zilongwang/ReadingBank huggingface dataset:
# The AWC/FMS develops and implements or amends its process to ensure the ME has a mechanism to inform them of their satisfaction or concerns regarding the administrative services received. R The AWC/FMS develops and implements or amends their process to ensure the ME has a mechanism to inform the AWC/FMS of their satisfaction or concerns to include: The ME completing the annual satisfaction survey distributed by the AWC/FMS annually (compliance is indicated if the survey has been mailed to the ME); Evidence the ME indicated satisfaction or concerns with the AWC/FMS regarding the administrative services they are receiving; and Evidence the AWC/FMS has provided the ME with information on how to contact the staff person(s) who will serve as their primary contact. a 9 7 5
(Only answer if the participant used PDGS) The AWC/FMS ensures prior to purchasing PDGS the participant has completed the enrollment process for enrolling the AWC model of service. Exploratory The reviewers review the records of the selected sample and ensure that prior to the use of PDGS the participant has completed the enrollment process for enrolling in an AWC model of service. Mark YES if there is completed enrollment packet. Mark NO if there is no completed enrollment packet. Mark NA if the participant of the selected sample did not utilize PDGS or is enrolled in the Consolidated Waiver.
FINANCIAL ACCOUNTABILITY- The ME tracks and monitors the authorized budget. The AWC/FMS trains the ME on how to track the utilization of services in accordance with the approved and authorized ISP. The reviewers review the training records for the selected sample and determines if the ME was provided training on: How to track the utilization of services in accordance with the approved and authorized ISP; The process which will be implemented if the ME allows the SSP to render services in excess of the authorized and approved ISP; and The process that will be implemented if the ME allows vendor services to be authorized in excess of the approved and authorized ISP. Mark YES if there is evidence that the training occurred. Mark NO if there are no training records or evidence that one of the above trainings were not provided.
Meeting deadlines and schedules y Ability to maintain confidentiality at all times with an understanding of how to maintain data security y Experience of working with teaching staff y Experience of organising meetings, taking minutes and ensuring actions are followed up y SKILLS & ATTRIBUTES xii Total commitment to the college’s vision, mission and values; demonstrate behavioural and management style and skills complementary to those values. y xiii Respects and values the inputs and knowledge of others to complement own performance and initiative y xvi Capacity to plan, implement, monitor and evaluate to agreed deadlines. y xvii Resilient, positive and of professional appearance. y xviii Ability to cope within a pressured environment y xix Proven organisational, multitasking, problem solving and administrative skills y xx A willingness to work in a team environment and possession of the associated interpersonal skills to become an influential member Y xxi Ability to work with limited supervision and be able to work on own initiative in identifying and tackling priorities of work. Y xxii Adjusting to unfamiliar situations, demands and changing roles. Seeing change as an opportunity and being receptive to new ideas. Y
satisfaction Empowerment – promotes independence, autonomy and other ideas related to people taking control of their own lives. Framework – a structure to hold together or support something; an underlying set of ideas, principles, agreements and indeed rules that provide the basis and outline for something (in this case ‘quality’ and ‘empowerment’) intended to be continuously developed and improved over time. Quality – meeting or exceeding individual’s expectations and consistently delivering on what you promise. Expectations will vary depending on whether the individual is (customers, families and stakeholders) or (staff/services). Quality assurance – the activity of providing evidence needed to establish that activities that are being performed effectively. Quality management – the activities of the overall management function that determine the quality policy, objectives and responsibilities; and implement them through quality planning, quality control, quality assurance and quality improvement within the quality system.
Produce an operational framework that can deliver the requirements of MSP and ensure MSP is embedded in all partner agencies ethos and vision. Complete benchmarking exercises within data sets to identify those areas of concerns that can be sampled to ensure the persons voice is being heard. Ongoing Incorporated into performance wheel and audit programme 4. The Safeguarding Adults Board will require all partners to ensure that there is an up to date assessment of mental capacity where appropriate and any best interest decision on file. They will ensure the person is supported when appropriate by an advocate or an independent mental capacity advocate. Ensure compliance with the application of the Mental Capacity Act and Depravity of Liberty Safeguards. Develop the use of Independent Mental Capacity Advocates (IMCA) and ensure practice audit and supervision monitors the prevalence and impact of the use of IMCA. The development of a sub group to continually monitor the quality and waiting lists for assessment together with further training and development of Best Interest Assessors. Ongoing Electronic waiting list established and subject to on-going monitoring Ongoing system in place to identify and enrol staff onto BIA training
PATIENT NAME MRN # DATE OF SERVICE READING PHYSCIAN MODALITY REQUESTED BY CONFIDENCE IN QUALITY OF REPORT 1-4 scale definitions: Indicating agreement. Agreement in principle but would have worded differently. Miss by radiologist, however would not have resulted in a different treatment or outcome. Miss by radiologist which results in a different outcome or treatment. Y N REQUEST OVERVIEW OF RADIOLOGY REPORT REASON FOR REQUEST Y N REQUEST ADDENDUM TO REPORT QA RADIOLOGIST FINDINGS
ePMA New Protocol Request Form Full Name Date Contact Number Position Department & Specialty Protocol Name: Treatment indication: Other details: (continue on back if necessary) Order displayed on screen Drug Name Route Dose Frequency Timing of Administration (tick) Duration /course length Other information (include minimum interval if PRN) *Is the drug optional? 9am 1pm 5pm 10pm PRN Clinician Name: ___________________________ Signature: ______________________ Date: ___________________ PHARMACY USE Date received: Clinical Check by: Implemented by: Date implemented: Checked by: Notes:
ePMA Request for Change Form Full Name Date Contact Number Position Reason for Request Type of request New item Change existing item Remove an item Category Formulary Quicklist Protocol Details (continue on back if necessary) PHARMACY USE Date received: Authorised by: Implemented by: Date implemented: Checked by: Notes:
ANNEX 3: Tasks, Deliverables and Milestones in order to be audited What is it (Tasks) What does it Involve (Deliverables) When Who WP 1 – PROJECT MANAGEMENT BTF WP 2 – NEEDS ANALYSIS AND RESEARCH BDF WP3 – PREPARATION, ADAPTION & TRANSFER MEH WP4 – PILOTING & TESTING BI-GD WP5 – QUALITY MANAGEMENT & EVALUATAION EVERIS WP6 – DISSEMINATION & EXPLOITATION AKEP T1.1 – Partner Agreement (Project Goals) D1.1 – Project Guidelines M1 ALL PARTNERS T1.2 – Deadline Agreement D1.2 – Deadline Plan M1 - @TNM1 ALL PARTNERS T1.3 – Dissemination Model D1.3 – Dissemination Plan M3 ALL PARTNERS T1.6 - Financial Agreement D1.6 – Financial Report M1 - @TNM1 ALL PARTNERS T1.7 - On-going financial monitoring & reporting D1.7 – Quarterly financial reports from all partners M3, M6, M9, M12, M15, M18, M21, M24 ALL PARTNERS T1.8 – Transnational Meeting Management D1.8 – 4 Transnational Meetings M1, M7, M15, M24 ALL PARTNERS T2.1 - State of Art of entrepreneurship support D2.1 – Submission of Research to WP Leader M6 M7 – TNM2 ALL PARTNERS
T2.2 - State of Art of entrepreneurship training D2.2 - Submission of Research to WP Leader M6 M7 – TNM2 ALL PARTNERS T2.3 - State of Art of need D2.3 - Submission of Research to WP Leader M6 M7 – TNM2 ALL PARTNERS T3.2- National Models D3.2 – Partner’s present national models M7 – TNM2 ALL PARTNERS T3.4 - Pre-Pilot Sector Consultation D3.4 – Each partner to produce a pre-pilot consultation report M1- M7 ALL PARTNERS T3.5 – Post-Pilot Sector Consultation D3.5 - Each partner to produce a post-pilot consultation report M13-M24 ALL PARTNERS T4.1 – Bridge Model Familiarisation D.4.1 – Model Evaluation Report by each partner M1 – M7 ALL PARTNERS T4.4 – Pilot Evaluation D4.3 – Pilot evaluation reports by all partners D4.4 – Pilot evaluation presentation by MEH M12 – M14 ALL PARTNERS T5.1 - QA process and evaluation plan D5.1 – QA process and evaluation plan M1 ALL PARTNERS T5.2 - Monitoring and Evaluation plan D5.2 – Monitoring and Evaluation plan M1 ALL PARTNERS T5.3-Interim evaluation report D5.3-Interim evaluation report M1, M7, ,M11, M15 M20, M24 ALL PARTNERS EVERIS T6.2 – Contact Database D6.2 – Contact database (emails) established M3 ALL PARTNERS T6.3 - Newsletters D6.3 – Newsletters M1, M7, ,M11, M15 M20, M24 ALL PARTNERS T6.4 - Post project exploitation plan D6.4 - Post project exploitation plan M24 ALL PARTNERS T6.5- IST Course Plan D6.5 – IST Course Plan M24 BTF, ALL PARTNERS
ATHLETICS SOUTH WESTERN DISTRICT - ROUTE/COURSE MEASURERS First Name Surname Gender Demographics (Black; Coloured; Indian; White) Specialist Area e.g. RR; CC; T&F; RW Highest Qualification e.g. ASA; or IAAF ASA License number Cell Number E-mail Address Des Harris Male White RR ASA 1 828 083 309 8732 Jan-Adriaan Venter Male White RR ASA 1 979 083 655 7267 BOLAND ATHLETICS - ROUTE/COURSE MEASURERS First Name Surname Gender Demographics (Black; Coloured; Indian; White) Specialist Area e.g. RR; CC; T&F; RW Highest Qualification e.g. ASA; or IAAF ASA License number Cell Number E-mail Address Noel Daniels Male Coloured RR; CC IAAF 1 5 063 142 8862 nmdaniels@telkomsa.net Willem Jansen Male Coloured RR; CC IAAF 1 1511 073 219 5306 office@bolandathletics.com Roy Abrahams Male Coloured RR; CC IAAF 1 577 072 709 7003 roy@wolseley.wcape.school.za BORDER ATHLETICS - ROUTE/COURSE MEASURERS First Name Surname Gender Demographics (Black; Coloured; Indian; White) Specialist Area e.g. RR; CC; T&F; RW Highest Qualification e.g. ASA; or IAAF ASA License number Cell Number E-mail Address Danie Bessinger Male White RR, CC ASA 2 1957 082 202 5310 Greg Minnie Male Coloured RR, CC ASA 2 1421 072 431 7814
BOLAND ATHLETICS - EQUIPMENT & IMPLEMENT ASSIZERS First Name Surname Gender Demographics (Black; Coloured; Indian; White) Specialist Area e.g. RR; CC; T&F; RW Highest Qualification e.g. ASA; or IAAF ASA License number Cell Number E-mail Address Hendry Mathews Male Coloured T&F ASA 2 1438 079 913 2803 Brandon Du Plessis Male Coloured T&F IAAF 1 10 076 187 7260 Hilton Carstens Male Coloured T&F ASA 2 645 084 812 5483 EASTERN PROVINCE - EQUIPMENT & IMPLEMENT ASSIZERS First Name Surname Gender Demographics (Black; Coloured; Indian; White) Specialist Area e.g. RR; CC; T&F; RW Highest Qualification e.g. ASA; or IAAF ASA License number Cell Number E-mail Address Gordon Draai Male Coloured T&F IAAF 1 2210 074 142 3588 Kobus Van Zyl Male White T&F ASA 2 2360 082 702 0765
Charter School Program Areas Contacts Students with Disabilities: Contact Name: Email: Phone Number: English Learners (including Title III): Contact Name: Email: Phone Number: Title I, Part A: Contact Name: Email: Phone Number: Title II, Part A: Contact Name: Email: Phone Number:
Management Organization Information Will the school work with a charter or educational management organization? Yes No If no, skip to the next page. If yes, name the management organization: Employer Identification Number (EIN): Is the management organization: For Profit Not for Profit Employees of the school will be: Employed by the school Employed by the management organization Note about management organizations: Charter School Program (CSP) grants are made to charter schools, not any other entity. Regardless of the charter school’s relationship with a management organization, the charter school and board retain responsibility for the all aspects of the grant including, but not limited to application submission, budget decisions, and repayment of any misspent funds. Items purchased by the school with CSP funds are and remain the property of the school, not the management organization. Grant applications and budgets may not include any management fees that the school incurs as part of the management contract but may pay for allowable activities carried out by the school or the management organization.
Required Appendices A) Charter Application to Authorizer (New, Replication) or Amendment to Existing Charter (Expansion) Attached: B) Budget worksheet (use required form) Attached: C) 2016-2017 Expanded Annual Performance Report (if applicable) or most recent Found at compass.doe.in.gov > Accountability > Annual Performance Report Attached: N/A: D) Proof of non-profit status of the governing board of the charter school or proof that the application for such status has been made Attached: E) Enrollment or student admissions policy Attached: F) Agreement or contract between the charter school governing body and the management organization (if applicable) Attached: N/A: G) School’s discipline policy. Statute requires discipline policies that promote retention and reduce the overuse of discipline practices that remove students from the classroom Attached: H. School Safety Plan: Schools must attach their school safety plan and evidence that it was submitted to the State Board of Education. Attached:
Job Description Position: Quality Engineer Reports To: Quality Manager, TPI/RI Supervises: TBD Location: Our new plant location in Fall River, MA This position reports directly to the Quality Manager and is responsible for the implementation and support of all quality systems as needed, on new and existing products. Responsibilities: Leads inspection effort on new products, supporting ramp-up with detailed inspections and shifting toward process/product auditing as product reaches production rates; Prepares and revises quality plans, inspection checklists, quality instructions and forms; Trains inspectors and production operators in basic measurement and inspection tasks; Creates and implements charts for tracking key product/process data; Establishes receiving inspection requirements, and carries out or oversees inspections. Maintains material certification and receiving inspection records; Works with Purchasing in handling of supplier evaluations and non- conformances; Conducts FAI’s for new tooling and parts; Identifies and investigates non-conformances. Prepares NCRs and helps implement corrective/preventive action. Plays active role in continuous improvement; Performs or coordinates instrument calibrations, maintains calibration system records; Conducts and/or coordinates various product tests, including Ultrasonic Testing; Supports Engineering Change Order implementation and configuration management; Administers document control system, including releasing and archiving documents. Special Projects as assigned. Work at TPI/RI in Warren, RI from time to time may be necessary.
Standard 5: Service access The service manages access, commencement and cessation in a transparent, fair and equal and responsive way. Assessment against Standard 5: Service access Standard 5 is met. All aspects fully addressed. Statement of qualitative evidence Team Leader inserts ratings for P&P and each IoP. Where the rating is ‘Yes’, the IoP describes and affirms the organisation’s focus. Where the rating is ‘No’, a succinct Reason for finding is added under relevant IoP. Policies and Procedures (P&P) Yes/No or N/A Info Source The organisation has policies and/or procedures that support the key elements of Standard 5: Y 1,2,5 Indicators of Practice (IoP) The organisation implements its policies and/or procedures for Standard 5 5:1 The organisation systematically seeks and uses input from people with disability, their families, friends and carers to ensure access is fair and equal and transparent. Y 1,2,3,8 5:2 The organisation provides accessible information in a range of formats about the types and quality of services available. Y 1,2,5,8 5:3 The organisation develops, applies, reviews and communicates commencement and leaving a service processes. Y 1,2,3,8 5:4 The organisation develops, applies and reviews policies and practices related to eligibility criteria, priority of access and waiting lists. Y 1,2,5 5:5 The organisation monitors and addresses potential barriers to access. Y 1,2,5 5:6 The organisation provides clear explanations when a service is not available along with information and referral support for alternative access. Y 1,2,8 5:7 The organisation collaborates with other relevant organisations and community members to establish and maintain a referral network. Y 1,2,3,8 Legend for evidence information source: 1 documentation; 2 discussion with management staff; 3 discussion with direct care staff; 4 discussion with external stakeholders; 5 annual self-assessment; 6 other; 7 direct observation; 8 discussion with individuals, family, carers, friends, advocates or guardians. Standard 6: Service management
Clay Brick or Manufactured stone as per plan Distinguished Brick Detail such as corner quoins, soldier coursing and keystones as per plan Pre-finished maintenance free architectural siding Limited life time warranty Self-sealing Architectural, Asphalt Shingles Maintenance-free split finished Colour Vinyl Casement Windows with Transoms as per plan Oversized 47”x24” Basement Windows Steel Insulated Front Entry door with grip set complete with Transoms and sidelights as per plan Exterior doors to have Dead Bolts for added security Two (2) Exterior Hose Bibs Three (3) Water Proof Electrical Outlets LANDSCAPING $130,000 included in purchase price Compliance with Audrey Meadows landscaping plan Grading as per municipal community grading plan ENERGY SAVING Central Air Conditioner sized to suit Home High efficiency Gas Forced Air Heating Direct Vent Gas Fireplaces as per plan Heat Recovery Ventilator System High efficiency Rental Water Heater Quality Vinyl Casement Thermo Pane Windows with Low E glass Moen Water Saver Plumbing Fixtures Continuous Exterior Air Barrier Home Wrap to prevent draughts Heavy duty Vapour Barrier sealed around Electrical Outlets All Electrical Wires caulked in ceiling penetrations Exterior caulking including Sill Plates Exterior walled Insulated to R-22, Flat Ceilings to R-50 Passive Ventilation to avoid Attic heat build up CUSTOM CONSTRUCTION FEATURES 2 x 10 floor joists Tongue & Groove 5/8th Plywood Sub Floor Nailed, Power Screwed Down & Sanded Exterior 2” x 6” Walls @ 16’ centers with sheathing and home wrap Basement Walls insulated floor to ceiling Extra high approximate 8’10” Full Basement – Poured Concrete Foundation Damp proofing with dimpled, polyethylene plastic membrane drainage layer and weeping tile to ensure dry basement
Centre details Name of centre: GNS Community and Acute Adult Diabetes Service Centre type: Centre of Excellence Tertiary Diabetes Care Centre Affiliate Diabetes Centre Is yours a multi-site centre? Yes No Location of centre being accredited: Newcastle Name of contact person for this application: Margaret Lewis Contact person’s email: Margaret.Lewis@hnehealth.nsw.gov.au Contact person’s phone number: 02 40164626
All patients assessed for the need for additional support/counselling. M Consider administering the patient of tool and if indicated, the DASS assessment tool, to all newly referred patients and routinely for follow up patients. Agreement to formally assess all patients, and if implemented, success will be measured by the number of patients assessed and those in need appropriately referred. Decision to use the assessment tool by end March 2017 Well-being and DASS assessments were administered as part of the ANDA-AQSMA 2016 survey, so the service will need to decide if this should be extended throughout the year. 2 /
Key improvements sought for Section 2 Standard/criterion 2.2.1 Information about the centre Identified issue Information about the centre is not communicated in different languages on the patient brochure. Standard/criterion 2.1.2 Leadership and accountability Identified issue There may be a lack of knowledge regarding the acute and community executive leadership teams that sit above the Service Manager and Clinical Lead, by some staff members. The clinicians who work mainly in the community setting may not now know about the acute executive team, and the medical staff who have limited contact with community based staff may not have knowledge of their leadership structure. Quality Improvement Plan Standard/ criteria What outcome or goal does our centre want to achieve? Priority (L/M/H) How will we achieve this outcome/goal? (Steps) How will success be measured? Deadline Progress notes 2.1.2/ Leadership and All staff, acute and community, are aware of both executive leadership team structures L Present at the next whole staff planning day the organisational staff and introduce the Executive Teams. Staff attendance at the presentation to be introduced to the teams and hear about their roles. Planning day 2017 Add to agenda for next planning day and invite Executive Team members. 2.2.1/ Information about the centre Review of the need for different language brochures and decision about which if any languages should be included. L Staff to review patient demographics to assess need for this. Report on the review available. End June 2017 While education material for patients is readily accessible in different languages, this idea had having information about the centre in other languages has not previously been considered.
Quality Improvement Planning: Progress Report This document is intended to help health care organizations that want to voluntarily develop a quality improvement plan organize and communicate their improvement goals and activities. This template is designed for use by organizations that are not currently required to submit a Quality Improvement Plan (QIP) to HQO. Organizations that are currently mandated to submit a QIP to Health Quality Ontario (either through legislation or other mechanisms) are required to use Health Quality Ontario’s QIP Navigator to develop and submit their QIP to Health Quality Ontario. Health Quality Ontario recommends that organizations include a progress report in their quality improvement (QI) plan. The progress report is a tool that will help organizations make linkages between change ideas and improvement and gain insight into how their change ideas might be refined in the future. Organizations are encouraged to update the progress report regularly and use the lessons learned and progress achieved to inform the next QI plan. Organization name Measure/ Indicator Current performance as stated in last QI plan Target set in last QI plan Current performance as of yyyy/mm/dd Lessons learned; considerations for next QI plan
14 Can residents maintain contact with family, friends and others through video call technology, such as Skype? Yes No 15 How do you support residents with dementia to develop new friendships and maintain relationships with family and others, if they so wish? Please provide details: 16 Do you support residents with dementia to develop and maintain links with the wider community? Yes No Please provide details: 17 If an issue or complaint is made by a resident with dementia, is it received in the same way as complaints raised by others? Yes No 18 Are residents with dementia given choice and control in decisions affecting their everyday lives, care and support? Yes No Please provide details: 19 How do you ensure that each resident, as their dementia progresses, has opportunities to participate in activities that are meaningful and purposeful to him/her, and which suit his/her needs, interests, and, capabilities?
The Technical User Uses quality information: Motivators To check consistency between waves of longitudinal datasets To gain precise definitions of variables To teach students the importance of reviewing methodology when evaluating statistics To add reader confidence in the reports that the data support Needs confidence in the accuracy of data Challenging prevailing assumptions Quality information must haves for Technical Users: Output Quality Relevance Discontinuities Boundary Changes Technical users also want: Accuracy Clarity How the output is created Timeliness and punctuality Assessment of user and perceptions WE MUST WE MUST NOT Make information on boundary changes easy to access Make access to geographical data difficult The Information Forager Uses quality information: Motivators For academic research To help make decisions about public services and gaps in services To understand whether the data is suited for the intended purpose To inform presentations To gain a more accurate analysis of the data Need trust in methodology Looks for information that may help their organisation Likes to be informed
TABLE OF CONTENTS SUBJECT Table of Contents Amendment Sheet Quality Assurance Policy Introduction Approval, Amendment Procedure and Distribution Quality Management System Management Responsibility Resource Management Product Realization Measurement, Analysis and Improvement Annexure A – Organization Chart Annexure B – Process Sequence & Their Interaction Annexure C – Continual Improvement of Quality Mgmt. System
Learning overview: NESA QTC Completing the Quality Numeracy K-2 course will contribute 20 of QTC Registered PD addressing 3.6.2, 5.1.2, 5.4.2 & 6.3.2 from the Australian Professional Standards for Teachers towards maintaining at Proficient Teacher Accreditation in NSW. The Quality Numeracy K-2 course will enable teachers to refine their knowledge & pedagogical understandings about early numeracy and make differentiated teaching decisions to support children's learning. It will specifically address teaching and learning in the context of NSW K-10 Mathematics Syllabus and draw upon DoE resources available to enhance quality teaching. This course has been designed for at least 1x K-2 classroom teacher and 1x K-2 supervisor from each school to participate together. Learning event outcomes: Participants will examine how DoE resources impact on creating effective teaching and learning programs, constructive feedback to improve practice and reflect & document their understandings. Learning event information: Venue: Miranda Education Office, Cnr Kingsway & Sylva Ave, Miranda 2228 Dates: Monday 13 March (8:30am – 3:30pm), Monday 3 April (3:45 – 5:45pm), Monday 1 May (3:45 – 5:45pm), Monday 15 May (3:45 – 5:45pm), Wednesday 31 May (8:30 – 3:30pm) & Monday 19 June (3:45 – 5:45pm) Cost: (incl. GST) $200 Register through MYPL by Monday 6 March, 2017 Session enrol: Contact Details: Kelly Birkett – P-2 Initiatives Officer Arncliffe Education Office P: 9582 2835 E: Kelly.birkett@det.nsw.edu.au Sheree Bell – P-2 Initiatives Officer Riverwood Education Office P: 9408 8929 E: sheree.bell3@det.nsw.edu.au Jeanine Bedwell – P-2 Initiatives Officer Glenfield Education Office P: 9203 9915 E: Jeanine.bedwell@det.nsw.edu.au This learning event supports the following strategies and priorities: Literacy and Numeracy Strategy 2017–2020 This learning event aligns to the School Excellence Framework: Teaching - Collaborative Practice
3 Child’s needs secondary to adults. The accommodation is in a state of disrepair, carers are unmotivated to address this and the child has suffered accidents and potentially poor health as a result. The look is bare and possibly dirty/smelly and there are inadequate amenities such as beds and bedding, a dirty toilet, lack of clean washing facilities and the whole environment is dirty and chaotic. The accommodation smells of damp and there is evidence of mould. 4 Child’s needs not considered The accommodation is in a dangerous state of disrepair and this has caused a number of accidental injuries and poor health for the child. The look is dirty and squalid and there is a lack of essential amenities such as a working toilet, showering/bathing facilities, inappropriate and dirty bed and bedding and poor facilities for the preparation of food. Faeces or other harmful substances are visible, and house smells. The accommodation smells strongly of damp and there is extensive mould which is untreated and the carer is hostile to advice about the impact of the home circumstances on child’s well Comments and actions Changes at first review- Proposal for support/change Further action- Physical Care Stability of housing 1 Child focused care giving. Child has stable home environment without too many moves (unless necessary). Carer understands the importance of stability for child. 2 Adult focused care giving. Child has a reasonably stable home environment, but has experienced house moves/ new adults in the family home. Carer recognises that this could impact on child, but the carer’s personal circumstances occasionally impact on this. 3 Child’s needs secondary to adults. Child does not have a stable home environment, and has either experienced lots of moves and/or lots of adults coming in and out of the home for periods of time. Carer does not accept the importance of stability for child. 4 Child’s needs not considered Child experiences lots of moves, staying with relatives or friends at short notice (often in circumstances of overcrowding leading to children sleeping in unsuitable circumstances). The home has a number of adults coming and going. Child does not always know these adults who stay over. Carer is hostile about being told about the impact on child of instability. Comments and actions Proposal for support/change
Position Description Position Title Accreditation Quality Manager Reports to Chief Operating Officer Award Workskills Employee Collective Agreement 2013 Minimum Classification Manager Hours of Work Full-time 8.30 a.m. – 5.00 p.m. Possible Part Time negotiable Dress Code Neat office attire, excellent presentation, well-groomed at all times Prime Functions: Quality Accreditation Auditing Continuous Improvement Risk Management Administration Duties: 1. Quality Accreditation End result: Compliance with Accreditation Programs across the wider Workskills organisation Work extremely closely with the Contract Compliance Manager to ensure our quality system is seamless Ensure all Workskills accreditation programs meet the requirements of compliance frameworks Management and continual improvement of the Quality System in order to ensure compliance Develop and maintain information systems and relevant records of accreditation and quality system documentation Management of the Quality team, developing staff and creating robust relationships with key stakeholders both internal and external develop where required, evaluate and continually improve Workskills’ Quality Accreditation Programs Quality Assurance Framework
INTERNAL VERIFICATION FORM - PDE Learner’s name Is the work clearly referenced? Is the work authentic? Is there sufficient evidence that the work meets the assessment criteria? Please note specific criterion which are insufficiently evidenced e.g. 1.2, 2.3. Comments AC 1 AC 2 AC 3 AC 4 AC 5 AC 6 AC 7 AC 8
School Visit Event Overview Event Duration Description Participants Principal participates in meeting Participants selected by Leadership Meeting 1 60 – 90 minutes Leadership Meeting 2 45 – 60 minutes Interview format a discussion about school practices in place and the impact of those practices on teaching and learning principal, and may include members of the leadership cabinet Yes Principal Leadership Meeting 3 45 – 60 minutes Classroom Visits & Debriefs (9 or 14*) 15 – 20 minutes gather evidence on instruction and engagement, student and assessment of learning. Visits are by an exchange between and principal about observed. For schools fewer than 1,500 students: Day 1 selects 3, principal selects 2 Day 2 selects 2, principal selects 2 For schools 1,500 students or more: Day 1 selects 8, principal selects 2 Day 2 selects 2, principal selects 2 and principal Yes and principal Teacher Team Observation 40 – 45 minutes observes teachers engaged in a process that addresses the connection between student work and/or data and resulting teacher actions and teachers No Principal Teacher Meeting 1 30 – 45 minutes discusses with teachers school practices in place and the impact of those practices on teaching and learning and teachers No Principal Teacher Meeting 2 30 – 45 minutes Small Group Student Meeting 30 – 45 minutes discusses with students specific pieces of their their experiences as learners, and overall and No and Large Group Student Meeting 30 – 40 minutes school culture students principal Parent Meeting 30 – 40 minutes discusses with parents their impressions of instruction, school culture, academic expectations and communication school and home and parents No Principal Principal’s Choice 30 – 40 minutes Principal can present school practices that highlight area(s) not included in the scheduled events; time may be split one or events principal, and may include members of the leadership cabinet Yes Principal Mid-day Reflection (2x) 30 – 40 minutes Evidence review No Reflection (2x) 60 – 90 minutes Evidence review and rating of the 10 Quality Indicators No End-of-Day Debrief Day 1 30 – 45 minutes discusses with principal evidence presented over the course of the day. principal, and may include members of the leadership cabinet Yes Principal End-of-Day Debrief Day 2 10 – 15 minutes Feedback Conference 45 – 60 minutes shares preliminary ratings on the 10 indicators and provides verbal feedback that substantiates those ratings principal, and may include members of the leadership cabinet or other key stakeholders Yes Principal *Large schools with enrollment of 1,500 or more students require 14 classroom visits; all other schools require 9 Review Review Review Review Review Review Review Review Review Review Review Review Review Review Review follow
Indicators Underdeveloped Developing Proficient Well Developed 3.4 Establish a culture for learning that communicates high expectations to staff, students, and families, and provide supports to achieve those expectations School leaders inconsistently communicate high expectations (professionalism, instruction, communication, and other elements of the Danielson Framework for Teaching) to the entire staff School leaders consistently communicate high expectations (professionalism, instruction, communication, and other elements of the Danielson Framework for Teaching) to the entire staff and are developing training and a system of accountability for those expectations School leaders consistently communicate high expectations (professionalism, instruction, communication, and other elements of the Danielson Framework for Teaching) to the entire staff and provide training and have a system of accountability for those expectations School leaders consistently communicate high expectations (professionalism, instruction, communication, and other elements of the Danielson Framework for Teaching) to the entire staff, and provide training, resulting in a culture of mutual accountability for those expectations School leaders and staff do not have expectations that are clearly connected to a path to college and career readiness b) School leaders and staff are developing expectations that are connected to a path to college and career readiness and/or the school is developing systems to provide feedback to families regarding student progress toward meeting those expectations b) School leaders and staff consistently communicate expectations that are connected to a path to college and career readiness and offer ongoing feedback to help families understand student progress toward those expectations School leaders and staff effectively communicate expectations connected to a path to college and career readiness and successfully partner with families to support student progress toward those expectations c) Teacher teams and staff do not establish a culture for learning that communicates high expectations for all students and/or are not developing feedback systems and guidance/advisement supports to help prepare students for the next level c) Teacher teams and staff establish a culture for learning that communicates high expectations for all students; feedback and guidance/advisement supports are developing the level of detail and clarity needed to help prepare students for the next level c) Teacher teams and staff establish a culture for learning that consistently communicates high expectations for all students and offer ongoing and detailed feedback and guidance/advisement supports that prepare students for the next level c) Teacher teams and staff establish a culture for learning that systematically communicates a unified set of high expectations for all students and provide clear, focused, and effective feedback and guidance/advisement supports to ensure that students, including high-need subgroups, own their educational experience and are prepared for the next level
Best Practice Advocacy Centre (BPAC) NZ (2006) Providing palliative care to Māori available at: . BPAC NZ (2011) Treatment for the dying patient: The Liverpool Care Pathway available at: www.bpac.org.nz/BPJ/2011/june/lcp.aspx. BPAC NZ (2011) End-of-life care for patients with chronic disease: The need for a paradigm shift available from: www.bpac.org.nz/BPJ/2011/november/end-of-life.aspx. Hospice NZ Standards for Palliative Care (2012). The purpose of this document is to ensure the best possible care for all people in New Zealand as they approach the end of their life and die. Available here: www.southerncancernetwork.org.nz/file/fileid/45559. Ageing and indigenous health in Aotearoa New Zealand (Australian and New Zealand Society for Geriatric Medicine 2013): . Individuals in prison A HealthEd leaflet made available in hard copy to all men’s prisons in New Zealand in 2013 is available online here: https://www.healthed.govt.nz/system/files/resource-files/DC1306.pdf. ‘This diabetes leaflet encourages readers to find out more about diabetes and whether they are at risk of having diabetes. It provides information for prisoners, their families and Corrections staff about diabetes, including who is most at risk, possible symptoms, and the treatment of diabetes.’ The American Diabetes Association has put out a position statement about diabetes management in correctional institutions (American Diabetes Association 2014a). Immigrants and refugees Refugee health care is a handbook for health professionals: Information for visitors and immigrants to New Zealand – what are the diabetes services like in New Zealand?: Diabetes prevention education programme (Australian) for immigrant and refugee women: Evidence based clinical guidelines for immigrants and refugees (a Canadian document): www.ncbi.nlm.nih.gov/pmc/articles/PMC3168666/pdf/183e824.pdf. References Allen K, Frier B, Strachan M. 2004. The relationship between type 2 diabetes and cognitive dysfunction: Longitudinal studies and their methodological limiations. European Journal of Pharmacology 490: 169–175. doi: 10.1016/j.ejphar.2004.02.054.
time and effort. Experience based and defect based test design techniques should be followed. Report Bugs only Testers should not test it but if bugs related to this risk arise during other tests, report those bugs. Based on the Risk Assessment Matrix (RAM), Risk Priority and Extent of Testing, we decide testing levels to be performed as a part of those risks as below. Test Level Definitions Test Level Owner Objective (s) Key Areas of Testing Unit Development (Scrum) - Detect Defective Code in units - Reduce Risk of unit failure in Production Functionality and system resource utilization Integration Development (Scrum) - Detect Defect in unit interface - Reduce risk of dataflow and workflow failure in production Functionality, data quality, unit interoperability and compatibility, performance System System Tester (Scrum) - Detect defects in use cases and end-to-end scenarios - Assisting mitigating risk of unmet business requirements in production Functionality, data quality, performance, reliability, usability, system resource utilization, maintainability, instability, portability and interoperability Acceptance UAT (Business) - Demonstrate readiness for deployment - Detect defects in user workflows Functionality All above matrices will be used to prepare QRA document in which identified risks are mapped with respective PBI’s and same is shared with BA and TL for Business Risk Assessment and Technical Risk Assessment. BA and TL provide Business Risk and Technical Risk ratings and related comments. At initial level, Risk Mitigation column is set to NO, however it will be set to YES once we deliver the PBI as a part of future sprints. This QRA document will look like as per below.
Shared Lives Guidance Quality Assurance The Hampshire Shared Lives Scheme strives to deliver a quality service that meets the needs, aspirations and choices for all those in a Shared Lives placement. The individual experience of people receiving care and support in a Shared Lives placement and their personal expectations and outcomes are important in maintaining a quality service. The Hampshire Shared Lives Scheme believes in setting and maintaining quality standards that are measurable and influence the service and its future development. In order to meet the quality and standards required the Scheme recognises the importance of having a process in which regular monitoring of its service is maintained. It is essential during this process that evidence is provided to commissioners and other regulatory bodies of the way in which we quality assure the service and how information and outcomes are collated. The evidence will also be available to the Shared Lives Carers, to the people using the Hampshire Shared Lives Scheme and/or their representatives. How will this happen? Carer Quality Assurance Recruitment Assessment Panel Recruitment Approval Panel Carers Home Brochure Three appraisals per year Annual review of Carers Feedback Questionnaires Unannounced audits of carers homes and records completed by Registered Manager and/ or Team Manager Inspections and feedback from CQC Regular visits to the Carer’s home by the allocated Shared Lives Manager (SLM) All About Me Books on service users needs Informal observation
HIV Point of Care Test (INSTI™) Quality Control Log Testing site: ______________________________ Date of Quality Control dd/mm/yyyy Tester Initials Quality Control Material Negative, Positive HIV-1 Quality Control Number (On Vial) POC Test Number (On Back of Kit Package) POC Test Result Reactive Non-reactive Invalid POC Test performs as expected (Yes, No) Notes / Comments Reason for testing (from numbers below) Site Lead Review Initial Receive new shipment Invalid client result X 2 New tester, before they start testing At regular intervals - monthly Change to new lot number Trouble-shooting Temperature out of range (below 2○C or above 30○C)
Service details Service name Service approval number Primary contacts at service Physical location of service Physical location contact details Street Telephone Suburb Mobile State/territory Fax Postcode Email Approved Provider Nominated Supervisor Primary contact Name Telephone Telephone Mobile Mobile Fax Fax Email Email Postal address (if different to physical location of service) Street State/territory Suburb Postcode
PROBLEM SOLVING STEPS 1. Recognize a problem issue exists. Spray nozzles are clogging. Too many reoccurrences. Unacceptable. Audits show too costly. Customers are unhappy. Do not need lawsuits. Pareto chart Histogram Check sheet 2. Form an improvement team. People affected by the changes will be customers, engineers, technicians, parts, and services. Members of the team are professional employees of WP Inc. Management is overseeing this process. 3. Develop performance measures. Response times, product or service functionality, number of occurrences that happened in a month (30 days), out of the seven days the nozzle is clogged, two of these clogs happened midday. Number of deviations from products/service specifications, rework amounts, number of return products. Brainstorming. What caused the part to clog up? Was the soap too insolvable? What chemical reaction happened? Was there too much dirt? Were the particle chips clogging from the metal parts? Were paint chips coming off the metal parts? Was the hole too big on the metal part that fit in the nozzle? Was the hole too small on the metal part that fits in the nozzle? 4. Clearly define the problem. -Identify customers -Identify customer wants -Identify processes -Write problem-improvement Customers, suppliers, other companies, and people who buy automatic washer parts. Customer wants nozzle with metal parts that are working. Customer wants quality parts. Problem (clogging washer Why-Why diagram Check sheet Histogram Run chart
TABLE OF CONTENT Index No. Contain No. of Page Section A Abbreviation 2 Section B Amendment Sheet 3 Section C Distribution List 4 Section D1 Profile and History 5 Section D2 Service Rendered 6 Section D3 Vision and Mission 7 Section D4 Information and Location 8 Section E Organization Chart 10 Section 1 Scope Of QMS 12 Section 2 Reference 12 Section 3 Terms and Condition 12 Clause 4 Quality Management System 13 Clause 5 Management Responsibility 17 Clause 6 Resource Management 22 Clause 7 Service Realization 24 Clause 8 Measurement analysis & improvement 28
Activities related to training equipment/material purchase (2) consumables teaching aids list of items service agreements safety & health equipment supplier list Uninterrupted availability of items Activities related to environment/infrastructure (3) fire fighting equipment water sanitation ventilation sufficient light necessary safety aspects class rooms, labs. Conducive and safe environment for training Updated training material NCSs & curricula (4) updated NCSs updated curricula updated assessment material updated guides Current knowledge, skills and attitudes used for training Continuous and final assessments (5) time table for assessments question papers assessment materials consumables for practicals appropriate place for assessment model papers model answers Successful assessments conducted Training delivery (6) training plan time table lesson plan attendance registries teacher feedback Training delivered as per plan Student enrolment (7) selection criteria screening applications interviews and selection test data in the database Suitable students enrolled Customer satisfaction (8) students parents employers employees questionnaire surveys Customer satisfaction outcomes measured and analyzed Financial reviews (9) cash flow balance sheet P & L Sustainable operations 4.2 Documentation Requirement 4.2.1 General Requirement Training institute maintains detail Quality Manual in order to ensure effective QMS in the Centre established and implemented. Quality Manual shall comprise with following captions.