zilongwang/ReadingBank huggingface dataset:
TO BE COMPLETED BY THE CONTRACTOR AND INS It is confirmed that the supplied items specified above comply with all specification(s), drawing(s) and/or other technical requirements in the Contract, are accompanied where relevant by approved documentation and so can be released for Delivery accordingly. Conditions for release (if any): Role Name (printed) Signature Date Contractor’s approved signatory INS’s approved signatory Third party signatory (where relevant) TO BE COMPLETED BY THE CONTRACTOR Closure of conditions for release (if relevant): Role Name (printed) Signature Date Contractor’s approved signatory INS’s approved signatory Distribution: INS Quality Assurance Manager INS Project Manager INS Operations/Design Authority (as appropriate)
REPUBLIC OF NAMIBIA HIGH COURT OF NAMIBIA MAIN DIVISION, WINDHOEK JUDGMENT Case no: I 236/2004 In the matter between: PROMAR CC PLAINTIFF and BLUE SEAL EXPORTERS CC FIRST DEFENDANT GERALD EUGENE ROUX SECOND DEFENDANT Neutral citation: Promar CC v Blue Seal Exporters CC (I 236/2004) [2014] NAHCMD 10 (23 January 2014) Coram: PARKER AJ Heard: 10 – 14 June 2013; 14 – 16 October 2013; 18 October 2013 Delivered: 23 January 2014 Flynote: Contract – Purchase and sale – Plaintiff (seller) relying on an oral agreement to sell and the second defendant (buyer) to purchase horse mackerel – Plaintiff unable to supply total contract consignment – Parties subsequently agreed that plaintiff could supplement consignment with mackerel – Court held that there was only one original agreement and the agreement to supplement mackerel was an amendment of a term of the original agreement – The amendment does not constitute a new and separate agreement which can stand on its own and capable of being severed from the original agreement – The evidence indicates that that was the only substantive term that was amended. Summary: Contract – Purchase and sale – Plaintiff (seller) relying on an oral agreement to sell and second defendant (buyer) to purchase horse mackerel – Fish loaded on vessel fell short of the total contract consignment – Subsequently, parties agreed that consignment could be supplemented with mackerel – Court found that the subsequent agreement on supplementation constituted an amendment of the
May 2017, British Medical Journal: Autism spectrum disorder: updated prevalence and comparison of two birth cohorts in a nationally representative Australian sample The higher prevalence of parent-reported and teacher-reported ASD diagnosis in the later-born cohort may be partially explained by identifying children with milder behavioural problems as ASD and a change in the use of diagnostic categories in schools. … Previous research has suggested that increased ASD prevalence may be due to the identification of cases with milder impairment. … CONCLUSIONS These longitudinal findings point to the changing nature of ASD between the late 1990s, when the first cohort were born, and today, with changes occurring before 2013, when the fifth edition of the Diagnostic and Statistical Manual for Mental disorders was launched, including for the first time ASD as a diagnosis. This study highlights the complexities involved in understanding changes in the reported prevalence of ASD that are likely to be multifactorial. It has provided evidence in Australia of changes in diagnostic preferences and a broadening of the spectrum and that differences in service requirements can influence prevalence estimates. May 2, 2017, Community Voice: There’s an Autism Epidemic, or is There? (“Leading voice of Kansas' African-American community) An often overlooked alternative explanation for the epidemic: changes in diagnostic practices. Over time the criteria for a diagnosis of autism have loosened, resulting in the labeling of substantially more mildly afflicted individuals as autistic. Swapped Diagnoses A 2006 article by University of Wisconsin Madison psychologist Paul Shattuck cited diagnostic substitution: as the rates of the autism diagnosis increased from 1994 to 2003, the rates of diagnoses of mental retardation and learning disabilities decreased. It is possible that the overall pool of children with autism-like features has remained constant but that the specific diagnoses within this pool have switched. Most experts will agree, it is still too early to exclude the possibility that autism's prevalence is growing, but it is unlikely that it is growing as swiftly as many have suggested.
Training Mental Health Professionals in Mental Health Promotion Thursday 13th September 2012 9:30am – 5pm Middlesex University, Room CG77, College Building The Burroughs, Hendon, London, NW4 4BT Registration & Information Desk Open Between 8:30 am to 5pm Programme 8:30 – 9:30 Registration: Front Desk, Middlesex University Entrance Refreshments Provided Room CG47
9:30 – 9:40 Conference Opening by Jan Williams,Pro-Vice Chancellor and Deanof Health & Social Sciences Room CG77 9:40 - 9:50 Welcome and session chair – Professor Peter Ryan Room CG77 9:50 – 10:15 Guest Speaker - Dr Lynne Friedli Mental Health Promotion and Local Community Action Room CG77 10:15 – 10:40 Guest Speaker -Ms Barbara Battel-Kirk Using the CompHP Core Competencies and Professional Standards in promoting mental health Room CG77 10:40 – 11:05 PROMISE Project Speakers – Dr Tim Greacen&Dr Emmanuelle Jouet Training Professionals in Mental Health Promotion: The Generic Guidelines Room CG77 11:05 – 11:30 PROMISE Project Speaker –AmraŠabić Drugs\Alcohol Prevention Guidelines Room CG77 11:30 – 11:45 Break – RefreshmentsProvided Room CG47 11:45 – 12:45 Parallel Session 1 Mental Health Promotion Training Room CG62 Parallel Session 2 Mental Health Promotion Room CG45 Parallel Session 3 Suicide Prevention RoomCG458
11:45 – 12:05 The Existence of Mental Health Promotion on the Graduate Mental Health Worker Programme Amy Kite et al. Mental Health in Schools – Teacher Role and Identity. An Exploratory Study of Perceived Demands and Professional Practices Stine Ekornes What Resilient Survivors Can Teach Those at Risk: Why They Decided Not to Suicide. What Supported Recovery and Built Resilience Anita Chauvin 12:05 – 12:25 The Ways in Which the Concepts of Potential Patient and Disability Facilitate Mental Health Promotion Training for Key Professional Groups Tamas Barnabas Systematically Building Social Capital in Low Income Communities for Child Mental Health Outcome Prof. Lynn McDonald Using Media to Prevent Suicide: Challenges and Opportunities DrDaniel J. Reidenberg 12:25 – 12:45 Positive Psychology Training And Team Coaching Method For Sustainable Happiness Edina Gábor Utilising A Community Development Approach for Mental Health Promotion Within AnImproving Access to Psychological Therapies (IAPT) Service How To ‘Talk’ About Male Suicide? Learning From Complex Community Programmes Mark Robinson et al. 12:45 – 1:45 Lunch Room CG47 1:45 – 2:10 PROMISE Project Speaker – Dr Ksenija da Silva Prevention of Suicide\Depression Guidelines Room CG77 2:10 – 2:35 PROMISE Project Speaker – Dr Bettina Hansen, Anja Budde and Kerstin Bäck Møller User involvment guidelines Room CG77
Part B: Evaluation Methods [insert Evaluation Method material from Week 2, Week 3, and Week 4 homework] Evaluation Question Week 2 Homework Evaluation Design Week 2 Homework Indicators Week 3 Homework Data Sources Week 3 Homework Data Analysis Strategy Week 4 Homework Data Visualization Strategy Week 4 Homework
Appendix: Results of Being Born Again Spiritual Cleansing The cleansing Word John 3:5; 15:3;17:17; Ephesians 5:26; Titus 3:5; I Peter 21:23 Indwelling Spirit The Ernest of the Spirit Romans 8:9-12; II Corinthians 1:22 Transformation Into A New Creature Old things are passed away; Behold all things have become new II Corinthians 5:17; Adoption …Whereby we cry, Abba, Father John 1:12-13; Romans 8:15-16; Galatians 3:26; Galatians 4:4-6 Guidance and Understanding the things of the Holy Ghost …God hath revealed them unto us by his Spirit: John 16:13-15; I Corinthians 2:2:9-16; I John 2:27 The ability to live by God’s standards …Walk in the Spirit, and ye shall not fulfil the lust of the flesh. Galatians 5:16-23; I John 2:29 Victory over sin …he that is begotten of God keepeth himself, and that wicked one toucheth him not. I John 3:9; I John 5:4-18 Eternal Inheritance …To an inheritance incorruptible, and undefiled, and that fadeth not away… Romans 8:17-19; Galatians 4:7; I Peter 3:3-4
PROMISS Partners University Amsterdam, the Netherlands University of Iceland, Iceland University of Newcastle Upon Tyne, United Kingdom National Institute for Public Health and the Environment (RIVM), the Netherlands University of Southern Denmark, Denmark Gothenburg University, Sweden Netherlands Organization for Applied Scientific Research (TNO), the Netherlands VIVES University College, Belgium Ghent University, Belgium HAS University of Applied Sciences, the Netherlands Kellogg Management Services, United Kingdom Laboratoires Grand Fontaine, Spain Fonterra, the Netherlands Blonk Consultants, the Netherlands Frigilunch, Belgium Henri BV, the Netherlands University of Helsinki, Finland European Federation of the Association of Dietitians (EFAD), the Netherlands European Society for Clinical Nutrition and Metabolism (ESPEN), Luxembourg European Union Geriatric Medicine Society (EUGMS), Belgium University of Erlangen-Nuremberg, Germany AGE Platform Europe, Belgium University of Sherbrooke, Canada
PROMISSORY NOTE TEMPLATE Borrower Information: Name: Date: Street Address: Date of Birth: City: Area code/Telephone number: State: Driver’s License Number: Zip: Social Security Number: Lender Information: Name: Area code : Street Address: If paying by check, make check payable to: Send payments to: City: State: Zip: Loan Information: Loan Amount: Loan Period: Interest Rate: Payment Schedule:
Chapter 8: Self-Advocacy, Self-Determination and Independence with Amplification Devices Context for self-advocacy skill development Self-advocacy as a means to improve functional achievement How is self-advocacy relevant to school achievement? What is self-advocacy? Self-advocacy assessment Knowledge of hearing loss Independence with hearing devices Communication repair skills Self-advocacy skills Self-determination Case examples Chapter appendices SEAM – Student Expectations for Advocacy & Monitoring Hearing Technology Hearing Aid Independence & Self-Advocacy Skill Expectations Checklist Functional Assessment of Hearing Device Independence Skills What Can YOU Do to Help Yourself? Self-Advocacy Strategy Checklist Self-Advocacy Quiz Suggested Tools to Assess Self-Advocacy Skills Chapter 9: Students with Additional Challenges The Visual Language Learner – Use of Manual Communication Systems Other disabilities Culturally and Linguistically Diverse Learners Self-Learning Application Activities for Individual and Professional Learning Communities Self-Learning Application Activities – Part 1: Vocabulary Self-Learning Application Activities – Part 2: Engagement & Practical Application Appendices Steps to Assessment: Vocabulary Assessments Currently Used in Our Schools Assessments to Consider Adding in Our Schools Evaluation Practices – Who Assesses with What Tool? NOW Evaluation Practices – Who Assesses with What Tool? FUTURE Assessment Practices Improvement Plan Assessment Time Study
parameters Entities Anything the model can process, such as parts, customers, patients. With “New” checked, click a graphic . Locations Fixed place where entities are routed for processing, waiting, decision making, or some other activity. Capacity and number of units With “New” checked, click a graphic icon and click anywhere in the layout. For a waiting line double click the icon, change object type to “Queue” and set other parameters. Arrival Arrival parameters for the entities Arrival location, number of objects per arrival, total number of arrivals, frequency Click header “Entity” and select the arrival entity. Click header “Location” and select the location for arrival. Type INF for “Occurrences” indicating no limit for number of arrivals during the simulation. Enter inter-arrival time parameter for “Frequency”. E.g. for exponential time with mean 2 minutes, enter e(2) min. Processing Process routing for an entity Process Entity, Location, and operation Click header “Entity” and select an entity for processing. Click header “Location” and select a location. Click header “Operation” and type operation logic. E.g.: wait N(2.4,.5) min Routing Output, Destination, Rule Click header “Output” and select an entity for output Click header “Destination” and select a location Click header “Rule” and set up one or more rules for routing the entity. Click below the last row to create alternative routing Example 1: Bank with one teller; Arrival of customers follows exponential distribution with an average of one customer every 2 minutes. Service time follows normal distribution with an average of 2.4 minutes and a standard deviation of .5 minutes. Waiting line is limited to 7 customers. Simulate the operation from to Let the warm-up period be 2 hours.
Inclusion and Education: The session on inclusion and education was introduced through the following exercise: The participants were divided into three groups. Each was given a task. One group was asked to think of why it is important to be part of the local school concerning going to and from school, what activates do you do and which activities require contact with others. The next group was asked the same but concerning being part of a class. The third group was asked the same for being part of the local school. The feedback was as follows: Group 1. Going to and from school: Private car/public transportation/walking - learning to use it, using money - recognising roads/neighbourhoods - being seen by others in the neighbourhood - recognising the people of the neighbourhood - being with others; reviewing home work/tests - pointing things out to each other - discuss gossip/politics etc. - buy things at the local shop - discuss things which happened during the day at school/in class - gossip about teachers - when picked up by parents discuss with them - going to other places (clubs) after school. Group 2. Being part of the classroom of your local school: Being able to find children in neighbourhood to discuss home work/tests etc. - friends from class will be from same neighbourhood (for play outside school) - Teachers will be from same town/village, able to talk about them with others - sharing other activities together as school plays, trips, assemblies, singing the national anthem etc.. Group 3. Being part of the same local school: Being able to discuss school issues with others from different ages (brothers, sisters, cousins, sometimes even parents etc.)- discussing teachers - discussion how certain teachers give exams - exchange of papers/tests etc. - being part of school activities as summer camps etc. - taking part in contests etc. - being part of issues at the start of the year as uniforms, books etc.. - sharing days off, special days with children from the same school/neighbourhood. This activity was difficult for several people. The issues iden tified above were mainly as a result of the input of the trainer. The activity was important to emphasise the wide range of issues involved when you are not going to the local school.
If yes, which Committee Member? Recommendations Department/Division Promotion Tenure Signature Department Committee ☐ Yes ☐ No ☐ Yes ☐ No _______________________________ Department Chairperson ☐ Yes ☐ No ☐ Yes ☐ No _______________________________ Individual notified in writing on: _______________________________ College Promotion Tenure Signature College Committee ☐ Yes ☐ No ☐ Yes ☐ No _______________________________ Dean ☐ Yes ☐ No ☐ Yes ☐ No _______________________________ Individual notified in writing on: _______________________________ Chancellor’s Office Promotion Tenure Signature Chancellor ☐ Yes ☐ No ☐ Yes ☐ No _______________________________ Dean of College/Institute Director notified in writing on: _________________________________________________ Appeals Appeals Filed: ☐ Yes ☐ No If “yes,” attach all documentation * Faculty members holding appointments (paid or courtesy) in more than one academic unit, must concurrently pursue the documentation and review processes in each department in which promotion is proposed. Separate Transmittal Forms are required. APPENDIX B: Curriculum Vitae (CV) Format Name in full Campus address Education (indicate years attended1 and degrees granted) Post-degree training (include years1) Continuing education training (optional) Academic appointments in reverse chronological order, (i.e., list present position first) indicating years2
Health and safety issues: Extreme or strong impact / Moderate impact / Slight impact / No impact / No opinion/don’t know Licensing issues: Extreme or strong impact / Moderate impact / Slight impact / No impact / No opinion/don’t know Noise-related complaints: Extreme or strong impact / Moderate impact / Slight impact / No impact / No opinion/don’t know Parking/loading issues: Extreme or strong impact / Moderate impact / Slight impact / No impact / No opinion/don’t know Planning and property development: Extreme or strong impact / Moderate impact / Slight impact / No impact / No opinion/don’t know How much, if at all, have the following impacted on your live music events in the past twelve months? Cost of labour/staff wages: Extreme or strong impact / Moderate impact / Slight impact / No impact / No opinion/don’t know Cost of paying bands: Extreme or strong impact / Moderate impact / Slight impact / No impact / No opinion/don’t know Diminishing audiences: Extreme or strong impact / Moderate impact / Slight impact / No impact / No opinion/don’t know Increased size/number of music festivals: Extreme or strong impact / Moderate impact / Slight impact / No impact / No opinion/don’t know Increasingly competitive environment between venues and promoters: Extreme or strong impact / Moderate impact / Slight impact / No impact / No opinion/don’t know Venue closure: Extreme or strong impact / Moderate impact / Slight impact / No impact / No opinion/don’t know Venues with noise limiters/sound level meters: Extreme or strong impact / Moderate impact / Slight impact / No impact / No opinion/don’t know Comments on external factors:…………………………………………………………………………… Do you think that you will be promoting fewer or more live music events 3 years from now, and why? More About the same Fewer Don’t know Reason: ………………………………………………………………………………………………… Would you be willing to answer three more questions on pathways and barriers to success? Yes
Not following instructions Unkind comment Deliberate name calling or threatening language. Persistent name calling Unsafe movement around the school and classroom. E.g misbehaving in line and swinging on chair. Rough play/ pushing in line Deliberate rough unwanted physical contact Deliberate aggressive unwanted physical contact/fighting Talking when someone else (adult and child) is talking. Answering back to adult in cheeky manner. Arguing with an adult Shouting at/speaking aggressively to an adult Refusing to accept decision made by adult. Distracting others Deliberately not looking after property or damaging property. Deliberate vandalism of school/others’ property. Deliberate vandalism of school building or serious damage to property of school/others Making silly/inappropriate noises Telling a lie but admitting it straight away Telling a lie to an adult Continuous/serious lie telling which results in a great loss of teaching and learning for self/others. Borrowing or touching items without permission Keeping found property Deliberately stealing school/others property. Repeatedly stealing school/others property. Chatting Using inappropriate language. Using offensive language or swearing around others Directing inappropriate language or swearing at another person. Fidgeting Deliberately insulting/ridiculing others Persistently insulting/ridiculing others Acts of racism/sectarianism Acts of bullying behaviour Level 1 (Formal Warning followed by loss of golden time if behaviour repeated) Level 2 (automatic loss of golden time- suggested time 5mins) Level 3 (Loss of Golden Time & DHT/HT informed- suggested time 10mins) Level 4 (Loss of Golden Time, DHT/HT & parent involvement)- suggested time 10/15mins)
Psychomotor 8. How the Module is Taught Participate in the learning environment through engagement in teaching and learning strategies e.g. lecturers, discussions, group work, self-directed learning, recommended reading, reflection, online learning and enquiry/problem based learning, participating in independent learning activities. The module is based on current best practice guidelines for research in the area of nursing incorporating relevant national and international health policy 9. Study Resources Prime Sources Courtney, M., McCutcheon, H. (2010) Using Evidence to Guide Nursing Practice, Victoria: Elsevier. Dekker, S. (2011) Patient Safety: A Human Factors Approach, Florida: CRC Press. Ellis, P. (2010) Evidence-Based Practice in Nursing, Exeter: Learning Matters. McSherry, R., Pearce, P. (2012) Clinical Governance, 3rd ed,, Oxford: Wiley-Blackwell Supplementary Sources O’Sullivan, T., Butler, M. (2002) Current Issues in Irish Health Management: A Comparative Review, Dublin: Institute of Public Administration. Wright, J., Hill, P. (2003) Clinical Governance, London: Churchill Livingstone.
excellent understanding of how to stay safe online and of the dangers of inappropriate use of mobile technology and social networking sites. Staff and pupils deal effectively with the use of derogatory or aggressive language. The school’s open culture actively promotes all aspects of pupils’ welfare, ensuring their safety at all times. Pupils understand how to keep themselves and others safe in different situations and settings. They trust adults to take rapid and appropriate action to resolve any concerns they have. Pupils are helped to understand that living under the rule of law protects individuals. Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society. Each class also discusses and sets its own rules that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment. School rules and expectations are clear, fair and regularly promoted. Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Individual Liberty Within school, pupils are actively encouraged, and given the freedom to make choices, knowing that they are in a safe and supportive environment; for example by signing up for extra-curricular clubs, choosing the level of challenge in some lessons and becoming increasingly more involved in learning. Pupils have the opportunity to take ownership of their own learning, through ‘Mind the Gap’ intervention sessions, ensuring they are back on track to continue their learning journey. Pupils are encouraged to co-construct their learning, setting their own success criteria, their own personal targets (Reading, Writing and Maths), and mapping out their learning journey throughout the curriculum. As a school we educate and provide boundaries for our pupils to make choices safely, through the provision of a safe environment, a planned curriculum and an empowering education.
Appendix 7 - Steer STEER – Developing an Equalities and Diversity Policy KEY ACTIONS TO BE TAKEN BY SCHOOL Related QIs Action taken On-going or x Planned Timescale Working with staff, pupils and parents, create a Diversity and Equalities Policy which focuses promoting diversity and equality through all aspects of planned learning and describes what Diversity and Equality ‘looks like’ in your school now and what it will look like in 2017. The policy should support the Protected Characteristics of: disability; gender reassignment; pregnancy and maternity; race, religion or belief; sex, and sexual orientation. The policy should promote: tackling racism and sectarianism and respecting rights; disability awareness; developing vision, values and aims; children and young people learning about their own and other cultures; building relationships; be representative of all groups; challenging gender stereotypes; tackling homophobic bullying; developing global citizenship and respecting children’s rights. 5.1 5.3 5.9 6.1 x Staff have been directed to the information on our school glow site, but this was 3-4 years ago and a more-in depth CA is planned once the My On-line learning package is in place Ensure the Diversity and Equalities Policy includes: Learning within the four contexts of CfE, the eight curricular areas; personal achievement; the ethos and life of the school, and inter-disciplinary learning. The use of the following learning contexts: outdoor learning, sustainable development, citizenship, enterprise, creative education. 5.1 Work with a range of partners to implement and review aspects of the Diversity and Equalities Policy. 8.1 x Diversity and Equalities Staff Training and Policy Review must take place within a three year cycle. This review must include the completion of the Diversity and Equalities Steer Template /Equalities checklist. 7.3 8.1 9.1 5.9 x See above – planned for May or August INSET SUPPORT IN PLACE
Pupil Individual Risk Assessment Name of pupil: Date of birth: Risk assessment completed by: Issue no: Issue date: Other persons involved in the Risk assessment: Reason for Risk assessment: [ ] prior to admission/on starting school [ ] in response to staff concerns [ ] following a series of incidents [ ] following a major incident Potential Hazards analysis Behaviour/ Hazard Opinion (O) or Witnessed (W) Reference documents that evidences the hazard Seriousness of outcome (A) 1- trivial injury/ illness to 5 - fatality Probability of hazard (B) 1- improbable to 5 - almost certain Severity risk score (AxB) Risk reduction plan needed Violence/ aggression to peers Violence/ aggression to adults Impulsive dangerous behaviour Self-harm Damage to property Harm from absconding Other If a score of 5 or more is reached, a risk reduction plan is required.
RISK RATING/LEVEL ESTIMATION GUIDANCE Seriousness of outcome: Probability of hazard: 1 Foreseeable outcome is upset or disruption. 1 There is evidence of historical risk, but the behaviour has been dormant for over 12 months and no identified triggers remain. 2 Foreseeable outcome is harm necessitating first aid, and/or causing distress or minor damage. 2 The ‘risk of harm’ has occurred in the last 12 months, the context has changed to make a reoccurrence unlikely. 3 Foreseeable outcome is 3+ days lost time injury/illness. 3 There is an even chance of the ‘risk of harm’ returning. 4 Foreseeable outcome is hospitalisation, significant distress or extensive damage. 4 The ‘risk of harm’ is more likely than not to occur again. 5 Foreseeable outcome is loss of life or permanent disability, emotional trauma requiring counselling or critical property damage. 5 The ‘risk of harm’ is persistent and constant. Risk Level Matrix: Probability of hazard 5 5 10 15 20 25 Insignificant 4 4 8 12 16 20 Low 3 3 6 9 12 15 Moderate 2 2 4 6 8 10 High 1 1 2 3 4 5 Intolerable 1 2 3 4 5 Seriousness of outcome
RISK RATING/LEVEL ESTIMATION GUIDANCE Seriousness of outcome: Probability of hazard: 1 Foreseeable outcome is upset or disruption. 1 There is evidence of historical risk, but the behaviour has been dormant for over 12 months and no identified triggers remain. 2 Foreseeable outcome is harm necessitating first aid, and/or causing distress or minor damage. 2 The ‘risk of harm’ has occurred in the last 12 months, the context has changed to make a reoccurrence unlikely. 3 Foreseeable outcome is 3+ days lost time injury/illness. 3 There is an even chance of the ‘risk of harm’ returning. 4 Foreseeable outcome is hospitalisation, significant distress or extensive damage. 4 The ‘risk of harm’ is more likely than not to occur again. 5 Foreseeable outcome is loss of life or permanent disability, emotional trauma requiring counselling or critical property damage. 5 The ‘risk of harm’ is persistent and constant. Risk Level Matrix: Probability of hazard 5 5 10 15 20 25 Insignificant 4 4 8 12 16 20 Low 3 3 6 9 12 15 Moderate 2 2 4 6 8 10 High 1 1 2 3 4 5 Intolerable 1 2 3 4 5 Seriousness of outcome
Dates plan updated/ Reviewed Key person/ co-ordinator Those involved in development of plan Agreed actions Appendix B: Risk Management Plan for schools managing young people with self- harming behaviours: Information in this plan could be gathered using person centred tools as part of a One Planning Environment).
Further Actions: Day 2 onwards Action By Whom Information & Notes Convene a meeting of Critical Incident Management Team to consider any new developments actions and events to date plan for the day identify tasks/ assign roles Sometimes the first day appears quite calm as people may be in shock. Day 2 can present more issues as events begin to sink in so it is important to meet each day until the school returns to normal functioning. By Whom Convene a meeting for staff to update staff on any new developments inform staff of plans for day give staff an opportunity to ask questions / raise concerns In major critical incidents staff should be brought together at the start of the following day. As well as practical purposes this gives emotional support in difficult circumstances and allows a reminder that both staff and students may need some nurturing and time to talk. Plans should be made for subsequent meetings as required. By Whom Continue to monitor and provide additional support to vulnerable individuals previously identified other students (or staff) causing concern Following a Critical Incident a level of shock, anxiety and distress is normal, especially amongst those closest to the incident. Most people will have returned to normal functioning within six weeks. Further support may be required for individuals continuing to show significant signs of distress many weeks beyond this. By Whom Liaise with affected family including visits by staff or pupils to injured or bereaved family’s wishes and plans regarding funeral arrangements  return to school of bereaved Contacts/visits should be planned/ made to anyone injured, either at home or in hospital, with cards and get well messages from staff and students. There may be possessions to be returned to the family and timing of this should be considered.
such as ‘Who has been affected and how?’ and ‘How can we put it right and learn from this experience?’” (Education Scotland) “Many settings….continue to focus mainly on poor behaviour and use sanctions and punishments as their main strategy for improving behaviour….A classic conundrum emerges whereby adults pay most attention to the kind of disruptive behaviour they claim not to want…There is now a good deal of work on the kind of positive, emotionally and socially healthy environments that help promote good behaviour and the growth of …emotional wellbeing... such environments are those that get the right balance between warmth, participation, the encouragement of participation and autonomy, and the setting of clear boundaries and expectations - where the ethos is positive and the focus is on good rather than bad behaviour.” Katherine Weare (Professor of Education at South Hampton University) The Ardrossan Academy’s Promoting Positive Relationships Policy does not incorporate our Respect Me Policy. This policy can be found on the school website and is reviewed annually.
Appendix 3: Behaviour Monitoring Sheet Ardrossan Academy Behaviour Timetable Pupil Name: Class: Week: Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Period 7 Parent/Carer Signature SLT/ Pastoral Signature Mon E: B: E: B: E: B: E: B: E: B: E: B: E: B: Tues E: B: E: B: E: B: E: B: E: B: E: B: E: B: Wed E: B: E: B: E: B: E: B: E: B: E: B: E: B: Thurs E: B: E: B: E: B: E: B: E: B: E: B: E: B: Fri E: B: E: B: E: B: E: B: E: B: E: B: E: B: Staff: Please comment on effort and behaviour: Excellent, Good, Fair, Unsatisfactory and then initial/sign each period. Please also indicate any homework on the back of the sheet, any exercise issued or any comments. Pupil: This is YOUR responsibility to ensure this is signed each period. Homework Section Subject Homework Due Any other comments:
When a pupil with attendance difficulties is referred to an EWO he or she will engage in individual casework. EWO casework is undertaken with pupils and their parents in order to bring about a pupil’s return to regular attendance. The EWO will recognise and take account of individual circumstances and will respond accordingly. The speedy return of the pupil to regular attendance will, however, always be the prime concern. The EWO will employ a range of practices and strategies in his or her casework and will, when necessary, combine assistance with insistence. All EWO casework will involve the setting of targets for improvement and will be time-limited and subject to regular review. In some instances EWO intervention may be limited to a single EWO home visit in order to remind parents of their legal responsibilities or to help resolve a particular and identified difficulty. In other instances there may be complex and deep-seated reasons why the pupil is not attending. In such situations the EWO may negotiate a plan of support; this might involve referral on to, or the involvement of, other agencies, convening a multi-agency meeting and so on. All EWO casework will involve close and continuous liaison with the pupil’s school. EWOs will ensure that schools receive regular, written feedback on pupils with whom work is being undertaken. In cases where the main causes of the non-attendance may be school-related e.g. alleged bullying or racism, peer pressure, difficulties with a particular lesson or teacher, the EWO will discuss these with the school in order to develop strategies to overcome these difficulties. EWO Referrals Referrals to EWOs are usually made by schools. There are, however, occasions when other agencies/services or parents may make a referral. Before accepting a referral from a school an EWO will expect the school to have first undertaken a number of steps to address the pupil’s non-attendance. These would include:- action by the class teacher/form teacher; action by the Head of Year (secondary)/ Headteacher or Deputy Headteacher (primary); contact with parents; including the use of letters of concern to the parents before formally involving the EWO.
Behaviour in School This grid applies to the vast majority of children, for all others refer to individual behaviour plans. As in all things, use your professional judgment re the gravity of the behaviour. LEVEL 1 Minor LEVEL 2 Moderately serious LEVEL 3 Serious LEVEL 4 Very serious Talking at inappropriate times Refusing to comply with requests Blatant rudeness to an adult Racial name-calling Homophobic name-calling Interrupting Questioning authority Fighting, including retaliation Physical abuse Shouting out Answering back Deliberate aggression Repeated bullying Bad manners Lack of respect for support staff/welfare 1st incident of bullying Swearing directed at an adult Inappropriate facial gestures and language Temper outbursts Swearing directed at a child Teasing/winding others up Swearing/ muttering under breath Damage to property Name-calling Derogatory comments, e.g. re. family members Open defiance Not putting equipment away Not caring for equipment/ school environment Inappropriate use of sexual language Running in school Hitting Stealing (judgement call by phase leaders leaders if they feel it is a Level4) Pushing in lines etc. Disapproval/redirect/tactical ignore/rule reminder Make good choices if not CONSEQUENCE Consequence is determined by the class teacher Rule reminders/thinking time Make good choices if not CONSEQUENCE - time out if appropriate with timer If behaviour continues - repair sheet, possible consequence and contact home Copy of repair sheet given to specified adults In all cases work to be completed Teacher/TA investigate incident Repair sheet if needed by teacher/TA Child sent to phase leader with completed repair sheet Possible consequence as decided by phase leader Class teacher contacts home Recurrence of behaviour, phase leader contacts home to discuss strategies Teacher/TA investigate incident Child sent to DHT or HT Repair sheet given if required/behaviour logged Parents/carers contacted Possibility of fixed term exclusion Possibility of permanent exclusion in line with statutory guidance If repeated incidents over time phone call home Repeated level 2 behaviours discuss with phase leader Repeated level 3 behaviours DHT/HT discussion, contacts home Class teacher/HLTA if teaching involvement Class teacher/HLTA if teaching involvement Phase leader involvement Deputy or Head teacher involvement
Practitioners use observations to monitor and evaluate children’s progress, interests and behaviours Practitioners demonstrate good knowledge and understanding of child development Practitioners regularly monitor record and plan to deliver individualised learning Practitioners focus on the behaviour, not the child Practitioners use specific praise to label the appropriate behaviour Practitioners actively look for children behaving appropriately and reward with specific praise. Small achievements are recognised and praised Enabling Environments Yes No Actions or Comments Equipment and resources are easily accessible to children Inside Outside Resources labelled with photos and words Inside Outside Individual storage for children’s belongings Environment is adapted to meet individual needs e.g. calm, quiet or more active areas Is there a multi-sensory environment with a range of resources for all senses and characteristics of effective learning Do you have multiple items of favourite toys Practitioners model care of equipment and materials and help children learn to care for them Space is organised to meets the different areas of learning Inside
Option 1 - Planning and next steps (STARS): This should be shared with all staff and should highlight how and when staff need to intervene. This should be reviewed fortnightly. Setting Think about where and in what situation the behaviour happens the most frequently. Is there a specific area that the child finds it most challenging? Triggers What triggers the behaviour? Examples could include being told no, moving away from their own agenda, large groups, another child etc. Actions What changes to the environment can be made to support the child? Included adult deployment, risk assessment, Staff training/meeting, external agency support. Response What is the consistent response going to be from all adults? For example ignoring behaviour, quiet time, chill out zone, adults remaining calm and also how are incidents going to be feedback to parents. The response may vary depending on the extent of the behaviour, make sure you highlight what is appropriate for each level (see next page) Parent’s signature: Date:
occurs within the four months prior to the end of the contract, the must be provided with as much written notice of the intent not to renew as the circumstances will reasonably allow, prior to the end of the contract In the event a performance is not satisfactory, the program director will follow the procedures outlined in the GME Policies for Resident Dismissal and Due Process. The resident may appeal the decision of the Program Director as outlined in the GME Institutional Policies for Due Process and Academic Improvement.
Promotion Guidelines - FDPA Required Documentation Please note that per the 2012-2015 Collective Bargaining Agreement (Article 14, Section 3, pages 14-5 and 14-6), application for promotion must include the following pieces of information (which may be used to help demonstrate outstanding service): A cover letter A detailed and current curricula vita A letter of support from the chairperson of the candidate’s department Three (3) letters of reference or support from professional and/or academic colleagues For candidates seeking the rank of associate professor, a copy of the promotion and tenure plan (including reviews) A narrative describing the candidate’s outstanding or substantial achievements in teaching and either service or scholarship (or a combination of service and scholarship) supported by appropriate documentation. Please note that it is important to discuss the significance, rigor, and contributions of service work within the narrative. Evidence used to support the candidate’s application for promotion should be limited to pieces of information regarding the candidate’s service within the review period (the review period is defined as the period since hire or previous promotion, whichever is more recent), and that evidence should include information gathered throughout the full scope of the review period. Further, service described in the candidate’s promotion folder should advance the mission or goals of the university, college, department or profession. Service Service Criteria Outstanding or substantial service may be demonstrated through the sources of evidence listed below. Similar sources of information not listed here may also be used if appropriate. It is not intended that each candidate for promotion include each of the listed pieces of evidence. Multiple Levels of Service: There is evidence of work at multiple levels of service (e.g., departmental, college-wide, university-wide, community, professional organizations, SEA, etc.)
Wendy Brown – Metcom Telecommunicator/Supervisor Bloomington Police Department – Officers Pedro Diaz, Jesse Lanphear, Jacob Law, Curtis Squires Anna French – Metcom Telecommunicator McLean County Sheriff’s Office – Deputies Landon Cuba, Alex Freshour Benjamin Over – Metcom Telecommunicator Nicole Snodgrass – Metcom Telecommunicator Towanda Fire Department – Firefighter David Killian, Fire Chief Brett Lueschen, and Captain Thomas Wagner
Pull-up banners: Size: (h) - 2000m x (w) - 1000mm Quality canvas carry-bag with durable zipper Full colour print Fasset logo on all items 5 Plastic Black-Ink Pens Twist cap action pen with black ink Material: Plastic Colour: Blue Two colour Fasset logo 20 000 Backpacks: 2 Zip compartments; Front zipped pocket Top carry handle Colour: Blue; Other: Cellophane packet packaging, adjustable padded shoulder strap. Printing method: Silk screening; Two colour Fasset logo 100 Swivel USBs: USB drive Capless swivel lid Plastic casting Size: 2GB one colour 300 Total Ex Vat VAT Total Incl VAT
Pull-up banners: Size: (h) - 2000m x (w) - 1000mm Quality canvas carry-bag with durable zipper Full colour print Fasset logo on all items 5 Plastic Black-Ink Pens Twist cap action pen with black ink Material: Plastic Colour: Blue Two colour Fasset logo 20 000 Backpacks: 2 Zip compartments; Front zipped pocket Top carry handle Colour: Blue; Other: Cellophane packet packaging, adjustable padded shoulder strap. Printing method: Silk screening; Two colour Fasset logo 100 Swivel USBs: USB drive Capless swivel lid Plastic casting Size: 2GB one colour 300 Total Ex Vat VAT Total Incl VAT Are the rates quoted firm for the full period of the contract? If not firm for the full period, provide details of the basis on which adjustments will be applied for, for example consumer price index.
Example #2: Figurative Language Device: _____________________________________________________________________ Write two creative examples of figurative language using the image provided above as your inspiration. You are expected to use a different figurative language device for each example you write, and to clearly identify what device you are using. Have fun! Example #1: Figurative Language Device: _____________________________________________________________________
Meanwhile, The Cat had found a third path and walking along it he came upon a third pig carrying a stack of bricks. “Ha ha, another teetotaler I’m sure”, laughed The Cat. Pig #3 turned to The Cat. “Excuse me”, he said, “but I don’t believe that I invited you onto my property”. “And?”, replied The Cat. “And, I’m putting the final touches on this home that I’ve been working hard on all day. I’ve custom designed it to withstand all wolf attacks because…” “There’s a wolf in the forest. Supposedly anyhow. But what you’re doing looks boring as fuck and I see you’re sweating. How about a refreshing beer?” “No thank you”, replied Pig #3. “Yeah right”, said The Cat. ‘If you’re anything like your brothers then I’m sure you’re dry like a well. How about some vodka?” “No”, repeated Pig #3. “Weed? Coke? E? Just name your poison. I’ve got it all under this here hat”. “I said no”, said Pig #3. “Please remove yourself from my property at once!” “Bor-ing…”, drawled The Cat. “Wonder what your brothers are up to”. And at that, The Cat sped off into the forest until he came face to face with the wolf. And well, we all know what happened after that…
Writing Prompt #4: Slogans In the world of advertising, all sorts of slogans are generated to sell products. For example, Nike is ‘just do it!’ and McDonalds is ‘I’m loving it’. Come up with 10 nouns to create slogans for BUT you can only use nouns that can also be used as verbs. You have 20 minutes to complete this activity. Pig – Something for everyone. Water – Ah, water! Pen – Say it with pen. Soup – nothing works better than soup. Paint – It’s not TV, it’s paint. Skirt – Choosy mothers choose skirts. Ring – Promise her anything but give her a ring. Nail – Built nail tough. Drink – A drink a day helps you work, rest, and play. Spot – Wait ‘till we get our spot on you.
Discovery Point 21 Ecosystem - Identify how your service aligns with Scotland’s digital ecosystem. Prompts Have you considered how your service can interact with Scotland's digital ecosystem? Do you know your service pattern? Have you considered where common capabilities could fit in your service provision? Have you done value chain mapping? Evidence Service Manager able to: - show awareness of the principles of Scotland’s digital ecosystem approach. - demonstrate and explain the service pattern. - demonstrate understanding of where common capabilities could fit with service provision. - demonstrate understanding of how the service could contribute to/consume from development of the ecosystem and shared learning across organisations. - explain value chain mapping undertaken for the service. - show that discussions with Digital Ecosystem Unit on how the service can contribute to or consume from the ecosystem have been considered. Met / Not Met Discovery Point 8 Open source - Make all new source code open and reusable, and publish it under appropriate licences (or provide a convincing explanation as to why this cannot be done for specific subsets of the source code). Prompts Are you planning to make your new source code, open and reusable? What license will be used? Where will the code be published? Is there anything that can’t be published? Why? Have team members been given suitable training? Has the senior management team been made aware?
Is appropriate governance / procedure in place? Have third party contributions been considered? Evidence Service Manager able to: - explain their plan for making appropriate new source code open and reusable. - confirm that you own the intellectual property - explain how someone else can reuse your code Met / Not Met Discovery Point 9 Open standards - Use open standards and common government platforms where available. Prompts Describe the research you have undertaken to identify relevant open standards? Where relevant open standards don’t exist how do you plain to address this? Are you planning to use open standards? E.g. non-proprietary file formats Have you considered what common platforms your service could use? Note: Examples might include Rubric Publishing Platform, mygov.scot portal or common capabilities from the Digital Ecosystem. Have you found needs that are common to other government services? If yes to the above, are you planning to address those needs consistently with other services? Evidence Service Manager able to: - explain how they are avoiding locking themselves into any proprietary solutions by using open standards and common platforms. - describe what common platforms they have identified that their intended system could use. - describe any needs they have identified which are common to other services and how they are going to address them in a consistent manner with the rest of government. Met / Not Met