also be done at a minimum of every 4 hours: Vital Signs PCA Neurological PCA Respiratory PCA Gastrointestinal LIP order is required for changing AACA program parameters, administering a supplemental bolus dose of opioid using PCA device, renewing AACA narcotics per the Controlled Substance Policy and discontinuing PCA. Document the amount of any supplemental bolus doses in the medical record. Maintenance Clamp PCA tubing with clamp on tubing when pump is unlocked (i.e., initiating syringe into pump cassette, changing syringe, reprogramming pump settings).
“Qualification” means a qualification registered on the NQF. “Recognition of prior learning” is a developmental process that includes teaching, mentoring, assessing, accrediting and certifying the previous learning of a learner for the purposes of personal development, further learning and advancement in the workplace. “RPL Institute” means a centralised facility empowered to fund, direct, evaluate and oversee the mainstreaming of RPL. “RPL practitioner” means a person who is registered with the RPL Institute in accordance with criteria established for this purpose. There are three types of RPL practitioners: Advisor, Facilitator and Administrator. Principle and Context of RPL RPL is a principle closely aligned to three key elements of the national policy discourse in South Africa since 1994: As part of the political discourse of transformation, its intended role is to redress injustices and ensure effective access to formal learning. As part of the discourse of accreditation and lifelong learning, it renders explicit and certifiable, knowledge, skills and attitudes acquired experientially, at work, or in other contexts outside the formal education and training system. As part of an integrated NQF, its intension is to enhance flexibility and articulation in the education and training system. As such it accommodates all forms of learning. Objectives of NQF The objectives of the NQF are to: Create a single integrated national framework for learning achievements. Facilitate access to, and mobility and progression within, education, training and career paths. Enhance the quality of education and training. Accelerate the redress of past unfair discrimination in education, training and employment opportunities. Contribute to the full personal development of each learner and the social and economic development of the nation at large. The NQF is developed as an integrated framework overseen by SAQA and made up of three coordinated integrated sub-frameworks, each overseen by a quality council: Higher Education Qualifications sub-framework overseen by the Council on Higher Education General and Further Education and Training Qualifications sub-framework overseen by Umalusi Occupational Qualifications sub-framework overseen by the Quality Council for Trades and Occupations In terms of Section 13[h] of the NQF Act, and notwithstanding the provisions of any other Act, SAQA is required to develop and implement policy and criteria,
Housing support and homelessness assistance 94655 National Partnership Agreement - Homelessness (NPAH) homeless children’s initiatives Housing support and homelessness assistance 94656 National Partnership Agreement - Homelessness (NPAH) support to maintain tenancies Housing support and homelessness assistance 94657 National Partnership Agreement - Homelessness (NPAH) family violence initiatives Housing support and homelessness assistance 94658 National Partnership Agreement - Homelessness (NPAH) youth services Housing support and homelessness assistance 94659 National Partnership Agreement - Homelessness (NPAH) sector capacity Housing support and homelessness assistance 94671 National Partnership Agreement - Homelessness (NPAH) family violence stage 2 Housing support and homelessness assistance 94672 National Partnership Agreement - Homelessness (NPAH) opening doors Housing support and homelessness assistance 94675 Private rental assistance Housing support and homelessness assistance 94699 After Hours Response - Family violence Housing support and homelessness assistance 94827 Homeless grant funding - Leasing (head leasing) Housing support and homelessness assistance 94644 94645 94646 Youth foyers - Operating Output group: Youth services and youth justice Output Activity Activity Description Community-based services 32304 Human Services Standards funding contribution - Youth services and youth justice
Approval and Review Details Approval Authority <Add the relevant approval authority, i.e. Council, Academic Board or and President> Advisory Committee to Approval Authority <Add the relevant advisory committee, e.g. Learning and Teaching Committee> Administrator <Add the title of position/s with overall responsibility for compliance, monitoring and review> Next Review Date [DD/MM/YYYY – Policy Portal Administrator updates this information] Approval and Amendment History Details Original Approval Authority and Date <Add the relevant approval authority DD/MM/YYYY> Amendment Authority and Date <Add the previous approval authorities and amendment dates as Name DD/MM/YYYY; Name DD/MM/YYYY.> [Policy Portal Administrator adds the latest amendment information] Notes <If relevant, add notes to alert readers about the document/s this one replaces, e.g. This document consolidates and replaces X Policy, Y Procedure and Z Procedure.> APPENDIX <or APPENDICES> <delete if not required> [If diagram/s, including flowcharts, will help readers to understand the policy and procedure, include these in the appendix, but keep them simple.]
Policy Code: 1320/3560 Title I Parent and Family Engagement The board of education recognizes the value of family engagement in a child’s academic success and believes that the education of children is an ongoing cooperative partnership between the home and the school. Parents and other family members are their children’s first teachers; therefore, the continued involvement of parents and family members in the educational process is most important in fostering and improving educational achievement. School system officials shall strive to support parents and provide parents and family members with meaningful opportunities to become involved in the programs offered by the Title I schools. The board encourages parents and family members to participate in the design and implementation of the programs and activities in order to increase the effectiveness of the school system’s Title I program in helping students meet state and local achievement standards. A. DEFINITION OF PARENT AND FAMILY ENGAGEMENT For the purposes of this policy, the term “parent and family engagement” means the participation of parents, guardians, and other family members in regular, two-way, and meaningful communication involving student learning and other school activities, including ensuring the following: 1. that parents and family members play an integral role in assisting their child’s learning; 2. that parents and family members are encouraged to be actively involved in their child’s education at school; 3. that parents are full partners in their child’s education and parents and family members are included, as appropriate, in decision making and on advisory committees to assist in the education of their child; and 4. that the school system utilizes activities to support parent and family engagement in the Title I programs. B. PURPOSE AND OPERATION OF TITLE I PROGRAM The Title I program is a federally supported program that offers assistance to educationally and economically disadvantaged children to help ensure they receive an equitable, well-rounded education and meet the school system’s challenging academic standards. The Title I program provides instructional activities and supportive services to eligible students over and above those provided by the regular school program. Qualified Title I schools will operate as school-wide programs or targeted assistance programs based upon federal eligibility criteria. School-wide programs will provide comprehensive support to offer improved opportunities for all students in the school to meet the school system’s academic standards. Targeted assistance programs will provide services to eligible students most in need of assistance in the school, as determined by
Contents 8 19 0 5 Veterinary use of compounded pharmaceuticals……………………………….………31 Acupuncture……………………………………………………………………………..….34 7 38 2 0 1 2 3 4 5 59 3 68 69
Part 6 - Companion animals General health and welfare issues Responsible ownership of dogs and cats and the human–animal bond Policy Dog and cat ownership is an integral part of the human- animal bond and plays an important and positive role in the health and wellbeing of the community1. Benefits can include companionship, health and social improvements and assistance for people with special needs. It is essential that the physical, social and welfare requirements of the animal are considered before they are acquired, not just the needs and wants of the owners. This commitment and duty of care remains throughout the life of the animal2. Background Responsible ownership involves a duty to care for the health and welfare of the animal and to consider the rest of the community and to comply with appropriate legislation3. Registration and permanent identification of all dogs and cats should be compulsory, but can only be effective if there is vigorous enforcement by local government authorities. Comprehensive and harmonised companion animal legislation between states and territories is desirable. The human–animal bond needs to be strengthened so that people can obtain the maximum enjoyment, amenity and health benefits from their animals with full consideration of the animal’s welfare and the needs of the wider community. In Australia, individuals and society as a whole derive many benefits from interacting with animals as companions, and uniform legislation should be promoted for example to permit pets in flats, pets on public transport and pets in restaurants However, the number of companion animals greatly exceeds the number of responsible people prepared to offer
negligence, inappropriate or unprofessional conduct or misconduct should be referred to the relevant state or territory veterinary registration board. Veterinary registration legislation requirements must always take precedence over potentially contradictory requirements of any other accreditation scheme. References : 1. Veterinary legislation 1.1. Veterinary Surgeons Act 1936 (QLD) 1.2. Veterinary Practice Act 2003 (NSW) 1.3. Veterinary Practice Act 1997 (VIC) 1.4. Veterinary Practice Act 2003 (SA) 1.5. Veterinary Surgeons Act 1960 (WA) 1.6. Veterinary Surgeons Act 1987 (TAS) 1.7. Health Professionals Act 2004 (ACT) 1.8. Veterinarians Act (NT) 2. AVA Code of Professional Conduct Date of ratification by the AVA Board: 09 April 2015
Coffey, D. (2014). Culture, religion, and open defecation in rural north India. Research Institute of Compassionate Economics. Retrieved on June 15, 2015 from Coffey, D., Gupta, A., Hathi, P., Khurana, N., Srivastav, N., Vyas, S., & Spears, D. (2014). Open defecation: Evidence from a new survey in rural north India. Economic & Political Weekly, XLIX (38), 43-55. Doron, A., & Jeffrey, R. (2014). Open defecation in India. Economic & Political Weekly, XLIX, 72-78. Gale, J. (March 3, 2009). India failing to control open defecation blunts nation’s growth. Bloomberg. Retrieved on February 11, 2015 from Hammer, J., & Spears, D. (2013). Village sanitation and human capital: Evidence from a randomized experiment by Maharashtra government. Policy Research Working paper World Bank-Sustainable Network, Water and Sanitation Program. Earlier version available from Lalwani, N. (2014). U.N. Campaign targets open defecation in India: ‘Take poo to the loo’ Prompts plenty of giggles—and anger—among health advocates. The Wall Street Journal. Retrieved on February 14, 2015 from . Owen, W.F. (1984). Interpretive themes in relational communication. Quarterly Journal of Speech, 70, 274-287. Sikand, M. (2012). Toilet Rage claims life in Mahim. Retrieved on September 23, 2015 from Mahim/articleshow/11679377.cms Spears, D., Ghosh, A., & Cumming, O. (2013). Open defecation and childhood stunting in India: An ecological analysis of new data. PLoS One , 8(9), e73784 doi: 10.1371/journal.pone0073784 Retrieved on February 14, 2015 from