zilongwang/ReadingBank huggingface dataset:
Aim Traffic Signal Simulation (This program is example for digital read and digital write) Hardware Required Arduino Board LEDs Resistors – 10 K board Pin Configuration Arduino Switch LED Pin 13 (through resistor) + of RED LED Pin 12 (through resistor) + (Anode) of YELLOW LED Pin 11 (through resistor) + (Anode) of GREEN LED GND - (Cathode of all 3 LEDs) 5V Switch Input D0 Switch output Circuit Diagram Code // defining variables so that we can address the lights by name rather than a number int red = 13; int yellow = 12; int green = 11; // add the setup function, where’ll we define the red, yellow and green LEDs to be output mode
Suitable for Primary or Secondary students Delivered by The course will be delivered by a Deaf Instructor accompanied by a BSL interpreter The course will be delivered alongside the teacher/teaching assistant Date/s, and venue The course will be delivered in a school over six sessions of up to one hour each Dates will be negotiated with individual schools Cost £235 for whole course plus travelling costs – travelling costs will be determined based on actual distance and time taken between school and Margaret Macmillan Tower Deaf and Hearing Impaired Training Course Outlines Title Conductive Hearing Loss and Its Implications Description of training Content: 70-80% of children will experience at one episode of conductive hearing loss for example glue ear. This course will explain the nature of a conductive loss, its implications for language development and learning, signs that a child may have a hearing loss and strategies for addressing this type of loss in school. Outcomes: Equip staff with the knowledge and skills to meet the needs of children with a conductive loss in schools. Most children with a temporary conductive loss will not be referred to a teaching support service. Suitable for Mainstream SENCOs, Teachers Delivered by Teacher of the Deaf Date/s, times and venue Wednesday 11 October 2017 0900-1230 View Room, Margaret Macmillan Refreshments Refreshments are included with drinks on arrival and mid-morning Cost £55 per person Deaf and Hearing Impaired Training Course Outlines
Concept content outline: Sensory Perception Concept Diagram Risk Factors Nursing Process Generalized Cataracts Pathophysiology Assessment Interventions Eye Injuries Pathophysiology Assessment Interventions Glaucoma Pathophysiology Assessment Interventions Macular degenerative disease Pathophysiology Assessment Interventions Conductive hearing loss & Sensorineural hearing loss Pathophysiology Assessment Interventions Peripheral neuropathy Pathophysiology Assessment Interventions
Sensory Activities for Sight Words “Rainbow write” the sight words. Print the word in large letters on paper. Use “every color of the rainbow” to trace and spell and read the word (or letter) every time he or she traces it. Use letters or magnetic letters to spell a sight word Make your sight word (or letter) out of interesting or unusual materials, such as play dough, cotton balls, dry or wet pasta, toothpicks, popsicle sticks, etc. Use a set of 10 or so letters or sight words in a stack and do a “flash card” drill. Children earn an M&M or penny for each letter or word they can name in under three seconds. Make a pile of the “not yet known words” to play with next time. At the end of the session, they child eats the M&Ms or saves the pennies for counting and redeeming one day soon at the dollar store. Go on a letter (or word) hunt. Hide letter or word cards around your home. Give your child oral clues to a card’s location. When your child finds and names it correctly, praise him or her. Record how many are found and how long it takes to see if the child can beat their record next time.
Proprioceptive sensations – kinesthesia and weight discrimination Pain sensations The table below describes some somatic sensory receptors: Receptor Type Description Receptor Class * Sensation Adaptation Tactile Receptors Touch corpuscle Capsule surrounds mass of dendrites in dermal papillae of hairless skin (S) Encapsulated (L) Exteroreceptor (St) Mechanoreceptor Touch, pressure, slow vibrations Rapid Hair root plexus Free nerve endings wrapped around hair follicles in skin (S) Unencapsulated (L) Exteroreceptor (St) Mechanoreceptor Touch Rapid Lamellated corpuscle Oval, layered capsule surrounds dendrites in dermis and layer (S) Encapsulated (L) Exteroreceptor (St) Mechanoreceptor Pressure and fast vibrations Rapid Itch receptor Free nerve endings in skin and mucous membranes (S) Unencapsulated (L) Exteroreceptor (St) Mechanoreceptor Itch Both slow and rapid Thermoreceptors Warm and cold receptors Free nerve endings in skin and mucous membranes (S) Unencapsulated (L) Exteroreceptor (St) Thermoreceptor Warmth up to 48C Cold down to 10C Rapid Proprioceptors Muscle spindle Sensory nerve endings wrapped around specialized muscle fibers (S) Encapsulated (L) Proprioceptor (St) Mechanoreceptor Muscle stretch and length Slow Tendon organ Capsule surrounds mass of dendrites at junction of tendon and muscle (S) Encapsulated (L) Proprioceptor (St) Mechanoreceptor Tendon stretch and tension Slow Joint kinesthetic receptors Lamellated corpuscles, tendon organs, and free nerve endings within and around synovial joints (S) Encapsulated (L) Proprioceptors (St)Mechanoreceptors position and movement Rapid Pain receptors Nociceptor Free nerve endings in every tissue of the body except the brain and cartilage (S) Unencapsulated (L) Exteroreceptor (St) Nociceptor Pain and extremes in temperature Slow * (S) structure; (L) location; (St) stimulus type
Sensory Stimulation Kit: Spa Day Supplies: Kit Contents: Visual/tactile: Nail polish Visual: Relaxing environment pictures and spa images Tactile: Nail file Tactile: Hand Tactile: Nukkles back massager Tactile/smell: AHAVA Hand lotion Smell: Lavender spray Smell/tactile: Massage oil Smell/visual: Vanilla candle Scentsy pot with ‘just breathe’ scentsy bar or aromatherapy items Gustatory: Lemon detox water Gustatory: Fruit slices Tactile/smell: Coconut oil Auditory: Calming music Auditory/visual: Mediation video: Auditory: Optional items: Cucumbers (for eyes or for detox water), facial mask, cut up fruit slices to increase gustatory items, stones/pebbles, shower puff, string lights, robe, slippers to feel. Additional equipment required: cotton balls, nail polish remover, thin latex gloves, an outlet for scentsy pot, lighter for candle, hot water, cups for detox water, water and dish washing soap (for soaking nails before manicure) An auditory/visual example of a neck or hand massage (be careful with the video that you choose, some of them can lead to other videos that are not appropriate!) Activities Auditory: Could play light soothing music in background or a mediation video with someone speaking softly. Ask clients if they like to mediate and how they do so. Talk about the various ways one can mediate and explain the benefits mediation has on our mind, body and souls. Put on soothing music and ask clients to close their eyes. Describe a peaceful, beautiful day and ask clients to imagine they are there. Ask clients to breathe in slowly and deeply while listening. Other sounds that could be provided that could be heard in a spa: running water for showers and sinks, steam room sounds from the sauna room, a yoga instructor running a class. Visual: Dim the lights to create a peaceful environment, lighting a candle or two so clients can feel relaxed. Clients can watch a mediation video of relaxing environments. Pictures will be posted around the room and on table for client to look at. Ask clients to point at and pick out the pictures that they like most. Do these pictures remind them of anything? What do the pictures make them think of? RT could
Beach Discovery Bottles Resources: Beach sand or kinetic sand Funnel, tweezers, scoops, etc Beach themed objects: shells, coral, seaweed, driftwood, marine animal figurines, etc Plastic bottles Water and blue food colouring What to do: Use tweezers to place shells, rocks, etc into bottle Use funnel to pour sand into bottle Use funnel, jug, or turkey baster to pour water into bottle. Add a drop of colour, shake and enjoy! What it looks like:
Ocean Sensory Ice Melt Resources: Beach sand or kinetic sand Plastic container (margarine tub, bucket, etc) Beach themed objects: shells, coral, seaweed, driftwood, marine animal figurines, etc Water and food colouring Jugs, siphons, spray bottles, droppers What to do: Freeze small objects in coloured layers in containers (use multiple small containers, or one big one Run warm water over upturned container to release frozen form onto shallow tray Use warm water through droppers, spray bottles, siphons, jugs to melt ice, discovering the various objects as you go.
Resources: panel Beach sand or kinetic sand Themed objects (shells, coral, driftwood, etc) What to do: LOOK at the shapes, outlines, colour changes etc on the light panel PUSH the sand around the panel DRAW lines in the sand on the light panel What it looks like: Felt Board Fish Patterns Resources: Felt board Felt Fish What to do: Experiment with making patterns (can do this on the light panel as well!) What it looks like:
Sensory resource package screener scoring grid Questions 1, 2, 3, 4, 59, 60 and 61 are for your information For Questions 5 to 58, score: 1 for YES 0 for NO Auditory Vestibular Olfactory Visual Tactile Gustatory 5 19 25 27 28 37 38 41 55 6 13 16 26 44 47 50 53 57 TOTAL 7 14 17 20 23 33 36 48 54 TOTAL 8 11 12 32 34 40 45 46 56 TOTAL 9 18 21 29 30 31 35 42 49 10 15 22 24 39 43 51 52 58 TOTAL Grand Total: Adapted from Kara Wood, 1995
Smell Structure Dogs have a wet nose & this is believed to facilitate olfaction. Dogs have a considerably bigger nose & bigger is believed to be better. In dogs, turbinal facilitate odor detection, while in humans the placement of turbinal bones impairs olfaction. Olfactory Apparatus The size of the olfactory receptor surface (where the cells that detect odor are located) is 170 cm2 in the GSD & only 4 cm2 in humans. Olfactory receptors in the brain number 220 million in the GSD & 5 million in humans. Human olfactory bulbs are about the size of a kernel of corn, while in dogs, these bulbs make up a significant portion of the (significantly smaller) brain. Pheromones Dogs use pheromones (chemical substances secreted in urine, feces, & glandular secretions) as part of their communications system. Reception of pheromones appears to take place in an accessory olfactory organ called the Vermonasal Organ (or Organ of Jacobson). The Flehmen Response or Tonguing (where dog salivates & teeth chatters) may facilitate this. This response is common after a male “investigates” a female’s urine. Comments Dogs have an incredible of smell. Estimates suggest that it is 40-1,000,000x more sensitive than humans. Some examples: Butyric Acid (the component in sweat that smells like dirty socks) - dogs may be 100,000,000x better. Amyl Acetate - dogs are 400x better. Alpha-ionone - dogs are about 10,000x better. Of all animals tested with different smells in different laboratories, the dog is the best. humans are predominately visual creatures, dogs are predominately olfactory. Unlike differences in vision & audition, differences in olfactory abilities of dogs & humans is so pronounced as to be difficult to comprehend. Scent Work - Types Drugs People (criminal or lost) & scene evidence Dead people Explosives & arson materials Natural gas leaks Toxic wastes (e.g., mercury) Contraband fruit Termites, gypsy moths, & screw worms Cows in estrous Evidence of endangered species
WEDNESDAY JUNE 8, 2016 THURSDAY JUNE 9, 2016 FRIDAY JUNE 10, 2016 SATURDAY JUNE 11, 2016 FREE AQUASIZE 11-12 PM @ Fairview Regional Aquatic Center Cake/coffee in the lobby afterwards PRESENTATION ON ELDER ABUSE AWARENESS 11-12PM @ Golden Age Drop In Center, Fairview BBQ & OUTDOOR GAMES 12-3PM@ Cummings Lake Campground, Fairview TECHNOLOGY WORKSHOP & BBQ 11-4PM @ Hemstock park/ Golden Age Drop In Center, Fairview Come and a spa day on us! Participate in an Aqua size class, an amazing low impact way to stay active, soak your muscles afterwards in our world class hot tub and socialize with peers with cake and coffee So sweet! Beverly Lavender Marsh of Alberta Seniors & Housing is giving a presentation on Elder Abuse Awareness. Beverly is a very experienced, knowledgeable, and heartwarming speaker. Come for a hotdog and marshmallow roast at our beautiful Cummings lake camp ground! Stay for some fun in the great Outdoors! Come meet one on one with TELUS technicians to answer questions on how to use your phone or I pad to text and skype or any other questions Enjoy a BBQ fundraiser for the Fort McMurray Evacuees!
Photophobia that forms part of a wider visual impairment often results from an impairment in the eyes’ ability to control the amount of light entering the eye. As a result, symptoms can be experienced at relatively low levels of lighting. Visual conditions associated with photophobia are wide-ranging and include albinism, retinal detachment, aniridia, conjunctivitis and cataracts. Photophobia can be triggered by lighting from artificial sources (such as stage lights) as well as from natural light and reflection. Possible impacts of photophobia: Levels of visual functioning will fluctuate according to the specific lighting conditions at any time and in any place. Certain situations and places may be avoided, therefore restricting social opportunities and life experiences. When lighting levels are such that vision is impaired: Safety can be impaired as obstacles, including steps and slopes, can be missed. Tracking the movement of items such as a moving ball, traffic and people can be impaired. All visual tasks become increasingly difficult and even impossible. Recognition of people may be impaired. Feelings of wellbeing can be damaged, particularly if symptoms, including pain, are severe and long-term. Access to information presented on noticeboards, display boards and may be missed. What can we do to help? Make use of windows, doors and blinds to control the amount of light entering a room. Be aware of glare and reflection on laminated and/or polished surfaces and minimise this wherever possible. Be aware of the angles of lights and lamps including stage lighting and overhead projector lights. Allow a person with photophobia to select or adjust their seating position to minimise discomfort from direct light. When addressing a person with photophobia, position yourself so the person with photophobia is between you and the source of light. Encourage the person to wear a peaked hat and/or sunglasses whenever outside on sunny days (including during the winter). Support use of low vision aids such as photochromic or tinted glasses. In situations in which certain activities are avoided (such as playing outside on a very bright day) provide alternative activities and social access. Ask what is most/least helpful in terms of support!
Teachers, Specialist Teacher, Educational Psychologist and other professionals. and the outcome to be met (many strategies will be cost neutral). whole class days per week Other: role & hourly rate Amber: Progressing and on track to meet by end of key stage (carry forward to next SEN Support Agreement). Met – remove from next. Cognition & Learning Select Red/Amber/Green Overwrite with commentary Insert rows as needed Communication & Interaction Select Red/Amber/Green Overwrite with commentary
Name Form/Class LAC Y/N CAF/TAC Y/N Child/young person’s views/hopes and aspirations Parent/Carer aspirations and views Strengths What works well? (strategies to support learning/ overcome barriers) Analysis of needs include educational, health and care needs as appropriate relevant information, e.g. medical conditions Key people including staff and family External agencies involved
What will the outcome be in a year's time? What will the outcome be in a term’s time? What will be done to achieve this? Who will do it? How often? Any additional resources? Monitoring/ progress (date achieved) Add more rows if needed. Where the young person is in or beyond year 9 include outcomes related to preparation for adulthood, such as employment, participating in society, including having friends and supportive relationships, and participating in, and contributing to the local community. Dates reviewed with child/young person and parent/carer:
VM Tutorial version: 3.5 System used: ODK Aggregate version v1.4.2; ODK Briefcase v1.4 For the online server (Google app Engine) and the VM server (offline server deployed January 2013), there is an application called ODK Briefcase that can be used to post data on the server or retrieve data from the server. Using the Briefcase to retrieve data is highly recommended for all questionnaires and mandatory for questionnaires containing loops (ex. Women, Children and Malaria questionnaires). This tutorial explains how to use the Briefcase. To Export data from your server to a local folder (export your csv files) First, launch ODK briefcase by double clicking on the application file (.jar). You can search for the file in your start menu if you don’t remember where it is located on your computer. Once in the program, first go to the left tab: Pull (see illustration on next page). Set your Briefcase Storage location if not already done. You can also leave the automatic location (this is not the folder in which you will download your data from the server – it is intermediate download folder only used by the application). If you are starting a new survey on a computer already used for another survey, make sure to create a new folder using the Change folder button. To change the location, on the Change button on top of the window, and then again on Change on the pop-up. Next is to set the server’s IP address (URL). Set this to your server IP address: http://192.168.X.XXX (the IP may change from one server to another). This is the same IP address that appears when you start up the VM and that you copied into your web browser to
The purpose of a sentence indication is to clarify the defendant’s prospects on sentence and to dispel any concerns that might be causing the defendant to defer the decision to plead guilty. A defendant may be reluctant to indicate a plea of guilty because he/she is apprehensive about the sentence, fearing for example, that he/she will receive a conviction or a term of imprisonment. Sentence indication has been available for summary matters (charges that can be by a magistrate sitting alone in the Magistrates’ Court) at Contest Mention hearings in the Magistrates’ Court of Victoria since 1993. However, sentence indication is not available in proceedings relating to indictable offences (i.e. more serious offences that are tried by a judge and jury in a higher court). What role does sentence indication play in summary proceedings in the Magistrates’ Court? There is clear statistical and anecdotal evidence from Victoria and other jurisdictions with similar arrangements, that the preliminary hearings in which sentence indication is provided are most effective (and in fact vital) in bringing contested summary matters to an early conclusion. What difference would a formal process make? Establishing a statutory for the provision of sentence indication could be expected to increase the use of this process. The informality of the current arrangement may be limiting its use and affecting the consistency of approach within the Court. An increased focus on pre-hearing preparation would, however, have implications for the commitment of prosecution and defence counsel in the early stages of contested summary proceedings. What are the potential and of introducing sentence indication in indictable proceedings? The chief concerns about the propriety and, in policy terms, the desirability of sentence indication are whether the provision of an indicative sentence would affect the
8.08 7.83 4.04 5.87 5.39 6.07 6.47 NegLH 0.03 0.07 0.04 0.14 0.04 0.11 0.04 -2 SD Sens .82 .85 .94 .74 .97 .82 .82 Spec 1.0 .97 .88 .97 .97 .94 .94 28.33 7.83 24.67 32.33 13.67 13.67 NegLH 0.18 0.15 0.07 0.27 0.03 0.19 0.19 TOTAL Sens. .97 .94 .94 .88 .97 .91 .88 Spec. .91 .91 .91 .88 .97 .91 .94 Optimal cut-off -1.31 -1.38 -2 -1.57 -1.92 -1.43 -1.7 Table 4 Correlations Between All Scoring Measures in the SLI Group (Age Control Group in Parentheses) SENT NBR SYNT SEM FUNC LEX MORPH SENT - .38* (.81***) .59*** (.72***) .17 (.68***) .42* (.77***) .32 (.74***) .54** (.80***) NBR - .81*** (.84***) .86*** (.79***) .89*** (.90***) .96*** (.97***) .86*** (.85***) SYNT - .63*** (.82***) .76*** (.80***) .77*** (.83***) .81*** (.76***) SEM - .76*** (.82***) .89*** (.79***) .75*** (.71***) FUNC - .86*** (.85***) .84*** (.70***)
The school provided me ______ all the materials I needed for the course. With The car slid on the icy road and crashed ______ the parked car. Into He was so engrossed _____ his book that he missed his metro stop. In He succeeded _____ playing the symphony without making any errors. In I think you would benefit _____ spending a few weeks in an English speaking country. From The cute guy kept glancing _____ me during the lecture. At He’s so big-headed, he’s always boasting _____ something he has done. (boast=show off/say how great you are) About I don’t know where she is I’m a little concerned _______ her. I’m but this theme park doesn’t cater _____ little babies. (Cater = atender) For We bought a big dog to deter people _____ robbing our house. (deter = disuadir/impedir) From I’m not sure but I think the problem stems _____ a lack of car parking spaces in the city centre. (stem = originate/come) From
Sentence Structure Study Guide Simple – has one independent clause and no dependent/subordinate clauses. (A simple sentence may have a compound subject or a compound verb or both.) Examples: James does not have a cell phone or an iPod. The tacos and burritos are ready! (compound subject) My friend auditioned for American Idol and won the competition! (compound verb) Compound – consists of two or more independent clauses, usually joined by a comma and a coordinating conjunction. (FANBOYS – for, and, nor, but, or, yet, so) Examples: I like tennis, but basketball is my favorite sport. Independent clause – I like tennis. Independent clause – Basketball is my favorite sport. Coordinating conjunction – but Jennifer won the dance competition; she was so happy! The two independent clauses are separated by a semicolon. Complex – contains one independent clause and at least one dependent/subordinate clause. Example: While it rained outside, we played video games inside. Dependent clause – While it rained outside (Dependent clauses must have a subject and a predicate. Subject – it, predicate – rained) Independent clause – we played video games inside. Compound-Complex – contains two or more independent clauses and at least one dependent/subordinate clause. Example: When I got home, I ate a snack, and I did my homework. Independent clause – I ate a Independent clause – I did my homework. Dependent/subordinate clause – When I got home Coordinating conjunction – and
I like French J'aime le français I've been learning French for 1 J'apprends le français depuis un mois. Oh! That's good! Oh! C'est bien! How old are you? Quel âge as-tu? Quel âge (polite) I'm (twenty, thirty...) years old. J'ai (vingt, trente ...) ans. I have to go il faut que je parte. I will be right back! Je reviens tout de suite! Wish Someone Something Good luck! Bonne chance! Happy birthday! Bonne fête! Happy new year! Bonne année! Merry Christmas! Joyeux Noël! Congratulations! Félicitations! Enjoy! (for meals...) Bon appétit! I'd like to visit France one day J'aimerai bien visiter la France un jour. Say hi to John for me Passe le bonjour à Jean de ma part. Bless you (when sneezing) A vos souhaits! Good night and sweet dreams! Bonne nuit et fais de beaux rêves! Solving a Misunderstanding
Evacuate the area! évacuez les lieux ! Antibiotics Des antibiotiques Bandage Un pansement Blood Du sang Burn Brûler (une brûlure) Clean Propre/nettoyer Dead Mort Doctor Docteur Fever Fièvre Hospital Hôpital Infection Infection Injured Blessé t Médecin Medicine médicament Nurse Infirmière Poison Poison (pronunced : powazon) Sick Malade Vitamins Vitamines Wound blessure (open wound : plaie) I am a doctor. Je suis docteur. I am not a doctor. Je ne suis pas docteur. I am going to help Je vais vous aider Can you walk? Vous pouvez vous marcher ? Can you sit? Vous pouvez vous assoir ? Can you stand? Vous pouvez vous lever ? Are you in pain? Avez-vous mal ? You will get a shot. Nous allons vous faire une piqûre. I will take you to the hospital. Je vais vous emmener à l’hôpital.
What is wrong? Qu’est ce qui ne va pas ? Are you injured? Êtes-vous blessé ? Can you feed yourself? Vous pouvez manger tout seul ? Open your mouth. Ouvrez la bouche. Are you pregnant? Êtes-vous enceinte ? It hurts !/It’s painful ! J'ai mal ! Take care ! Faites attention ! It’s dangerous. C’est dangereux It’s cold. C’est froid. It’s hot. C’est Don’t go this way ! N’allez pas par là ! Did you fall ? Vous êtes tombé ? It's poisonous food. C’est un aliment toxique. The water is drinkable. L’eau est potable. It’s an infectious disease. C’est une maladie contagieuse. You will have to undergo surgery. Vous allez devoir être opéré/Vous allez devoir subir une opération chirurgicale. Stop that ! Arrêtez ! Give me a break !/Leave me alone ! Laissez-moi tranquille ! Go away! Partez !
Call the police. Appelez la police/appelez la gendarmerie. I’ve just been robbed. Je viens d’être victime de vol. It’s him who attacked me. C’est lui l’agresseur. It’s not me! Ce n’est pas moi! I didn’t do it on purpose. Je ne l'ai pas fait intentionnellement. This is not my fault. Ce n’est pas ma faute.
second, and perhaps relatedly, the success rate of Crown appeals increased from 52% to 70%; and third, the proportion of offender appeals for which leave to appeal was granted decreased from 60% to 50%. It is likely that new processes in the Court of Appeal designed to drive improvements in court efficiency contributed to this change. Future research As mentioned at the beginning of this report, a significant change to sentence appeals in Victoria occurred in October 2017 when the High Court delivered its decision in Dalgliesh, which substantially reduced the weight that Victorian courts are required to give to current sentencing practices. Some time will need to pass before research can be conducted on the effect of Dalgliesh (and other recent reforms, such as the introduction of standard sentences); however, the findings in this report should offer a useful point of comparison for that future research. Table 5: Comparison of key findings between the present report and the 2012 report Feature of sentence appeals 2012 report Present report Offender appeals 80% 91% Offender sentence appeal of case with imprisonment sentence 98% 98% Crown appeal of case with imprisonment sentence 68% 78% Leave to appeal sentence granted to offender 60% 50% Offender appeal allowed (where leave granted) 55% 57% Average reduction to total effective sentence of imprisonment following successful offender sentence appeala 17% 19% Average reduction to non-parole period following successful offender sentence appeal 20% 25% Crown appeal allowed 52% 70% Average increase to total effective sentence of imprisonment following successful Crown appealb 39% 36% Average increase to non-parole period following successful Crown appeal 54% 64% Most common offence in offender sentence appeals – principal proven offence only Drug offences (23%) Drug offences (28%) Sexual offences (16%) Acts intended to cause injury (18%)
5 Causing injury recklessly 9.9 730 Causing injury recklessly 9.7 1,181 Contravention of a family violence intervention intending to cause harm or fear for safety 1 – Contravention of a family violence intervention order intending to cause harm or fear for safety 100.0 1,240 2 Contravention of a family violence intervention order 41.1 510 3 Unlawful assault 33.7 418 4 Criminal damage 27.4 340 5 Causing injury recklessly 15.0 186 Contravention of a family violence safety notice 1 Contravention of a family violence safety notice 100.0 463 Contravention of a family violence safety notice 100.0 925 2 Criminal damage 22.2 103 Unlawful assault 25.3 234 3 Contravention of a family violence intervention order 20.7 96 Criminal damage 20.1 186 4 Unlawful assault 19.4 90 Contravention of a family violence intervention order 19.5 180 5 Fail to answer bail 12.7 59 Fail to answer bail 17.1 158 Contravention of a family violence safety notice intending to cause harm or fear for safety 1 – Contravention of a family violence safety notice intending to cause harm or fear for safety 100.0 84 2 Unlawful assault 31.0 26 3 Criminal damage 25.0 21 4 Contravention of a family violence intervention order 17.9 15 5 Causing injury recklessly 17.9 Persistent contravention of notices and orders 1 – Persistent contravention of 100.0 1,384
Incest (n = 420) 91.0% NA NA NA NA Rape (n = 244) 92.2% NA NA NA NA Imprisonment was the most common sentence for each of the offences. A sentence of imprisonment was imposed on over 90 per cent of charges of rape (92.2%), sexual penetration with a child aged under 10 (91.8%) and incest (91.0%). Also, while 79.3 per cent of charges of sexual penetration with a child aged 10 to under 16 who is under the care, supervision or authority of the offender received imprisonment, an additional 15.5 per cent received a partially suspended sentence. Sentencing for sexual penetration with a child aged 10 to under 16 differed markedly from the other sexual offences. Notably, a much lower proportion of charges received imprisonment (51.8%) and it had the highest proportions of wholly suspended sentences (18.1%), community-based orders (15.6%) and adjourned undertakings (5.9%). Figure 4 shows the distribution of total effective sentences for cases in which at least one of the specified sexual offence categories was sentenced. Figure 4: Percentage of cases by offence category and total effective sentence type, 2006–07 to 2007–08 Offence category Imprisonment (percentage of charges) Partially suspended sentence (percentage of charges) Wholly suspended sentence (percentage of charges) order (percentage of charges) Adjourned undertaking (percentage of charges) Sex pen child 10 < 16 (n = 179) 43.0% 6.7% 20.1% 19.0% 7.8% Sex pen child 10 < 16 CSA (n = 23) 65.2% 21.7% 13.0% – – Sex pen child < 10 (n = 44) 88.6% NA NA NA NA Incest (n = 111) 91.9% NA NA NA NA Rape (n = 114) 86.8% NA NA NA NA based
cent where the defendant was under 19 to 100.0 per cent where the defendant was aged 60 years and over. The age of the defendant at the time of the offence appeared to have little influence over the percentage of charges that received imprisonment for sexual penetration with a child aged under 10 and sexual penetration with a child aged 10 to under 16 who is under the care, supervision or authority of the offender. Imprisonment term Figure 12 shows the average imprisonment term according to the defendant’s age at the time of the offence. Figure 12: Average imprisonment term (years) for sexual penetration with a child aged under 16 charges by age group of defendant at time of offence, 2006–07 to 2007–08 Age group of defendant Sex pen child 10 < 16 (average term – years) Sex pen child 10 < 16 CSA (average term – years) Sex pen child < 10 (average term – years) Under 19 1.7 3.0 (Fewer than 10 charges) 2.1 than 10 charges) 20 to 24 1.6 3.0 (Fewer than 10 charges) 3.9 25 to 29 2.0 6.0 (Fewer than 10 charges) 4.7 (Fewer than 10 charges) 30 to 44 2.4 3.0 2.9 45 to 59 3.0 (Fewer than 10 charges) 4.4 (Fewer than 10 charges) 3.4 60 and over 3.7 (Fewer than 10 charges) 6.3 (Fewer than 10 charges) 3.3 (Fewer than 10 charges) The average imprisonment term for sexual penetration with a child aged 10 to under 16 increased across each defendant age group, from 1.7 years for defendants aged under 19 to 3.7 years for those aged 60 years and over.
“However, he was over 17 years old and his proximity to 18 years was pertinent. The nature of the Applicant's offences were such that general deterrence was a dominant factor on sentence.” Conclusion When I sentence anyone I constantly refer back to what the High Court said of the sentencing process in Veen No 2: “ … sentencing is not a purely logical exercise, and the troublesome nature of the sentencing discretion arises in large measure from unavoidable difficulty in giving weight to each of the purposes of punishment . The purposes of criminal punishment are various: protection of society, deterrence of the offender and of others who might be tempted to offend, retribution and reform. The purposes overlap and none of them can be considered in isolation from the others when determining what an appropriate sentence is in a particular case. They are guideposts to the appropriate sentence but sometimes they point in different directions.” Practitioners should do the same. There are many guidelines, yardsticks, rules, tests, principles and statutory requirements but, no fixed rules. In fact, to resurrect a term from my legal youth, “the only golden rule is there is no golden rule.” The trend to elevate general deterrence over other principles is just that; a trend. Obviously, the more objectively serious the offence the more likely a severe sentence will result, but, particularly in relation to children, there is no rule that punishment is the prime sentencing objective. Sentences must ultimately reflect the interests of the community. Our system of law is also a system designed to ensure justice, not just to the offender but to the community as a A sentence submission that enables a judge to meet that objective and advance the child offender’s interests will generally be well received. To reiterate, that requires preparation. Andrew Haesler 18 May 2013
[Remarks made on 7 April by HHJ Mansell QC at Manchester Crown Court (Crown Square), published the Judicial Office on the same date as PR 1743.] MUSTAFA BASHIR REVIEW OF SENTENCING Mustafa Bashir, on 21st March, I sentenced you to concurrent terms of imprisonment of 18 months on two counts of Assault ABH. I suspended those sentences of imprisonment for a period of 2 years on condition that you undergo a supervision requirement and a programme requirement. I have listed your case for a review of that sentence pursuant to s155 of the Powers of Criminal Courts (Sentencing) Act 2000, following reports in the media suggesting that you may have misled the court as to your future career prospects. I directed that you should produce evidence to support the claims you made that you had previously been offered a contract to play cricket for Leicestershire and that such offer remained open to you if you kept your liberty. You have failed to produce any evidence to support those claims. All that you have produced today is a handful of emails showing that you may have attended an indoor net session at Grace Road in December 2014, and an outdoor net session in April 2015. There is a further email from you in December 2015 in which you enquire about the outcome of a trial you had attended at the club. There is no evidence as to what team you were trying out for or what the outcome of such trial was. The at Leicestershire with whom you were in email communication has made a statement to the effect that he does not recall you, which you would think he would, in light of the fact that you were considerably older than the majority of cricketers he was seeking to recruit for the club at that time. Your name does not feature in the list of attendees at the trials held in 2015. Therefore, in summary, there is not a shred of evidence that you were ever chosen to play for Leicestershire CCC, let alone that you had received an offer of a full-time professional contract. It has been suggested by your counsel Mr Sastry, who has appeared today and acts on your instructions, that this is all an unfortunate series of misunderstandings, and that your past career achievements and future career prospects were accidentally over-stated. I reject this submission.
SEN Governor Report The SEND Code of Practice does not make any specific reference to what governors should be told about SEND. However, the DfE Governance Handbook (January 2017) states that a head teacher needs to give the governing body all the information they require to fulfil their duties. It is recommended that SENCOs provide an annual SEN report to governors to allow them to scrutinise and monitor this area effectively. Alternatively the information could be included within the head teacher’s report, The Ofsted school inspection handbook, Section 5 (August 2016) states that inspectors will consider whether governors can evaluate how the school is using the special educational needs funding. The following are suggestions of information that could be included: SEN overview – profile of pupils - numbers/ percentages on SEN register in each year, primary need, SEN support / Top Up / EHCP Data – school headline information in relation to attainment, progress, attendance and exclusions for pupils with SEN (For primary the LA headline data proforma could be used) Use of SEN funding Interventions – effectiveness and impact ARC information, where applicable Working with external agencies Key priorities / actions and next steps Staff development / training Parental / pupil involvement Transition arrangements Individual pupils / staff should not be identified. Impact should be threaded through the report
SEN Early Year Inclusion Service Setting Consultation As you are aware, in light of new funding legislation for Early Years children with SEND, we are in the process of changing the Early Years Inclusion Resource Panel. As promised the draft version of the new application forms are now available and if possible we would like you to use the new forms if you are making an application to the SEN Inclusion Fund in July. We are keen to have the new processes finalised by September and therefore would welcome your feedback as soon as possible. Name: ……………………………………………………………………………………………. Setting: ……………………………………………………………………………………………. Position within setting: ………………………………………………………………………….. Yes No Do you feel that you have been kept informed of the changes to funding for children with SEND? Comments: Do you think the introduction of cluster funding (where appropriate) is a positive move? Comments: The SEN Inclusion panel now meets termly (6 times a year) instead of monthly. Is this helpful to you? Comments: PVI settings have previously had to claim payments retrospectively. Since 1st April all settings are now automatically paid on a termly basis immediately after panel. Do you prefer this?
Elthorne Park High School SEN Policy and Information Report Adoption – January 2018 Review frequency - annual Next review – January 2019 Status – Statutory Committee – Curriculum This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 – 25 (29.07.14) 3.66 and has been written with reference to the following guidance and documents: Equality Act 2010: advice for schools DfE Feb 2013 SEND Code of Practice 0 – 25 (29.07.14) Schools SEN Information Report Regulations (2014) Contents 1Introduction
63% of SEN students achieved a standard (9-4) pass in English and This represents a good increase compared to previous years and we feel is directly linked to the interventions strategies we put into place last year: KS3 Year 7 SEN students: in-year data suggests that progress in is broadly in line with all other students in Year 7. Year 8 SEN students: in-year data reveals a gap between the progress of SEN students and others, we are addressing through various interventions, and we are beginning to see gaps closing in some subjects. Year 9 SEN students: in-year data shows that progress is in line with all students except in Music, Spanish, Science and Art. Year 10 35% of SEN students are on to achieve a grade 9-4 in English and Maths by end of Year 11. How do we know if it has had an impact? We look for evidence that the student is making progress academically against national/age expected levels and that the gap is narrowing i.e. that they are catching up with or exceeding their expected age levels. We seek verbal feedback from the teacher, parent and student. Formal or informal observations of the student’s engagement and progress in school. Students may move off the SEND register when they have ‘caught up’ or made sufficient progress. 4.14 What do I do if I am concerned about the quality or effectiveness of support my child is getting? If at any time you are worried about your child then it is important to contact the school and discuss this so that any issues can be sorted out. We take your concerns very seriously and will do everything we can to resolve them. The first person to contact would be your child’s class teacher/ form tutor. If you still feel concerned then please contact the SENCO/ Year Leader or Subject Leader to discuss your concerns. We would expect any problems to be resolved after this. However, if you still feel that your concerns have not been addressed please contact the Headteacher. An appointment can be made via the school office, or a message can be left asking him to call you with some brief details as to what it is regarding if possible. If it is easier, an email or letter can also be sent addressed to the Headteacher. The school’s complaints policy can be found here The local authority local offer Our contribution to the local offer is: Our local authority’s local offer is published here:
This action will be undertaken on a 6 to 8 weekly basis or sooner if need be, we at Kingsley Road Preschool endeavour to keep the parents engaged at all times as we like them to contribute their insight to assessment and planning. Request for Statutory Assessment If a child is not making expected progress we will discuss requesting a Statutory Assessment in consultation with the parents/carers and outside professionals. Hounslow Borough Early Years Intervention service considers the need for a statutory assessment via the Pre-school & Foundation Panel, and if appropriate a multi-disciplinary assessment will be made. Where the Early Intervention service decides to carry out an EHC needs assessment it will seek information from us about the child’s needs. Education, Health & Care Plan (EHC Plan) EHC plans will be reviewed at least every three to six months to ensure provision continues to be appropriate. Links with Support Services and other Agencies: Agencies presently used are; Intervention Service - Early Years SEN Advisory Teacher & Early Years Specialist Practitioners Speech and Language Therapy Service Health Visitors Physiotherapy Service Occupational Therapy Service Local Children’s centre Staff We have a knowledge of local services e.g. Hounslow’s Family Information Service. If at Kingsley Road Preschool we have observed that a child requires Speech and Language therapy then we would seek consent from the parent/carer to make a referral if we have their agreement then we would complete the local authorities Speech and
Wide Range Achievement Test (WRAT 4) is designed for the 5.0 – 94 age range and gives a standardised score, percentile and age equivalent score. It assesses single word reading, comprehension, spelling and arithmetic. Neale Analysis of Reading Ability (NARA) is designed for the 6.0 – 13.0 age range and gives a standardised score, percentile and age equivalent score. It assesses reading accuracy, reading comprehension and reading rate. Diagnostic Reading Analysis (DRA) is designed for the 7.0 – 16.0 age range and gives a standardised score, percentile and age equivalent score. It assesses reading accuracy, reading comprehensive and fluency/reading rate. Salford Sentence Reading Test is designed for the 5.0 – 10.6 age range and gives a standardised score, percentile and age equivalent score. It assesses sentence reading. Edinburgh Reading Test 1 – 4 (ERT) are designed for the 7.0 – 14.6 age range and gives a standardised score, percentile and age equivalent score. It assesses different areas of reading competence. British Spelling Test Series (BSTS) is designed for the 5.0 – 17.5 age range and gives a standardised score, percentile and age equivalent score. It assesses spelling through single word spelling, dictation and proof of checking activities. Number Screening Test is designed for the 7.0 – 11.0 age range and gives a standardised score, percentile and age equivalent score. It uses verbal instructions only and no reading is involved. Mathematics Assessment for Learning and Teaching (MaLT) is designed for 4.0 – 15.5 age range and not only gives a standardised score, percentile and age equivalent score but also a national curriculum level.
ROOM Childs Name Date of birth Sessions attends Type of funding* Keyworker Transition date Speech and language (S&L) High level SEN Support Team Around the Family (TAF) Child In Need (CIN) Child Protection (CP) Looked after child (LAC) Emergency Protection Order (EPO) Foster long / short Adoption Child & Adolescent Mental Health (CAMHS) Additional and updated information School Babies
Sep-13 Investment option changes - AMP Capital Enhanced Yield Fund - Class A To advise members that the responsible entity name changed to AMPCFM replacing AMPCI. Sep-13 Investment option changes - AMP Capital Global Property Securities Fund - Class A To advise members that the responsible entity name changed to AMPCFM replacing AMPCI. Sep-13 Investment option changes - Howard Wholesale Mortgage Fund The Fund manager changed the withdrawal process for the fund, changing it to a regular return of capital to unit holders. Sep-13 Investment option changes - Responsible Investment Leaders International Share Fund - Class A The responsible entity changed to AMPCFM, replacing AMPCI. Sep-13 Investment option changes - Russell Conservative Fund - Class C The buy/sell spread increased. Sep-13 Investment option changes - Russell Diversified 50 Fund - Class C The buy/sell spread increased. Sep-13 Investment option changes - AMP Capital Balanced Growth Fund - Class A To advise members that the responsible entity name changed to AMPCFM replacing AMPCI. Feb-14 Investment option changes - APN Property for Income Fund No. 2 Changes to the material beneficial unit price. Feb-14 Investment option changes - Russell Balanced Fund - Class C The ICR increased. Feb-14 Investment option changes - Vanguard (Wholesale) International Interest Index Fund (Hedged) There has been a change to the investment process and borrowing practices of the fund Feb-14 Investment option changes - CFS Wholesale Global Property Securities Fund The name of the investment changed to CFS Wholesale Global Property Securities Fund. Feb-14 Investment option changes - DWS Global Equity Thematic Fund The name of the investment changed to Ironbark GTP Global Equity Thematic Fund. Feb-14 Investment option changes - Global (ex-Australia) Property Securities Fund The name of the investment changed to Ironbark RREEF Global (ex-Australia) Property Securities Fund. Feb-14 Investment option changes - Vanguard Cash Plus Index Fund The name of the investment changed to Vanguard Cash Plus Fund Feb-14 Investment option changes - iSharesSandP Asia 50 Index Fund The name of the investment changed to iShares Asia 50 ETF. Feb-14 Investment option changes - iShares MSCI Emerging Markets Index Fund The name of the investment changed to iShares MSCI Emerging Markets ETF.