zilongwang/ReadingBank huggingface dataset:
Broadly speaking, we are recommending the following changes: Stakeholder forum continues to be the formal group representing peak bodes Operations forum membership changes to allow all interested parties to attend. With video conferencing facilities now available, broader membership and participation is now possible for interested parties located in other major cities (i.e., Brisbane, Adelaide, Canberra and Melbourne) Technical forum will continue to be a forum for technical issues, with a focus on the Business to Government (B2G) community AFSA has agreed to circulate a copy of the existing Terms of Reference documentation, with suggested changes marked-up, to forum members for their consideration and comments. Operational update AFSA provided an update on key activities during the previous 6 month period. Vendor Support AFSA has an external provider who built and maintains the register, and the current contract is nearing completion. AFSA advised the members that they have published its annual procurement plan on AusTender, which anticipates that in or around Q1 2018 AFSA will release an open market request for tenders for the selection of a preferred tenderer for the provision of support, enhancement and maintenance services for the Personal Property Securities Register (PPSR). AFSA is intending to conduct a pre-release information session for representatives of interested and potential suppliers on Friday 1st December 2017 in Canberra. Compliance Framework Aligned with our role to maintain confidence in the PPS system, AFSA has engaged PwC to work with us to consider compliance in a broader sense, maintaining pace with current and emerging practices in the delivery of technology enabled services, particularly via an API channel. AFSA explained to the group that the compliance would not just be focused on regulatory compliance, but will look at all things required to maintain security, continuity, viability and integrity of the PPSR. The different areas of focus that were identified as part of this work are: Legislation – ensuring everyone (users and the Registrar) are meeting their obligations. Protective Security – the nature of the data stored on the PPSR means that considered security controls are required to ensure confidentially, integrity and availability of the register. There are measures that AFSA needs to take, but also security measures that people transacting on the register should take to support system security.
Current attainment and progress: October 2018 PPF = Pupil premium funding When the 2018 national figures are published they will be added to the chart and the 2017 data will be removed. Pupils not eligible for PPF Pupils eligible for PPF In school gap 2017 national averages for pupils not eligible for PP Attainment gap when compared to national others Reception class achieving a Good Level of Development (GLD) XX in cohort XX PP XX non-PP 73% % on track to pass the 2019 Year 1 Phonics Check XX in cohort XX PP XX non-PP 84% Year 2 XX in cohort XX PP XX non-PP % achieving expected standard or above in reading. % achieving a high score/working at greater depth in reading. % achieving expected standard or above in writing. % achieving a high score/working at greater depth in writing. % achieving expected standard or above in maths. % achieving a high score/working at greater depth in maths. 79% 28% 72% 18% 79% 23% Year 4 XX in cohort XX PP XX non-PP % achieving expected standard or above in reading, writing & maths % achieving a high score/working at greater depth in reading, writing & maths No national data Years 1 to 4 % making expected progress in reading (as measured by the school) % making expected progress in writing (as measured by the school) % making expected progress in maths (as measured by the school) No national data
6. Planned expenditure 2018-2019 Strengthen the quality of teaching and learning Total budgeted cost = £ Intended outcomes Actions What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead Impact so far Targeted support for pupil premium children. Total budgeted cost = £ Intended outcomes Actions What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead Impact so far READING WRITING
Other approaches to raise the attainment and progress of pupil premium children. Total budgeted cost = £ Intended outcomes Actions What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead Impact so far ATTENDANCE ENGAGEMENT AND RAISING ASPIRATIONS ENGAGING PARENTS
Current attainment and progress: October 2018 PPF = Pupil premium funding When the 2018 national figures are published they will be added to the chart and the 2017 data will be removed. Pupils not eligible for PPF Pupils eligible for PPF In school gap 2017 national averages for pupils not eligible for PP Attainment gap when compared to national others Reception class achieving a Good Level of Development (GLD) XX in cohort XX PP XX non-PP 73% % on track to pass the 2019 Year 1 Phonics Check XX in cohort XX PP XX non-PP 84% Year 2 XX in cohort XX PP XX non-PP % achieving expected standard or above in reading. % achieving a high score/working at greater depth in reading. % achieving expected standard or above in writing. % achieving a high score/working at greater depth in writing. % achieving expected standard or above in maths. % achieving a high score/working at greater depth in maths. 79% 28% 72% 18% 79% 23% Year 6 XX in cohort XX PP XX non-PP % achieving expected standard or above in reading, writing & maths % achieving a high score/working at greater depth in reading, writing & maths % achieving expected standard or above in reading. % achieving a high score/working at greater depth in reading. % achieving expected standard or above in writing % achieving a high score/working at greater depth in writing % achieving expected standard or above in maths % achieving a high score/working at greater depth in maths 67% 11% 77% 29% 81% 27%
6. Planned expenditure 2018-2019 Strengthen the quality of teaching and learning Total budgeted cost = £ Intended outcomes Actions What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead Impact so far Targeted support for pupil premium children. Total budgeted cost = £ Intended outcomes Actions What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead Impact so far READING
Attainment 8 score (Points) 49.8 % Entering the English Baccalaureate 43% English Baccalaureate – the % achieving grade 5 or above 25.60% English Baccalaureate – the % achieving grade 4 or above 28.20% Attendance of pupil premium students in Years 7 to 11 2015/16 = 96.5% 2016/17 To be published in March 2018 Persistently Absent pupil premium students in Years 7 to 11 2015/16 = 96.5% 2016/17 To be published in March 2018 % Staying in education or entering employment after Key Stage 4 Year 11 students who completed KS4 in 2015 =96% 2018 End of Key Stage 4 predictions (current Year 11) Number in cohort = January predictions for our Year 11 2017 national averages for students not eligible for PP funding. Estimated attainment/progress gaps Attaining 9-7 in English (Best) and Maths Attaining 9-5 in English (Best) and Maths 49.40% Attaining 9-4 in English (Best) and Maths 71.20% Progress 8 score average +0.11
6. Planned expenditure 2017-2018 Total budgeted cost = Strengthen the quality of teaching and learning. Desired outcomes & success criteria Actions What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead Impact so far
More key indicators: End of Key Stage 2 (Year 6) 2017 attainment figures and progress Key Stage 1 to Key Stage 2 and attendance data XX PP in cohort Pupils eligible for PP 2017 national averages for pupils not eligible for PP Attainment/ progress gaps % reaching expected standard in reading, writing & maths % reaching a high score/working at greater depth in reading, writing & maths % % 67% 11% % % reaching expected standard in reading % reaching a high score/working at greater depth in reading Progress scores % % 77% 29% +0.3 % reaching expected standard in writing % reaching a high score/working at greater depth in writing Progress scores % % 81% 21% +0.2 % reaching expected standard in maths % reaching a high score/working at greater depth in maths Progress scores % % 80% 27% +o.3 Attendance % for all PP children in the school % 96.6% (2016) Persistently absent % (All PP children with an attendance rate of 90% or below) % 6.2% (2016)
6. Planned expenditure 2017-2018 Strengthen the quality of teaching and learning Total budgeted cost = £ Desired outcomes & success criteria Actions What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead Impact so far
Grantee:: TYPE GRANTEE'S LEGAL NAME Department of Human Resources By: ___________________________________(SEAL) By:__________________________________________ Printed Name: TYPE REP'S NAME HERE Printed Name: Title: TYPE REP'S TITLE HERE Title: Date: _________________________________ Date: _________________________________
DATE:______________________________ NAME OF GRANTEE: TYPE GRANTEE LEGAL NAME BY:__________________________________________________________________ (Signature) TITLE: TYPE REP'S TITLE HERE (Authorized Representative and Affiant) ATTACHMENT H – HIPAA BUSINESS ASSOCIATE AGREEMENT This solicitation does not require a HIPAA Business Associate Agreement.
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 3:00-3:15 Sign-in and snack Sign-in and snack Sign-in and snack Sign-in and snack Sign-in and snack 3:20-4:20 Homework Club with teachers Games/Legos/Art Homework Club with teachers Games/Legos/Art Homework Club with staff Games/Legos/Art Homework Club with teachers Games/Legos/Art Games/Legos/Art 3:30-5:00 Outside/gym Kickball 4-6 Parachute games k-3 Outside/ gym Soccer game 4-6 Sharks and Minnows k-3 Outside/ gym Tennis racket baseball 4-6 Bowling k-3 Outside/ gym Kickball k-3 Flag football– 4-6 Outside/gym Basketball game 4-6 Soccer k-3 3:30-5:00 Art: Tie dye leaves Craft: Giving thanks Cooking: Apple raisin bread pudding Wii: Dancing/games Craft: Dancing turkey puppet STEM: Fun with duct tape Cooking: Apple crisp Fun: Finger painting with shaving cream 3:30-5:00 “21st Century STEAM Room” “21st Century STEAM Room” “21st Century STEAM Room” “21st Century STEAM Room” “21st Century STEAM Room” 5:00-6:00 Games/Legos/Art Games/Legos/Art Games/Legos/Art Games/Legos/Art Games/Legos/Art
CATEGORY 4 (68-75) 3 (60-67) 2 (52-59) 1 (45-51) Content - Accuracy All content throughout the presentation is accurate. There are no factual errors. Shows a full understanding of the topic. Most of the content is accurate but there is one piece of information that might be inaccurate. Shows a good understanding of the topic. The content is generally accurate, but one piece of information is clearly flawed or inaccurate. Shows a good understanding of parts of the topic. Content is typically confusing or contains more than one factual error. Does not seem to understand the topic very well. Sequencing of Information Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide. Most information is organized in a clear, logical way. One slide or item of information seems out of place. Some information is logically sequenced. An occassional slide or item of information seems out of place. There is no clear plan for the organization of information. Text - Font Choice & Formatting Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. Font formats have been carefully planned to enhance readability. Font formating has been carefully planned to complement the content. It may be a little hard to read. Font formatting makes it very difficult to read the material. Use of Graphics All graphics are attractive (size and colors) and support the theme/content of the presentation. A few graphics are not attractive but all support the theme/content of the presentation. All graphics are attractive but a few do not seem to support the theme/content of the presentation. Several graphics are unattractive AND detract from the content of the presentation. Spelling and Grammar Presentation has no misspellings or grammatical errors. Presentation has misspellings, but no grammatical errors. Presentation has grammatical errors but no misspellings. Presentation has more than 2 grammatical and/or spelling errors. Background Background does not detract from text or other graphics. Choice of background is consistent from slide to slide and is appropriate for the Background does not detract from text or other graphics. Choice of background is consistent from slide to slide. Background does not detract from text or other graphics. Background makes it difficult to see text or competes with other graphics on the page.
Appendix 2 Variable Dose Insulin Chart Patients name: NHS number: Date of birth: RiO number: Responsible clinician: Date & Time URINE BLOOD Insulin (Specify exact preparation) Dose in Units Time Route Prescriber Signature Administration Time % + Time Glucose mmol/L Sign Nurse Signature Time Management of Blood Glucose Monitoring Results 15.1mmol/L- higher – Refer to care plan. Contact doctor immediately if any signs of ketoacidosis. Doctor to review dose of insulin/oral antidiabetic medication 10.1 – 15.0 mmol/L – refer to care plan, monitor more frequently. Doctor to review insulin/oral antidiabetic medication dose. 4.0 – 10.0 mmol/L – acceptable range – no action required 0 – 3.9 mmol/L – Follow Trust guidelines for treatment of hypoglycaemia. (Appendix 3 – NTW C 38 PPT PGN 06)
Appendix 3 Key Competencies for clinical procedure; Sub-cutaneous fluid administration Procedural Component Indicators Evidence of support Competency achieved Y/N Assessors comments Agreed actions if applicable 1. Underpinning knowledge Knowledge of anatomy and Physiology. Indications for Sub-cutaneous fluid administration; Dehydration Inadequate fluid input orally despite encouragement, leading to above Discussion Discussion and Patient assessment / records 2. Patient information Explain the procedure to the patient Obtain consent Reassure the patient Observation or discussion 3. Set-up Dressing trolley will be cleaned and set up with the following equipment; Prescribed fluid e.g. Sodium Chloride 0.9% BD Insyte 22 GA (Vialon material) / BD Insyte – W, 24GA (prevents needle stick injuries) Codan - SMS – System Primary Set Ref 37.3143 (instructions for use included) Alcohol swabs Transparent semi-permeable dressing. (e.g. Tegaderm IV) Sharps box Alcohol hand gel Non-Sterile gloves 9. Clinical waste bag Observation of trolley set up or discussion
24-hour Intravenous / Subcutaneous Infusion and Additive Record Date: .................................................................. Patient’s Name: ............................................................................................... D.O.B.: ............................................................... RIO No.: ....................................................... NHS No.: ....................................................... PRESCRIPTION ADMINISTRATION RECORD Sequence No. Infusion Fluid* Route (IV / SC) Volume (ml) Drug Additive (if applicable) Dose (if appropriate) Duration (mins) Rate (ml/min) Doctor’s Signature Batch No. Expiry date Solution prepared by Checked by Time Started Changed / Stopped by *NaCl = 0.9% sodium chloride (IV or S/C) G = Glucose 5% (IV drug admin only)
Task 1 Add information to the table below that gives specific information about location and use in Grand Bahama - In Blue!! Dune Stabalisation: Dune stabalisation is planting vegetation on the berm of the beach or on the dunes. By planting vegetation you should be making them more stable (roots) and reducing the moisture content (root uptake). Cliff Regrading: This means make cliffs less steep. Cliffs often become unstable because of undercutting. By reducing the angle you should reduce the undercutting and the risk of the cliff collapsing. Beach Nourishment: This is simply adding more sand to the beach. Beaches are natural defences, so by making them bigger, you are creating a natural defence. Sand is sometimes taken from the sea bed or dunes inland. Beach or Cliff Drainage: Cliffs often collapse because they become saturated and the increased stress causes them to collapse. By removing some of the excess water you should reduce stress on the cliff. Managed Retreat: This is not always a popular solution, because it is basically allowing the sea to take back land. Low value land is often chosen to be flooded by the sea. By allowing this you are changing some inland ecosystems by adding salt water. This not the same as doing nothing! Some areas are sacrificed to save others Gabion: Gabion also uses large boulders, but this time the boulders are placed in cages. The gabion absorbs the power of the waves. The gabion can be installed quickly and again is fairly effective. However, it also looks ugly, reduces access and can be expensive. Rip-rap or rock armour: Giant boulders placed at the foot of Groynes: Groynes stop longshore drift transporting
cliffs. Rip-rap is designed to absorb the waves energy and protect the cliffs behind. can be effective, but does look ugly, may reduce access to the beach and can be expensive. away beach material. The beach builds up and protects the cliff by reducing power of waves. They can be effective in maintaining a beach, but need replacing regularly, look ugly and can cause problems down the coast. There is always rapid erosion after the last groyne. Sea wall: Sea walls are made out of concrete and are aimed to absorb wave energy. Sometimes they are curved to direct the waves energy back out to sea. They can be very effective, but again are expensive, ugly and reduce access. Revetments: They are similar to sea walls, but often built out of wood. Often found at the foot of cliffs they are designed at absorb the waves energy. Again they need replacing regularly and do not protect against big storms. Offshore break – A structure is created offshore and this reduces the power of waves so a beach can build up. Cheap to build but can change local ecosystems. Sometimes an offshore break is built out waste materials and can create a coral reef. Do nothing – Accept that nature will win. Cost effective but often unpopular locally. Hard engineering: Soft engineering:
2014 Summer APUSH Assignment Geography of the United States of America Instructions: Using an atlas and the maps provided, locate and label the following locations and features. Use the map labeled “Political” to locate the political features and the other map to label the physical features. Use black or blue ink to label features as they are listed here. You will be graded on neatness, so print legibly. I. POLITICAL: 1. Northeast: MAINE, Augusta; NEW HAMPSHIRE, Concord; VERMONT, Montpelier; MASSACHUSETTS, Boston; NEW YORK, Albany and New York; CONNECTICUTT, Hartford; RHODE ISLAND, Providence; PENNSYLVANIA, Harrisburg, Pittsburgh and Philadelphia; DELAWARE, Dover; NEW JERSEY, Trenton. 2. South: MARYLAND, Annapolis and Baltimore; VIRGINIA, Richmond; WEST VIRGINIA, Charleston; KENTUCKY, Frankfort; TENNESSEE, Nashville; NORTH CAROLINA, Raleigh; SOUTH CAROLINA, Columbia and Charleston; GEORGIA, Atlanta and Savannah; FLORIDA, Tallahassee and Miami; ALABAMA, Montgomery and Mobile; MISSISSIPPI, Jackson; ARKANSAS, Little Rock; LOUSIANA, Baton Rouge and New Orleans; TEXAS, Austin, Houston, and Dallas. 3. Midwest and Plains States: OHIO, Columbus, Cleveland, and Cincinnati; INDIANA, Indianapolis; ILLINOIS, Springfield and Chicago; WISCONSIN, Madison and Milwaukee; MICHIGAN, Lansing and Detroit; MINNESOTA, Minneapolis and St. Paul; IOWA, Des Moines; MISSOURI, Jefferson City, St. Louis, and Kansas City; NORTH DAKOTA, Bismarck; SOUTH DAKOTA, Pierre; NEBRASKA, Lincoln; KANSAS, Topeka, OKLAHOMA, Oklahoma City. 4. The West: MONTANA, Helena; WYOMING, Cheyenne; COLORADO, Denver; NEW MEXICO, Santa Fe; ARIZONA, Phoenix; UTAH, Salt Lake City; IDAHO, Boise; WASHINGTON, Olympia and Seattle; OREGON, Salem and Portland; NEVADA, Carson City and Las Vegas; CALIFORNIA, Sacramento and San Francisco, and Los Angeles; HAWAII, Honolulu, Lahaina; ALASKA, Juneau and Anchorage.
(Page 33, SOP 4.18 Ongoing Case Planning, #4B-C) You can actually have concurrent goals here, may want to reconsider these additions. Response: There is nothing in Kentucky regulation language that directs concurrent planning for status cases or for PPLA, legal guardianship and emancipation cases, and although may be advisable in some situations, it is not a required practice. (Page 41, SOP 11.30 Permanency Hearings, #s 7-9 under the SSW’s tasks) This should be done way prior to the permanency hearing, and seating this here could be very confusing. Suggest striking here and adding it to your 9month OOHC consult. Response: This language is already placed in SOP 4.18 Ongoing Case Planning (this was formerly numbered 4.35) and it has been removed from this section. (Regarding the deleted section for Negotiating Objectives and Tasks) I would suggest leaving this section alone. I would let it stand and include as preparatory section for both in-home and OOHC. You’ve made both those sections very long, by consolidating. I’d let this chapter stand and incorporate a discussion about goal section in an OOHC section on the same activity. Response: Negotiating Objectives and Tasks has not been merged. Seems like there is some back and forth between calendar days and working days. Is there any way to make this consistent? Response: To the extent possible, each item will be considered to ensure that timeframes are consistent. However, there are sometimes legal or federal guidelines that prevent consistent frame of reference. On the “Menu of Expectations for Batterers in CPS Cases” item number 3 discusses removing all weapons from the house of the perpetrator and giving/selling them to law enforcement for safe keeping. While I understand the need, this “need” needs to be court ordered and I am not sure that “we” can enforce this in some areas. Response: This is correct. This document has been removed from the list of documents to be released until it can be reviewed.
adolescents with juvenile idiopathic arthritis and the influence of short-term physical exercise. Sandstedt E, Fasth A, Fors H, Beckung E. group (n=21). The program consisted of one hundred jumps with a rope and standardized muscle strength core exercises and muscle strength exercises with a load (0.5-2 kg) for the arms and shoulders. Frequency: -3 days/wk, -12 wk period. content Instruments: dual- energy absorptiometry DXA e DXA Laser Calscan in the exercise group. density in children with juvenile idiopathic arthritis. (25) Promoting physical activity in children with juvenile idiopathic arthritis through an program: results of a pilot randomized controlled trial. Lelieveld OT, Armbrust W, Geertzen JH 2010 Pilot 33 eligible patients were included and randomized in an intervention (n=17) or control waiting-list group (n=16). Internet-based program contained the following elements: health education, benefits of physical activity, influence of family and school is recognized and used to promote physical activity, smart goal are set. Frequency: -17 wk period. Physical activity Aerobic capacity Instruments: activity diary, Bruce treadmill test Maximum endurance time significantly improved in the intervention group but not in the control group. Physical activity improved in the intervention group but not in the control group. An Internet-based program for children with JIA ages 8–12 years directed at promoting PA in daily life effectively improves PA in those patients with low PA levels. It is also able to improve endurance and it is safe, feasible, and has good adherence.
49 OR 52 6 AND 53 Tscharnuter Akademie for Motor Organization "TAMO" "cranial orthosis" "cranial orthoses" ultrasound strength "muscle function" prognosis Prognoses prognos* diagnosis diagnoses diagnostic intervention MeSH descriptor: [Torticollis] explode all trees MeSH descriptor: [Plagiocephaly] explode all trees plagiocephaly torticollis "congenital muscular torticollis" 1-43/OR 44-48/OR 49 AND 50 "congenital muscular torticollis" 1-41/OR 42-44/OR 46 AND 47 plagiocephaly torticollis "congenital muscular torticollis" 1-44/OR 45-50/OR 51 AND 52
Signatures Stichting Life Sciences Health – TKI Operations Director: drs. E. Nagel Place: Date: Signature: Name of Research Organisation: .... Name: Title: Place: Date: Signature: Name of Company: …. Name: Title: Place: Date: Signature: Name of Organisation: .... Name: Title: Place: Date: Signature: [Note: Add/remove parties & contributions as applicable]
Some examples: __________________.com – Meetup, Minority Business Network – ____________, Asian _____________ in Business – Colleges, SCORE – ______________, __________ – Conferences, LinkedIn – ______________, ________________ - PLCs
The job family framework for policing (2017) Job Family Description Sub-groups/specialisms Core Roles Warranted Police officer rank structure All police officer ranks Including Police Community Support Officers and the Special Constabulary. Community Policing The provision or management of services which are continually visible to the public, such as response, local patrols, protecting vulnerable people Local Policing Response Family Liaison Roads Policing Crime Reduction Intelligence Gathering, processing or analysing information about crime to establish patterns, in support of force planning and resourcing. Intelligence Data Communications Digital/Cybercrime Covert operations Investigation Technical, case or project roles which are concerned with the investigation of specific crimes and or crimes which are linked in a pattern. Investigation Forensics Public Protection Coroner’s Office Operational Support The provision of support to the delivery of community policing, intelligence and investigation, where the roles are distinctive to police forces. Control Centre Custody Public Order Firearms Specialist Operations IT (operational) Systems Business Support The provision of professional advice and corporate services similar to those in organisations in other sectors (finance, HR, communications etc.) Finance Human Resources Legal Services Marketing and Communications Administrative and corporate support IT (internal) support
Pupil Premium Spending 2014 – 2015 AreaofSpend Total Description of Intervention Intended Outcomes How impact is to be measured Impact Small group maths support in Year 5 and 6 from Mrs P £16, 876 We ensure all children who are at risk of underachieving benefit from a combination of small group/1:1TAsupportin class and TA led booster intervention classes to ensure progress is maintained. Rigorous tracking of the progress of children from the targeted groups occurs every term and the provision is modified as necessary. Students make good progress and close attainment gaps. PP students to feel success and go on to achieve good levels of progress. Levels of progress achieved, Closing gap between outcomes of PP and non PP Greater student confidence & 86% of PP children achieved level 4 in maths compared to 82% non PP. 87% PP children made 2 levels of progress from KS1. In Year 5 84% of PP children reached age related expectations in maths in comparison with 77.4% non PP. Educational Psychologist time for specific children £500 per day. Educational Psychology support purchased from Swindon LA to meet the needs of students (often FSM) who are without SEN funding. A few students benefit from this support to remove barriers to their learning and progress. Impact on individuals of this support. 3 disadvantaged pupils were seen by the EP which identified clear strengths and areas to be developed and supported. This has been built into quality learning experiences and the provision of targeted support. Targeted support in reading and comprehension in Year 2 and 3 – Mrs Johns £240 per week for 20 weeks. £4800 30 minutes intervention sessions 3 days a week for targeted pupils to improve reading comprehension skills. Children achieve in line with their non PP peers. Levels of progress achieved, Closing gap between outcomes of PP and non PP Greater student confidence & self-esteem At Year 2 92% of PP children achieved level 2 or more in reading which completely closed the gap. The majority of targeted pupils in Year 3 reached expected levels.
national framework for local action 2015-2020 Partnership Our commitment to you for End of Life Care Department of Health Document control The controlled copy of this document is maintained by NHS England. Any copies of this document held outside of that area, in whatever format (e.g. paper, email attachment), are considered to have passed out of control and should be checked for currency and validity. Contents
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Meeting details Meeting Information session for [insert site name] Date [date and time] Note information sessions generally run for an hour maximum however you are free to come and go as you please. Location Chair Will be chaired by a member of the Advisory Committee Item Party Welcome & Introduction Advisory Committee Background and process Advisory Committee process The planning system Advisory Committee Government Land disposal process Government Land policy FTGL service Department of Environment, Land, Water and Planning 10 mins Why is the land surplus Why the site is surplus and any discussions with other agencies Landowner 10 mins What is proposed and why Why have controls been chosen Any planning studies Landowner 10 mins About the hearing Time frames provided in Terms of Reference Advisory Committee Critical dates Submissions Close – Hearings commence - Advisory Committee Questions Advisory Committee Contact information Questions relating to the site and the selection of the proposed planning provisions, please contact [Landowner] Questions relating to the Advisory Committee process or timing please contact Planning Panels Victoria. Phone: (03) 8392 5120 Email: All other questions should be directed to the Fast Track Government Land Service. Phone: (03) 8683 0901 Email:
ORBITS: PRE-MRI (2 images) PA Waters* Lateral *a second PA waters will only be performed if instructed to by a Radiologist OPTIC FORAMEN (2 images) Bilateral Parietoorbital Oblique Projections (Rhese Method) SELLA TURCICA (3 images) Lateral AP Towne PA Caldwell MASTOIDS (5 images) Bilateral Stenvers Bilateral Laws AP Towne IMAGING SERVICES LAST REVISION DATE: JUNE 2013 SPINE
of the goal area on a line perpendicular to the goal line from which the offense occurred. a free kick given to the defense within its own goal are shall be taken from any point within the goal area. The kick must travel outside the goal area to be in play. For a free kick, the ball: Must be still on the ground Must be kicked and move May not be played by the kicker until played by another May be kicked backwards, if not in the goal area Should there be a two‐touch, the opposing team gets the free kick. For a free kick, all opposing players must be at least five (5) yards away from the ball and must not distract the kicker in any way. In the case, where the free kick is on the goal line by the offense, the defenders may stand on their own goal line between the goal posts. To signal for the indirect free kick, the referee will raise an arm above their head and keep that arm raised until the ball is played by another player. LAW 15 ‐ THROW INS If the ball goes out of bounds on the touchline (sideline), the team that touched it last, loses possession. The other team gets to throw in at the point where the ball left the pitch (field). The player throwing the ball must:  line up opposite the referee who will mark the spot  face the field  bring the ball back over his/her head and  keep both feet behind the touchline, in contact with the ground. If any of these are not met, the Referee will blow the whistle and tell the player what to correct and call for another try by the player. If on the second try, the player is not successful, the other team gets to throw in. Like the kick off, the player throwing the ball in may not play the ball until another player has touched it. If there is two‐touch, the other team gets an indirect free kick at the point where the ball was played the second time. A goal cannot be scored from a throw in. LAW 16 ‐ GOAL KICK If the offense causes the ball to go out of bounds over the goal line, a goal kick is awarded to the defense. With a goal kick, the ball may be placed anywhere in the goal area. Usually, coaches elect to place the ball on the corner of the goal area. All opposing players must be outside the goal area and at least six (6) yards away.
RCW 28B.10.029 – (Higher Education) Property Purchase and Disposition – Independent Printing Production and Purchasing Authority – Purchase of Correctional Industries Products RCW 39.19 – Office of Minority and Women’s Business Enterprises RCW 39.26 – Procurement of Goods and Services RCW 39.26.010 (17), (18) and (21) – Definitions RCW 39.26.090 – Director’s Duties and Responsibilities – Rules RCW 39.26.130 – Emergency Purchase RCW 39.26.140(2) – Sole Source Contracts RCW 39.26.230 – Purchases from entities serving or providing opportunities through community rehabilitation programs RCW 39.26.251 – Purchase of articles or products from inmate work programs — Replacement of goods and services obtained from outside the state — Rules RCW 42.52 – Ethics in Public Service Washington Carbon Pollution Reduction and Clean Energy Action State of Washington, Executive Order 14-04 – Washington Carbon Pollution Reduction and Clean Energy Action
Request for Bids/Proposals (RFB/RFP) As procurement needs grow more complex, so does the process used to attain them. For more complex goods and services, use a request for bids/proposals. In addition to the vendor’s knowledge, skills and abilities (qualifications) and cost, we are asking the vendor to propose a plan for HOW they would do the work or provide the goods that would best meet the agencies’ needs. Vendors give agency’s this information based on the scope of work and requirements provided in the RFP. Examples of RFB/RFP include: Design and implementation of an information technology system to solve a complex business problem or need. Major business process analysis and assessment within an agency or major program of an agency. Major assessment and testing processes. Research services related to major health or scientific policy development. Environmental products related to mitigation of hazardous waste. Notes Letter to Request Bids Request for Quotations (RFQ) Request for Qualifications (RFQ) Request for Qualifications and Quotations (RFQQ) Request for Bids / Proposal (RFB) (RFP) Examples include: Usually referred to as an “Informal Competition” Usually low Examples of an RFQ for internal and standard operations readily found in the marketplace: Language A Request for Qualifications (RFQ) is used when the qualifications of the vendor only Examples of an RFQQ: Grant writing Quality Assurance Examples of RFB/RFP Design and implementation of an information technology system to solve a
RCW 39.80 – Contracts for Architectural and Engineering Services RCW 43.41A – Office of the Chief Information Officer (OCIO) RCW 42.52 – Ethics in Public Service SAAM 16.20.60 – Client Service Contracts – Contract Award, Management, and Monitoring Washington’s Electronic Business Solution (WEBS) Website
Swimming and water safety is part of the Health and Physical Education learning area in the Victorian Curriculum F-10. Swimming and water safety programs in schools incorporate both in-water practical components and in-class theory components. Parents cannot be charged for instruction in these programs. Schools can charge for pool entry and transport as Essential Student Learning Items under the Department’s Parent Payment Policy. If parents do not make payments associated with swimming programs, the school must consider any financial hardship circumstances they may have raised with the school in this context, and ensure that the child has the opportunity to learn the required knowledge and skills. The Camps, Sports and Excursions Fund is available for eligible students and can be used for swimming and water safety programs. For information about additional support, see: All schools understand that families can experience financial difficulty or a crisis which makes payment difficult. The principal must nominate a parent payment contact person, with whom parents can discuss their situation and make alternative payment arrangements. The name and contact details of the parent payment contact people must be available in the school’s Parent Payment Policy and Implementation and must be easily located on the school’s website as well as on display at the school’s reception. The parent payment contact person for that student’s family should proactively engage the family to determine whether hardship or financial difficulty are factors in non-payment; if this is the case, hardship arrangements must be made available. Alternative arrangements must be available for any student who is unable to provide or participate in an Essential Student Learning Item/activity. This ensures that all students learn the required knowledge and skills. Principals must ensure any record of payments or contributions is kept confidential. Only de-identified information can be provided for reporting purposes. Schools must communicate information to families about the support options available, including: Access to State Schools’ Relief Committee support for clothing/uniforms (via the principal). The Camps, Sports and Excursions Fund, which provides payments for eligible students to attend camps, sports and excursions. For a full range of support options, see: For more information, see: - detailing the Department's policy For information specific to your child's school contact the school directly or contact your regional office, see:
Institution/Organization Name Title Email ALABAMA Tuskegee University Carlton Morris Dean, School of Education cmorris@mytu.tuskegee.edu Alabama Commission on Higher Education Paul Mohr Chief Academic Officer paul.mohr@ache.alabama.gov Alabama Commission on Higher Education Leonard Lock Director of Instruction and Special Projects leonard.lock@ache.alabama.gov ARKANSAS University of AR @ Pine Bluff Vera Lang-Brown Associate Professsor of Curriculum and Instruction langbrownv@uapb.edu University of AR @ Pine Bluff Mary Brantley Director, Basic Academic Services brentleym@uapb.edu University of AR @ Pine Bluff Linda Okiror Vice Chancellor for Enrollment Management and Student Success okirorl@uapb.edu Arkansas Department of Higher Education Maria Markham Director maria.markham@adhe.edu Arkansas Department of Higher Education Marla Strecker Senior Associate Director for Academic Affairs marla.strecker@adhe.edu LOUISIANA Southern University and A&M, Baton Rouge M. Christopher Brown Executive Vice President and Provost mc_brown@sus.edu Southern University and A&M, Baton Rouge Luria Young Associate Provost luria_stubblefield@subr.edu Southern University and A&M, Baton Rouge Averil Sanders Director of the Southern University Laboratory School averil_sanders@subr.edu Louisiana Board of Regents Jeanne Burns Associate Commissioner for Academic and Student Affairs for Teacher Education Jeanne.burns@la.gov
MISSISSIPPI Alcorn State University Donzell Lee Provost and Executive Vice President for Academic Affairs dlee@alcorn.edu Alcorn State University Robert Z. Carr, Jr. Dean, School of Education Mississippi Institutions of Higher Learning Susan Lee Associate Commissioner for Academic and Student Affairs slee@mississippi.edu SOUTH CAROLINA Claflin University, Orangeburg Nicole Yvette Dean, School of Education nstrange-martin@claflin.edu Claflin University, Orangeburg Anthony Broughton Assistant Professor of Early Childhood Education abroughton@claflin.edu South Carolina Commission on Higher Education Gary Glenn Interim Executive Director gglenn@che.sc.gov South Carolina Commission on Higher Education John Lane Director of Academic Affairs jlane@che.sc.gov Steering Committee Winston-Salem State University Peggy Valentine Dean, School of Health Sciences valentinepe@wssu.edu Amherst School District Lamicko Magee Teacher lamikcot@yahoo.com Winston-Salem State University Gregory Henderson Assistant Professor hendersong@wssu.edu Indiana University - South Bend Marvin Lynn Dean, School of Education lynnm@iusb.edu SHEEO Denise Pearson Principal Policy Analyst dpearson@sheeo.org SHEEO Caitlin Dennis Executive Assistant cdennis@sheeo.org Evaluator Howard University Garnett Henley Assistant Professor ghenley@Howard.edu
Standard 1: Relationships 1B.8 1B.9 1B.10 1E.1 Standard 2: Curriculum 2A.6 2A.7 2A.8 2D.5 2D.6 2L.11 Standard 3: Teaching 3B.2 3B.3 3C.9 [ IT ] 3C.10 [ IT ] 3C.11 [ IT ] 3C.12 [ PKS ] 3C.13 3C.14 [ KS ] Standard 4: Assessment of Child Progress 4A.1 4A.2 4C.2 4C.3 4D.4 4D.5 4D.6 4E.2
4E.3 4E.4 4E.5 Standard 5: Health 5A.13 5A.14 5A.15 5A.16 5A.17 5A.18 [ IT ] 5A.19 5A.20 5A.21 5A.22 [ I ] 5A.23 5A.24 [ I ] 5A.25 5B.3 5B.4 5B.5 5B.6 [ I ] 5B.7 [ I ] 5B.8 5B.9 5C.5 5C.6 Standard 6: Teachers 6A.6 6A.7 6A.8
6D.19 Standard 7: Families 7A.2 7A.3 7A.4 7A.5 7A.6 7A.7 7B.3 7C.1 Standard 8: Community Relationships 8A.1 8A.2 8B.1 8B.2 8B.3 8B.4 8B.5 8C.1 8C.2 Standard 9: Physical Environment 9A.5 9B.5 9C.7 9C.8 9D.4 Standard 10: Leadership and Management 10B.16 10B.17 10B.18
10B.19 10B.20 10B.21 [ PKS ] 10B.22 10B.23 [ I ] 10B.24 [ T ] 10C.1 10C.2 10C.3 10C.4 10D.1 10D.2 10D.3 10D.4 10D.5 10D.6 10D.7 10D.8 10D.9 10D.10 10E.1 10E.2 10E.3 10E.4 10E.5 10E.6 10F.1 10F.2 10F.3 10F.4
Action to take Date Cost Who? Purpose Impact Identify eligible children. By October half term. 4 hours admin time. Parents to fill in forms on home visit. Admin to send in forms. Authority to provide list of eligible children. To know which children to target. Children identify on cohort grid. Group Leaders identify children on weekly planning. Make assessments through observation. By October half term. Within normal hours. Group Leaders and support staff. To know the uniqueness of each child. Observations based on barriers to learning recorded and used to inform planning. Use forest area to carry our intervention work. From November. Forest used 5 hours per day. Staffing £8423.00 Forest school leader. Group Leaders. Teaching assistants. To build on benefits of outdoor learning to maximise progress. CLD Progress is 88%. PSED Progress 91%. Identify barriers to learning. By the end of November. 6 hours of Staffing time £156.00 and 6 hours of Group leader time. £90.00 Staffing and Group leaders. Staffing and Parents. To understand the needs of the children. Plans in place. Targeted work evidence on planning. PP Children are a high attaining group. Consult with parents. By the end of November. 6 hours of Staffing time. £156.00 Staffing head and group leader time To understand further the needs of the children and to support parents in helping their children progress. Work targeted to reduce barriers to learning unique child’s needs met. Book Presentation. By the end of December. 3 hours of Staffing time. Staffing and Parents. To promote lifelong learning. 41% to 74% at age related by end of the year
Themed Days: Mud day, African day, picnic, cultural parties (Eid, Chinese New Year, Xmas, Diwali) Planned throughout the year to fit in with seasons. £120.00 Staff to plan in. To build experiences opportunities to express enjoyment and recall. Children experience other cultures. Develop confidence in new situations. PSED shows progress of 91% Number of EYPP by end of year 42 EYPP Income- £11,440.20 EYPP Expenditure - £11,831.70
Children are able to talk about their feelings in a controlled way and acknowledge problems can be solved. Some PP children will attend nurture time to talk about their feelings. – a support counsellor is employed every lunchtime. Children open up and learn strategies to cope with unhappy feelings. They find solutions to problems or friendship issues and then they can then become more engaged in school work. Intervention charts will show the children who need support in this area. JB/CD September 2016 Children make expected or better attainment and talk with enthusiasm about their academic future. Pupil progress meetings will focus on how the PP children feel about their future and areas of the curriculum they find strength. Assemblies will encourage children to be ambitious and consider their strengths and where they might use them. New LSA employed to support in KS 2. New Apprentice TA employed in KS1. Children are inspired by stories of people who have achieved something even if they once thought they wouldn’t. They can begin to see that school teaches them skills which can easily be used in many careers – this will explicitly show them how what they are learning can lead to a job they will enjoy or a University course they will enjoy. Feedback from staff/progress and new LSA/TA will inform SLT as to whether the children can see that their schooling is teaching them vital skills in order to achieve their desired career or future dreams. Assemblies will inform if the children are beginning to have visions of a productive happy future. Monitoring will show children can discuss how what they are learning in class can be used as a skill outside the classroom. All September 2016 Review of expenditure Previous Academic Year 2015/2016 Quality of teaching for all Desired outcome Chosen action/approach Estimated impact: Lessons learned Cost Children make expected or better attainment and talk with enthusiasm about their academic future. Use of school Counsellor to support emotional needs of children. Targeted intervention for learning needs Yr. 6 outcomes were in line with school overall Aspirations were raised with 2 of our Yr. 6 children now attending Grammar School setting which is appropriate to their needs. Both Academic as well as Holistic support are important in developing children and preparing them for secondary transfer. Support to be focused on both. Social interaction also supports non PP children who may have SEN Needs. £11639 £1200