zilongwang/ReadingBank huggingface dataset:
Whole body Work activities such as: □ Building maintenance □ Construction □ Logging □ Utility work □ Other: __________________ Work-related exposure to: □ Working from heights of 10 feet or more □ Working near water □ Other: ____________________ Can hazard be eliminated without the use of PPE? □ Yes □ No If no, use: □ Fall arrest/restraint Type: __________________ □ PFD Type: ___________________ □ Other: ___________________ Lungs/respiratory Work activities such as: □ Cleaning □ Mixing □ Painting □ Fiberglass installation □ Compressed air or gas operations □ Other: __________________ Work-related exposure to: □ Irritating dust or particulate □ Irritating or toxic gas or vapor □ Other: __________________ Can hazard be eliminated without the use of PPE? □ Yes □ No Ears/hearing Work activities such as: □ Generator □ Ventilation fans □ Motors □ Sanding □ Pneumatic equipment □ Punch or brake presses □ Use of conveyors □ Grinding □ Machining □ Routers □ Sawing □ Others: ________________ Work-related exposure to: □ Loud noises □ Loud work environment □ Noisy machines/tools □ Punch or brake presses □ Other: ___________________ Can hazard be eliminated without the use of PPE? □ Yes □ No Source: “,” State of Washington Department of Labor and Industries.
Employee Name/Title: Assessment Conducted by: Department: Date of Assessment: Job/Task(s): Effective Start Date: EYES/FACE Negligible Hazard Can hazard be eliminated without the use of PPE? Yes No Work-related exposure to: airborne dust flying particles hazardous liquids/chemicals intense light blood splashes other: PPE required to manage hazard: Safety glasses Safety goggles Face Shield Shading/Filter (# ) Welding shield Other: Comments: HEAD Negligible Hazard Can hazard be eliminated without the use of PPE? Yes No Work-related exposure to: beams pipes falling objects exposed electrical wiring or components machine parts other: PPE required to manage hazard: Protective Helmet Type A (low voltage) Type B (high voltage) Type C Hair net or soft cap Other: Comments: HANDS/ARMS Negligible Hazard Can hazard be eliminated without the use of PPE? Yes No Work-related exposure to: hazardous liquids/chemicals scrapes, bruise, or cut injuries from tools extreme heat/cold blood (OPIM) other: PPE required to manage hazard: Gloves Chemical resistance Liquid/leak resistance Temperature resistance Cut resistance Gauntlet or long necked Work Gloves Chemical Protective sleeves Long sleeves Other: Comments: FEET/LEGS Negligible Hazard Can hazard be eliminated without the use of PPE? Yes No Work-related exposure to: hazardous liquids/chemicals heavy falling/rolling objects heavy equipment exposed electrical wiring or components slippery surfaces explosive atmospheres tools other: PPE required to manage hazard: closed shoes (e.g. no opened toes or sandals) long pants Safety shoes or boots Toe protection Metatarsal protection Electrical protection Heat/cold protection Anti-slip soles Chemical resistance Leggings or chaps Foot-Leg guards Other: Comments: BODY/SKIN Negligible Hazard Can hazard be eliminated without the use of PPE? Yes No Work-related exposure to: hazardous liquids/chemicals sharp or rough edges extreme heat/cold PPE required to manage hazard: Lab Coat Raingear Coveralls, Body suit Apron Welding leathers Abrasion/cut Comments:
Virginia Department of Education Attachment D - Supts Memo No. 181-15 FORM NA.011 08/2008 July 24, 2015 INVENTORY OF EQUIPMENT PURCHASED WITH STATE CTE EQUIPMENT FUNDS An inventory of equipment purchased with career and technical education state equipment funds must be kept using this form for all purchased items. Record/Item Numbers can be referenced from the Recommended Equipment Approved for Career and Technical Education Programs document under the individual program service number headings. The itemized list and invoices for each program service showing the total amount claimed on the reimbursement request must be kept on file at the school division level for audit purposes. An inventory of all equipment items purchased with state funds must be maintained in accordance with CTE Regulation (8 VAC20-120). School Division: School Name: ____________________________ Program Service Area: Program: ____________________________ _________________________________________ _____________________________________________ Division Superintendent or Designee Name: Division Superintendent or Designee Signature: Date: Record/Item Number Date Purchased Quantity Equipment Item and Serial No. Invoice Number Unit Cost Total Cost Virginia Department of Education Attachment D – Supts Memo No. 181-15 FORM NA.011 08/2008 July 24, 2014
BLACKPOOL AND THE FYLDE COLLEGE Application Support Form Ref: Post: Lecturer 0.5 L1 in Counselling Please return this completed sheet with your application form. The details from this Form will aid the shortlisting process NAME: Personal attributes required based on Job Description Essential (E) or Desirable (D) Please enter full details of the relevant information, together with relevant specific examples to evidence your competency in these areas. All sections must be completed. Essential requirements are those without which an applicant may not normally be considered for appointment. Qualifications 1. Possession of a recognised teaching qualification (minimum level 5) or be willing to commence studies within 1 year of appointment. E 2. GCSE at grade C or above in English and Maths or be willing to obtain within 2 years of appointment E 3. A degree or equivalent professional qualification in the relevant Counselling discipline E 4. Possession of subject specialist qualification in Counselling D Experience 1. Industrial /commercial experience in a counseling related role. E 2. Working within an FE environment. D 3. Working within an HE environment. D Knowledge, Skills and Abilities 1. Ability to respond to a range of learning styles E 2. The ability to communicate in all forms clearly, succinctly and in a timely manner E 3. Ability to develop learning resources to E
Gloucester City Council building control services Planning Planning Enforcement Environmental Health Council Tax and Legal Services When allocating relevant work to officers employed within the joint building control services provided by Stroud District Council and Gloucester City Council. Highways at Gloucestershire County Council. When highway works are involved in the project. Gloucestershire Fire and Rescue Service When fire consultation is required Statutory Undertakers including: Severn Trent Water and Wessex Water. When water supplies are affected. In accordance with legal requirements to publish building regulation applications, relevant personal data will be published on the Council’s planning website Gloucestershire Building Control Partnership. Daily as required. Relevant parties involved in the application process including builders, applicants and agents. Daily as required.
Intervention impact summary Name: Date of birth: NCY: Name of Setting: When did the intervention take place? From: To: We expect evidence of intervention over time. You may need to submit a number of these intervention impact summary tables to provide evidence of this. For example one per term. Pupil’s need targeted by this intervention Intervention: Describe what this entails What is the expected outcome? Which professional recommended this? Pupil: staff ratio (state teacher or TA) and duration Duration and frequency of intervention (per week, per child) Impact: how do you know? What is your evidence? (e.g. formal/informal assessment) Next steps: how could this provision be developed over time and contribute to increased independence?
Does your child require home adjustments or specialist equipment in order to access education or leisure? (Please specify the detail?) Yes : No: Does your child have a general learning disability? If so is there a formal diagnosis? (Specify detail, when diagnosed and by whom) Yes : No: Does your child has a specific learning disability? If so is there a formal diagnosis? (Specify detail, when diagnosed and by whom) Yes : No: Does your child have a behavioural or mental health difficulty? If so is there a formal diagnosis? What is the impact on your child? (Specify detail, when diagnosed and by whom) Yes : No: Has your child been known to Children’s Services either in this borough or elsewhere? (Please share details) Yes : No: Has your child or family ever received support from a Prevention and Early Help Service/Family Support Service in this borough or elsewhere? (Please share details) Yes : No: Does your child engage with any services from charities or the Local Offer which help your child to access play/leisure or education? Yes : No: Are there any additional worries that are impacting on your family? (Adult health, housing, family functioning, income issues) Yes : No:
ratio (state teacher or TA) and duration frequency of intervention per week, per child) Current Total teacher time (Per week) Current Total LSA /TA time (Per week) Proposed Total teacher time (per week) Proposed Total LSA/TA time (per week)
Intervention impact summary Name: Date of birth: NCY: Name of Setting: When did the intervention take place? From: To: We expect evidence of intervention over time. You may need to submit a number of these intervention impact summary tables to provide evidence of this. For example one per term. Pupil’s need targeted by this intervention Intervention: Describe what this entails What is the expected outcome? Which professional recommended this? Pupil: staff ratio (state teacher or TA) and duration Duration and frequency of intervention (per week, per child) Impact: how do you know? What is your evidence? (e.g. formal/informal assessment) Next steps: how could this provision be developed over time and contribute to increased independence?
Proposed intervention needed Pupil’s need to be met through this intervention Proposed intervention Proposed Staff/Child ratio (state teacher or TA) and duration Proposed duration and frequency of intervention per week, per child) How will the school/setting ensure that independence is developed and that support reduces over time? Current Total teacher time (Per week) Current Total LSA /TA time (Per week) Proposed Total teacher time (per week) Proposed Total LSA/TA time (per week)
Question 30 – Do you have any comments on our proposals to include an indicator measuring the lack of proximity to accessible green space instead of the proximity to waste disposal and industrial sites indicator? Please comment: Question 31 – Do you have any views on the proposed weighting within this domain? Please comment:
OCTOBER 2018 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 Mr. Erwin 4 5 Thanksgiving Lunch 6 7 8 CLOSED for Thanksgiving 9 Rhett T. 10 Scholastic Book Orders Due 11 12 13 14 Abby S. 15 16 17 18 Ava H. 19 20 21 22 23 Dawson S. 24 25 Miss Dawn 26 PJ Day and Pancake Breakfast 27 28 29 30 31 Adelyn S. Halloween Parties NOTES
FOR COMPLETION BY UNIVERSITY OF PLYMOUTH: Signature of Faculty Partnership Manager. Signature: Print Name: Date: This change may have an impact on progression and approval will be sought from the Cognate Faculty. This change does not have an impact on progression. (please delete accordingly) Signature of Faculty Academic Liaison Person (ALP), Associate Head of School (Teaching and Learning) or equivalent. Signature: Print Name: Date: Signature of Head of UK Partnerships. Signature: Print Name: Date:
Events Industry Board Minutes Department for Digital, Culture, Media and Sport 4th October 2018 Attendees Michael Hirst (Chair) Karoline Andrew (Minutes) Paul Bush - VisitScotland Joss Croft - DIT Tracey Halliwell - London & Partners Simon Hughes (delayed) - Independent Jennifer Jenkins - EVCOM Kerrin MacPhie- VisitBritain Gill Manley - Celtic Manor Giles Smith - DCMS Sarah Wright - Independent Robert Wright - Davies Tanner (observer) Heledd Williams - VisitWales Apologies: Chris Skeith (AEO), Mike Rusbridge (Independent), Kate Nicholls (UKHospitality) Welcome and Presentation by Celtic Manor on the new ICC Wales Exhibition Space Michael welcomed Members and thanked Celtic Manor for hosting the meeting. He acknowledged Nick De Bois’s good work on the Board and wished him well in his new role at DExEu. Gill provided an overview of the history for Celtic Manor to the present day: Best Hotel at the Meetings & Incentive Travel awards for 8 years in a row 65% of the population live within 2 hours of Newport and the removal of the bridge toll is expected to benefit the area greatly. New conference centre opening July 2019 Looking to create a festival like atmosphere for official opening, targeting 40 associations (including attendees partners and children) UKSpace will be the first event to be held in the facility with approx. 1,500 delegates £80m to build, partnerships with local universities, business and industry. Sense of place very important - Owner insists on having as much Welsh produce available for delegates/visitors and to weave this into all they do. Previous Minutes Amendments: Simon Hughes needs to be listed as attending last meeting Bullet point 4 should read ‘Culture Diary’ not ‘Virtual Diary’ Otherwise agreed. Declarations of Interest None. Matters Arising Progress of new Cross-Government Working Group
2. Pursuant to Rule 14.6(c)(4), the comment period for the proposed decision extending the statutory deadline should be waived. IT IS ORDERED that the time for completion of this proceeding is extended until November 17, 2017. This order is effective today. Dated __________________, at San Francisco, California.
CRITICAL ELEMENT #4: Location-based Rules Determine Top 3 Locations for Event Problems: (BASIS Behavior Dashboard) Top 3 Locations (BASIS Behavior Dashboard) School Location # Incidents EXAMPLE: Cafeteria 12 Classroom Not included 1. Cafeteria 9 2. Playground 5 3. Hallway 2 Create an Expectation / Rules Chart Expectations and Rules Chart Expectations (copy and paste from Expectations List) Rules (copy and paste Locations from above chart) Location #1: Cafeteria Location #2: Playground Location #3: Hallway EXAMPLE: Be Respectful to others (CAFETERIA): Pick up trash from table and floor (HALLWAY): Keep hands and feet to self Walk on right side (FRONT OFFICE): Use a Level 2 Conversation Level Expectation #1: Be respectful to adults Listens to the adults' rules in the cafeteria Responds to adults the first time they are spoken to Listens to the adults' rules on the playground Responds to adults the first time they are spoken to Send silent thumbs up to adults when passing in the hallway Expectation #2: Be respectful to your peers Students will utilize respectable table manners in the cafeteria Students will use fair rules on the playground Students will speak to each other in a respectable manner Expectation #3: Be respectful to our school Keeping cafeteria area clean Following structured PE schedule and replacing equipment upon completion of rotation Walking silently in the hallway to prevent the disturbance of classes in session Expectation #4:
EXAMPLE: Assistant Principal ODRS 80% students will have 1 or less ODR Monthly – First Tuesday of each month to review previous month Monthly behavior newsletter 1. Assistant Principal ORDS 85% of students will have 1 or less ODR Monthly – First Tuesday of each month to review previous month Faculty Meetings 2. Assistant Principal Staff Survey 85 % of teachers will report positive outcomes Quarterly Faculty Meetings
October 30, 2018, Dear Respondent: Attached is the Request for Proposal (RFP) for the Quincy Retirement System’s search for an emerging markets equity manager. Thank you for your interest in our search. Please be aware of requirements of this RFP that are specific to Massachusetts Contributory Retirement Systems. The essential components of the RFP are as follows: Search Description General Information Instructions Search Evaluation Criteria Minimum Criteria Certification Exhibits: Mandatory Contractual Terms and Conditions under Massachusetts General Laws Chapter 32, as amended by Chapter 176 of the Acts of 2011 Massachusetts General Laws Chapter 32 Massachusetts General Laws Chapter 32, as amended by Chapter 176 of the Acts of 2011 Placement Agent Policy The solicitation does not commit the Board to pay any costs incurred in the submission of proposals. The Board reserves the right to reject any and all proposals at its discretion. We look forward to reviewing your proposal. Sincerely, Meketa Investment Group, Inc., on behalf of the Quincy Retirement System Emerging Markets Equity The Board Members of the Quincy Retirement System would be pleased to receive information regarding capabilities and experience in managing an emerging markets equity portfolio, as well as a proposal to offer this service to the System. Submitted strategies must have at least a track record. Further, proposals must be for a commingled or mutual fund only. The Board reserves the right to reject any and all proposals at its discretion. The Board intends to invest approximately $35 million. The funds shall be managed in compliance with Massachusetts General Laws, Chapter 32 and Chapter 176, the regulations of the Massachusetts Division of Public Employee Retirement Administration Commission, 840 CMR, and the Placement Agent Policy (available at year
Greater Manchester Mental Health VCSE Forum Event programme Thursday 8th November 2018, 10.00am – 1.00pm, St Thomas Centre, Manchester, M12 6FZ Time Agenda Item Lead 9.30 – 10.00am Registration 10.00 – 10.10am Welcome Stewart Lucas, Greater Manchester Mind 10.10 – 10.20am Mental Health Programme Update Steph Fernley/ Zulfi Jiva, Greater Manchester Health and Social Care Partnership 10.20 – 10.35am Equalities and Mental Health presentations An approach to Equalities Work Equalities Commission Leads - TBC 10.35 – 10.50am What makes good Equalities Commissioning approach to equalities Paul Martin, LGBT Foundation 10.50- 11.00am Equalities and Mental Health – GMHSCP approach on Children’s and Young People’s Mental Health Kathy McGuirk, Greater Manchester Health and Social Care Partnership 10.00 – 11.15am Equalities and Mental Health TransAction Kathy McGuirk, Greater Manchester Health and Social Care Partnership 11.15 – 11.20am Comfort Break 11.20 – 12.05pm Equalities and Mental Health – Table Exercise – How can we help to improve equalities in MH Health across GM? 12.05 – 12.20pm Feedback from tables and wrap up Stewart Lucas, Greater Manchester Mind 12.20 – 1.00pm Children / Adult / Dementia Surgeries ALL 1.00pm End of event
Thursday 01 17:31 Start 18:00 End 19:31 HW Friday 02 08:00 Start 09:27 End 07:57 HW Saturday 03 08:00 Start 10:58 End 09:28 HW Sunday 04 08:44 Start 12:14 End 10:44 HW Monday 05 09:46 Start 13:16 End 11:46 HW Tuesday 06 10:37 Start 14:07 End 12:37 HW Wednesday 07 11:20 Start 14:50 End 13:20 HW Thursday 08 11:59 Start 15:29 End 13:59 HW Friday 09 12:37 Start 16:07 End 14:37 HW Saturday 10 13:16 Start 16:46 End 15:16 HW Sunday 11 13:53 Start 17:23 End 15:53 HW Monday 12 14:30 Start 18:00 End 16:30 HW Tuesday 13 15:07 Start 18:00 End 17:07 HW Wednesday 14 15:46 Start 18:00 End 17:46 HW Thursday 15 16:33 Start 18:00 End 18:33 HW Friday 16 17:37 Start 18:00 End 19:37 HW Saturday 17 08:00 Start 09:13 End 07:43 HW Sunday 18 08:00 Start 10:50 End 09:20 HW Monday 19 08:28 Start 11:58 End 10:28 HW Tuesday 20 09:23 Start 12:53 End 11:23 HW Wednesday 21 10:10 Start 13:40 End 12:10 HW Thursday 22 10:53 Start 14:23 End 12:53 HW Friday 23 11:36 Start 15:06 End 13:36 HW Saturday 24 12:19 Start 15:49 End 14:19 HW Sunday 25 13:03 Start 16:33 End 15:03 HW Monday 26 13:47 Start 17:17 End 15:47 HW Tuesday 27 14:33 Start 18:00 End 16:33 HW Wednesday 28 15:23 Start 18:00 End 17:23 HW Thursday 29 16:20 Start 18:00 End 18:20 HW Friday 30 17:27 Start 18:00 End 19:27 HW
Saturday 01 08:00 Start 09:16 End 07:46 HW Sunday 02 08:00 Start 10:34 End 09:04 HW Monday 03 08:14 Start 11:44 End 10:14 HW Tuesday 04 09:17 Start 12:47 End 11:17 HW Wednesday 05 10:12 Start 13:42 End 12:12 HW Thursday 06 10:59 Start 14:29 End 12:59 HW Friday 07 11:41 Start 15:11 End 13:41 HW Saturday 08 12:20 Start 15:50 End 14:20 HW Sunday 09 12:59 Start 16:29 End 14:59 HW Monday 10 13:36 Start 17:06 End 15:36 HW Tuesday 11 14:12 Start 17:42 End 16:12 HW Wednesday 12 14:47 Start 18:00 End 16:47 HW Thursday 13 15:24 Start 18:00 End 17:24 HW Friday 14 16:05 Start 18:00 End 18:05 HW Saturday 15 16:52 Start 18:00 End 18:52 HW Sunday 16 08:00 Start 08:26 End 06:56 HW Monday 17 08:00 Start 09:29 End 07:59 HW Tuesday 18 08:00 Start 10:53 End 09:23 HW Wednesday 19 08:32 Start 12:02 End 10:32 HW Thursday 20 09:30 Start 13:00 End 11:30 HW Friday 21 10:23 Start 13:53 End 12:23 HW Saturday 22 11:14 Start 14:44 End 13:14 HW Sunday 23 12:04 Start 15:34 End 14:04 HW Monday 24 12:53 Start 16:23 End 14:53 HW Tuesday 25 CLOSED Wednesday 26 CLOSED Thursday 27 15:19 Start 18:00 End 17:19 HW Friday 28 16:12 Start 18:00 End 18:12 HW Saturday 29 17:09 Start 18:00 End 19:09 HW Sunday 30 08:00 Start 08:53 End 07:23 HW Monday 31 08:00 Start 10:01 End 08:31 HW
Blackpool and The Fylde College is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff to share this commitment. To show commitment to the College and its internal and external customers. To work co-operatively with colleagues at all times. Undertake any other tasks and responsibilities appropriate to the level of this post. This job description is current at the date shown and may be amended after consultation and agreement between management and the post holder.
Class 15 Oct. 25 JOINT CLASS : Systems Theory /Ecological Perspective (Klein). Compton Ch. 2 AND 3 Sheafor & Horejsi Ch 6 or Johnson and Yanca Ch. 16 pp Podcast Class 16 Oct. 29 Developing a plan of action; Draft of Case Study Paper, Part I, due. Cournoyer pp 356-376 KAH Ch. 203-211 Class 17 Nov. 1 Contracting KAH Ch. 6 pp. 211-232 Cournoyer pp 373-375 Class 18 Nov. 5 Strengths Perspective Empowerment KAH Ch 1 22-24, Ch.2 59-60, and Ch. 10 363-365 Miley, O’Melia and Dubois Ch 4 Class 19 Nov. 8 KAH Ch 1. 22-25 Chang & Scott pp 128-134 Search Institute Class 20 Nov. 12 JOINT CLASS : Psychodynamic and Role Theories (Klein) Walsh Ch. 3 Davis Ch. 20 Class 21 Nov. 15 KAH Ch. 15 Class 22 Nov. 19 Values and Ethics - dilemmas in practice; Draft of Case Study Paper, Part II, due. (No class Nov. 22 – Thanksgiving Day) KAH Ch 11. 413-438 Cournoyer Ch 5 pp 153-167 Class 23 Nov. 26 Walsh Ch. 6 & 7 Class 24 Nov. 29 Gender issues in practice EBP Paper due KAH Ch. 13 Class 25 Dec. 3 Class 26 Dec. 6 Evidence- Based Practice presentations Class 27 Dec. 10 Crisis intervention and suicide; Field Evaluation and Case Study Paper due KAH Ch. 7 248-260 Walsh pp 272-278 Class 28 Dec. 13 Endings KAH Ch. 8 pp. 311-325 REQUIRED TEXTS Kirst-Ashman, K. K., & Hull, Jr., G. H. (20012). Understanding generalist practice, 6th edition, Belmont Ca.: Brooks/Cole. (KAH)
BLACKPOOL AND THE FYLDE COLLEGE Application Support Form Ref: Post: Centre Manager Fire Fighting and Fire safety Please return this completed sheet with your application form. The details from this Form will aid the shortlisting process NAME: Personal attributes required based on Job Description Essential (E) or Desirable (D) Please enter full details of the relevant information, together with relevant specific examples to evidence your competency in these areas. All sections must be completed. Essential requirements are those without which an applicant may not normally be considered for appointment. Qualifications 1. Possession of a recognised teaching or training qualification. E 2. Possession of a minimum of a Leading Firefighter or equivalent subject specialist qualification E 3. GCSE at grade C or above in English and Maths E 4. Possession of assessor and/or verifier awards or willingness to achieve in probationary period. D 5. Possession of a formal Management Qualification D Experience 1. Industrial experience in an appropriate discipline, Fire, Emergency Response, Confined Space Rescue E 2. Substantive experience delivering Fire-fighting and Fire Safety training. E
BLACKPOOL AND THE FYLDE COLLEGE Application Support Form Ref: 18175 Post: Widening Participation Specialist Project Co-ordinator Please return this completed sheet with your application form. The details from this Form will aid the shortlisting process Personal attributes required based on Job Description Essential (E) or Desirable (D) Please enter full details of the relevant information, together with relevant specific examples to evidence your competency in these areas. All sections must be completed. Essential requirements are those without which an applicant may not normally be considered for appointment. Qualifications Good general education up to Level 3. E GCSE Maths and English at C or above E Degree or acceptable alternative. E Experience Working within agreed deadlines and achieving targets E Regular use of spread sheets in a work setting E Experience of accurately inputting and collating data for reporting purposes including outcomes and impact of activity E Experience of working within the FE or HE environment in particular experience of working with 11-16 year olds, community groups and employers E Strong interpersonal skills and the ability to relate to young people from a range of backgrounds. E The ability to persuade and influence. E The ability to work unconventional hours including some evenings and weekends. E Effective team working E Knowledge, skills, abilities Excellent computer skills to include Word & Excel E Ability to be pro-active, inspire enthusiasm, and work on own initiative E
Ability to manage own workload to meet tight deadlines efficiently and effectively. E Good problem solving skills E An understanding of different levels and types of curriculum in Further or Higher Education E Excellent administration skills E Further Requirements An enthusiasm for working directly with learners regardless of age or level of study. E Flexibility. E Ability to travel for cross college inter-site purposes E
program by request of the Extended Day Enrichment Coordinator. Should it be deemed the participant is capable, but chooses not to behave in an appropriate manner, no refund will be given. BREAKFAST Students will be released at 8:45 A.M. to wait for the first bell. Students wishing to eat breakfast may do so at this time. SAMPLE ACTIVITY CALENDAR Theme Monday Tuesday Wednesday Thursday Friday Homework Help Team Building Activity Recipe Research Homework Help Team Building Activity Baking with a Twist Homework Help Team Building Activity Recipe Research Homework Help Team Building Activity Baking with a Twist Ram Blitz and Game Day Homework Help Peer Mediation Activity Art Exploration Homework Help Peer Mediation Activity Art Challenge Homework Help Peer Mediation Activity Tie Dye Homework Help Peer Mediation Activity Tie Dye Ram Blitz and Game Day Homework Help Self-Esteem Discussion Code Academy Homework Help Self-Esteem Discussion Code Academy Homework Help Self-Esteem Discussion Code Academy Homework Help Self-Esteem Discussion Code Academy Ram Blitz and Game Day Homework Help Public Speaking Activity Service Learning Homework Help Public Speaking Activity Gardening Homework Help Public Speaking Activity Service Learning Homework Help Public Speaking Activity Gardening Ram Blitz and Game Day
Queens University Police Resource Officer Building Assignments 2018-2019 Officer Residence Halls Assistant Directors Tiffany Logan Andy Ban Wireman Hall AJ Summer s Chris Poncia Scott Maple Byrum Hall Barnhardt Hall Amanda Morales Eric Erickson Brad Leak Shay Jones HBO Hall Belk Hall Hayes Hall Albright Hall Monica Gillette gillettem@queens.edu Chemaria Washington washingtonc@queens.edu
Miss Reed’s Class Schedule 2018-2019 Time A B C D E F 9:00-9:45 Art PE Music Library Library Tech/Media PE 9:45-10:00 10:00-10:45 Morning Meeting Science/ Social Studies Morning Meeting Science/ Social Studies Morning Meeting Science/ Social Studies Morning Meeting Science/ Social Studies Morning Meeting Science/ Social Studies Morning Meeting Science/ Social Studies 10:45-12:00 Reading *Small Group *Ind. Reading *Skills/Strategies Reading *Small Group *Ind. Reading *Skills/Strategies Reading *Small Group *Ind. Reading *Skills/Strategies Reading *Small Group *Ind. Reading *Skills/Strategies Keyboarding/ Chorus (10:35-11:20) Reading *Small Group *Ind. Reading *Skills/Strategies 12:00-12:10 Word Work Vocab. Building Read Aloud PE (11:20-12:05) Word Work Vocab. Building Reading *Small Group *Ind. Reading *Skills/Strategies (11:20-12:10) Read Aloud 12:10-12:30 Recess Recess Recess Recess Recess Recess 12:30-1:00 Lunch Lunch Lunch Lunch Lunch Lunch 1:00-2:10 Math *Centers Math *Centers Math *Centers Math *Centers Math *Centers Math *Centers 2:10-2:50 Writing Writing Writing Writing Writing Writing 2:50-3:10 Spelling Grammar Skill Review Spelling Grammar Skill Review Spelling Grammar Skill Review Spelling Grammar Skill Review Spelling Grammar Skill Review Spelling Grammar Skill Review 3:10-3:20 Prep for home Prep for home Prep for home Prep for home Prep for home Prep for home 3:20-3:35 Dismissal Dismissal Dismissal Dismissal Dismissal Dismissal **It is important to feed our brains, so students are allowed to have snack (brain food) at any time throughout the morning.
Class 10 2-25 Diversity and leadership populations Toseland & Rivas, chapter 5 Class 11 2- 28 Self Help Groups Speaker: Ed Madara (Joint Class) Reale and Rodenbaugh, pp. 13 - 33 Toseland and Rivas pp. 27-29 Astray and DeRopa Class 12 3-4 Guest Speaker: Populations at risk. (Joint Class) Fatout, “Physically Abused Children” Corcoran, Chapter 9 Class 13 3-7 Evaluating Groups Toseland and Rivas, chapter 14 Class 14 3-11 Endings Midterm Review Toseland and Rivas, chapter 13 Cournoyer (endings), pp 414 - 432 Class 15 3-14 In class Midterm Exam Group work content March 18-23 Spring Break Class 16 3-25 Skills Cummins and Madrigal: Social Work Skills Demonstrated, Ch. 7, “Pitfalls”. Answer the first six cases. Reading pp questions 223-230. Class 17 3-28 Group Presentation I, II Group or family interventions with populations at risk. Class 18 4-1 Group Presentation III, IV Group or family interventions with populations at risk. Class 19 4-4 Group Presentation V, VI Group or family interventions with populations at risk. Early & Glenn Maye Class 20 4-8 Group VII, If necessary Dynamics: family as a system KAH pp 327-348 CEC Assignment due Class 21 4-11 Beginning with Families. Hepworth Ch 15 pp 457-475 KAH 359-379 Class 22 4-15 Diversity and families. Yanca and Johnson, Chapter 3 KAH 389-392 Class 23 4-18 Assessment and contracting in families Hepworth, chapter 10 LeCroy – Homebuilders Class 24 4-22 Family intervention Hepworth, chapter 15 (pp.475-494,) KAH 348-353
Choice 3 Rubric Family Team Meetings Topic Points/ Grade Comments Part I Initial Description A. Knowledge Base of family team meetings 20 B. Agency Description 6 C. Client Population 6 Part II Process of Group Meetings A Model of team meeting 15 B. Meeting #1 10
Activity #15: Data Collection Plan Complete the Tier I data collection chart and review the dates each component will be completed at your school. Data Evaluation Tool Collection Schedule Office Discipline Referrals (ODR) Data Our school uses: _SWIS__ (e.g., SWIS, PowerSchool, Infinite Campus, Skyward) Recommendation: Summarize discipline data monthly Our plan: We will look at ODR at our monthly meetings. Universal Behavior Screener Student Risk Screening Scale for Internalizing and Externalizing Behavior (SRSS-IE) Recommendation: Three times per year (fall, winter, and spring) Our plan: Teachers will complete the screener in September, December, and April. Fidelity Data Tiered Fidelity Inventory (TFI) Recommendation: Two times per year (fall and spring) Our plan: The RTI2-B team will complete the TFI with an RTI2-B District Coach at our meetings in October and May. Social Validity Primary Intervention Rating Scale (PIRS) Recommendation: Once per year in the spring Our plan: All staff will complete the electronic survey emailed to them in February. Annual Evaluation Annual School Report Required: Annually at the end of the school year for implementing schools Our plan: The RTI2-B Team will complete the Annual Report at the end of the year and submit by June 15th.
Host Family Name: _ _ First Names:_ ___ Address:_ ___ City: _ __ ST: _ __ Zip:_ __ Phone: _ __ Animals: _ __ Email: _ __ Can house up to (#): Gender preference: Distance from retreat site: _ __ Host Family Name: _ _ First Names:_ ___ Address:_ ___ City: _ __ ST: _ __ Zip:_ __ Phone: _ __ Animals: _ __ Email: _ __ Can house up to (#): Gender preference: Distance from retreat site: _ __
Sample Flow Chart Receive Store Prepare Cook Hold Serve Examples of Food Items Baked beans Bean burrito (prepared with commercially precooked ground beef or raw ground beef and served the same day) Chicken noodle bake (made with commercially precooked chicken or raw chicken prepared and served the same day) Orange glazed carrots Green Beans Rice Pizza Toasted cheese sandwich Critical Control Points for Same Day Service Hazard Cooking to recommended temperatures. Bacteria and parasites Hot-holding at 135oF or hotter or using time as a public health control (TPHC) Spore-forming bacteria No bare-hand contact of any exposed cooked or ready-to-eat food. Viruses and bacteria Process Category 3: TCS-Complex Food Preparation Process -- Menu items cooked in advance for next day service or items cooked, cooled, and served the same day are defined as a complex food preparation processes. These TCS foods pass through the temperature danger zone (41oF to 135oF) more than one time. Include appropriate CCPs on each recipe. Sample Flow Charts Receive Store Prepare Cook Cool Hold Serve Receive Store Prepare Cook Cool Reheat Hold Serve Examples of Food Items Turkey Roasts, cooked and cooled the day before service, then reheated for service. Bean burrito (made with ground beef cooked, cooled, and re-heated in the operation) Beef stew (made in advance, cooled, and then reheated) Egg salad sandwich (prepared fresh from raw eggs) Macaroni salad or potato salad (prepared fresh in the operation)
Y N Hot Cold Y N Hot Cold Y N Hot Cold Y N Hot Cold Y N Hot Cold Y N Hot Cold Y N Hot Cold Y N Hot Cold Y N Hot Cold Y N Hot Cold Y N Hot Cold Y N Hot Cold MENU SUMMARY – Non-TCS foods Signature of Responsible Person _________________________________________ Date completed ___________________________________________________ (NOTE: If needed, this table can be extended by placing the curser in the last cell of the table and pressing the “tab” key.) Menu Item Transported from another site? Y N Y N Y N Y N Y N
ARTIST / ART WORKERS DETAILS List the artists and art workers involved DETAILS SALARIES / FEES TRAVEL EXPENSES ATTACH QUOTE Name Area of Expertise Base Location Rate of pay ($/hr, $/day or $/week) Total fee $ Amount to be funded by RADF (65%) Total cost of travel Amount to be funded by RADF (65%) (Fees and travel) TOTAL (transfer these totals to Project budget) I HAVE ATTACHED A ONE PAGE MAX CV / SUMMARY OF EACH ARTIST / ART WORKER
Privacy and Data Protection Notice How your personal information will be used: As part of your application Harper Adams University will process your personal data as it is necessary for the performance of a task carried out in the public interest (the provision of educational scholarship programmes) or in the exercise of official authority vested in Harper Adams University as data controller. Personal information that you supply to Harper Adams University may be used for the following purposes: To administer your studies and record academic achievements To assess and process your scholarship application To publicise your scholarship To administer communication between you and your sponsor(s) To assist in pastoral, welfare or additional needs services To administer the financial aspects of your scholarship To monitor equalities procedures and compliance To manage quality and effectiveness of provision including external audits For careers advice and alumni relations including fundraising We may share your information with other departments in the University to carry out the purposes listed above. We will also share your personal data with the scholarship provider/sponsor; in this case for the purposes listed above. Your personal information may be shared with third parties with your consent, where disclosure without your consent is required or permitted by law or where the University instructs or works with a third party for the purposes listed above. Your information will not be shared externally for marketing purposes. The University may use automated profiling of personal information for the purposes of improving services, enriching your experience with the University or signposting events and activities that may be of interest. Your personal information will be retained by the University for the period specified in the . You have the right to access your personal information (in a format that is usable to you for other purposes), correct inaccurate or incomplete information or request that your personal data be deleted or processing restricted. For further information about how your data is used by the University, please view the and . The complaints procedure for Data Protection and Freedom of Information can also be found or contact the Data Protection Officer on . The complaints procedure also sets out your right to lodge a complaint with the Information Commissioner.
聖公會莫壽增會督中學 申請須知: 網頁下載 (網址：)。 表格可以英文或中文填寫。 遞交申請表時，須連同以下文件一併遞交本校 (請勿郵寄) ： 教育局「中一自行分配學位申請表」 本校申請表 寫上通訊地址及姓名的回郵信封乙個，並貼上足夠郵票（本地郵費$2.0） 申請人之身份證副本 (請同時帶備身份證正本以作核對用途) 小五全年及小六上學期成績表副本 獎狀/證書副本（如有） #申請人不需要提交小學推薦信 收生準則及比重： 項 目 比 重 申請人操行必須達乙級或以上 學業成績：主要科目乙級或以上(本校會參考教育局提供之成績名次) 50% 課外活動：校內外獎項/資歷/獎狀(小四至小六) 25% 面試表現：英語水平，表達能力，禮貌及態度 25% 交回申請表格日期： 時 間 星期一至星期五 – 下午 5：00 星期六 – 星期日及公眾假期休息 七. SKH Bishop Mok Sau Tseng Secondary School 聖公會莫壽增會督中學
Item 項目 Term 學期 Award/achievement 獎項 / 資歷 / 獎狀 Sports, Aesthetics (Arts and Music) and Cultural (Dance and Drama) 體育、藝術及文化活動 Item 項目 Term 學期 Award/achievement 獎項 / 資歷 / 獎狀 Item 項目 Term 學期 Award/ Achievement 獎項 / 資歷 / 獎狀 Others 其他 Item 項目 Term 學期 Award/Achievement 獎項/ 資歷 / 獎狀 (Use additional paper if the space provided is not adequate. Please follow the table format.) (如表格不敷應用，請參考上列各表自行印製並填上資料。) Information/documents submitted
COLLIN COUNTY COMMUNITY COLLEGE DISTRICT 2018 – 2019 STUDENT FINANCIAL AID CALENDAR July 2018 25 - Payment Deadline for Fall August 2018 13- Fall Bookstore Charges Begin 17 – All Campuses Closed (All College Day) 27 - Fall Classes Begin September 2018 10- Fall Census Date 11 - Fall Bookstore Charges End 11 - 14 - Fall Certified Roster Verification 26 - SAP Appeals Deadline for Fall 19 – 21 - Fall Grant & Loan Refunds October 2018 01 - 2019-2020 Financial Aid Applications available at 01 - 02 - 1st Time Freshman Loan Refunds 19 - Fall last day to withdraw 31 - Fall 60% Point of the Semester November 2018 01 - Priority Deadline to Apply for Spring 2019 Financial Aid 21 - 25 - Thanksgiving Holiday December 2018 05 - Payment Deadline for Spring 16 - Fall Classes & Work Study End 17 - Spring Work Study Begins 22 - 31 All Campuses Closed – Winter Break January 2019 01 - All Campuses Closed – Winter Break 07 - Spring Bookstore Charges Begin 22 - Spring Classes Begin February 2019 04 – Spring Census Date 05 - Spring bookstore charges end 05 - 08 - Spring Certified Roster Verification 13 - 15 - Spring Grant & Loan Refunds 21 - SAP Appeals Deadline for Spring 26 - 27 - 1st Time Freshman Loan Refunds March 2019 22 - Spring Last Day to Withdraw 11 - 14 Spring Break (No Classes) 15 - 17 Spring Break (All Campuses Closed) April 2019 19 - 21 Spring Holiday (Campuses Closed) May 2019 01 - Payment Deadline for Summer 06 - Summer Bookstore Charges Begin – 1st Round 19 - Spring Classes & Federal Work Study End 20 – Summer Classes Begin and Summer Work Study Begins June 2019 19 - Summer Term Bookstore Charges End 25 - 26 - Summer Grant & Loan Refunds 30 –Summer Work Study Ends (2018-2019 funds) 30 - Deadline to submit FAFSA (Free Application for Federal Student Aid) for 2018/2019 Award Year. July 2019 01 – Fall Work Study Begins (2019-2020 funds) 11 & 12 - 1st Time Borrower 18 – Summer 2nd Disbursement Loan Refunds August 2019 18 - Summer Term Ends
Table of Contents How to Conduct Verification 3 Establishing Your Sample Pool 3 Selecting Your Sample Size 4 Error Prone (Standard) Sampling Method…….……………………………………………………………………...4 Random Sampling Method (Alternate 1)………………………………………...……………………………………5 Focused Sampling Method (Alternate 2)……………………………………………………………………………...6 Confirmation Review .6 Replacing Applications 7 Notifying Households of Selection 7 Verification of Eligibility 8 Direct Verification 11 Verification Follow-Up …..…………………………………………………………………………………………………….…12 Results of Verification 12 Non Responders .13 When Verification is Considered Complete 14 Verification Recordkeeping 14 Verification for Cause 15 Verifying for Cause of School District Employees 15 Verification Collection Report ..17 Verification Questions & Answers .17 Attachments…………………………………………………………………………………………………………………….…20
Unemployment compensation/disability or worker’s compensation: Notice of eligibility from State employment security office; check stub; letter from worker’s compensation Assistance Program participation (SNAP/TANF/FDPIR): Benefit letter from assistance agency or documentation available through the mybenefits.ny.gov website Child support/alimony: Court decree; agreement; copies of checks received All other income: If you have other forms of income (such as rental income) send information or papers that show the amount of income received, how often it is received, and the date received No income: If you have no income, send a brief note explaining how you provide food, clothing and housing for your household, and when you expect to receive income If you have any questions, or need help in deciding the kind of information to provide, please call (official’s name) at (toll free phone number).
2018-19 CSP Planning & Implementation Grant Continuation Application Budget Workplan Project Goal: To open and operate a high-quality charter school. School Name: Project Period (only report on the new budget year): School Opening Date: Continuation Budget Workplan Performance Measure Budget Item(s) Amount of Funds (must align to FS10) Timeline Budget Justification
Prescribing incentive scheme – Prescribers are encouraged to prescribe medicines which are both effective clinically and financially. An incentive is paid for the use of less broad spectrum antibiotic (Eg. because of the well documented increasing resistance of antibiotics in bacterial infections. The practice must use the funds raised for agreed resources for the benefit of patients, such as a new blood pressure machine or the new chairs in the waiting room. This year it is planned to buy a new built for propose phlebotomy chair, and a new waiting room information system will be purchased from the funds also. Being part of the scheme also opens up funded training opportunities for staff. Jane Corbet, MK CCG Medicines management, has monthly dashboards of targets for the surgeries of Milton Keynes. 2. Report from the Practice The surgery continues to work on the appointment system and have begun trialling a signposting system. This involves, initially, two key members of the reception team signposting patients from 8am – 9am to the most relevant clinician or outcome. They do this by asking patients some questions regarding their needs. This is very much in its infancy but will include regular signposting meetings with the core members of the team involved with review and measurement of the changes. The aim is that every patient contact ends in resolution and that patient’s see the most relevant clinician to their needs whether that is an Advanced Nurse Practitioner, Health Care Assistant, Nurse or GP and to empower the reception team with their skills. Dr Nancy Murray and Emma continue to work on a script for the new opening telephone message which will be read by Dr Murray. Dr S Dahanayake has unfortunately left the practice after a trial period. The surgery is actively advertising for a salaried GP. A ‘children’s corner’ is still on the agenda for the waiting room. Flu clinics start 23rd September 2017 with midweek and Saturday clinics available. Members of the reception team will be running a Macmillan coffee morning on the 30th September and, the PPG have volunteered to run a further Macmillan morning on the 7th of October. Please contact PPG Chair, Janet Smith for further details. Pam Handly (HCA) has been trained to administer flu vaccines alongside our existing nursing team. The surgery has purchased some home BP machines that can be sold to patients at cost price (£20) for anyone that requires one.
MINUTES OF CORE GROUP MEETING OF HALL GROVE PPG on 18 June 2015 Present: Peter Gramson (Chair), Peter Wilson, Roger Hudson (Minute taker), Dr Martin Benfield. Apologies for Absence – None Minutes of the Last Meeting Accuracy - Members agreed the minutes of the last meeting held on 5 May 2015. Matters arising from the Minutes – Email list - MB reported that the list of email addresses, of patients who had expressed an interest in receiving information about PPG activities, would be ready next week. (He has since confirmed the task has been completed.) Online services – GM mentioned an issue regarding urgent prescriptions. MB noted this and said that as part of the pilot of online services, the Practice would consider how urgent prescriptions should be handled. He added that there was already a rota at each surgery, of a nominated staff member tasked with overseeing the handling of online prescription requests, Plan PPG AGM - It was agreed that the AGM should be held after the school holidays in midSeptember. Members of the Group had contributed to a draft recruitment newsletter about the PPG and announcing the AGM. After some discussion it was agreed that the newsletter should also set out how members could contribute to the Practice by listing future initiatives for the PPG. Action: All members – the newsletter would be finalised by the end of June. PPG Report – It was noted that PG would lead on the 2015/16 PPG report. Carers’ Champion MB agreed to pursue the establishment of Carers’ Champions and since the meeting has reported that two staff members have been identified as carers’ champions (one for PW, one for HG). Geoff Morgan would also request the CCG funded training, and MB has asked that PG be involved. PW said he would make a suggestion at the next PCG meeting that each PPG should have a lead person for this topic for reporting to the PCG. Type 2 Together – MB reported that the feedback arrangements in the Practice were now operational. It was noted that PW was not able to attend the Type 2 Together network support meeting due to illness. Dementia MB reported that there was a proposal that reviews of a patient’s dementia care be done through the General Practice in the long term. The funding of this might be an issue however, as more staff resources would be required. Action: PG agreed to pursue this via the PCG next week.