zilongwang/ReadingBank huggingface dataset:
or specialists) qualified to perform the validations described. Parameter Actor Specification DICOM Tag Acquisition Protocol Radiologist and Technologist Shall prepare a protocol to meet the specifications in this table. Shall ensure technologists have been trained on the requirements of this profile. IEC Pitch Radiologist and Technologist Shall set IEC Pitch to less than or equal to 2.0 for single source scanners, or the equivalent for dual source scanners. Spiral Pitch Factor (0018,9311) Nominal Tomographic Section Thickness (T) Radiologist and Technologist Shall set the nominal tomographic section thickness to achieve reconstructed slice thickness less than or equal to 1.25mm. Single Collimation Width (0018,9306) Reconstruction Protocol Radiologist and Technologist Shall prepare a protocol to meet the specifications in this table. Shall ensure technologists have been trained on the requirements of this profile. Reconstructed Image Thickness Radiologist and Technologist Shall set to less than or equal 1.25mm. Slice Thickness (0018,0050) Reconstructed Image Interval Radiologist and Technologist Shall set the reconstructed image interval to less than or equal to the Reconstructed Image Thickness (i.e. no gap, may have overlap). Spacing Between Slices (0018,0088) Resolution Radiologist, Technologist, and Physicist Shall validate that the protocol achieves: A 3D PSF sigma ellipsoid volume of less than or equal to 1.5mm3, and A Z PSF sigma less than two times larger than the in-plane PSF sigma. See section 4.1. Assessment Procedure: Image Quality Edge Enhancement Radiologist, Technologist, and Physicist Shall validate that the protocol does not result in edge enhancement exceeding 5%. See section 4.1. Assessment Procedure: Image Quality HU Deviation Radiologist, Technologist, and Physicist Shall validate that the protocol results in CT HU value deviation of less than 35 HU for Air and Acrylic materials. See section 4.1. Assessment Procedure: Image Quality Voxel Noise Radiologist, Technologist, and Physicist Shall validate that the protocol achieves a standard deviation that is <= 50 HU for homogeneous Air and Acrylic materials. See section 4.1. Assessment Procedure: Image Quality Spatial Radiologist, Shall validate that 3D image acquisition results in
or specialists) qualified to perform the validations described. Parameter Actor Specification DICOM Tag Acquisition Protocol Radiologist and Technologist Shall prepare a protocol to meet the specifications in this table. Shall ensure technologists have been trained on the requirements of this profile. Nominal Tomographic Section Thickness (T) Radiologist and Technologist Shall set the nominal tomographic section thickness to achieve reconstructed slice thickness less than or equal to 1.25mm. Single Collimation Width (0018,9306) Reconstruction Protocol Radiologist and Technologist Shall prepare a protocol to meet the specifications in this table. Shall ensure technologists have been trained on the requirements of this profile. Reconstructed Image Thickness Radiologist and Technologist Shall set to less than or equal 1.25mm. Slice Thickness (0018,0050) Reconstructed Image Interval Radiologist and Technologist Shall set the reconstructed image interval to less than or equal to the Reconstructed Image Thickness (i.e. no gap, may have overlap). Spacing Between Slices (0018,0088) Resolution Radiologist, Technologist, and Physicist Shall validate that the protocol achieves: A 3D PSF sigma ellipsoid volume of less than or equal to 1.5mm3, and A Z PSF sigma less than two times larger than the in-plane PSF sigma. See section 4.1. Assessment Procedure: Image Quality Edge Enhancement Radiologist, Technologist, and Physicist Shall validate that the protocol does not result in edge enhancement exceeding 5%. See section 4.1. Assessment Procedure: Image Quality HU Deviation Radiologist, Technologist, and Physicist Shall validate that the protocol results in CT HU value deviation of less than 35 HU for Air and Acrylic materials. See section 4.1. Assessment Procedure: Image Quality Voxel Noise Radiologist, Technologist, and Physicist Shall validate that the protocol achieves a standard deviation that is <= 50 HU for homogeneous Air and Acrylic materials. See section 4.1. Assessment Procedure: Image Quality Spatial Warping Radiologist, Technologist, and Physicist Shall validate that 3D image acquisition results in Spatial warping of less than 0.3mm Root Mean Square Error (RMSE). See section 4.1. Assessment Procedure: Image Quality
Q6. How does each MFR identify and display outliers in their images. Should QIBA specify a standard handling? [Section 3.7] Q7. ROI location in most homogenous region of SWS color map? [Should this be a closed issue – if agreed upon or is there a way to decrease variability amongst users]. Q. ROI Size - If user selected – how big? (size of homogenous region versus variance) Q. DICOM conformance – Are new header fields needed? Q. Number of values averaged for each pixel in the color image. [Image reconstruction section of Profile] Q. Color Maps – Should these be QIBA specified? Color scale and number of colors in the map. Q. Give stiffness in m/sec or kPa? Closed Issues: The following issues have been considered closed by the biomarker committee. They are provided here to forestall discussion of issues that have already been raised and resolved, and to provide a record of the rationale behind the resolution. Q. At what point in the respiratory cycle should acquisition occur? A. Suspended tidal respiration (references needed) Q. Should the patient fast prior to acquisition? A. At least 3 hours prior to acquisition (references needed) Q. Does Steatosis affect assessment of liver fibrosis using elastography A. No. [References: End of Document] Q. How to best acquire from patients where intercostal approach is not feasible (narrow intercostal spacing, COPD)? If intercostal approach is unavailable, we recommend excluding the patient. [Consider MRE].
The sequencing of the Activities specified in this Profile are shown in Figure 1: Figure 1: Ultrasound Measurement of Shear Wave Speed for Estimation of Liver Fibrosis - Activity Sequence 3.1. Pre-delivery This activity describes calibrations, phantom imaging, performance assessments or validations prior to delivery of equipment to a site (e.g. performed at the factory) that are necessary to reliably meet the Profile Claim. 3.1.1 3.1.2 Parameter Actor Requirement Acoustic Output (SWS Mode) MFR output testing Below FDA acoustic output limits. MFR specification and certification. Phantom Testing MFR QA QIBA pre-specified phantom testing. 95%CI or CV [XX to YY%]. Bias: +-5% of nominal. xx Software verification MFR Software version equals version specified in QIBA profile (Manufacturer specific section – Appendix D). Hardware and transducer Manufacturer specified parameters MFR Shall ensure the equipment intended for use is listed in Appendix D as a compliant combination of System, Software Revision and Transducer.
• Vocabulary describes, labels and sequences, and can represent people, characters, places, events and things e.g. The dark forest was dangerous. — compared with The bright forest was magical. — demonstrates how vocabulary can be used to describe a place in different ways. • Auditory, spoken, visual and nonverbal elements provide details necessary for making meaning about the representations of people, places and things e.g. music, volume, clothing and body language — a person wearing black clothing could be interpreted as a villain. Literary and non-literary texts Exploring literary and non-literary texts involves developing an awareness of purpose, audience, subject matter and text structure. • Texts are produced for particular audiences and their interests e.g. picture books are written for specific age groups. • Formal and informal texts are ways of communicating for different purposes e.g. speaking to a friend at home about a pet, compared with speaking to the whole class about a pet. • Texts created by Aboriginal and Torres Strait Islander peoples reflect a range of ideas and information, relationships and connections e.g. Aboriginal creation stories are connected to a specific place or “country” and language group; Islander elders share stories about recent events. • Literary texts entertain, evoke emotion and convey simple messages and information. • Simple narratives, rhymed verse, fables and fairytales are types of literary texts. • Narratives have structural features that include orientation, complication and resolution, and descriptions of characters and settings. • Phrases including “Once upon a time” and “A long time ago” are characteristic of stories. • Stanzas, rhyme and rhythm are features of rhymed verse. • Non-literary texts inform, report on events and issues, explain, explore ideas, express opinions, conduct transactions and negotiate relationships, goods and services, and give directions. • Personal and factual recounts, reports, personal letters and emails, descriptions, explanations, conversations, discussions and informal presentations are types of non-literary texts. • Non-literary texts can convey an opinion that may be positive or negative. • Main ideas and events can be sequenced and subject matter described, including supporting ideas and details. • Non-literary texts use a range of structures, including hyperlinks in electronic texts e.g. instructions and recipes use ordered steps; recounts order events chronologically; headlines are used in news stories and still and moving images are used in posters; websites and reports have an introduction and a description of features or events.
Sites using models listed here are encouraged to consider using these parameters for both simplicity and consistency. Sites using models not listed here may be able to devise their own settings that result in data meeting the requirements. IMPORTANT: The presence of a product model/version in these tables does not imply it has demonstrated conformance with the QIBA Profile. Refer to the QIBA Conformance Statement for the product. Table D.1 Model-specific Parameters for Acquisition Devices Acquisition Device Settings Compatible with Conformance Acme Medical CT Lights V3.14 Submitted by: Gotham University Hospital Table D.2 Model-specific Parameters for Reconstruction Software Reconstruction Software Settings Compatible with Conformance Acme Medical CT WS V3.14
Diet Principles: Foods are pureed to smooth consistency unless already in a comparatively smooth form such as mashed potatoes. This texture can be applied to any diet portion size or therapeutic diet. FOODS FOR THE DAY EXAMPLES OF FOOD ALLOWED EXAMPLES OF FOODS TO AVOID MILK & MILK PRODUCTS Yogurt, pureed cottage cheese, custard, ice cream Hard and semi-hard cheeses used alone MEAT OR SUBSTITUTE Pureed meat, poultry, fish, eggs, cooked dried beans, soft tofu All others BREADS, CEREAL, PASTA, & RICE Moistened bread crumbs or pureed baked bread pudding, cooked cereals (pureed oatmeal, farina, malt-o-meal), moistened pureed rice or rice cereal, pureed pasta All others, dry cereal, coarse whole grain cereals not softened by soaking VEGETABLES Pureed: tomatoes, peas, beets, lima beans, pureed creamed corn, kidney beans, spinach, pureed gelled vegetable salads, mashed potatoes, pureed tater tots, and pureed potato salads Whole creamed corn, all other potato products FRUITS Pureed: baked apples, banana, peaches, pineapple sauce, canned/cooked fruit, raisins, fruit cocktail, blueberries, strawberries and applesauce Raw and crunchy fruit, fruit roll-ups, dried fruit, coconut FATS Margarine, butter, salad oil, mayonnaise None DISCRETIONARY CALORIES Pureed soft cookies or cake, ice cream, pudding Seeds, unmoistened cookies, peanut butter (by itself) Thickened Liquids Thickened liquids are prescribed for some individuals with swallowing problems. Thickeners slow the flow of liquids and make them easier to swallow. The degree of thickness that the individual may need to swallow safely is prescribed by the health professional after a swallow study is performed. Nectar Thick Liquids: This is slightly thickened. Fork test: Liquid coats the fork and quickly sinks through the prongs.
Service details Service name Service approval number SOMERTON PARK KINDERGARTEN SE-00010899 Primary contact at service Director: Laura Mathews Physical location of service Physical location contact details Street: 3 GRANTHAM RD Suburb: SOMERTON PARK State/territory: SOUTH AUSTRLIA Postcode: 5044 Telephone: 0882961503 Fax: 08 83771672 Email: : dl.5699.leaders@schools.sa.edu.au Approved Provider Nominated Supervisor Primary contact: Department of Education and Child Development (DECD) Telephone: 08 8226 3463 Fax: 08 8226 0159 Email: DECD.NQFEnquiries@sa.gov.au Name: Laura Mathews Telephone: 08 8296 1503 Mobile: 0402093337 Fax: 08 83771672 Email: Laura.mathews982@schools.sa.edu.au
1.2 1.2.1 1.2.3 To ensure all stakeholders have an impact on the programming and planning High To further reflect on and critique our cycle of planning undertake an action research or collaborative inquiry which focuses on everyone’s voice being heard in the planning cycle To use the information we received in the student Family and Educator conversations as a way each stakeholders voice in the program and further using this information to transfer information to families in a method that they deemed their preferred method of communication Children’s work samples, learning stories and photographs in various locations around the kindergarten - displays, walls, learning stories, portfolios/folders, day book Staff establishes a culture of healthy critique amongst the team. There will be visible input from each student and family member in the programme across the year Each child will have documented learning journey throughout their preschool year that includes observations, learning stories , voice in the programme We established group norms and Values document in Week 2 staff meeting Our programming and planning reflects the opportunities children have in the outdoor environment to build their capacity as a learner
Service details Service name Service approval number Keithcot Farm Children’s Centre Preschool : SE-00010523 Long Day Care : SE-00010524 Primary contact at service Anne Whittleston (Education and Care Director) Physical location of service Physical location contact details Street: 5 Keithcot Farm Drive Suburb: Wynn Vale State/territory: South Australia Postcode: 5127 Telephone: 08 - 82512700 Mobile: Fax: 8289 2676 Email: anne.whittleston916@schools.sa.edu.au Approved Provider : Department for Education and Child Development (Preschool) Keithcot Farm Children’s Centre Governing Council (Long Day Care) Preschool Primary contact: Ann-Marie Hayes Telephone: (08)82261000 Street: c/- 31 Flinders Street Suburb: Adelaide State/territory: South Australia Postcode: 5001 Long Day Care Primary contact: Lee Gregson (Governing Council Chairperson) Telephone: 0422 441 421 Email: lethal003@hotmail.com Nominated Supervisor Name: Anne Whittleston Telephone: 08 82512700 Mobile: 0431 092 622 Fax: 82892676 Email: anne.whittleston916@schools.sa.edu.au
Improvement plan Standard/ element What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? (Steps) Success measure By when? Progress notes 1.2.3 To enhance the quality of critical reflections of children’s learning and development across the birth to school transition site by examining all aspects of the program - including routines, planned and spontaneous experiences. H All staff are given opportunities to build upon their professional knowledge and reflective practice to improve processes for collaborative reflection on pedagogy and children’s progress. All staff can demonstrate how they critically reflect, plan and implement new knowledge as part of an ongoing cycle of review to improve outcomes for children. December 2017
2.1.1, 2.1.4, 2.3.2 regulation 90 Medical conditions policy 2.1.1, 2.1.4, 2.3.2 regulation 91 Medical conditions policy to be provided to parents 2.1.1, 2.1.4 regulation 92 Medication record 2.1.1, 2.1.4 regulation 93 Administration of medication 2.1.1, 2.1.4 regulation 94 Exception to authorisation requirement—anaphylaxis or asthma emergency 2.1.1, 2.1.4 regulation 95 Procedure for administration of medication 2.1.1, 2.1.4 regulation 96 Self-administration of medication 2.3.3 regulation 97 Emergency and evacuation procedures 2.3.3 regulation 98 Telephone or other communication equipment 2.3.2 regulation 99 Children leaving the education and care premises 2.3.1, 2.3.2 regulation 100 Risk assessment must be conducted before excursion 2.3.1, 2.3.2 regulation 101 Conduct of risk assessment for excursion 2.3.1, 2.3.2 regulation 102 Authorisation for excursions Related requirements 2.3.3 regulation 160 Child enrolment records to be kept by approved provider and family day care educator 2.1.1, 2.3.2, 2.3.3 regulation 161 Authorisations to be kept in enrolment record 2.1.1, 2.1.4, 2.3.2, 2.3.3 regulation 162 Health information to be kept in enrolment record
Health and Physical Education (HPE) By the end of Year 9 Learning and assessment focus Students use their interests in and experiences of health and physical activity issues to explore how the dimensions of health are dynamic, interrelated and interdependent. They develop the knowledge, skills, processes and dispositions to promote health and wellbeing, actively engage in physical activity and enhance personal development. They recognise that capabilities in health, movement and personal development can provide career opportunities and improve quality of life. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They individually and collaboratively make decisions, take action and apply skills to address inequities and promote health and wellbeing, movement capacities, and personal development of individuals, groups and communities. They reflect on their learning and apply their thinking and reasoning to develop solutions in a range of contemporary health and physical education contexts. Students select and use tools and technologies, including information and communication technologies (ICTs). They routinely demonstrate an autonomous and purposeful use of ICTs to inquire, create and communicate within health and physical education contexts. Students demonstrate evidence of their learning over time in relation to the following assessable elements: • knowledge and understanding • investigating • planning • implementing and applying • reflecting. Ways of working Students are able to: • identify issues and inequities and plan investigations and activities • research, analyse and evaluate data, information and evidence • draw conclusions and make decisions to construct arguments • propose, justify, implement and monitor plans or actions to achieve goals, address inequities and promote health and wellbeing, movement capacities and personal development • refine movement skills and apply movement concepts, and the principles of training • create and perform movement sequences by manipulating and combining movement skills and applying movement concepts • identify risks and devise and apply safe practices • select and apply positive, respectful and inclusive personal development skills and strategies • reflect on health inequities, and identify the impact of diverse influences on health and well being, movement capacities and personal development, and the best use of positive influences • reflect on learning, apply new understandings and justify future applications.
of benchmark. Fund size: $211 million. Performance Quarter % 1 year % 3 year %* 5 year%** Return (after fees) 2.30% 7.34% 6.86% 9.13% Benchmark** 2.05% 7.46% 6.48% 8.72% Difference 0.25% -0.12% 0.38% 0.41% *Annualised ** Index return on Strategic Asset Allocation Objective: The objective of this strategy is to gain a higher return by strategically allocating 52.5% of the funds in growth assets and the balance in fixed interest and cash. It is suitable for medium term investors who seek higher returns and are prepared to accept some volatility in the value of the funds invested. Growth Investment Strategy The strategy’s return for the quarter was 3.12%. This outperformed the benchmark by 0.33%. The strategy’s 3 year and 5 year returns remain at 7.80% and 10.97%, which are 0.71% and 0.63% ahead of benchmark. Fund size: $209 million. Performance Quarter % 1 year % 3 year %* 5 year%** Return (after fees) 3.12% 8.56% 7.80% 10.97% Benchmark** 2.79% 8.48% 7.09% 10.34% Difference 0.33% 0.08% 0.71% 0.63% *Annualised ** Index return on Strategic Asset Allocation Objective: The objective of this strategy is to attain high long term returns in excess of inflation. It has a 71.5% strategic allocation to growth assets and the balance in fixed interest and cash. It is suitable for long term investors who are prepared to accept high volatility in the value of the funds invested. . Equities Investment Strategy The strategy’s return for the quarter was 5.12%, which outperformed the benchmark by 0.90%. The strategy’s 3 year and 5 year returns remain at 8.62% and 13.32%, which are 0.96% and 0.88% respectively ahead of
Student’s full name(s): Date of birth: Any allergies, medications or special conditions: Home address: Closest major intersection: Police Department (non emergency) (250) 248-6111 Poison Control: 1-800-567-8911 Fire Department: (non emergency) (250) 248-3242 Parksville (250) 752-6232 Qualicum Other Emergency #: Family Doctor: Family Doctor phone: Address: Directions: Dentist: Dentist phone: Preferred hospital: Hospital phone: Address: Directions: Insurance provider: Insurance provider phone: Insured name and ID: Group ID: Policy ID: Host Mom’s full name: Preferred phone: Other phone: Host Dad’s full name: Preferred phone: Other phone: Emergency contact 1: Phone: Relation: Emergency contact 2: Phone:
Sheth J.N. & Parvatiyar A. (1994). Relationship Marketing: Theory, Methods and Applications. Atlanta Emory University. Stephan A.Butscher (2005). Customer loyalty programmes and Clubs (2end). Dianzigongye press, Beijing. Verhoef Peter C (2003). Understanding the Effect of Customer Relationship Management Efforts on Customer Retention and Customer Share Development. Journal of Marketing, 67(4), 30-45. Woodruff R. B. (1997). Customer Value: The Next Source for Competitive Advantage. Journal of the Academy of Marketing Science, 25 (2), 139-154. Wotruba T. R. (1996). The Transformation of Industrial Selling: Causes and Consequences. Industrial Marketing Management, 25 (5), 327-338. Youjae Yi & Hoseong Jeon (2003). Effects of Loyalty Programs on Value Perception, Program Loyalty, and Brand Loyalty. Journal of the Academy of Marketing Science, 31(3), 229-240. Zeithaml V. A. (1988). Consumer Perceptions of Price, Quality and Value: A Means-End Model and Synthesis of Evidence. Journal of Marketing, 52 (3), 2-21. Zeithaml V.A., Berry L. & Parasuraman A. (1996). The Behavioral Consequences of Service Quality. Journal of Marketing, 60 (2), 31-46. Appendix A (Regression results):
Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .647a .418 .405 .82374 a. Predictors: (Constant), customer fit, reward value, convenience, possibility, reward type Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) 4.759E-005 .054 .001 .999 reward value .432 .058 .447 7.444 .000 reward type -.035 .111 -.017 -.320 .749 possibility -.299 .090 -.205 -3.324 .061 convenience .595 .094 .338 6.309 .000 customer fit .322 .105 .189 3.078 .002 a. Dependent Variable: choice Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .822a .675 .666 .61678 a. Predictors: (Constant), perceived value, customer fit, convenience, reward value, reward type, possibility Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) 6.624E-006 .041 .000 1.000 reward value .328 .073 .186 4.464 .000 reward type .072 .081 .042 .895 .372 possibility .217 .046 .225 4.681 .000 convenience .314 .067 .215 4.659 .000 customer fit .013 .063 .006 3.155 .007 perceived value .738 .056 .637 13.287 .000 a. Dependent Variable: choice Model Summary
Queensland kindergarten learning guideline Professional development | Resources This observation template can be printed as two observations per A4 page. When multiple copies are made, the pages can be cut in half across the middle to create two A5 booklets. Bind pages across the top and as you complete each one, tear off the observation record and place it in the child’s folio or file. An overview of the learning and development areas and significant learning in each area is provided for reference when recording observations. Cut the A4 page into two A5 pages to form the covers of your observation booklet. To make the booklet durable, you may choose to laminate the cover. Child’s name: Date: Context: Play Real-life experiences Routines and transitions Observation: What was significant about this sample of learning? Where to from here? Learning and development area Identity Connectedness Wellbeing Active learning Communicating Child’s name: Date:
Observation: Analysis/future planning Learning and development area Identity Connectedness Wellbeing Active learning Communicating Context Play Real-life experiences Routines and transitions Learning and development areas Significant learnings Identity A kindergarten child who has a strong sense of identity: is building a sense of security and trust a sense of being safe, accepted and supported a sense of belonging and confidence in others acts with increasing independence and perseverance organising self and belongings and managing routines making choices willingness to keep trying is building a confident self-identity pride and confidence in who they are, their family and culture pride and confidence in their strengths and abilities confidence in themselves as a learner Connectedness A kindergarten child who is connected with and contributes to their world: is building positive relationships with others skills for connecting with and relating to others awareness of own and others’ rights and responsibilities understandings about fairness shows increasing respect for diversity ways to respond to others with respect interest in their own culture and others’ cultures and heritages exploring aspects of culture and similarities and differences among people
Queensland kindergarten learning guideline Professional development | Resources Name: Date: Learning and development area Identity Connectedness Wellbeing Active learning Communicating Learning context Play Real-life engagement Routines and transitions New behaviour Typical for child Spontaneous Teacher-initiated Observation Attach a work sample or image as appropriate Why is this observation significant? Analysis Intentional teaching — future plans
Queensland kindergarten learning guideline Professional development | Resources Kindergarten program plan Date: Week: Learning environment Describe the experience, including who initiated the learning (child, teacher, staff member, parent … ) Combines information about planned learning experiences and spontaneous interests as they arise. Includes notes about what happened during play. Related QKLG learning area and significant learning For example, Wellbeing — Delight in making decisions and choices (agency) Evaluation/reflection (Where to from here?) What do I need to consider, prepare or organise to extend learning from today’s play? Indoor Outdoor Large/small group Other Note: This planning format is easier to use when enlarged to A3 size
Action plan Focus/goal Strategy and steps Staff member managing action Barriers/issues and solutions Key progress dates e.g. Increase communication between the centre and local primary schools. Strategy: Create an invitation for local schools to attend a transition-to-school program meeting at the centre. Ensure the invitation states the purpose for the meeting to generate interest. Steps Director Barrier/issue: Not sure who to contact Possible solution/s: Director to ring local school principals and explain the purpose of the meeting. Invite the principal to nominate a representative to attend. Start date: March 1 End date: Review date: Strategy: Steps Director Barrier/issue: Possible solution/s: Start date: March 1 End date: Review date: Strategy: Steps Director Barrier/issue: Possible solution/s: Start date: March 1 End date: Review date: Strategy: Steps Director Barrier/issue: Possible solution/s: Start date: March 1 End date: Review date:
Queensland kindergarten learning guideline Professional development | Resources Transition case study Read the following account of a kindergarten teacher’s experiences of trying to build successful transition processes between the kindergarten program and the local schools. Analyse the description of her experiences using the following questions: What are the key messages in this statement? How is the teacher feeling? What barriers to successful transition processes and implementation can you identify? What does the kindergarten teacher believe is important? What do you think can be done to improve this situation? How can existing attitudes be changed? You know, we really understand the importance of successful transition processes, and work so hard to maintain that continuity of relationships with children and their families. We work hard to stay focused as a team on developing the kind of welcoming centre we want Ellendale Waters to be. We do this by using the same principles and practices to guide our programs as children move from babyhood to kindergarten. The experiences we have had so far in developing successful transition processes with local schools have not been very positive. The kindergarten children go to about seven primary schools in the local district, which is a fairly affluent area. Although we have the support of our parent community and really promote the importance of play-based programs, it seems that goes out the door when they move on to some schools. The primary schools seem more interested in their own procedures rather than really developing relationships with us. They also tend to focus heavily on academic performance, even at this age. I know a few of the schools actually use their own kind of readiness tests when a child and parent go for an interview. Our parent feedback suggests that they don’t focus on the children’s interests and strengths or what they are interested in learning about. The shame is this would be such a good starting point for the Prep teachers! Kindergarten teacher, Ellendale Waters, long daycare centre Use the Transition action plan on the next page to examine the barriers to successful transitions identified in this scenario, and to provide strategies that may help to overcome the challenges faced by the kindergarten centre. Refer to the resource Reflection: Promoting continuity in learning (see the Module 5 Extend tab) for additional questions to assist you. Collaborate with your centre team as you explore possibilities. Are there elements of this scenario that you identify with from personal experience and, if so, how have you worked to overcome them?
Wellbeing Related EYLF learning outcome: Children have a strong sense of wellbeing Key focus Significant learnings Observations from videos Building a sense of autonomy and wellbeing Delight in making decisions and choices (agency) Courage and resilience to manage change and challenges Ways to understand and regulate emotions Exploring ways to show care and concern and interact positively with others Interest in and desire to interact with others Considering and empathising with others Exploring ways to promote own and others’ health and safety Ways to manage personal hygiene and self-care Ways to stay healthy and safe Exploring ways to promote physical wellbeing Control and strength for manipulating objects, tools and equipment Large movement skills, movement control, coordination and strength Confidence to engage in movement challenges Queensland kindergarten learning guideline (QKLG) p.32
by the Athletic Director and Principal. Changes in time or sites must be communicated to Athletic Director as soon as possible. LETTERING POLICY Awards for each level of participation shall be: Varsity -A letter jacket the first time a varsity award is received and a certificate each time thereafter. Junior Varsity -A certificate Freshman -A certificate To receive the appropriate award for a particular team the athlete must comply with the following standards: 1. The athlete must be in good standing and a member of that team or a higher team at the close of the regular season. 2. To receive a varsity letter jacket the athlete must have come out for the sport prior to the first competitive event. For transfer students this requirement shall be waived if the student comes out for the sport when he or she enters school. 3. The athlete must participate in at least ½ of that team’s competitive events or be a regular player in at least ¼ of that team’s competitive events. 4. The athlete must be eligible for participation in all “District” competitive events. 5. An athlete whose participation is denied due to an injury sustained during the season may be granted the award appropriate for that team if he or she continues
Coverage evaluation matrix Category Coverage description Affected services Evaluation Description of issue Field strength Reception quality No issues Strong All Suburban + 12 dB Above threshold n/a Very good Suburban + 6 dB Above threshold n/a Good Suburban Above threshold n/a Minor issues Adequate At least one below suburban threshold Rural Above threshold While adequate coverage should provide good signal reception over an area, some statistical signal variations can cause occasional reception difficulties Issues Poor At least one below rural threshold Below rural Below threshold Isolated*— relates to an issue identified as affecting less than approximately 5% of the populated area Patchy*— relates to an issue identified as affecting between approximately 5% and 25% of the populated area No coverage All Widespread*—relates to an issue identified as affecting more than approximately 25% of the populated area *Please note that this percentage figure should not be used to calculate the percentage of the affected population. Executive summary
Coverage evaluation matrix Category Coverage description Affected services Evaluation Description of issue Field strength Reception quality No issues Strong All Suburban + 12 dB Above threshold n/a Very good Suburban + 6 dB Above threshold n/a Good Suburban Above threshold n/a Minor issues Adequate At least one below suburban threshold Rural Above threshold While adequate coverage should provide good signal reception over an area, some statistical signal variations can cause occasional reception difficulties Issues Poor At least one below rural threshold Below rural Below threshold Isolated*— relates to an issue identified as affecting less than approximately 5% of the populated area Patchy*— relates to an issue identified as affecting between approximately 5% and 25% of the populated area No coverage All Widespread*—relates to an issue identified as affecting more than approximately 25% of the populated area *Please note that this percentage figure should not be used to calculate the percentage of the affected population Executive summary
A2 Site Particulars 2.1 Site Area 2.2 Burial Ground/Churchyard 2.3 Access to Site 2.4 Parking Facilities Available 2.5 Rights or Easements A3 Premises Particulars 3.1 Age of the Building 3.2 Brief Description of the Building 3.3 Size of the Building 3.4 Number of Storeys 3.5 Accommodation 3.6 Suitability for Persons with Disabilities .
implementation Your group has flow charted the processes related to diabetes mellitus foot complications in your General Medicine Clinic. Your group has many ideas but remains uncertain about which ideas should be implemented first. Even more concerning is the resistance of physicians and staff to any extra work to collect data. The challenges are to optimize the data set for collection and to embed the data collection process into the workflow as much as possible. To help with these tasks, you call a follow-up meeting of all the key potential players (those seated in your group). Time Task Who 20 min Select a recorder to document the deliberations Select a reporter to summarize your group’s conclusions at the end of the workshop List the essential/irreducible outcome measure(s) and process measure(s) Consider how the data collection can take place at baseline and after changes are implemented in the clinical process Identify the probable sources of opposition and plan manoeuvres to minimize resistance Summarize how the data collection process has been embedded in the workflow Enumerate the things you learned from the exercise Each breakout group 20 min Small group reporting Summary of workshop Selected breakout groups QI Workshop 4 — Interpreting the PDSA Cycle Time Who 10 min Orientation to the workshop Interpret the PDSA cycle and determine whether change occurred; if so, whether it is an improvement; and whether the gains have been held Your QI project relates to diabetes mellitus foot complications in your General Medicine Clinic. On the basis of input from the residents, the clinic implemented the following interventions over months 3 to 6: Special coloured stickers are now used on the chart to identify the patient as having diabetes. Posters have been placed in the examination rooms asking patients with diabetes to remove their shoes and socks. Your QI team has performed a medical record audit. The data are shown on the following page.
In its first year in office, the Government has made substantial progress in getting small businesses back on track, by delivering on commitments under the ‘Blueprint for Queensland Small Business’ to lower payroll tax, reduce red tape and reform the skills and training system. The Queensland Small Business Strategy and Action Plan 2013-2015 has been developed to build on the government’s ‘Blueprint for Queensland Small Business’ and maintain the momentum in supporting the state’s ongoing economic growth. The Action Plan articulates the actions the government currently has and will put in place over the next two years to set the conditions for increased productivity, small business growth and success, and assist businesses to meet challenges and seize opportunities. Underpinning the Action Plan is a vision for profitable, innovative and resilient small business enterprises that are competitive, create jobs and contribute to building a robust and diversified economy. Cabinet endorsed public release of the Queensland Small Business Strategy and Action Plan 2013-2015. Attachments
Sample action plan template Actions Due date and support (financial, human, political, and other) Potential barriers tactics What needs to be done with these tasks? Who will be for the task By what date will the action be done? Available resources Needed What individuals and might resist? How? What individuals and organisations should be informed with these tasks? What have been identified to measure Develop and promote training for older people Library staff, Mentor — Up Youth to support training program Access to training tools Older people afraid to participate Community and youth high schools, local businesses with volunteer interests, media Number of training sessions number of
Queensland Multicultural Policy Queensland Multicultural Action Plan: 2011-14 The Department of Education, Training and Employment (DETE) contributes to core outcomes of the Queensland Multicultural Action Plan 2011-14, including improved cultural competence of staff and improved recruitment and retention strategies for staff from culturally and linguistically diverse backgrounds. During 2012–13, the department also continued to participate in the interdepartmental committee on multicultural affairs. We celebrate our success as a culturally diverse organisation and our commitment to harmony and mutual respect through a Harmony Day event. This year's Harmony Day theme was Many Stories – One Australia. Table 21: Queensland Multicultural Action Plan 2011–14 Queensland Multicultural Action Plan 2011–14 whole-of-government core outcomes Core outcome Performance indicators Measure Improved cultural competence of staff Number of staff that have participated in cultural competence training annually During 2012–13, over 316 school-based staff and 15 Department of Education and Training International staff participated in cultural competence training sessions organised by Education Queensland International study tours and professional visits, and international student programs. Improved access to interpreters for clients when accessing services Amount spent annually on interpreters engaged by department and government funded non-government organisations More than $314 000 was spent on interpreters fees in 2012–13. Number of interpreters engaged annually by the department and government funded organisations During 2012–13, over 31 interpreters were engaged by the department. Improved communication and engagement with culturally and linguistically diverse (CALD) communities and/or organisations Number of key information publications translated into languages other than English, annually More than 10 information publications were translated into languages other than English during 2012–13. Number of languages in which publications are available Publications are available online in approximately 20 languages. Number of information sessions or workshops held for people from culturally and linguistically diverse backgrounds Approximately 19 information sessions or workshops were held in 2012–13. Number of culturally and linguistically diverse groups, peak bodies and other stakeholders consulted or engaged annually on the development or implementation of department projects, services, policies and programs Approximately 630 culturally and linguistically diverse groups, peak bodies and other stakeholders were consulted or engaged during 2012–13.
Reproduction: Flowering has been recorded between the months of January and November, with the bulk of the flowering occurring between the months of April and August (n = 40). Fruiting has been recorded between the months of March and October (n = 24). Management Conservation and management of protected plants in trade in documents: Queensland 1995-1998. Department of Environment. References: Everist, S. 1974. Poisonous Plants of Australia. Angus and Robertson Publishers Pty Ltd. Sydney. ISBN 0 207 12773 5. Notes: Occurs in the following Queensland pastoral districts: Burnett, Cook, Darling Downs, Leichhardt, Maranoa, Moreton, North Kennedy, Port Curtis, South Kennedy, Wide Bay. Also occurs in the following regions: New South Wales. The species is reputed to have toxic flowers (Everist 1974). This profile has been derived from data sets contained within WildNet, and as such may not encompass the full range of characters for the taxa. Taxon Details for Xanthorrhoea glauca Scientific name: Xanthorrhoea glauca D.J.Bedford NCA status: Least concern Conservation: No Significant: Endemicity: Unknown Protected area: Yes Conservation area: Yes Latitude range: 24° 27' 29.9999" - 26° 40' 30" Longitude range: 150° 46' 54.9998" -152° 24' 29.9999" Habitat: The species is found prevalently on hill slopes; altitudes are predominantly between 230 and 821 metres; with varying slope classes, however commonly moderately inclined or steep; top soils vary, but are commonly clay loams or loams; predominant geology is basic volcanic rocks. Description: The species is usually a tree or sometimes a shrub. Management Conservation and management of protected plants in trade in documents: Queensland 1995-1998. Department of Environment. Notes: Taxon Details for Livistona australis Scientific name: Livistona australis (R.Br.) Mart. Common name: cabbage tree palm NCA status: Least concern Endemicity: Unknown
Calculation: Indicative course value – $3960 Non-concessional Student Subsidy – $3168 Concessional Student Subsidy – $3564 VET in Schools – N/A Free training for Year 12 graduates – $3960. More information For more information on the Priority Skills List, visit .
4.50pm – 5.00pm Day 1 Conference Close Richard Nelson, QLD State Manager, National Disability Services 5.00pm – 6.30pm COCKTAIL FUNCTION DAY 2 - Tuesday, 12 April 8.15am – 9.00am Registration / Arrival Tea & Coffee 9.00am – 9.05am Welcome Joanne Jessop, QLD State Committee Chair, National Disability Services 9.05am – 9.35am Thriving in Digital Economy Professor Marek Kowalkiewicz, PwC Chair in Digital Economy Science and Engineering Faculty, Queensland University of Technology 9.35am – 10.35am PANEL: Zero Tolerance: Safety starts with you Facilitated by James Bannister, National Disability Services 10.35am – 1.00pm Indepth Workshop: Sohail Inayatullah “Creating Alternative and Desired Futures” 10.35am – 11.00am MORNING TEA 11.00am – 11.30am – CONCURRENT SESSIONS Session 1.1 – Creating a Market that serves people with disability Managing market risk through empowering consumers, organizational transformation and managing strategic risk Lyn Ainsworth, House With No Steps
Ann Greer, Community Connections 12.00pm – 12.30pm – CONCURRENT SESSIONS Session 3.1 – Creating a market that serves people Workforce Strategy Stacey Field, Health & Community Services Workforce Council Session 3.2 – Building a dynamic and Customer-focused Workforce How to develop open, flexible, empathetic & resilient leaders who thrive in uncertain challenging times Nigel Donovan, Nigel Donovan Pty Ltd Session 3.3 – Redesigning Innovation services supports Customising unique responses in rural & remote communities Janelle Chapman, Life Without Barriers Session 3.4 – Redesigning Innovative Services & Supports A snapshot of UCC’s Disability Services Reform Agenda Lorna Sullivan, UnitingCare Community Disability Services 12.30pm – 1.30pm LUNCH 1.30pm – 3.00pm Interactive session facilitated by Sohail Inayatullah: Creating Alternative and Desired Futures: “Navigating the Changes Ahead” 3.00pm – 3.10pm – Conference Close Joanne Jessop, QLD State Committee Chair, National Disability Services 3.10pm Afternoon Tea
9.20am – 10.20am National Keynote Address Ken Baker, Chief Executive, National Disability Services and Q&A 10.20am – 10.50am Morning Tea 10.50am – 11.35am Financial Sustainability of the Sector Professor David Gilchrist, The University of Western Australia 11.35am – 12.35pm National Quality and Safeguarding Framework: How will it work? Commissioner Graeme Head, NDIS Quality and Safeguards Commission. Followed by an expert panel with: Majid Zahoor, CEO, Q-Audit, Natalie Public Guardian, Office of the Public Guardian and Commissioner Graeme Head. Facilitated by Gordon Duff, General Manager, Sector Development and Research, NDS 12.35pm – 1.30pm Lunch 1.30pm – 2.10pm Keynote: Business Innovation & Adaptability Carolyn Curtis, CEO, The Australian Centre for Social Innovation 2.10pm – 3.10pm Panel: Possible futures: What do we mean by innovation? Ken Baker, NDS; Carolyn Curtis, The Australian Centre for Social Innovation; David Gilchrist, University of Western Australia; Judy Dickson, ALARA Qld Ltd; Geraldine Woods, DCCSDS Facilitated by Gordon Duff, NDS 3.10pm – 3.30pm Afternoon Tea 3.30pm – 4.30pm Transition Tales: If I knew then what I know now Jodie Collins, YellowBridge QLD; Brad Swan, Life Without Barriers; Liz Sutton, Ingham Disability Support Services. Facilitated by Len Airey, DCA Advisory Services 4.30pm – 5.00pm Pack up your Kitbag: Today’s insights and learnings Angela Tillmanns, Director Consulting, InterFinancial Corporate Finance Limited 5.00pm – 6.30pm Conference cocktail function Preliminary Program Tuesday, 6 March DAY 2 8.30am – 9.00am Registration / Tea & Coffee 9.00am – 9.10am Welcome MC Liz Sutton, ViceChair, NDS State Committee