zilongwang/ReadingBank huggingface dataset:
POSP KIC Staff Member The Landis Center seeks passionate, committed students to serve as members of the POSP KIC Staff. The Service Program (POSP), coordinated by the Landis Center and the Leadership Committee, is an immersive service experience that unites First-Year Students, Returning Leaders, Faculty, Staff, and Community Members in an inclusive environment before the Fall Semester begins. Participants engage in meaningful service, build lasting relationships, and develop both as leaders and active citizens. POSP is the catalyst that encourages students to make connections through their involvement in meaningful service experiences, and results in increased appreciation of our Easton Community. Job Responsibilities During the spring semester, KIC Staff members meet bi-weekly to develop program outcomes, get to know their co-leaders, and develop their daily activity proposals. KIC staff plan and prepare all aspects of the 3-day KIC camp activities for local youth. KIC staff serve as station leaders during KIC Camp and assist the counselor with the children. KIC Staff members are expected to communicate effectively, participate in on-going leadership development activities, and attend the POSP staff training prior to the program in August. Desired Qualifications Our ideal applicants will possess: Passion for a particular issue and/or program Experience with POSP or a similar camp program, specifically in working with children in a camp or after school setting Commitment to creating a sense of belonging for students and community members from all backgrounds Demonstrated capacity for critical thinking around complex social issues Ability to commit between 1-3 hours per week to POSP responsibilities through the spring semester Additionally, we seek applicants who are: Professional, mature, and congruent in values Positive and flexible during times of challenge or change Self-motivated and able to manage multiple responsibilities simultaneously Resourceful and organized Detail-oriented and willing to serve as an authority figure as camp staff Time Commitment POSP KIC staff members are selected in February and spend approximately 1-3 hours per week during the spring semester. Additionally, KIC staff members arrive on campus approximately 10 days prior to the start of fall classes and spend 6 full days executing their POSP responsibilities. Compensation POSP KIC Staff members earn a modest stipend ($50). All early arrival housing expenses are covered and meals during the training and program are provided.
Note: This form must be completed electronically, with the exception of signatures. Graduate Catalog of Record: EAST TENNESSEE STATE UNIVERSITY SCHOOL OF GRADUATE STUDIES Program of Study/Committee Assignment Form POST- Ed.S. Ed.D. DEGREE PROGRAMS Name: ID#: E_____________ Department: Educational Leadership and Policy Analysis Degree: Ed.D. Major In: Educational Leadership Concentration: Higher Education Leadership Note: This concentration DOES NOT lead to a Beginning Administrator Endorsement (K-12) EDUCATIONAL LEADERSHIP CORE REQUIREMENTS (18 semester hours) Course Number Title of Course Grade Semester Credit Hours Semester/Yr Completed (include anticipated completions) ELPA 6450 Leadership Studies 3 ELPA 6810 Theories of Administration 3 ELPA 7810 Educational Statistics 3 ELPA 7812 Qualitative Research in Education 3 ELPA 7811 ELPA 7814 Quantitative Research in Education OR Advanced Qualitative Research 3 ELPA 7813 Research in Educational Leadership 3 TOTAL 18 CONCENTRATION REQUIREMENTS (minimum 3 semester hours) Course Number Title of Course Grade Semester Credit Hours Semester/Yr Completed (include anticipated completions) ELPA 6581 Internship in Educational Leadership 3 TOTAL 3 ADDITIONAL REQUIREMENTS (minimum of 15 semester hours)
Posse 100 Scholarship Application Thank you for taking time to apply for a Posse 100 Scholarship! To ensure we have all the information needed and in the order needed for evaluation, please complete this application in full and follow the instructions along the way. Once completed, please submit all your information to the Posse 100 as follows: By Mail: Posse 100 Scholarship Jackson County Sheriff Office 4001 NE Lakewood Court Lee’s Summit, MO 64064 By Email: theposse100@gmail.com 1. Applicant’s Full Name: _________________________________________________________________________ LAST NAME FIRST NAME MIDDLE INITIAL 2. Applicant’s Complete Address: ___________________________________________________________ STREET ADDRESS ___________________________________________________________ STREET ADDRESS (SECOND LINE) ___________________________________________________________ CITY STATE/PROVINCE POSTAL CODE/ZIP CODE ___________________________________________________________ PHONE E-MAIL ADDRESS
Possession With ‘De’: Formula: definite article + object + de + person(s) Examples: Bob’s pencil – el lápiz de Bob Ana and Tom’s grandmother – la abuela de Ana y Tom Felipe’s books – los libros de Felipe Possession With Adejctive: Possessive Adjectives Mine - mi, mis Ours - nuestro, nuestros nuestra, nuestras Yours – tu, tus You’alls - vuestro, vuestros vuestra, vuestras His / Hers – su, sus Theirs - su, sus You must know who you are talking about before using the possessive adjective. The possessive adjective replaces the definite article. The possessive adjective matches in number with the OBJECT. The possessive adjective matches in gender with the OBJECT. Examples: Juanita and my houses – nuestras casas Your snakes – tus culebras Bob and Tom’s mother – su madre
pages in Nau’s textbook to support your argument. Pay attention to using correct grammar, syntax, punctuation, and style. This requirement must be completed in the next two weeks (that is, by Feb. 27). Read: Nau, Perspectives, Chapter 3, pp. 118-154. Week 6 (Feb 20- 26): The Global North and the Global South. Power and affluence vs. economic development and mass suffering. Non-state actors in global politics. The United Nations, the World Bank, the International Monetary Fund, and the World Trade Journal. Take 2nd Map Test using Blackboard. This requirement must be completed in the next two weeks (that is, by Mar 6). Read: Nau, Perspectives, Chapter 4, pp. 155-179. Compact Atlas, Week 7 (Feb 27-Mar 5): Humanitarian Challenges and protection of human rights. Journal: Answer the 3rd Journal question briefly on Blackboard. Read: Nau, Perspectives, Chapter 4, 180-203. Spring Recess (Mar 6-19) Week 8 (Mar 20-26): Globalization and the prospects for global governance. The growing influence of non-state actors. Global refugee crisis; law; the politics of gender. 3rd Discussion Question: View the film, Life is Beautiful, at this address: It will NOT work on portable devices. Then answer this question: How did Hitler’s Holocaust of the Jews affect international relations in the 20th and 21st centuries? Answer the question in two or at most three paragraphs. Begin by presenting your own views and then comment on a message from one of the other members of the class. Be substantive. Cite specific pages in the required Nau textbook. Pay attention to using correct grammar, syntax, punctuation, and style. This requirement must be completed in the next two weeks (that is, by Apr. 3). Read: Nau, Perspectives, Chapter 5, pp. 205-246. Week 9 (Mar 27-Apr 2): Theories about fiscal policy and monetary policy. Money and markets in the global economy. Take 3rd Map Test using Blackboard. This requirement must be completed in the next two weeks (that is, by Apr. 10). Read: Nau, Perspectives, Chapter 6, pp. 247-303. Compact Atlas, Week 10 (Apr 3-9): Population and resource pressures on the global environment. Demography, ecology, and environmentalism.
Reimbursement will only be made at the state or funding agency allowed rates for mileage, hotels, etc., regardless of the actual cost. Compensation for the performance of services equal to or greater than $600, along with any expenses included in the total contract amount not specifically identified, will be reported to the Internal Revenue Service on a 1099 Form as taxable income. Significant expenses, such as airline tickets and lodging may be paid directly on behalf of the contractor using a Purchase Order. The MOA contract number needs to be included on the Purchase Requisition and the expenses need to be listed and identified as being paid by a Purchase Order on the MOA. If additional expenses are not included in the total contract amount and are not paid on a Purchase Order, then the PI needs to check that they will be paid in addition to the contract amount on the MOA and identify those expenses and their estimated costs. Expenses incurred that are not identified on the MOA cannot be reimbursed without a receipt regardless of whether or not a receipt is normally required. Students may not be paid on MOAs. When working under an MOA, the contractor is not considered an employee of the university and is, therefore, not covered under Worker’s Compensation. Stipend Payments When payments are made to non-university employees who have participated in a grant or contract program for purposes other than to provide services (i.e.: classroom teacher) an A-19 invoice voucher must be prepared, signed by the PI, and forwarded to the OGRD for processing. Some important tips to consider when completing the A-19 form: The proper name of the grant or contract program should be indicated in the agency box. If the checks are to be picked up rather than mailed to the individual receiving payment, this should also be noted along with the name and campus extension number of the individual who will be picking up and distributing the checks to the individuals listed on the A-19 invoice voucher. The date the checks are to be picked up should be included on the invoice voucher, if applicable. A brief explanation of the reason for the payment should be provided. The PI or designee should sign and date the agency approval box.
1. Sponsored Programs Index No. Fund No. Index % Salary Full Time Equivalent FTE% 501870 216580 100 4000.00 100 2. Cost Sharing FROM: Cost Sharing TO: 3. Other Activities 4. TOTAL ACTIVITIES 100% 4000.00 100% (2) The next example is for Researcher #2 with the Level of Effort equal to 100% and the Full Time Equivalent (FTE) equal to 110%. ACTIVITY LEVEL OF EFFORT % 1. Sponsored Programs Index No. Fund No. Index % Salary Full Time Equivalent FTE% 502785 210856 9.09 500.00 10 2. Cost Sharing FROM:
Objective: Is religion/philosophy or spiritual development in this culture a positive influence on art, literature, architecture, and culture in this society? 9. How does the Yin/Yang symbol represent the Taoist message of the Way flowing in all things? Objective: Is religion/philosophy or spiritual development in this culture a positive influence on art, literature, architecture, and culture in this society? 10. Do the Confucian temples serve more as a spiritual center or as a cultural center in Chinese civilization? In order to commemorate this great sage, Chinese people built Confucian temples in honor of his great contribution to Chinese culture. Confucian temples are called Kong Miao in Chinese; they are famous for their large scale, rich cultural relic collection and their artistic value. Confucian Temple Bejing Imperial College -Temple of Literature, Hanoi. Disciples of Confucius
PERSON SPECIFICATION – Research Band 6 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training In the final stages of a PhD in relevant discipline BSc, BA or Masters degree in relevant discipline Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Data collection Analysis and interpretation of results Drafting research reports, participating in scientific conferences and contributing to drafting scientific publications Experience in the Greenport Hull environment Economic impact studies Social impact studies Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of : Collaborative working and networking to enhance and develop research Membership of Departmental Research Committee or equivalent Application Interview Other Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: An expectation to positively contribute to University activities and initiatives including open days, graduation ceremonies etc and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly on interdisciplinary activities Continuous Professional Development. Proven networking skills Application Interview Other
The Institute of Chartered Shipbrokers 85 Gracechurch Street London EC3V OAA United Kingdom t. +44 (0) 20 7623 1111 f. +44 (0) 20 7623 8118 enquiries@ics.org.uk 2 of 2
4. Using the appropriate table on this or the following page, show the sequencing and scheduling of courses and credits in the program, by semester or quarter/trimester, for the first full cycle of the program (for example, four semesters for a traditionally structured associate degree). Include additional semesters if offered on a part-time basis. These pages may be duplicated as needed. Psychological Assessment & Forensic Psychology Track FALL Semester 1 SPRING Semester 2 FALL Semester 3 COURSE TITLE COURSE TITLE COURSE TITLE Mental Health Professionals, Social Science & the Law PSY 700 Intellectual and Cognitive Assessment PSY 751 Objective Personality Assessment PSY 753 Clinical Interviewing & Assessment PSY 761 Projective Personality Assessment PSY 752 Criminal Psychological Assessment Or Advanced Forensic Assessment PSY 734 PSY 754 II. Family Violence & Victims Track FALL Semester 1 SPRING Semester 2 FALL Semester 3 COURSE TITLE COURSE TITLE COURSE TITLE Mental Health Professionals, Social Science & the Law PSY 700 Family Violence and Disputes PSY 742 Dissociation and Trauma PSY 819 Clinical Interviewing & Assessment PSY 761 Victimology PSY 705 Crisis Intervention and Short-Term Counseling PSY 708
III. Forensic Counseling & Psychotherapy Track FALL Semester 1 SPRING Semester 2 FALL Semester 3 COURSE TITLE COURSE TITLE COURSE TITLE Mental Health Professionals, Social Science & the Law PSY 700 Counseling and Rehabilitation of the Offender PSY 707 Crisis Intervention and Short-Term Counseling PSY 708 Clinical Interviewing & Assessment Or Ethical Issues in Forensic Mental Health PSY 761 PSY 730 Assessment and Counseling of the Juvenile Offender PSY 716 Evaluation and Counseling of the Sex Offender PSY 722 IV. Research in Forensic Psychology Track FALL Semester 1 SPRING Semester 2 FALL Semester 3 COURSE TITLE COURSE TITLE COURSE TITLE Mental Health Professionals, Social Science & the Law PSY 700 Social Science Evidence in Court PSY 718 Advanced Research Methods PSY 738 Social Psychology and the Legal System PSY 720 Eyewitness Identification Or Psychology of Confessions and Interrogations Or Psychology of Jury Research PSY 727 PSY 826 PSY 832 Independent Study (Research Paper) PSY 794
VI. Forensic Psychological Assessment and Testimony Track FALL Semester 1 SPRING Semester 2 FALL Semester 3 COURSE TITLE COURSE TITLE COURSE TITLE Mental Health Professionals, Social Science & the Law PSY 700 Intellectual and Cognitive Assessment Or Projective Personality Assessment Or Objective Personality Assessment PSY 751 PSY 752 PSY 753 Criminal Psychological Assessment PSY 734 Criminal Behavior PSY 701 Advanced Forensic Assessment PSY 754 Evaluation and Counseling of the Sex Offender Or Counseling of the Juvenile Offender PSY 722 PSY 716
Option 1: Full fee payment Programs Post Graduate Admission Processing Fee INR 1,200/- Full Fee Payment INR 76,000/- Programs Post Graduate Admission Processing Fee INR 1,200/- Program duration (years) 2 Program fee per year INR 41,500/- Option 2: Annual payment Programs Post Graduate Admission Processing Fee INR 1,200/- No. of semesters 4 Program fee per semester INR 22,000/- Option 3: Semester-wise fee payment Please note: The above mentioned fee structure is subject to change at the discretion of the University. Any payment made via Demand Draft should be made in favour of “SVKM’s NMIMS” payable at Mumbai. In addition, Students need to pay examination fee of Rs 600/- per subject and PCP fee of Rs 250/- per subject. EMI Facility (3, 6, 9, 12 months) available via credit cards of the following banks: HDFC Bank, ICICI Bank, Axis Bank, Citi Bank, Standard Chartered Bank, HSBC Bank, SBI, Kotak Mahindra Bank.
DNP PROGRAM COURSE SEQUENCING BY SEMESTER/YEAR YEAR 1 FALL CR SPRING CR SUMMER CR NURS 725 Scientific Underpinnings of the DNP in Advanced Practice Nursing 3 NURS 732 The Economics of Healthcare Delivery 3 NURS 745 Healthcare Information Systems & Technology 3 NURS 728 Analysis of Healthcare Organizations 3 NURS 788 DNP Project (Variable 1-6 credit course, 6 total credits are required) for DNP) (2) Total Credits 6 Total 5 Total Credits 3 YEAR 2 FALL SPRING NURSE EXECUTIVE CR ADVANCED PRACTICE DNP CR NURSE EXECUTIVE CR ADVANCED PRACTICE DNP CR NURS 763 Management Strategies for Nursing & Healthcare Systems 3 NURS 764 Practice Development for the Advanced Practice Registered Nurse 3 NURS 765 DNP Residency Executive Level (Variable 1-6 credits, 6 total credits are required) 6 NURS 765 DNP Residency Advanced Practice (Variable credit course, 6 total credits are required for DNP) 6 NURS 792 Outcomes Management & Performance Improvement in Nursing 3 NURS 792 Outcomes Management & Performance Improvement in Nursing 3 NURS 788 DNP Project (Variable 1-6 credit course, 6 total credits are required for DNP) (2) NURS 788 DNP Project (Variable 1-6 credit course, 6 total credits are required for DNP) (2) NURS 788 DNP Project (Variable 1-6 credit course, 6 total credits are required for DNP) (2) NURS 788 DNP Project (Variable 1-6 credit course, 6 total credits are required for DNP) (2) Total Credits 8 Total Credits 8 Total Credits 8 Total Credits 8 TOTAL PROGRAM CREDITS 30 12/1/15
DNP PROGRAM COURSE SEQUENCING BY SEMESTER/YEAR YEAR 1 FALL CR SPRING CR SUMMER CR NURS 725 Scientific Underpinnings of the DNP in Advanced Practice Nursing 3 NURS 732 The Economics of Healthcare Delivery 3 NURS 745 Healthcare Information Systems & Technology 3 NURS 788 DNP Project (Variable 1-6 credit course, 6 total credits are required) for DNP) (2) Total Credits 3 Total Credits 5 Total Credits 3 YEAR 2 FALL CR SPRING CR SUMMER CR NURS 728 Analysis of Healthcare Organizations 3 NURS 788 DNP Project (Variable 1-6 credit course, 6 total credits are required for DNP) (2) NURS 788 DNP Project (Variable 1-6 credit course, 6 total credits are required for DNP) (2) Total Credits 5 Total Credits 2 Total Credits 0 YEAR 3 FALL SPRING NURSE EXECUTIVE CR ADVANCED PRACTICE DNP CR NURSE EXECUTIVE CR ADVANCED PRACTICE DNP CR NURS 763 Management Strategies for Nursing & Healthcare Systems 3 NURS 764 Practice Development for the Advanced Practice Registered Nurse 3 NURS 765 DNP Residency Executive Level Variable 1-6 credit course, 6 total credits are required for DNP) 6 NURS 765 DNP Residency Advanced Practice Variable 1-6 credit course, 6 total credits are required for DNP) 6 NURS 792 Outcomes Management & Performance Improvement in Nursing 3 NURS 792 Outcomes Management & Performance Improvement in Nursing 3 Total Credits 6 Total Credits 6 Total Credits 6 Total Credits 6 TOTAL PROGRAM CREDITS 30 12/1/15
Post Sales and Support Process Post Sales and Support Checklist Review the Post Sales Follow Up Checklist to facilitate a full review of the installation prior to a store opening Review with the customer any critical store opening plans, timelines and key concerns Prepare and plan to provide on-site support for customer store openings as needed If the startup/opening has particular challenges, arrange for technical support from MTT Conduct a formal system follow up review at 1 week and 1 month post-opening. Document any issues and arrange for follow up support Gather any customer input on potential changes – enhancements or modifications – to the system that could be used to improve the product performance. Become familiar with the RMA Process and RMA Form If a return-related issue arises, arrange for the return via the RMA process. If possible, get the customer back up and running even before you process the RMA. Work with MTT on this.
Jones JW, Reynolds M, Hewitt RL, Drapanas T. Tracheo-innominate artery erosion: successful management of a devastaing complication. Ann Surg 1976; 184:194-204. Allan JS, Wright CD. Tracheoinnominate fistuala: diagnosis and management. Chest Surg Clin NA. 2003; 13:331-41. Wright, CD. Management of tracheoinnominate artery fistula. Chest Surg Clin NA 1996; 6(4):865-73. Kapural L, Sprung J, Gluncic I. Tracheo-innominate artery fistula after tracheostomy. Anesth & Analg 1999; 88(4):777-800. Figure 1: Overinflation of balloon Figure 2: Manual compression of fistula Figure 1: Overinflation of balloon Figure 3: TIF Algorithm
Post-16 Courses (please delete section if not applicable): Subject/ name of course Level being studied Current assessment Predicted Comments Details of any other courses/internships (please delete section if not applicable): Subject/ name of course Level being studied Current assessment Predicted Comments
PART 2 - Questions for discussion and recommendations (to be completed during the Review Meeting) Young Person’s details: To help, match this Part 2 to the Part 1 you’ve already circulated Forename of Young Person: Date of Birth: Surname of Young Person Date of Annual Review meeting: Person-Centred questions, progress and action/outcome planning H1 Person-Centred information What is it we like and admire about the young person What is important to the young person now? What is important to the young person in the future? What support and help does the young person need to stay happy, safe and achieve? What significant achievements have the young person made? Questions to answer / issues to resolve? What is working well? What is not working well? Young Person’s View Family’s View Education / Training Provider’s View Other’s View H2 Preparing for adulthood This section MUST be completed Areas to be considered as part of the meeting Comments and details of discussion Next steps/actions Is this included in the EHC plan (Yes/No) What are the young person’s aspirations for when they leave education or training? Has the young person had impartial careers information, advice and guidance to explore and achieve their outcomes/ aspiration? What does the young person need to support their move to independence and adulthood?
Use the pathways grid to help you make your choices. List your subject choices in the table below and ensure you receive a supporting signature from the relevant Head of Department: Subjects: (List in order) HoD signature (From current school) (Compulsory) Comment/s (From HoD) If you have a clash of subject choices, please list below your preferred options: Please indicate your interest in the enrichment opportunities: Duke of Award Young C.S.L.A. Subject Leader Other Applicant Signature: Parent signature:
As a request for an Education, Health and Care Needs Assessment has been made it would be beneficial if you could please provide the documentation as highlighted in the table below in order for the SEND Integrated Assessment team to be able to make a fully informed decision relating to this request: Documents Date of report Provided by: Please indicate if the child/young person has been discharged from the service. Is the person providing advice and the child's parent or young person all satisfied that the advice is sufficient for the EHC needs assessment process? One Page Profile CAF (if under 18 years old) TAF Minutes (if under 18 years old) Provision Map SEN Support Plan and evidence of person centred approach. IEPs or equivalent (At least 2 Evaluated) Chronology EP/Specialist Teacher Report Evidence of Pupil Views Evidence of parental views (if Young Person agrees to these being sought) Medical Report(s) Social Care Report(s) VI/HI/MSI Specialist teacher Other
If any of the essential documentation has not been submitted, please give the reasons below: People who support the Young Person Name Role that they play (name of organisation where appropriate) Email address Telephone Attendance Record Name of Educational Setting Period (Dates) Actual Attendance (No. of Sessions) Possible Attendance (No. of Sessions) Percentage Attended Section A Strengths and Special Educational Needs Cognition and Learning Communication and Interaction
Post 16 Parents Evening – Useful Information Check college websites/contact colleges directly to check application deadlines Remember, your son/daughter can apply to more than one sixth form or college so encourage them to look at several places so they can make an informed choice Make time to go to college/sixth form open evenings Look at the college/sixth form prospectus’ most are available on-line Check entry requirements for the course/s Check transport links in advance Where to study Most popular for academic pupils wanting to take 3/4 AS Levels (pupils should be gaining at least 5 GCSE’s at Grade B or above including English and Maths – Queen Elizabeth (Darlington), Durham Sixth Form Centre, St John’s Sixth Form, Durham New College and Durham Johnston Sixth Form Others – Wolsingham, King James and Whitworth Park School (previously Spennymoor & Tudhoe Grange Schools) Wider range of vocational courses as well as academic courses – Bishop Auckland College, Durham New College and Houghall College College Open Evenings You will need to check individual sixth form and college websites or speak to the colleges directly for this information. Useful Websites www.russellgroup.ac.uk/informed-choices.aspx www.ucas.com www.university.which.co.uk www.nationalcareersservice.direct.gov.uk www.apprenticeships.org.uk www.totalprofessions.com
8 – Authorisations 8a Headteacher/Manager/Principal I confirm that, having followed the procedures outlined in the Code of Practice, the setting is making this request for, or contributing Statutory Advice to, an EHC Needs Assessment. I confirm that the LA Educational Psychology Service is aware of this request and has been involved in supporting the setting to meet this child’s/young person’s needs. I have enclosed evidence of Consultations, Records of Involvement from relevant professionals and have gained parental consent to share these along with evidence of graduated response. Headteacher/ Manager / Principal: Name (BLOCK CAPITALS): Signature: Date: 8b Parent(s)/carer(s) I consent to this information being used as a request for, or a contribution to, an EHC Needs Assessment. If the request is agreed, I consent to appropriate agencies including Education Services, the Health Service and Social Care, sharing and discussing relevant information relating to my child. I confirm that I consent to psychological and medical reports being obtained for my child if the process goes ahead. Data Protection At 1998 The Data Controller for Bournemouth Borough Council is Head of IT Services. This information is being collected for the purpose of administering referrals, but may be used for the wider purpose(s) of the provision of education services. When you complete this document, you are providing your consent for the Council to hold and use this personal information for these purposes. The information you provide may be disclosed to: other internal directorates, those with parental responsibility, healthcare, education establishments, other LAs, the DCSF, the diocesan boards, courts and tribunals. Name(s) (BLOCK CAPITALS) and relationship to child/young person: Signature: Date: Young Person Parent(s)/Carer(s) This form was developed using a Pan Dorset approach. Information provided may be processed electronically and used for administrative, audit and quality assurance purposes. 9 Sending this form 9a How and where to send this form Please send your fully completed form and attachments as follows:
Post 16 Timetable 12CJ Form Tutor Ms Jordan Period 1 9.15-10.05 Period 2 10.05-10.55 BREAK Period 3 11.10-12.00 Period 4 12.00-12.50 LUNCH Period 5 1.50-2.40 Period 6 2.40-3.30 MONDAY REGISTRATION STUDY SKILLS, PERSONAL DEVELOPMENT HEALTH & SOCIAL CARE ENGLISH MATHS HEALTH AND FITNESS (FOOD TECH) HEALTH AND FITNESS (FOOD TECH) TUESDAY REGISTRATION STUDY SKILLS, PERSONAL DEVELOPMENT ART & DESIGN ART & DESIGN ICT MATHS MATHS WEDNESDAY REGISTRATION STUDY SKILLS, PERSONAL DEVELOPMENT ART & DESIGN HEALTH & SOCIAL CARE HEALTH & SOCIAL CARE MATHS ENGLISH THURSDAY REGISTRATION ENGLISH STUDY SKILLS, PERSONAL DEVELOPME ICT COLLEGE COLLEGE COLLEGE FRIDAY REGISTRATION STUDY SKILLS, PERSONAL DEVELOPMENT HEALTH & FITNESS (LIFE SKILLS) ENGLISH ICT PE PE
Post 16 Transition Document Student Name D.o.B Today’s Date Secondary School GCSE Predicted Grades English Maths Achieved Achieved SEN Yes No Please complete additional page. Attendance % Comment Young Carer Yes No Comment: Looked After Child Yes No Local Authority: Social Worker Details: Gifted and Talented Yes No Comment: Child Protection Concerns Yes No Further Information to follow (confidential, with Parental consent) Yes No Comment (Please include details of outside agencies): Has the child ever had a CIN Plan? Yes No Dates & Relevant Information: Has the child ever had a TH Referral- L3? Yes No Dates & Relevant Information: Has the child ever had a TAF plan –L2? Yes No Dates & Relevant Information: Support from Home Consistent Intermittent Rare Comment: What are the challenges for them? Attitudes to Learning Behaviour & Social Skills Intervention in place (past and present) Social Issues How does this pupil shine? Roles and responsibilities undertaken in school
Retention Procedure Teacher notifies child’s parents as soon as serious problem becomes apparent. During this conference, the following points need to be covered: Statement of problem Recommended remediation Parental involvement Written notification of possible retention by February 15, or within 60 days after student enrollment. Final retention must be completed by May 25. Teachers are advised to keep a copy of retention notifications. After three documented attempts to notify parents, retention notification will be mailed. The terms of a conditional retention must be specified.
2 No Calculator: Solve problems with integers involving order of operations by hand. 36 – 16 ÷ 4 • 2 = 20 ÷ 5 • 2 – 1 + 8 = 40 – 30 ÷ 6 • 5 + 3= 40 – 30 ÷ 6 • 5 = Strategies:
Appendix M: Blank Post-Assessment Name:________________________________________ The Importance of the Ear Directions: In complete sentences, list 2 reasons why the ear is of importance to us!
Name of clinical service provider: Name of person submitting the application: Designation: Contact details: Title of proposed fellowship: Duration of proposed post-CCT fellowship: Date submission received: Date submission sent to assessor(s): Name of Educational Guide: Designation: Is the Educational Guide an approved Education Supervisor? YES/NO* If yes, approved by whom: Educational Guide’s supervisory/mentoring experience: Meets requirements/does not meet requirements* Name of the unit(s) in which the fellow will be based: Location of unit(s): Does the remit of the unit(s) and the workload undertaken by the unit meet the requirements for a satisfactory learning experience? YES/NO* If no (and there are no plans for the fellow to experience other settings), describe what would need to be put in place by the clinical service provider. Do the job description and job plan/timetable provide for appropriate experience to enable satisfactory completion of a post-CCT fellowship? YES/NO* If no, please recommend changes to the job description and/or job plan/timetable which would enhance the experience of the fellow. Do the learning outcomes for the post meet the requirements for a JRCPTB accredited fellowship as outlined in the Educational Standards Framework? YES/NO* If no, please state why: Does the proposed fellowship adequately cover the requirements for the core components of the Educational Standards Framework (either emphasis on at Professional Skills YES/NO* If no, please describe what amendments would need to be made before resubmission of the application and/or what information is required in order to Education of self and others YES/NO*
AP World Exam Review Packet #2 Islam Bedouin Umma Caliph Mawali Dhimmi Harem Ayan Sufis Mamelukes Sati Sharia Stateless societies Mali/Ghana/Songhay Iconoclasm Kievan Rus Boyars Tartars Manorialism Feudalism Hanseatic League Olmec/Toltec/Mayan/Aztec/Inca Chinampas Calpulli Split inheritance Mita Quipu Mahayana/Zen Buddhism Sinification Junks Jurchens Flying money Taika Reforms Kami Bushi Shogun Daimyos Khanate White Lotus Society Kuriltai Renaissance Secularization Humanism Ethnocentrism
13. high surface area? design statement? Y N 14. Do low and/or zero carbon technologies form part of the low energy solution to reduce CO2 emissions (e.g. solar hot water; PV, wind, water or energy from waste)? Please include this in your application drawings. Additional information in design statement? Y N 15. Has an internal and/or external drying space been provided to promote reduced energy means of drying clothes? (Please include this in your application drawings.) Additional information in design statement? Y N 16 Does your design incorporate features which enable the use of electric vehicles with appropriate charging points? Additional information in design statement? Y N 17. Has sufficient secure cycle storage facilities been provided to promote the wider use of bicycles as transport, thus reducing the need for short car journeys with associated emissions? Additional information in design statement? Y N 18. Does the design incorporate the following: Increased insulation in the walls, roof, floor, windows and/or doors Please include this in your application drawings. Additional information in design statement? Y N Installing mechanical heat recovery ventilation systems Please include this in your application drawings. Additional information in design statement? Y N Installing a biomass boiler or stove Please include this in your application drawings. Additional information in design statement? Y N Installing solar panels for hot water Please include this in your application drawings. Additional information in design statement? Y N Installing photovoltaic panels for electricity Please include this in your application drawings. Additional information in design statement? Y N
Life Insurance (Servicemembers Group Life Insurance/SGLI). SGLI coverage is available in increments of $50,000 to a maximum of $400,000. SGLI premiums are currently $.065 per $1,000 of insurance, regardless of the member's age. Follow this link to view a table of SGLI premium rates at different coverage levels. Questions about the Navy post-doctoral fellowship in Clinical Psychology? Contact: Thomas Kupke, Ph.D. Psychology Training Director Navy Medical Center, Portsmouth, VA (757) 953-5714 ; Thomas.Kupke@med.navy.mil Eric J. Getka, Ph.D. CAPT(ret), MSC, USN National Director, Navy Psychology Training Programs National Naval Medical Center Bethesda, Maryland (301) 295-2476
of non-standard units of the same size Describe, through investigation using concrete materials, the relationship between the size of a unit and the number of units needed to measure length Estimate measure, and record lengths, heights, and distances Count backwards from 20 by 2’s and 5’s using a variety of tools Count backwards by 1’s from 20 and any number less than 20 with and without the use of concrete materials and number lines Estimate the number of objects in a set, and check by counting Describe numeric repeating patterns in a hundreds chart Identify a rule for a repeating pattern Identify and extend, through investigation numeric repeating patterns Create a repeating pattern involving one attribute Represent a given repeating pattern in a variety of ways addition and subtraction of whole numbers to 20, using concrete materials and drawings. Add and subtract money amounts to 10 cents, using coin manipulatives and drawings. Compare two or three objects using measurable attributes Determine, through investigation using a ‘balance’ model and whole numbers to 10, the number of identical objects that must be added or subtracted to establish equality Solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of mental strategies Compare and order objects by their linear measurements, using the same unit Solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of mental strategies
FOR IMMEDIATE RELEASE: January 8, 2018 CONTACT: Melissa Barton Colorado State 4-H Office 970-491-0246 (office) 970-213-0899 (cell) YOUTH ATTEND 2018 NATIONAL 4-H/FFA ROUNDUP Denver, Colorado – More than 1000 youth from more than 33 states including Alberta, Canada attended the Western National Roundup January 4-7, 2018 in Denver, CO. The Conference, now in its 98th year, is held annually in early January, coinciding with the National Western Stock Show. This year’s theme of “Unmask the Superhero in YOU” is aimed at helping participants gain confidence to help them create unique experiences for both themselves and others and thrive in their self-defined future through 4-H and FFA. Both 4-H and FFA members between the ages of 14 and 19 have the opportunity to qualify for Roundup by winning their home state’s contest or being chosen as a state delegate. The competitions held at Western National Roundup include horse and livestock judging, livestock quiz bowl, hippology, horse demonstrations and public speaking, parliamentary procedure, family consumer sciences presentations, skill-a-thon, and bowl, consumer decision making, public speaking prepared and impromptu, parliamentary procedure, and meats identification. Workshops are offered throughout the week which provides a learning experience for the youth exposing them to topics ranging from fitness and nutrition, to communication and team building to dance and leadership development. Youth participants develop a mastery of their respective subject matters, but more importantly, gain life-long skills. Such skills as public speaking, professionalism, and good sportsmanship along with the memories and new friendships will outlast the trophies and ribbons that were won. For further information about Western National Roundup and full results for each contest, please see the main conference website at . ###
contacted United Energy’s call centre, which overloaded, making it difficult for customers to obtain, or be provided with, information. The United Energy website was restored at 15.00 on Monday 29 January, more than 18 hours after it went offline. The VEECP teleconference was activated at 20:00 on Sunday 28 January, when 50 000 customers were without electricity supply. The DNSPs informed the VEECP teleconference participants that recovery was anticipated by midmorning Monday 29 January. Based on this advice, the VEECP teleconference recessed until 10:00 on Monday. The VEECP teleconference recessed as the event continued to escalate into Sunday evening. As the volumes of outages grew, the recovery times continued to extend. Communications between industry and government suffered and the extent of the event was not made apparent at this time. The VEECP teleconference should have been recalled on Sunday evening when the magnitude of the event became apparent. The majority of customers are reconnected by Monday morning, 29 January The VEECP teleconference was stood down after the 10:00 meeting on Monday 29 January as the majority of DNSPs had restored supply to affected customers. The United Energy website remained offline until 15.00 Monday 29 January and frustrated electricity customers contacted media. The issue quickly attracted further media coverage. United Energy had restored power to all customers at 15:00, Tuesday 30 January.
POST FALL HUDDLE / AFTER ACTION REVIEW () Nurse Reviewer: Date: Patient Name/ID: Instructions: Hold as soon as possible after the patient fall occurred. Keep the meetings brief; 15 minutes. Involve the patient if possible. Forward completed review to Nurse Manager, then to Patient Safety Manager.(11E) Questions Lessons learned. Why did this patient fall? (Ask 3 times) Was patient at correct fall/injury risk level? Were the appropriate interventions in place? What accounted for the difference? How could the same outcome be avoided the next time? What is the follow up plan? Patient’s account (if able to share) Agreement with the patient for safety (Promise to use call bell; return demo how to use call bell) Type of Fall: ______________________________ Nurse Manager Review: Signature Date_____________________ “These documents or records, or information contained herein which resulted from QM activities, are confidential and privileged under the provisions of 38 U.S.C. 5705 and its implementing regulations. This material shall not be disclosed to anyone without authorization as provided for by that law or its regulations. The statute provides for fines up to $20,000 for unauthorized disclosures.”
PROJECT IDENTIFICATION Project Name: Project Name Date: MM/DD/YYYY Project Sponsor: Sponsor Name Project Manager: PM Name Report Prepared By: Report Preparer A. KEY PROJECT METRICS Schedule Schedule Objectives Met/ Not Met Original Baseline Schedule (in Months) Final Baseline Schedule (in Months) Actual Schedule (in Months) Variance to Original Baseline Variance to Final Baseline Include any other key schedule metrics that were tracked for this specific project. Cost Budget Objectives Met/ Not Met Original Baseline Budget Final Baseline Budget Actual Costs Variance to Original Baseline Variance to Final Baseline Include any other key cost metrics that were tracked for this specific project. Scope Number of baseline deliverables. Number of deliverables delivered at project completion. Number of scope changes in the post-planning phases. Include any other key scope metrics that was tracked for this specific project. Major Scope Changes Include a description of any major scope change that occurred during the project. Include, in the description, the impact the change had on the schedule and budget. Quality Number of defects/quality issues identified after delivery. Number of success measures identified in the Business Case that were satisfied or achieved at project completion. Include any other key quality metrics that was tracked for this specific project.
Legend Name, Age (Number of Frieghts) Place of Origin (Town, Province) Source Remarks (USA, Spelling Variations, Occupation, Relationships, etc.) *1685-1703, Various Ships After the initial settlement of Germantown in 1683 many Dutch and German emigrants joined the new colony. Some of these may have been from further north and had come over to the New Netherlands settlement, but others came directly from Germany (see below). A large number of these emigrants were from the area around Krefeld and Mülheim in the Rheinland Province and near the border to Netherlands. They used a form of patronymics, taking the father's given name as a surname both in Germany, Netherlands, and Pennsylvania during the late 17th century. In Mülheim (Ruhr) Theodor Undereyck, who had studied in England among the Presbeterians, Baptists, Quakers, and others, was the pastor during the 1660s. His successor, the reformed pastor Arnold Siebel visited William Penn in Duisburg in 1677. Four years later (1681) Penn was granted Pennsylvania by King Charles II. The teacher Labadie from Holland also taught new doctrines in Mülheim. There was a group of dissidents in Mülheim as a result of exposure to these new ideas which included the schoolmaster Backhaus and the tailor Verfohren of Styrum. Among the people here Jacob Telner and offers from the Frankfurt Company were able to entice emigration of many to Germantown in 1684, 1687, and 1696, including at east 33 emigrants. [From "Die auswanderung der Mülheimer nach Pennsylvanien" (The Emigration of Mülheimers to Pennsylvania) in Zeitschrift des Geschictesvereins Mülheim a.d. Ruhr (Periodical of the Mülheim a.d. Ruhr History Organization), Vol. 32, Dec 1938 No. 3 by Karl Broermann. Translated by Rosalie N. Castleberry; FHL 974.811/G1 W2b] Most of the people listed below may have actually come to Pennsylvania by way of New York. In 1701 there were 60 families besides single persons in Germantown. 1700 (Date Arrived in Germantown (Ship) Georg Müller 1727 James Goodwill [List 2 A, B] James Goodwill Captain: David Crockett From: Rotterdam
Creating and running a Pivot Create a new Pivot Navigate to Document – Folder Browser and select the folder HernandezJuan. Click Enable Grid, Chart, and List. Using the drop-down menu, enter the following field information: Group by - Smoke Designation Pivot on - <Total Only>. Note: If they do not show up in the drop-down menu, perform the following steps to enable them for use in Pivot. Navigate to the Fields tab. Find the desired field and click Edit next to its name. Change the Allow Group By or Allow Pivot accordingly. Click Go. The results display 3 blank documents and 1 Smoke Responsive document. Filter from Chart Click on any of the chart bars to filter the Pivot list. Click the orange Smoke Responsive chart bar. Select Filters. Click Go.
Possible language scaffolds for maths skills - Year _____ Skill Possible prompts Finding the anchor ________________________________ is useful first because… __________ must be because… Conjecturing I think… because… _____ might be… because… Reasoning logically This must be…because… This could be…because… Looking for/ using a pattern _______ is interesting because…
Trial and improvement This might be better… Next I could try… Working systematically The next logical place to go is… Now I have unlocked ____ Generalising I can never have… I will always need… Every answer must be… Proving For example… …because… If I use my answer I can show that…
2.6 CSR is seen as a business tool, used to help the business achieve maximum profit. 2.7 The micro-environment consists of non-controllable variables 2.8 A franchise is the relationship between two businesses that share power and function as a new business. 2.9 The owners of “The Plumbers CC” are trading in their own capacity and only pay personal income tax. 2.10 The JSE assists in the development of products and services. Question 3: [10] Choose the concept from Column B that matches the description in Column A. Write only the letter (A – I) next to the relevant question number. COLUMN A COLUMN B 3.1 Trading of products and services across the borders of countries. A Networking 3.2 A ban on trading with one country. B Intermediaries 3.3 This policy focuses on the equal treatment of employees. C Distribution 3.4 This process involves making contact with different people at different levels to share information. D Workplace equity 3.5 These people assist businesses to sell and distribute goods to consumers. E International environment F Sanctions G Inter-state trading H Regulator I SARS