zilongwang/ReadingBank huggingface dataset:
6 Requirements of Professional Development Providers by Provider Type The following table outlines the requirements of professional development providers. Requirements Non-public/ Nonprofit Organizations Colleges and School districts/ Chapter 766 Schools ESE Register with ESE X Only if issuing PDPs N/A X N/A Comply with all PDP requirements X X X X X Provide educators with of PD X X X X X Adopt and implement a professional development plan for all principals, teachers, and other professional staff N/A N/A X N/A N/A Approval of educators’ professional development plans N/A N/A For their staff only For their staff only N/A Alignment with PD Standard X X X X 7 In addition to the requirements above, there are several general expectations of professional development providers.
MENTAL HEALTH PLAN FEE-FOR-SERVICE PROVIDER UPDATE FORM Group/ Organization Name Last Name First Name Reason for Update check all that apply Current New Change of Mailing Address Street Address City, State & ZIP Street Address City, State & ZIP Phone Fax Phone Fax Change of Billing Address Street Address City, State & ZIP Street Address City, State & ZIP Phone Fax Phone Fax Change of Tax ID Address Street Address City, State & ZIP Street Address City, State & ZIP Phone Fax Phone Fax Change of Email Current New Change of Phone Number Current New Change of Fax Number Current New Change of Name Current New Change of Tax ID Number Current New Change of status with any licensing/oversight board that may impact your ability to provide, claim, or be reimbursed for specialty mental health services Describe the change and include the licensing/oversight board Complete and submit this form to the Network Office: Alameda County Behavioral Health Care Services - Network Office 1900 Embarcadero Cove, Suite 205
Child care providers in Florida are asked to provide their local early learning coalition with updated information about their programs each year. The information collected on child care businesses helps with state and federal reporting, statewide child care analysis and captures statewide and local child care trends impacting communities. This information benefits your program, as well as families in their search for a child care provider. Thank you in advance for taking the time to provide your information. OPT OUT - I do not wish to complete this form, and I understand that my program will not be referred to families by the coalition. (School Readiness and VPK providers contracted with the coalition are required to complete this form.) *All fields on this page are REQUIRED, if applicable to your program. Name of Person Filling Out Form: Date Form Completed: Do you wish to have your program referred to families seeking child care listings from the coalition? YES NO Business Name: (as on License/Registration or name registered with DCF) Doing-Business-As Name: Owner Name: Director Name: Location Address: City: County: Zip Code: Mailing Address: City: County: Zip Code: Phone: Alternate Phone: Email: Fax: Provider Type (check one): Center Family Child Care Home (FCCH) Large FCCH School-age Only Private School Public School Family Child Care Home Only: Do you want your house number and street name to appear on referral lists to families? Yes No Legal Status (check one): Licensed Registered Exempt Faith Based: Yes No Exemption Type (check one): Religious Exempt Camp Non Public School Public School School Age DCF/Local Licensing ID: Licensing Expiration Date: Registration ID: Master School ID (MSID): (Public and Private Schools only) Federal ID No:
4. ENROLLMENT – Provide information regarding ratios, group sizes and capacity. Please enter N/A for any fields that are not applicable to your program. *REQUIRED CARE LEVEL LICENSED RATIO ACTUAL RATIO (the ratio you choose for your program if different from licensing ratio) GROUP SIZE (Number of children in each classroom) LICENSED CAPACITY (Number of children you are licensed to care for) ACTUAL CAPACITY (Most number of children you choose to care for) INFANT (Less than 12 months) TODDLER (12 months to less than 24 months) 2 YEAR OLD (24 months to less than 36 months) 3 YEAR OLD (36 months to less than 48 months) 4 YEAR OLD (48 months to less than 60 months) 5 YEAR OLD (60 months to less than 72 months) ELEMENTARY SCHOOL AGE MIDDLE SCHOOL AGE TOTAL ALL AGES 5. ENVIRONMENT - Describe your program’s setting and any languages spoken by program staff. (Check all that apply) *REQUIRED Chinese Smoke Free WebCam on site OTHER (List Below) Creole No TV OTHER (List Below) English Pets French Pool on Site Filipino Portuguese Financial assistance Russian fenced yard spanish German separate play area (FCCH) Greek Sign Language Green Certified Spa Hebrew Vietnamese Italian Video Monitoring Limited tv viewed Wheelchair Accessible
4. ENROLLMENT – Provide information regarding ratios, group sizes and capacity. Please enter N/A for any fields that are not applicable to your program. *REQUIRED CARE LEVEL LICENSED RATIO ACTUAL RATIO (The ratio you choose for your program if different from licensing ratio) GROUP SIZE (Number of children you choose to house in each classroom. If there is more than one age group, please use the largest group size) INFANT (Less than 12 months) Adult : Child : Adult : Child : TODDLER (12 months to less than 24 months) Adult : Child : Adult : Child : 2 YEAR OLD (24 months to less than 36 months) Adult : Child : Adult : Child : 3 YEAR OLD (36 months to less than 48 months) Adult : Child : Adult : Child : 4 YEAR OLD (48 months to less than 60 months) Adult : Child : Adult : Child : 5 YEAR OLD (60 months to less than 72 months) Adult : Child : Adult : Child : ELEMENTARY SCHOOL AGE Adult : Child : Adult : Child : MIDDLE SCHOOL AGE Adult : Child : Adult : Child : CAPACITY LICENSED CAPACITY (Number of children you are licensed to care for) ACTUAL CAPACITY (Most number of children you choose to care for) 5. ENVIRONMENT - Describe your program’s setting and any languages spoken by program staff. (Check all that apply) *REQUIRED CHINESE NO TV WEBCAM ON SITE OTHER (List Below) CREOLE PETS WHEELCHAIR ACCESSIBLE ENGLISH POOL ON SITE OTHER (List Below) FENCED YARD PORTUGUESE FILIPINO RUSSIAN FINANCIAL ASSISTANCE SCHOOL READINESS PROVIDER FRENCH SEPARATE PLAY AREA (FCCH) GERMAN SIGN LANGUAGE GREEK SMOKE FREE GREEN CERTIFIED SPA HEBREW SPANISH ITALIAN VIDEO MONITORING
2.a Why storage conditions are important and what effects they have on linen items in storage Learners should describe why storage conditions are important and what effects they have on linen items in storage. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 2.b What procedures should be followed to store linen Learners should describe what procedures should be followed to store linen. 2.c Why stock rotation procedures are important Learners should describe why stock rotation procedures are important. 2.d What procedures should be followed to issue linen items to staff Learners should state what procedures should be followed to issue linen items to staff. 2.e Why accurate records of clean linen items received, stored and issued should be maintained Learners should describe why accurate records of clean linen items received, stored and issued should be maintained.
2.f Why it is important to secure linen stores against unauthorised access Learners should state why it is important to secure linen stores against unauthorised access. 2.g What procedures should be followed to make sure pest infestation does not occur Learners should state what procedures should be followed to make sure pest infestation does not occur. 2.h What to do if pest infestation is identified Learners should state what to do if pest infestation is identified. 2.i The types of problems that may occur when storing linen and how to deal with these Learners should describe the types of problems that may occur when storing linen and how to deal with these. 3 The learner will be able to receive and check linen The learner must be able to: Assessment Requirements Evidence Location
4.a Store linen supplies under the correct conditions The following assessment method must be used in the assessment of this standard: Observation of learner practical ability The following assessment methods may be used to support the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. Simulation is not permitted. 4.b Follow stock rotation procedures 4.c Issue correct type and quantity of linen to staff 4.d Keep accurate and complete records of items received, stored and issued 4.e Report signs of missing stock immediately 4.f Keep storage areas clean, dry and secure 4.g Report any signs of pest infestation immediately Final Tutor Feedback (Strengths and Areas for Improvement):
Element/Standard Content from report Factual reasons on how your service met the element or was ‘Meeting’ or ‘Exceeding’ the standard at the time of the service visit Evidence Quality Area 5 – Relationships with children Press tab to provide feedback against a new element or standard Insert number Copy the sentence or paragraph from the report that you are providing feedback on Succinctly justify why your service met the element or was ‘Meeting’ or ‘Exceeding’ the standard Provide factual evidence, which clearly demonstrates how your service met the element or was ‘Meeting’ or ‘Exceeding’ the standard. If attachments are provided, clearly reference or number them to correspond with the relevant element/standard Element/Standard Content from report Factual reasons on how your service met the element or was ‘Meeting’ or ‘Exceeding’ the standard at the time of the service visit Evidence Quality Area 6 – Collaborative partnerships with families and communities Press tab to provide feedback against a new element or standard Insert number Copy the sentence or paragraph from the report that you are providing feedback on Succinctly justify why your service met the element or was ‘Meeting’ or ‘Exceeding’ the standard Provide factual evidence, which clearly demonstrates how your service met the element or was ‘Meeting’ or ‘Exceeding’ the standard. If attachments are provided, clearly reference or number them to correspond with the relevant element/standard Element/Standard Content from report Factual reasons on how your service met the element or was ‘Meeting’ or ‘Exceeding’ the standard at the time of the service visit Evidence
use communication aids like picture board or computer talk to your family, staff or an advocate. If you can’t choose, the service will send you a support worker that is the same gender. This means if you are a woman you will have a woman support worker and
Providing targeted clinical pharmacy services Clinical pharmacy teams could better identify high risk and unstable patients in hospitals through the use of technology. In the context of rising demands and patient complexity it is vital that patients who will benefit most from clinical pharmacy services during the week and at weekends are clinically prioritised. The benefit of clinical prioritisation is that it allows pharmacy services to focus on where the need is greatest and where it is likely to have the greatest impact on patient outcomes. The optimal use of electronic prescribing, in addition to other dedicated programmes - improves visibility of medication issues across the entire hospital. This gives hospitals an opportunity to systematically provide clinical pharmacy services to patients who may benefit the most. There is emerging evidence to support this practice and better inform hospitals on how best to progress with this model. Some hospitals around the country have progressed with providing targeted services and have found it is an enabler to providing appropriate seven day clinical pharmacy services. We ran a focus group, inviting those hospitals to share their learning, challenges and suggestions for improvements based on their experiences. A series of design principles below were developed to support hospitals in implementation.
Element/Standard Content from report Factual reasons on how your service met the element or was ‘Meeting’ or ‘Exceeding’ the standard at the time of the service visit Evidence Quality Area 1 – Educational program and practice Press tab to provide feedback against a new element or standard Insert number Copy the sentence or paragraph from the report that you are providing feedback on Succinctly justify why your service met the element or was ‘Meeting’ or ‘Exceeding’ the standard Provide factual evidence, which clearly demonstrates how your service met the element or was ‘Meeting’ or ‘Exceeding’ the standard. If attachments are provided, clearly reference or number them to correspond with the relevant element/standard Element/Standard Content from report Factual reasons on how your service met the element or was ‘Meeting’ or ‘Exceeding’ the standard at the time of the service visit Evidence Quality Area 2 – Children’s health and safety Press tab to provide feedback against a new element or standard Insert number Copy the sentence or paragraph from the report that you are providing feedback on Succinctly justify why your service met the element or was ‘Meeting’ or ‘Exceeding’ the standard Provide factual evidence, which clearly demonstrates how your service met the element or was ‘Meeting’ or ‘Exceeding’ the standard. If attachments are provided, clearly reference or number them to correspond with the relevant element/standard Element/Standard Content from report Factual reasons on how your service met the element or was ‘Meeting’ or ‘Exceeding’ the standard at the time of the service visit Evidence
to do likewise. 6Finally, make exercise a family activity. 7Suggest that the whole family go hiking or camping together, take up early morning jogging, or join the Y at the group rate. Point: Supporting detail: 1. Supporting detail: 2. Supporting detail: 3. 1Serious depression, as opposed to the fleeting kind we all feel at times, has definite warning signs. 2One symptom of depression is a change in sleep patterns—either sleeplessness or sleeping too much. 3In addition, abnormal eating patterns may develop, either eating too much or loss of appetite. 4A third sign is trouble in thinking or concentrating—even to the point of finding it difficult to read a magazine or newspaper. 5And last of all, a general feeling of hopelessness may signal depression. 6People feel indifferent to their families and jobs and may begin to think that life is not worth living. Point: Supporting detail: 1. Supporting detail: 2. Supporting detail: 3. Supporting detail: 4. 1Several factors can interfere with having a good memory. 2For one thing, there can be a lack of motivation. 3Without a real desire to learn or remember something, you probably won’t. 4Also a factor is a lack of practice. 5To stay sharp, memory skills, like any other skill, must be used on a regular basis. 6Yet another factor that can hurt memory is self-doubt. 7If you’re convinced you won’t remember something, you probably won’t. 8In addition, distraction can interfere with memory. 9If you’re distracted by a television or by conversation nearby, try to find a quiet environment before trying to commit something to memory. Point: Supporting detail: 1. Supporting detail: 2. Supporting detail: 3. Supporting detail: 4.
1. 2. 3. 4. 5. Staying on Point One common mistake in writing a paper is to go off point. Think of your point as the bull’s-eye in a target. Every sentence and detail in a paper should be relevant, meaning that it hits the bull’s-eye—it supports your point. Otherwise, your paper will not be convincing. Instead of hitting the target and proving your point, your “support” will be irrelevant. In other words, it will miss the point completely. Let’s say you decide your point is going to be that your family car is a lemon. If you then provide details about the car’s good features, you are going off point. Or perhaps your point is that your aunt is a generous person. If you provide details about her sense of humor or odd habits, you are going off point. Or your point could be that your apartment is not a good place to live. If you provide details about the convenient location of the apartment, you’re missing the target.
difficulty breathing or swallowing swelling of the face, throat, tongue, lips, eyes, hands, feet, ankles, or lower legs chest pain fast, pounding, or irregular heartbeat frenzied, abnormally excited mood hallucinating (seeing things or hearing voices that do not exist) anxiety depression thinking about killing or harming yourself Modafinil may cause other side effects. Call your doctor if you have any unusual problems while taking this medication. If you experience a serious side effect, you or your doctor may send a report to the Food and Drug Administration's (FDA) MedWatch Adverse Event Reporting program online [at ] or by phone [1-800-332-1088]. What should I know about storage and disposal of this medication? Keep this medication in the container it came in, tightly closed, and out of reach of children. Store it at room temperature and away from excess heat and moisture (not in the bathroom). Throw away any medication that is outdated or no longer needed. Talk to your pharmacist about the proper disposal of your medication. Store modafinil in a safe place so that no one else can take it accidentally or on purpose. Keep track of how many tablets are left so you will know if any are missing. In case of emergency/overdose In case of overdose, call your local poison control center at 1-800-222-1222. If the victim has collapsed or is not breathing, call local emergency services at 911. Symptoms of overdose may include: difficulty falling asleep or staying asleep agitation restlessness confusion hallucinations (seeing things or hearing voices that do not exist) nervousness uncontrollable shaking of a part of the body fast, slow, or pounding heartbeat chest pain nausea diarrhea What other information should I know? Keep all appointments with your doctor. Do not let anyone else take your medication. Selling or giving away modafinil is against the law. Ask your pharmacist any questions you have about refilling your prescription. It is important for you to keep a written list of all of the prescription and nonprescription (over-the-counter) medicines you are taking, as well as any products such as vitamins, minerals, or other dietary supplements. You should bring this list with you each time you visit a doctor or if you are admitted to a hospital. It is also important information to carry with you in case of emergencies. Brand names Provigil®
Manager Mbelu Zukile Coach Bennett Bevan Assistant Coach Makeleni Lukhanyo Border U17 Village Surname First Name School 1 Mfenqe Thango St Thomas 2 Qengwa Iviwe Comprehensive 3 Mjakula Masixole Comprehensive 4 Tybosh Siya Sakhululeka 5 Mangwana Lunga Alphendale 6 Norte Delmain Alphendale 7 Kroutze Jonathan Hangklip 8 Vece Bathandwa Lindani 9 Mlungwana Yonela Charles Morgan 10 Mlungwana Yamnkela Charles Morgan 11 Nogqala Lwando Tapa 12 Mzananda Sinethemba Comprehensive 13 De Ridder Cornelius Hangklip Manager Ngokro Zukisani Coach Tshomela Xolani Border Rural U17 Surname First Name School 1 Mzamo Loyiso Science College 2 Ngemntu Siyakudumisa Sakhisizwe 3 Jozana Mawande Science College 4 Nkonzo Azasakhe Tapa 5 Bobi Visisanani Tapa 6 Mgculo Wanga Tapa 7 Nogqala Lusindiso Tapa 8 Thunyiswa Bayolise Tapa 9 Bhontsi Avuya Charles Morgan 10 Peter Mahlulo Dale 11 Mtimkulu Thalalencwadi Dale 12 Lisakhanya Manditha Tapa 13 Komanisi Mbasa Sakhululeka Manager Ndevu Sindile
REGISTRATION INFORMATION Competition Dates March 10, 11, 12, 2016 Host Moscrop Secondary School 4433 Moscrop St, Burnaby BC, V5G 2G3 Competition Fees Registration fees for delegations for 2016 are as follows: Schools will be charged a penalty of $50.00 if registration and cheque are not received by the registration deadline. Electronic Registration DUE BY MAR 2 Registrations must be submitted electronically using the provided excel spreadsheet to: Kelsey Mason (Treasurer) Please follow the instructions on the excel form for registration. If you require another copy of the excel form, you can download it here: Registration Summary and Fees DUE BY MAR 2 Print the SUMMARY PAGE, have it signed by the School’s Principal, and mail it with the cheque. Make cheques payable to: BCSSGA (BC Secondary School Gymnastics Association) Mail cheques and summary sheet to: Kelsey Mason 2002 – 131 Regiment Square Vancouver, BC, V6B 1X6 Refunds and Withdrawals Refunds will only be issued if the “Request for Refund” form is submitted to the BCSSGA Treasurer, at least two days before the competition, and is accompanied by a medical note. The form is at end of this package.
DIRECTIONS From Executive Inn to Moscrop Secondary: (10 min. drive) Head west on Lougheed Hwy Turn left on Gilmore Ave. Keep driving til you hit the end. Turn left on Sanderson Way Turn right on Willingdon Ave Turn right on Moscrop Street From Holiday Inn to Moscrop Secondary: (5 min. drive) Head west on Central blvd Turn right on Willingdon Ave. Turn left on Moscrop Street (Banquet) From Moscrop Secondary to Burnaby Central Secondary: (4 min. drive) Head east on Moscrop Street, it will become Deer Lake Parkway Keep driving, go past Royal Oak Ave, after the road curves left, you’ll see Burnaby Central on your left (Pool Party and AGM) From Executive Inn to Hillcrest Park Pool: (20 min. drive) Head east on Lougheed Hwy, it will become E. Broadway Turn left on Nanaimo St. Turn right on East 33rd Ave, (33rd Ave will eventually become Midlothian Ave.) Turn right on Clancy Loranger Way From Holiday Inn to Hillcrest Park Pool: (20 min. drive) Head west on Central blvd Turn right on Patterson Ave Turn left on Kingsway Turn left on East 33rd Ave (at Slocan), (33rd Ave. will eventually become Midlothian Ave.) Turn right on Clancy Loranger Way
One long-serving official, who had had the opportunity of observing the interaction of provincial officials with university officials for many years, identified several factors that may help explain the nature of the government-university relationship. Deputy and assistant deputy ministers have complex and demanding jobs and tend to serve for relatively short periods in any given department. Those serving in the department or ministry of higher education may have little understanding of how universities are governed and how that constrains the authority of presidents and boards and may apply to universities approaches originating in other sectors. Finally, governments and universities operate on different time scales. Whereas “governments change visions every time a new government is elected”, and senior officials naturally pursue what ministers want, universities tend to have longer-term agendas. A number of university board members and senior administrators commented on the difference in the time horizons of universities and governments. A board chair described the mission of the university as “creating a great future for society” whereas “governments need to produce satisfaction in the very short term in order to get re-elected.” An Alberta official identified another factor: that, in a province like Alberta, whose “revenue reality has changed very dramatically on an annual basis, …] the need for resource stability as well as the expectations of resource availability from institutions don’t necessarily match up with government’s ability to provide that level of stability on an annual basis”.
PREQUALIFICATION/REGISTRATION TENDER DOCUMENT INVITATION TO TENDER The Taita Taveta County Government is currently generating a new register of suppliers for the Financial Year 2018-2020 for various goods, works and service as listed below. Interested suppliers are invited to apply for Registration/Prequalification indicating the category of goods and services they wish to supply. Note: Those already Registered/Prequalified for the financial year 2016-18 are encouraged to apply afresh. REGISTRATION OF SUPPLIERS TTCG invites application for prequalification/Registration of suppliers for the Provision of Building Works and Other Allied Civil Works for the next financial years for the following categories. SERIAL CATEGORY REFERENCE ELIGIBILITY NO. NUMBER 1. PREQUALIFICATION OF CONTRACTORS TTCG/C36/2018-2020 Open FOR CONSTRUCTION OF ROADS BRIGES AND OTHER CIVIL WORKS 2. CONTRACTORS FOR BUILDING TTCG/C37/2018-2020 Open WORKS. 3. CONTRACTORS FOR REFURBISHMENT, TTCG/C38/2018-2020 Open RENOVATION AND REPAIR OF BUILDING 4. PREQUALIFICATION OF CONTRACTOS TTCG/C39/2018-2020 Open FOR BOREHOLE DRILLNG 5. CONTRACTORS FOR WATER WORKS, TTCG/C40/2018-2020 Open DRAINAGE, DAMS, WATER PANS AND PURIFICATION 6. CONTRACTORS FOR ELECTRICAL TTCG/C41/2018-2020 Open INSTALLATION WORKS. 7. PROVISION OF CONSTRUCTION AND TTCG/C42/2018-2020 Open REHABILITATION OF CATTLE DIPS, SALE YARDS AND SLAUGHTER HOUSES. 8. PROVISION OF SUPPLYING, TTCG/C43/2018-2020 Open INSTALLING, TESTING AND COMMISSIONING OF WATER PUMPS AND GENSETS.
Any notice given to Austin Health Representative is deemed to have been given to Austin Health. Meetings The Austin Health Representative and the Recipient Representative must meet as often as may reasonably be necessary for the efficient provision of the Services. Notices Address and fax number A notice to a party under this document is only given if it is: delivered or posted to that party at the addresses specified in Item 8 of Schedule 2. Faxed or emailed to that party at the fax number or email address specified in Item 9 of Schedule 2. A party may amend its address, fax number or email address for the purposes of receiving notices by giving the other party 3 Business Days written notice of the amendment. When a notice is given A notice under this document is to be treated as being given at the following time: if it is hand delivered, when it is left at the relevant address; if it is sent by post, 2 Business Days after it is posted; or if it is sent by fax or email, as soon as the sender receives a report of an error free transmission to the correct fax number or email address. If a notice is given after or on a day which is not a Business Day, it is to be treated as having been given on the next Business Day. Miscellaneous Further co-operation Each party must do anything (including executing a document) that the other party reasonably requires to give full effect to, and to comply with any legislative requirements relating to this document. Liability for costs Each party must pay its own costs in relation to preparing, negotiating, and executing this Agreement. Variation The terms of this Agreement may only be varied by agreement in writing of both parties. Waiver A waiver by a party is only effective if it is in writing.
employee of Palabora who may be involved with the evaluation and/or adjudication of this tender or who may have an influence in the outcomes of the evaluation and adjudication of this tender. The Contractor must disclose to Palabora in the Contractor’s proposal if the Contractor will subcontract any third party for purposes of fulfilling the Contractor’s duties and obligations in terms of this tender. Failure of the Contractor to disclose in terms of clause 13.1 and 13.1 may lead to disqualification of the Contractor’s proposal or termination of the contract wherein Palabora shall not be liable to any payments due to the Contractor as from the date that Palabora became aware of the states referred to in clauses 13.1 and 13.2. The Contractor is urged to furnish Palabora with accurate and truthful information in an endeavour to be appointed as per this tender. 13.5 Furthermore, the contractor shall be held liable for any inaccurate and/or misleading information that the Contractor will furnish to Palabora in its proposal. Palabora reserves its right to disqualify the Contractor’s proposal and/or terminate the contract with the Contractor should it be found that the Contractor furnished Palabora with inaccurate and/or misleading information. Acceptance and rejection of Proposals Company to act at its discretion The Company reserves the unconditional right, at its sole discretion, to: reject any or all proposals or to waive irregularities in Proposals; accept all or any part of a particular proposal (including, for example, accepting different proposals in relation to different aspects of the goods and/ Service); accept any particular proposal submitted by any Contractor even though the pricing or some other aspect specified in that proposal may not be as favourable as some other proposal; review, evaluate and dispose of any proposal as it sees fit; and suspend or discontinue, temporarily or permanently, the RFP process at any time and for any reason, without being under any obligation to give reasons for undertaking any of the actions specified in paragraphs (a) – (e). Discussion of Proposals Contractors or their representatives may be requested to discuss the details of their proposal during the evaluation process, and if so requested the Contractor must cooperate promptly with Palabora.
PROVISION FOR SPIRITUAL, MORAL, SOCIAL & CULTURAL DEVELOPMENT Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the school’s work. Our intention is that our thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development as well as their physical well-being, will enable our pupils to thrive, equipping them to be thoughtful, caring and active citizens in school and in the wider society. They will also be prepared for their positive, independent futures in our multicultural world. SPIRITUAL We want our pupils to have: A set of values, principles and beliefs which may or may not be religious, which inform their perspective on life and their patterns of behaviour Awareness and understanding of their own and others’ beliefs A respect for themselves and for others A sense of empathy, concern and compassion Ability to show courage in defence of their beliefs A readiness to challenge all that would constrain the human spirit (e.g.: poverty of aspiration, lack of self-confidence and belief, moral neutrality or indifference, farce, fanaticism, aggression, greed, injustice, narrowness of vision, self-interest, sexism, racism and other forms of discrimination) Appreciation of the intangible (e.g.: beauty, truth, love, goodness, order, as well as for mystery, paradox and ambiguity) A respect for insight as well as knowledge and reason An expressive and/or creative impulse Ability to think in terms of the ‘whole’ (e.g.: concepts such as harmony, interdependence, scale, perspective, and on understanding of feelings and emotions and their likely impact) What we will do to make that happen: Give pupils the opportunity to explore values and beliefs including religious beliefs, and the way in which they impact on peoples’ lives Encourage pupils to explore and develop what animates themselves and others Give pupils opportunity to understand human feelings and emotions, the way they impact on people and how an understanding of them can be helpful Develop a climate or ethos within which all pupils can grow and flourish, respect others and be respected Accommodate difference and respecting the integrity of individuals Promote teaching styles which value pupils’ questions, enable pupils to make connections with aspects of their learning and encourage pupils to relate their learning to a wider frame of reference (e.g. who, what, when, why, how) Monitor in simple, pragmatic ways, the success of what is provided
Use of Talk Partners’ to promote peer tutoring and learning. Visual timetables Structured school and class routines. Use of symbols / visual prompts ‘Show and Tell’ opportunities ‘Gold Certificates’ whole school assemblies. Playground’ Buddy’ system. Early Years support for alternative forms of communication, ie. Makaton PECS if appropriate Individual workstations Intensive Interaction sessions 1:1 TA support Flexible timetable Visual prompt cards Social stories Input from ASD Team
Whole school reward and sanctions systems. Circle Time Class responsibilities confidence / anger management groups. Girls Lunchtime club develop anger management strategies etc. Social Skills intervention group Self-Esteem programme via Inclusion Support Workers. Individual counselling via Play therapist CAMHS Peer Mentoring Individual Behaviour Plan Access to equipment such as fiddle toys. Access to ‘Sensory Tent’ during meltdowns. Individual timetables Access to support from the Autism Team Sensory and/or Physical Needs Flexible teaching arrangements Medical support Staff awareness and understanding. Accessible environment Sound reducing ear muffs. Additional handwriting practice Access to equipment, e.g. Wobble cushions, leg weight, specialist chairs etc. Access to environments which are as free from distraction as possible Weekly motor skills groups Happy Hands activities Access to support via VI and HI teams Physiotherapy programme 1:1 adult support to access the school environment and learning 1:1 medical support to monitor blood sugar levels / food intake etc for pupils with diabetes Access to trained staff to support medical condition
Quality teaching Structured school and classroom routines Modelling of effective communication and Interaction Communication prompt cards Opportunities for role play and show and tell Assessment for Learning built into planning Visual timetables Clear learning objective and success criteria displayed and used Modelling and WAGOLLS (What a Good One Looks Like) Differentiated planning and delivery of curriculum e.g. language, resources and outcomes Children self assess work High expectations of learning Learning resources and prompts in class to support learners Verbal feedback given to children Varied and creative curriculum Talking partners Teaching reflects learning styles (visual, auditory, kinaesthetic) Chrome books Child productions Class assemblies Teaching Assistant supporting in class with learning and communication Small group intervention e.g. phonics, reading, writing, maths Social skills groups Speech and language groups TA support to pre-teach topic and key word vocabulary Specific one to one interventions e.g. precision teaching, focused teacher or HLTA support Break time and lunch time support with communicating and social skills Differentiated resources to support children’s needs e.g. word mats, prompt cards Support from outside agencies eg. ASD outreach, REMA (Race Equality and Minority Achievement) Speech and language, Learning and Language Support Individual Provision Maps to identify areas for support and expected outcomes IT e.g. Chrome book Individualised visual timetable Prompt cards Highly targeted provision according to individual need. Polish teaching assistant support Social, Mental and Emotional Health
Policy Purpose To prescribe the limited circumstances in which Territory Families employees are eligible to provide care for children in the daily care and control, or under parental responsibility of the Chief Executive Officer (CEO). Policy Statement As a general rule, Territory Families does not encourage employees becoming authorised carers. This is because of the intrinsic difficulty of managing issues and risks, including conflicts of interest that may arise from the employee’s dual role as an employee and as an authorised carer, especially as they may apply in a small jurisdiction such as the Northern Territory. Territory Families employees may only apply to be authorised carers in the following specific circumstances: The employee is adopting the child and awaiting formalisation of the consent by the local court; The employee is a blood relative or a kinship relative and is seeking to be the child’s kinship carer; The employee was an authorised carer at the time of commencing their employment; or Exceptional circumstances apply, as determined by the Regional Executive Director responsible for direct service delivery. Employees who were approved as authorised carers under the policy implemented on 11 November 2012, can continue to provide care under ‘grandfathered’ provisions, that is, as long as the placement arrangement remains active for the child(ren) concerned. No further children may be placed, except in the specific circumstances described in this policy. Legislative Basis Standards – 1, 2, 3, 4, 5 & 6 Authorised by: Active from: Version Current Version Active from: Authorised by: Update: Updated information to align with current organization structure. Review due: Maintenance: Policy
SUPERVISOR REACCREDITATION. Provision of Supervision Log Give details of at least 20 hours of the CBT Clinical Supervision you have provided over the last twelve months, and indicate which Supervisees have provided Supervisees’ Feedback Reports. You should supply at least one Supervisee Feedback Report. Supervisee Name Supervisee Status Supervisee Clientele Content Methods Type, Duration & Frequency Total No. Hours Setting Feedback Report Provided TOTAL HOURS TOTAL FEEDBACK REPORTS
3d Provision of Training Give details of at least 20 hours of the CBT Training you have provided over the last twelve months, and indicate which Training Event you have provided Evaluation for. You should provide at least one Evaluation. Date/ Frequency Event Title Programme/ Sponsor No. of Training Hours Type of Event (e.g. programme / lecture / skills workshop etc.) Participant No. & Type Evaluation Self Organised Evaluation by Sponsor Alternative Evaluation Enclosed TOTAL No. HOURS TOTAL No. EVALUATIONS
11 Australian Fur Seals The Skerries 1999 2001 Seasonal, lactating females Scat and regurgitate 12 New Zealand Fur Seals Cape Gantheaume (SA) 2000 2003 Seasonal, Adult females, males, juveniles Scat and regurgitate 13 New Zealand Fur Seals Granite and West islands (SA) 2006 2006 Non-breeding Scats 14 Australasian Gannets Port Phillip Bay 1988 1992 Throughout the year 15 Australasian Gannets Pope's Eye (Port Phillip Bay) 2002 2003 Breeding period, adults and chicks 16 Australasian Gannets Port Phillip Bay 1997 2000 Breeding period, adults and chicks 17 Australasian Gannets Pope's Eye (Port Phillip Bay) 1998 1999 Breeding period, adults and chicks 18 Australasian Gannets Pedra Branca 1986 1991 Breeding period, adults and chicks 19 Shy Albatross Albatross Island 1997 1998 Breeding adults 20 Shy Albatross Albatross Island 1973 1973 Nestlings 21 Short tailed Shearwaters Phillip Island 1980 1981 Breeding adults 22 Short tailed Shearwaters The Neck, Bruny Island 1997 1997 Adults chick rearing Short and long trips separate 23 Short tailed Shearwaters Bruny Island and Furneaux 1979 1980 Breeding adults 24 Short tailed Shearwaters The Neck, Bruny Island 1997 1997 Breeding adults
CONTACT US t 1300 363 400 +61 3 9545 2176 e enquiries@csiro.au w www.csiro.au CSIRO Australia is founding its future on science and innovation. Its national science agency, CSIRO, is a powerhouse of ideas, technologies and skills for building prosperity, growth, health and sustainability. It serves governments, industries, business and communities across the nation. CSIRO Oceans & Atmosphere Flagship Toby Patterson t +61 3 6232 45222 e Toby.Patterson@csiro.au w www.csiro.au
RYA Sailability National Conference Saturday 31st January 2015 Workshops (If you haven’t pre-booked you may be book your place at the event registration desk). Finding and Applying for funding Barry North, Funding and Equipment Information Coordinator Grass Roots Racing Scheme Warren Price, RYA Sailability Disability Development Officer Club Networking Leon Ward, RYA Sailability Disability Development Officer & Peter Fox, RYA Sailability Regional Organiser, Yorkshire and North East Your Future – How we can help your club develop Brett Cokayne & Sarah Cartwright, RYA Sailability Disability Development Officers Workshop & Individual Guidance Session timings: 13:30 – 14:10 Workshop Individual Guidance Appointments 14:15 – 14:55 Workshop 14:55 – 15.15 Afternoon refreshments 15:15 – 15:55 Workshop 16:00 – 16:40 Workshop
Workshop – The Relationship between Aristotle’s Eudemian and Nicomachean Ethics Provisional Programme – 15-16 June Dublin, NUI Headquarters (49 Merrion Square) 15 June 9:00-9:30 Coffee/Tea 9:30-10:45 – Carlo Natali (Venice) – The Proems to the EE and the EN 10:45-12:00 – Karen Margrethe Nielsen (Oxford) – Prohairesis in the EE and the EN 12:00-12:15 Coffee/Tea 12:15-13:30 – Giulio Di Basilio (Dublin) – Habituation in the EE and the EN 13:30-15:00 Lunch 15:00-16:15 – Giulia Bonasio (New York City) – Perfect Agency in the EE and the EN 16:15-16:30 Coffee/Tea 16:30-17:45 – Terence Irwin (Oxford) – Voluntariness in the EE and the EN 17:45-18:30 Round Table/Discussion 19:00 Conference Dinner 16 June 9:00-9:30 Coffee/Tea 9:30-10:45 – Francesca Guadalupe Masi (Venice) – The Book on Justice: the EE and the EN 10:45-12:00 – Marco Zingano (São Paulo) – The Definition of Virtue in the EE and the EN 12:00-13:00 Lunch 13:00-14:15 – Friedemann Buddensiek (Frankfurt) – The Ergon Arguments in the EE and the EN 14:15-15:30 – Christopher Rowe (Durham) – The EE and the EN: A Study in the Development of Aristotle's Thought (1971) Revisited 15:30-16:00 Round Table/Closing Remarks
How many professional development events does your organization offer in an average year? (Note: one (1) course would count as one (1) event; do not count every course session/meeting). 10 events or fewer 11 to 50 events 51 to 100 events More than 100 events How many years have you/your organization been providing professional development in Massachusetts? 0-5 years 6-10 years 11-25 years Over 25 years Type of organization Corporation, partnership or other company Non-profit organization Professional organization Government agency Individual Chapter 766 school Other (please specify) Target audience(s) Teachers Teacher leaders Guidance counselors District admins: supts, asst supts, special ed directors, etc. Social workers, adjustment counselors, psychologists School admins: principals, asst principals, curriculum directors, etc. Nurses Teacher coaches Paraprofessionals Transition specialists Advocates/community partners or leaders Other
10:00 - 11:30 Symposium 10. Student Presentations Organizers: Gizem Oguz, Carlos Barceló, 10:00 - 10:10 Implementation of an entomological surveillance plan for the study of mosquitoes in La Rioja, Spain Ignacio Ruiz, , CIBIR, Spain 10:10 - 10:20 Distribution and genetic studies of Aedes albopictus in Spain Sarah Delacour, , Universidad de Zaragoza, Spain 10:20 - 10:30 Population dynamics of (pre-) alpine biting midges (Ceratopogonidae, Culicoides spp.) and their vector competence for bluetongue virus Anca Paslaru, , University of Zurich, Switzerland 10:30 - 10:40 Dispersal dynamics of the Asian tiger mosquito Laura Vavassori, , Swiss Tropical and Public Health institute, Switzerland 10:40 – 10:50 Longitudinal monitoring of Culicoides in Belgium between 2007-2011. Analysis of local variation in abundance, species composition, seasonality and vector free period Charlotte Sohier, , CODA-CERVA, Belgium 10:50 - 11:00 Variations in wing morphology of a natural population of Phlebotomus tobbi Adler and Theodor 1930, the proven vector of Leishmania infantum in Turkey Gizem Oguz, , Hacettepe University, Turkey 11:00 - 11:10 From egg to adult. How do Culicoides early stages live under laboratory conditions? Carlos Barceló, , UIB, Spain 11:10 - 11:20 MALDI-TOF MS on the track of blood meal sources in phlebotomine sand flies Kristyna Hlavackova, , Charles University,
Christmas Break: Monday 24th December – Friday 4th January 2019 (incl.) Term 2: College Re-opens: Monday 7th January 2019 College Closed: Friday 1st February 2019 – Junior Cycle Staff Training Day Department of Education & Skills Mock Examinations: Monday 4th February – Friday 15th February 2019 (incl.) T.Y. Work Experience: Monday 4th February – Friday 8th February 2019 (incl.) T.Y. Community Placement Monday 11th February – Friday 15th February 2019 (incl.) Midterm Break: Monday 18th – Friday 22nd February 2019 (incl.) LCA 1 & 2 Work Experience: Monday 25th February – Friday 8th March 2019 – Block 2 College Closed: Monday 18th March 2019 – St. Patrick’s Day College Closes: Friday 12th April 2019 Easter Break: Monday 15th – Friday 26th April 2019 (incl.) Term 3: College Re-opens: Monday 29th April 2019 College Closed: Monday 6th May 2019 – May Bank Holiday Leaving Certificate 2: Wednesday 22nd May 2019 – Graduation Ceremony Summer Examinations Thursday 23rd May – Friday 31st May 2019 (incl.) Summer Break begins: Friday 31st May 2019 *Please note – The College will be closed for one further day during 2018/2019 to accommodate Department of Education & Skills Junior Cycle Staff Training. Date to be confirmed as this information is not available until the Autumn.
Frequently Used Acronyms Acronym Full name DID Diagnostic Imaging Dataset HSCIC Health and Social Care Information Centre RIS Radiology Information System In this publication, imaging activity for the latest month of data is based on submissions up to and including the last working day of the month before the publication. Approximately 34.6 million imaging tests were reported in England during the year from April 2013 to March 2014. Of these, 3.20 million imaging tests were reported to have taken place in March 2014. Out of all tests performed in March 2014, X-rays (Plain Radiography) were the most common, with over 1.85 million X-rays being performed. The next most common procedures were Ultrasounds, followed by CT scans.
Applicant’s details (applicant to complete) Name: Workplace: Client population Date, times and length of supervision Supervisor’s details (supervisor to complete) Name Role Organization Qualifications and experience relevant to this supervision Phone number Email address Supervision report (supervisor to complete):
Businet Spring Workshop Hosted by Avans University of Applied Sciences, Breda 14 - 15 May 2018 Monday 14 May 2018 10.00 - 11.00 Welcome / Registration Coffee / tea / pastries Grand Café 11.00 -11.10 Welcome by representative of Avans Breda HF003 11.10 - 11.20 Welcome Businet President - Jean-Michel Gregoire, HF003 11.20 - 11.35 Basecamp Update HF003 11.40 - 12.10 Experiential Learning - HF003 12.10 - 12.30 Unite + - Introducing the revamped Businet Student Event - David Taylor HF003 12.30 - 14.00 Buffet Lunch Networking time Grand Café 14.00 - 17.00 Working Groups TBA 17.15 Walking Tours Social Tour organised by Avans 19.30 Dinner Breda City Centre Location Tuesday 15 May 2018 09.00 - 12.00 Working Groups TBA 12.00 Feedback session and close of meeting HF003 13.00 - 14.00 Lunch Grand Cafe