zilongwang/ReadingBank huggingface dataset:
Course # and Title Description of the course from the offering institution’s catalog Institution Completed Prerequisite? Semester Hours (credits) Month/Year completed OR scheduled to be completed Grade (for completed courses) If not yet taken, date the grade results will be available COURSE # 3 Course # and Title Description of the course from the offering institution’s catalog Institution Completed Prerequisite? Semester Hours (credits) completed OR scheduled to be completed Grade (for completed courses) If not yet taken, date the grade results will be available STATISTICS: 3 semester credits, preferably in applied or bio-statistics. Status: This prerequisite is COURSE # 1: Course # and Title Description of the course from the offering institution’s catalog Institution Completed Prerequisite? Semester Hours (credits) Month/Year completed OR scheduled to be completed Grade (for completed courses) If not yet taken, date the grade results will be available COURSE # 2 Course # and Title Description of the course from the offering institution’s catalog Institution Completed Prerequisite? Semester Hours (credits) Month/Year completed OR scheduled to be completed Grade (for completed courses) If not yet taken, date the grade results will be available ABNORMAL PSYCHOLOGY: 3 semester credits. Status: This prerequisite is COURSE # 1: Course # and Title Description of the course from the offering institution’s catalog Institution Completed Prerequisite? Semester Hours (credits) Month/Year completed OR scheduled to be completed Grade (for completed courses) If not yet taken, date the grade results will be available COURSE # 2 Course # and Title Description of the course from the offering institution’s catalog Institution Completed Prerequisite? Semester Hours (credits) Month/Year completed OR scheduled to be completed Grade (for completed courses) If not yet taken, date the grade results will be available
COURSE # 3 Course # and Title Description of the course from the offering institution’s catalog Institution Completed Prerequisite? Semester Hours (credits) Month/Year completed OR scheduled to be completed Grade (for completed courses) If not yet taken, date the grade results will be available ETHICS OR SOCIAL JUSTICE: 3 semester credits of course that discusses topics related to health care, medical, etc. Status: This prerequisite is COURSE # 1: Course # and Title Description of the course from the offering institution’s catalog Institution Completed Prerequisite? Semester (credits) Month/Year completed OR scheduled to be completed Grade (for completed courses) If not yet date the grade results will be available COURSE # 2 Course # and Title Description of the course from the offering institution’s catalog Institution Completed Prerequisite? Semester (credits) completed OR scheduled to be completed Grade (for completed courses) If not yet taken, date the grade results will be available – Forty hours observing two different occupational therapists each practicing in a different type of settings with different (minimum of 20 hours in each setting). This requirement is FACILITY NAME CITY, STATE SETTING HOURS MO/YR started MO/YR ended Total Hours
SELF-ASSESSMENT Employee Name Date Competency Areas Rarely Achieves Sometime Achieves Fully Achieves Sometime Exceeds Exceeds Competency Areas Rarely Achieves Sometime Achieves Achieves Sometime Exceeds Consistent Exceeds Job Knowledge Understands job objectives, duties and job responsibilities. Customer Service Acts as an ambassador for the college with internal and external customers. Technical Knowledge Show proficiency in methods, techniques, and equipment necessary to accomplish work Attitude/Teamwork Contributes to positive and productive workplace relationships. Courteous, flexible and cooperative. Quality of Work Sets work standards and achieves results that are accurate, thorough, dependable and useful. Dependability Fulfills responsibilities and commitments and can be counted on to carry out instruction. Decision-Making Analyzes facts and situations prior to initiating action and problem-solving Time Mgmt./Attendance On time or early to worksite. Prioritizes responsibilities and uses time wisely. Initiative Handles unforeseen difficulties successfully, develops new and does not require close supervision. Safety/Policy Completes work in a safe way and follows all college and departmental policies and safety rules. Diversity/Inclusion Advocates and embraces an inclusive and culturally competent workplace. Other (Job Specific) Communication Communicates with appropriate tone, clarity, and timelines. (oral and written). Other (Job Specific)
Your Deed of Funding Agreement your organisation to describe your proposed strategies to meet the specific needs of: girls and young women young people with disabilities (may include intellectual, psychiatric, sensory and physical disabilities) young people from culturally and linguistically diverse (CALD) backgrounds Please provide evidence which demonstrates your progress against these actions in the past 12 months. If your organisation is delivering a number of service types in a specific location you are only required to provide a single report. You are also asked to attach a new Equity Plan for your organisation for the coming year. G – General Feedback Are there any comments you wish to make that would help us to improve the performance monitoring process and this template? H – Highlights and Barriers Are there any comments you wish to make regarding the highlights / barriers you have experienced in the delivery of this service during the financial year? You may wish to include recommendations to overcome any barriers you may have experienced.
Governance framework - IPU Has the organisation established its IPU with terms of reference and operating structure that implement scope of policy tasks? Note if: comply, under development or do not comply Governance framework - procurement strategy Has the organisation adopted a governance framework incorporating a procurement activity plan, capability development plan, supplier engagement plan and contract management planning strategy? Note if: comply, under development or do not comply Governance framework management Has the organisation established a complaints management framework? Note if: comply, under development or do not comply Complexity and capability policy Complexity assessment Has the organisation adopted a complexity assessment methodology? Note if: comply, under development or do not comply Procurement capability Has the organisation adopted a capability assessment methodology and a capability development plan? Note if: comply, under development or do not comply Market analysis and review policy Sourcing Has the organisation adopted a methodology for gaining information and understanding the market? Note if: comply, under development or do not comply Aggregated purchasing demand Does the organisation processes to identify aggregated supply opportunities? Note if: comply, under development or do not comply disposal Has the organisation developed an disposal process? Note if: comply, not comply or under development Market approach policy Market approach Has the organisation adopted processes that satisfy standards of probity? Note if: comply, under development or do not comply Evaluation, negotiation and selection Has the organisation developed processes to identify the optimal supplier for the required goods/services? Note if: comply, under development or do not comply Critical incidents Does the organisation have a procurement process in place to operate during periods of critical incidents? Note if: comply, under development or do not comply Contract management and contract disclosure policy Contract Management Has and the organisation developed a framework for the contract management of individual procurement activity aligned with the Contract management planning strategy? Note if: comply, under development or do not comply
4. Multi-year mentoring and induction practices Not in place In place but needs improvement In place and working well What are strategies to attain or sustain this practice? What are our action steps to implement these strategies? How will we know if we are successfully implementing the practice? Timeline Responsible Parties Resources Needed Mentoring and Induction Practices Current Status of Implementation Notes
5. Intensive and specific guidance moving teaching practice forward Not in place In place but needs improvement In place and working well What are strategies to attain or sustain this practice? What are our action steps to implement these strategies? How will we know if we are successfully implementing the practice? Timeline Responsible Parties Resources Needed Mentoring and Induction Practices Current Status of Implementation
9. Collaboration with all stakeholders Not in place In place but needs improvement In place and working well What are strategies to attain or sustain this practice? What are our action steps to implement these strategies? How will we know if we are successfully implementing the practice? Timeline Responsible Parties Resources Needed
SELF assessment Tool SELF assessment Tool · GOOD PRACTICE STATEMENTS ON COMMISSIONING ADVOCACY GOOD PRACTICE STATEMENTS Your assessment of whether you have evidence to suggest you comply with the good practice statement Poor evidence 1-25 Insufficient evidence 26-50 Sufficient evidence 51-75 Good evidence 76-100 1 ANALYSE
Katz of Independence in Activities of Daily Living Activities Points (1or0) Independence (1 point) No supervision, direction or personal assistance. Dependence (0 points) With supervision, direction or personal assistance or total care BATHING Points:___________ (1 Bathes self completely or needs help in bathing only a single part of the such as the back, genital area or disabled extremity. (0 POINTS) Need help with bathing more than one part of the body, getting in or out of the tub or shower, Requires total bathing DRESSING Point:________________ (1 get clothes from closet and drawers and puts on cloth and outer garments complete with fasteners. May have help trying shoes (0 POINTS) Needs help with dressing self or needs to be completely dressed. TOILETING Points:____________ (1 POINT) goes to toilet, gets on and off, arranges clothes, cleans genital area without help. (0 POINTS) Needs help transferring to the toilet, cleaning self or uses bedpan or commode. TRANSFERRING Points: _____________ (1 in and out of bed or chair unassisted. Mechanical transferred aids are acceptable (0 POINTS) Needs help in moving from bed to chair or requires a complete transfer. CONTINENCE Points:____________ (1 Exercise complete self control over urination and defecation. (0 POINTS) Is partially or totally incontinent of bowel or bladder FEEDING Points:__________ (1 POINT) Gets food from plate into mouth without help. Preparation of food may be done by another person. (0 POINTS) needs partial or total help with feeding or requires parenteral feeding. TOTAL POINTS:___________ SCORING: 6 =Independent, 3 to 5 = Semi –dependent, 0 to 2 = Dependent
RCVS Recognised Specialist Self assessment points Question Criteria Points available Section A 3 Relevant RCVS Diploma 1 4 Relevant approved European Diploma 1 5 RCVS Fellowship by exam, Thesis in relevant or MCL 1 6 Relevant American College Diploma Please give details 1 7 Relevant Australian College Fellowship Please give details 1 8 Relevant qualification Please give details 1 9a Currently active in the specialty 1 9b Have you worked in your specialty for a minimum of 20 hrs per week for at 5 of the last 7 years (including the immediate past 12 months) prior to this application? NB: A recent Diplomate would normally be expected to defer application for one year after passing the examination. 1 Section 1 Subtotal: 8 Minimum required for this section: 3 Question Criteria Points available
Attribute: Purpose, strategy and leadership Element Reflective questions are many different strategies to meet each element. These questions are designed to start a conversation about how you may go about addressing an element, and key things to consider. Write down your reflections, this can include: Describing your approach to meet this element Listing the documentation or evidence that shows you have met this element Considering if improvements can be made; OR if your organisation has not addressed this element - what action will you take? (see next column) What could we do differently? Taking action Prepare a formal action plan addressing: What do you need to do? How will you do it? What are the barriers and enablers? Who will be responsible? Who do you need to consult? When will this happen? Consider priorities and timeframes How will you monitor, measure and evaluate? What is your quality improvement strategy? A commitment to exceptional person- centred care is clearly stated in the organisations purpose and strategy Does your organisation’s vision, purpose and strategy clearly in simple terms, its commitment to person-centred care principles? Are members of the workforce recruited and trained around a shared set of values and goals that embraces person-centred care principles? Great leadership drives exceptional person- centred care, with the support of champions across the organisation How does the leadership team model person-centred care in their everyday behaviour and ‘lead by example’? Are they present on the wards? Does the workforce and patients know who they are? Do they encourage the workforce to take ownership and responsibility for providing person-centred care? Do the executive and board consider and show a commitment to person-centred care when making decisions and allocating resources? How are champions of person-centred care recognised across the organisation? How are they supported? A person-centred strategy is articulated to members of the workforce and the community and implemented across the organisation Do your organisational documents clearly articulate person- centred care strategies and describe how they will contribute to the delivery of person-centred care? How do leaders across the organisation communicate the organisation’s commitment, purpose and vision of person- centred care to the workforce, patients, families and the community?
Feature descriptors Not currently implemented Planning to implement Partially implemented Fully implemented Notes: List or describe the types of activities underway. Notes: What does the state look for to know whether this feature is being implemented? The methods for delivering PD are guided by the purpose, desired outcomes, timeframe, and opportunities to follow-up the activities. PD activities focus on application of learning and reflection on practice. PD activities include opportunities to share with peers (e.g. through demonstration, critical friend groups, peer observation) what’s been learned and how it has been applied. Content Focused PD activities on specific academic and programmatic content. Feature descriptors Not currently implemented Planning to implement Partially implemented Fully implemented Notes: List or describe the types of activities underway. Notes: What does the state look for to know whether this feature is being implemented? The state PD program is prepared to provide activities that address: How to collaborate with WIOA core programs and Career Center/Workforce Board partners to implement the state plan,
Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions: What were the areas of strength you noted? [focus on indicator scores of 4 or 3] What were areas in need of improvement [focus on indicator scores of 2 or 1] What actions are you implementing to sustain the areas of strength? What plans are you making to improve the areas of need? Refer to the performance level descriptions to guide your writing. Cite sources of evidence QAR team members may be interested in reviewing. Standard 4 Standard: The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students. 4.1 The system engages in a systematic process to recruit, employ, and retain a sufficient number of qualified professional and support staff to fulfill their roles and responsibilities and support the purpose and direction of the system, individual schools, and educational programs. 4 Clearly defined policies, processes, and procedures ensure that system and school leaders have access to, hire, place, and retain qualified professional support staff. System and school leaders use a formal, systematic process to determine the number of personnel necessary to fill all the roles and responsibilities necessary to support purposes, educational programs, and continuous improvement throughout the district. Sustained fiscal resources are available to fund all positions necessary to achieve the purpose and direction of the system, individual schools, and educational programs. Level 3 Policies, processes, and procedures ensure that system and school leaders have access to, hire, place, and retain qualified professional support staff. System and school leaders systematically determine the number of personnel necessary to fill all the roles and responsibilities necessary to support purposes, educational programs, and continuous improvement throughout the district. Sustained fiscal resources are available to fund positions critical to achieve the purpose and direction of the system, individual schools, and educational programs. Level 2 Policies, processes, and procedures describe how system and school leaders are to access, hire, place, and retain qualified professional support staff. System and school leaders determine the number of personnel necessary to fill the roles and responsibilities necessary to support purposes, educational programs, and continuous improvement in the district. Sustained fiscal resources are available to fund most positions critical to achieve the purpose and direction of the school system, individual schools, and educational programs.
2.2 Written agreements and fee information In this section you will need to review your enrolment documentation and processes to ensure students are informed of the conditions of enrolment, including fee and refund terms, in writing and that your organisation is protecting pre-paid student tuition fees. Relevant standards from the National Code 3.1 The registered provider must enter into a written agreement with the overseas student or intending overseas student, signed or otherwise accepted by the student, concurrently with or prior to accepting payment of tuition fees or non-tuition fees. A written agreement may take any form provided it meets the requirements of the ESOS Act and the National Code. 3.2 If the overseas student or intending overseas student is under 18 years of age, the written agreement with the overseas student or intending overseas student must be signed or otherwise accepted by the student’s parent or legal guardian. 3.3 In addition to all requirements in the ESOS Act, the written agreement must, in plain English: 3.3.1 outline the course or courses in which the student is to be enrolled, the expected course start date, the location(s) at which the course will be delivered, the offered modes of study for the course, including compulsory online and/or work-based training, placements, and/or other community-based learning and/or collaborative research training arrangements 3.3.2 outline any prerequisites necessary to enter the course or courses, including English language requirements 3.3.3 list any conditions imposed on the student’s enrolment 3.3.4 list all tuition fees payable by the student for the course, the periods to which those tuition fees relate and payment options (including, if permitted under the ESOS Act, that the student may choose to pay more than 50 per cent of their tuition fees before their course commences) 3.3.5 provide details of any non-tuition fees the student may incur, including as a result of having their study outcomes reassessed, deferral of study, fees for late payment of tuition fees, or other circumstances in which additional fees may apply 3.3.6 set out the circumstances in personal information about the student may be disclosed by the registered provider, the Commonwealth including the TPS, or state or territory agencies, in accordance with the Privacy Act 1988
3 Most assessments are proven reliable and bias free. 2 Some assessments are proven reliable and bias free. 1 Assessments seldom are proven reliable and bias free. 4 The comprehensive assessment system is regularly and systematically evaluated for reliability and effectiveness in improving instruction, student learning, and the conditions that support learning. 3 The comprehensive assessment system is regularly evaluated for reliability and effectiveness in improving instruction, student learning, and the conditions that support learning. 2 The assessment system is evaluated for effectiveness in improving instruction, student learning, and the conditions that support learning. 1 The assessment system is rarely or never evaluated for effectiveness in improving instruction, student learning, and the conditions that support learning. Possible Evidence Brief description of learning management systems or data management systems that support the effective use of student assessment results, school effectiveness, and district description of student assessment system including range of data produced from standardized and local or school assessments on student learning and school performance Brief description of technology or web-based platforms that support the education delivery model Evidence that assessments are reliable and bias free Documentation or description of evaluation tools/protocols Survey results Comments [Explain why you selected these statements, especially 4s and 1s] 5.2 Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions that support learning. Performance levels [Choose the statement in each category that best matches your school.] 4 Systematic processes and procedures for collecting, analyzing, and applying learning from all data sources are documented and used consistently by professional and support staff throughout the district. 3 Systematic processes and procedures for collecting, analyzing, and applying learning from multiple data sources are documented and used consistently by professional and support throughout the district.
Are the subject’s records absent of evidence to suggest non-authorized access, use, or disclosures? Note: including access, use, or disclosure by a non-IRB-approved study team member? IU HRPP Policies: Reportable Events 2.1, Research Personnel Responsibilities 2.5, Use of PHI in Research 2.1, 3.6 Eligibility Yes No N/A Not Reviewed REFERENCES Is there appropriate documentation that the subject met/didn’t meet eligibility criteria (including applicable medical records to confirm subject’s eligibility), and that eligibility was confirmed prior to continuing with post-screening procedures (including prior to exposure to the investigational agent)? □ □ □ □ ICH GCP E6 (R2) 4.5.2 FDA 21 CFR 312.60, 812.100 IU HRPP Policies: Research Personnel Responsibilities 2.3, 2.4 If not, are approval waivers present (from both sponsor and IRB) for inclusion/exclusion criteria not fulfilled by subject, if applicable? □ □ □ □ Was eligibility assessed by an appropriately qualified and delegated individual (including KC-IRB designation)? □ □ □ □ ICH GCP E6 (R2) 2.8, 4.1.5, 4.3.1 FDA Guidance for Industry: Investigator Responsibilities – Protecting the Rights, Safety, and Welfare of Study Subjects IU HRPP Policies: Research Personnel Responsibilities 2.1 IU HRPP Guidance: Investigators Were all screening or pre- enrollment / randomization activities completed per protocol? □ □ □ □ ICH GCP E6 (R2) 4.5.1, 4.5.2 IU HRPP Policies: Research Personnel Responsibilities 2.3 Intervention & Outcomes Yes No N/A Not Reviewed REFERENCES
Have areas which require hearing protection been appropriately signed? Yes No CHEMICALS Does your unit use chemicals, e.g. for work procedures, cleaning, teaching, research, preparation of materials? Yes No provides guidance to students, visitors and contractors who use chemicals at Monash University. If no, skip to Section D Do you have a chemical register for: Laboratories And external storage Yes No Yes No (Section 3.5) All areas must maintain a chemical register, which includes: A list of all chemicals currently in use, and Either a hard copy or access to an electronic copy of the Safety Data (SDS) for each chemical Are local procedures in place for unattended chemical reactions? Yes No The risks associated with unattended reactions must be assessed using the Monash University Risk Management Program and strategies developed to reduce or eliminate identified risks. This includes testing of systems before use, implementation of fail safe systems, signage and notification to Security staff. Does your unit use any scheduled carcinogens? Yes No Specific requirements for the use of scheduled carcinogen substances are included in the OHS Regulations 2017. To ensure that units comply with these requirements, they are asked to notify Occupational Health and Safety of any use of a scheduled carcinogen, a list of which is provided by the Is there a procedure for storage and handling of scheduled carcinogens? Yes No Have the appropriate health surveillance measures been identified from a risk assessment? Yes No Do you supply chemical substances to other areas at Monash or outside Monash? Yes No It is a legislative requirement for the manufacturer or importer to supply a copy of the SDS for each chemical to the end user. Do you supply a Safety Data Sheet (SDS) for the chemical substances you supply? Yes No Are chemicals stored according to Monash University storage limits for dangerous Yes No
Do staff in your unit use or have contact with animals during their work, teaching or research? Yes No provides guidance to staff, students, visitors and contractors who use biologicals and animals at Monash University. If no, you have completed this review. If your work requires you to wear a mask, have you been 'fit tested' (for an appropriate mask)? Yes No Fit testing is required to be conducted for all staff/students that are required to wear respiratory protection in line with AS/NZS 1715- Selection, use and maintenance of respiratory equipment. Have the appropriate health surveillance measures been identified? (e.g. lung function testing) Yes No Have immunisation requirements been identified? Yes No You have now completed this audit.
Feel ‘n Peel Stickers: Point Symbols $24.00 Feel ‘n Peel Stickers: Braille-Print Alphabet Letters 1-08849-00 $24.00 Feel ‘n Peel Stickers II: Assorted Stickers Kit 1-08864-00 $96.00 Feel ‘n Peel Stickers II: Numbers 1-08865-00 $24.00 Feel ‘n Peel Stickers II: Point Symbols II $24.00 Feel ‘n Peel Stickers II: Color Names 1-08869-00 $24.00 Feel ‘n Peel Stickers: Nemeth Braille-Print Numbers 1-08876-00 $24.00 Labeling: Auditory Colorino Talking Color Identifier 1-03955-00 $198.00 ColorTest II: Talking Analyzer 1-03951-00 $798.00 + SHP Reading Reading Print Bright Line Reading Guide: Yellow (2-pack) 1-03060-00 $8.00 Bright Line Reading Guide: Pink (2-pack) 1-03061-00 $8.00 Transparent CCTV Kit: Yellow (set of six) 1-09008-00 $11.00 Transparent CCTV Ruler Kit: Clear (set of six) 1-03009-00 $10.75 GlaReducer Sheets (4-pack) 1-03062-00 $11.50 GrandStand: Portable Reading Easel, Black 1-03204-00 $48.00 GrandStand, Portable Reading Easel, Yellow 1-03205-00 $50.00 ReadWrite Stand $103.00 Shafer Reading 1-03230-00 $326.00 VisioBook: Portable Electronic Magnifier and Distance Viewer 1-03913-00 $3,000.00 + SHP Reading Braille Refreshabraille 18 1-07445-01 $1,695.00 + SHP Illinois Braille Series, Book 1, Uncontracted Braille 5-17230-01 $26.00 Reading by Listening Book Port Plus 1-07191-00 $329.00 + SHP BookPort DT 1-07200-00 $449.00 + SHP Writing Writing and Keeping Print Records 20/20® Pens, 5-pack 1-07913-00 $7.50
Are CVs of pharmacists current and on file? ☐ ☐ ☐ ☐ Are licenses of pharmacists current and on file? ☐ ☐ ☐ ☐ Are decoding procedures for blinded trials available? ☐ ☐ ☐ ☐ Is the Master Randomization list available? ☐ ☐ ☐ ☐ Product Storage Yes No N/A ☐ Not Reviewed Is the investigational product stored in a secure manner (e.g. access restricted to authorized individuals)? ☐ ☐ ☐ ☐ Is the investigational product being stored in a manner consistent with the product storage requirements (e.g. proper temperature, sterile conditions, separately by protocol) ☐ ☐ ☐ ☐ If applicable, is a temperature log maintained? ☐ ☐ ☐ ☐ If applicable, are there notification procedures in place if a product storage area falls outside of the storage requirements? ☐ ☐ ☐ ☐ Product Inventory Yes No N/A ☐ Not Reviewed Notes Is inventory conducted on regular/routine basis (i.e. monthly)? ☐ ☐ ☐ ☐ Did the physical inventory count match the accountability record? ☐ ☐ ☐ ☐ TIP: If the physical inventory totals do not match the accountability record, is there documentation to explain why the numbers do not match? Are the investigational products appropriately packaged and clearly coded and/or labeled? ☐ ☐ ☐ ☐ Is the expiration date tracked, if applicable? ☐ ☐ ☐ ☐ Product Accountability Records Yes No N/A ☐ Not Reviewed Notes TIP: Subject specific drug dispensation and accountability questions are included on the Tool: Subject Record Review.
F. TEAM CREATIVITY All questions in this section are focused on some important factors that case studies and research have shown to affect team creativity. We do not give respondents any specific results as we want to see how they perceive these factors. F1 What is the size of your unit at work? Please complete: ………..…number of employees F STATEMENTS 5. Strongly Agree 4. Agree 3. Neutral 2. Disagree 1. Strongly Disagree F2 My working team is diverse (different educational or cultural background, approaches, thinking styles, etc.). F3 When necessary, my working team uses an external expert. F4 I have frequent and open (trust, openness) communication with my supervisors/ leadership/ management. F5 I have frequent and open openness) communication with my co-workers. F6 When my team is looking to a problem we generate a lot of ideas before choosing one or two. F7 There are few conflicts among team members at work. F8 I am not afraid to express freely my ideas in front of an audience F9 Having an opponent increases my level of motivation and determination F10 I prefer to work with others in a team efforts rather than alone This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Self-awareness 1. I’ve never really thought about my strengths and weaknesses 1 2 3 4 5 6 I am aware of my strengths and weaknesses 1.a Please list some of your strengths and weaknesses Strengths: Weaknesses: 2. I don’t know what I want in the near future (within the next month) 1 2 3 4 5 6 I know what I want in the near future (within the next 3. I don’t know what I want in the long term (beyond next month) 1 2 3 4 5 6 I know what I want in the long term (beyond next 3.a Please list your short term and long term goals Short term: Long term: Reactive – Proactive 4. I am in control of my life – what I say, goes 1 2 3 4 5 6 My life is not in my control, it is controlled by other people/ situations 5. I accept my situation 1 2 3 4 5 6
and get on with life improve my situation Learning How 6. I don’t know how to get what I want or change my situation in life 1 2 3 4 5 6 I feel I am capable of getting what I want 7. I have positive people influencing me in life 1 2 3 4 5 6 I am mainly surrounded by negative people influencing my life Empowerment 8. I find it hard to find solutions when times are hard 1 2 3 4 5 6 I feel I can problem solve and find solutions to situations 9. I find it hard to gather the energy to get past problems or issues 1 2 3 4 5 6 If I am knocked by a problem or issue, I bounce straight back
Please indicate the minimum number of bedrooms: 1 bed 2 bed 3 bed 4+ bed Financing Your Project What is the likely method you will use to finance your build? Owned outright by you/your association members with no mortgage Owned by you/your association members with a mortgage Part owned by you/your association members with a Housing Association/Other Timescale If a suitable site was available, when could you/your association members be ready to start? Less than 1 year 1 to 2 years 3 to 5 More than 5 years Affordability If you you/your association members may require financial assistance to develop your project, please answer all of the following: Are you/your association members on the Council’s housing register? To which Parish does your local connection apply? (add all parishes for association members) Would you/your association members consider shared ownership? Would you consider building as part of a Community Land Trust? Would you consider building as part of a co-housing project? Eligibility Criteria Applicants must meet all of the eligibility criteria for entry on the register – this is a compulsory question and must be answered - please confirm (by adding a ‘yes’ to each box) that you/your association members are: Aged 18 or older; A British Citizen, a national of a EEA State other than the UK, or a national of Switzerland; and Seeking (either alone or with others) to acquire a serviced plot of land in Cornwall to build a house to occupy as your/their sole or main residence.
Self-Critique Assessment 5 Points Name__________________________ Project___________________________________________Point Total________________ Criteria 1 pt .75 pt .50 pt .25 pt Accurate Description Gives accurate, literal description of artwork making no assumptions; what it looks like is answered with clarity. Description is fairly accurate leaving out very few details. No assumptions made about meaning Description is inaccurate or very limited leaving out many details. May have made some assumptions about meaning. Does not state a clear description of the artwork. What succeeded? Clearly states what succeeded in the artwork and reasons why using learned vocabulary and references the elements or principles of art. States what succeeded in the artwork and why; does not make references to elements or principles; does not use learned vocab States what succeeded with clarity States what succeeded but is somewhat unclear; or does not state. What would you change? Clearly states changes in the artwork and gives reasons why using learned vocabulary and references the elements or principles of art States changes in the artwork and why; does not make references to elements or principles; does not use learned vocab. States needed changes with clarity Does not state what would be changed or is unclear. What does the artwork express? (Why did you make it?) States the purpose of the artwork or what it expresses and how the expression or purpose is demonstrated. reference to vocab elements/principles/materials used in description. States the purpose of the artwork or what it expresses and how the expression or purpose is demonstrated. States the purpose of the artwork or what it expresses but does not state how this is achieved. Does not state what the artwork expresses or is unclear. Grammar & Spelling (punctuation, capitalization, sentence structures, etc.) 0 – 3 mistakes 4-7mistakes 8-10 mistakes More than 10 mistakes
Keddington Church Foot Bridge What’s behind fences, gates creaking open into other sides, properties chosen privacy over view. Just off the towpath, the Raven beerhouse and bit of land out back, long since private: cabin and chair look onto canal’s past thirsty workspace, diminutive drink left out. Blackbird goes blithe between gardens gathering, flies over roof to drink at rainwater-filled Deep Excavations - diggers on Eastfield Road WHERE TOWN MEETS COUNTRY - takes low flight back over frost- laid grass swathes and off down canal kink. Even in December you could never write the ground or the growing growings in it. Tilting Gate Foot Bridge, Riverhead From brambled banks of split concrete call through unseen traffic behind Woolpack, warehouse, mill. Ducks hold heads low, face east wind on rippling canal, outfall pipe spouts in. Stacked breeze blocks at the builders’ yard before sun-streaked factory facade U.K. picked out, bricks against dark, where goods were hoisted out of shuttered doors & windows miniature over the water. The old geezers head along the wharf past shades of granaries, kilns & bone mills into the Gas Lamp. Nettles weaken on the bank, leaves at stage from skeletal to new-fallen. Are you cold there?
Self- Declaration & Disclosure Form Updated January 2018. Private and Confidential For roles involving contact with children (under 18 year olds). All information will be treated as confidential and managed in accordance with relevant data protection legislation and guidance. You have a right of access to information held on you under the Data Protection Act 1998. Part One For completion by the organisation: Name: Address and Postcode: Telephone/Mobile No: Date of Birth: Gender: Male / Female Identification (tick box below): I confirm that I have seen identification documents relating to this person, and I confirm to the best of my ability that are accurate. Either UK Passport Number and Issuing Office UK Driving Licence Number (with picture) Plus National Insurance Card or current Work Permit Number Signature of authorised Employing Officer: name: Date:
VMRC Self Determination Advisory Committee Meeting Minutes June 7, 2018 VMRC SDAC Members - Present Claire Lazaro- chair Alphonse Mickahail- vice chair Bethany Mickahail (on phone) Gia McElroy John Forrest Roger Goatcher Dena Pfeifer Christine Hager (DRC OCRA) VMRC SDAC Members- Absent Karen Bonacci Mary Bonacci Mandy Carranza Crystal Enyeart Jayme Florez Liz Zastrow VMRC Staff Tony Anderson- Executive Director (on phone) Elizabeth Diaz –translated meeting Carlos Hernandez - Cultural Specialist Angelique Shear- Special Projects SCDD Staff Dena Hernandez- North Valley Hill Guests Lisa Culley (Family Resource Network) Sandra Graham (DRC OCRA) Michael Fields (Wellness Center-on phone) Victoria Serrano Anita Hurtado Maria Chavez Marisela Cortex Nancy Sanchez Norma Torres Maria Rosas Maria Layala Arely Solano Rosa Munoz Lucero Rodriguez Yadira Cazarez Guadalupe Ayala Yadra Plascencia Tania Candelari Gricela Estrada Vargas Facilitators Lori Smith Meeting Called to Order Claire Lazaro-chair called the meeting to order at 3:10 PM. Welcome & Introductions
Short Example Achievement – Passing my driving test How did you achieve it – I achieved my license through lots of practice, I also had to learn and complete the theory test before I could do the practical side Achievement How did you achieve it? Achievement How did you achieve it? What are two of your interests?
Short Example Interest – Film Production How do you follow this interest – I follow this interest through reading all the latest news on the subject and trying some of the techniques I have learnt. Interest How do you follow this interest? Interest How do you follow this interest? How have the achievements and interests you listed helped you develop and get you are today?
2.1 Participant’s preferred level and type of involvement in staff selection, and the way the service provider will respond to Participant choice in this area. 2.2 2.3 Has the Participant been advised how to request a change in staffing or support arrangements. – 2.4 – 3. 3.1 3.2 3.3 3.4
_______________________________________________________________________________________ Table 1: Entity Data, Contract Pharmacy Data 340B ID HIN (if known) Wholesaler or Distributor Name and Account Number Entity Name, Subdivision Name Address 1 Address 2 City Zip HRSA Start Date HRSA Term. Date Ship To or Contract Pharmacy Name HIN (if known) Wholesaler or Distributor Name Wholesaler Account Number Address 1 Address 2 City State Zip Contract Start Date Contract Term. Date Table 2: [Manufacturer] Repayment/Credit Summary 11 digit NDC Pkg Units Product Shipped to: (Name, address) Number of units (please report at the NDC level) [Entity] 340B Acquisition Costs per unit Represented by NDC WAC or Contract Price per unit Represented by NDC Contract Used to Purchase (Include Contract Number) Invoice Date Invoice Number Chargeback Memo Number Wholesaler Total Refund/Credit (as agreed upon between the CE and manufacturer) This tool is written to align with Health Resources and Services Administration (HRSA) policy, and is provided only as an example for the purpose of encouraging 340B Program integrity. This information has not been endorsed by HRSA and is not dispositive in determining compliance with or participatory status in the 340B Drug Pricing Program. 340B stakeholders are ultimately responsible for 340B Program compliance and compliance with all other applicable laws and regulations. Apexus encourages all stakeholders to include legal counsel as part of their program integrity efforts. © 2018 Apexus. Permission is granted to use, copy, and distribute this work solely for 340B covered entities and Medicaid agencies.
Position held and description of typical duties From dd/mm/yy): To (dd/mm/yy): Name and full address of employer Nature of role (Teaching or non-Teaching) Current or final salary and reason for leaving Position held and description of typical duties From dd/mm/yy): To (dd/mm/yy): Name and full address of employer Nature of role (Teaching or non-Teaching) Current or salary and reason for leaving Position held and description of typical duties
Rubric: PowerPoint Presentation Name: ___________________________________________ CATEGORY 4 3 2 1 Points Content All content is accurate. Most of the content is accurate but there is one part of the information that is inaccurate. The content is generally accurate, but some parts are clearly inaccurate. Content is confusing and inaccurate. Sequence Presented in logical order. Most slides are presented in a logical order. Some slides are presented in a logical order. Few slides are presented in a logical order. Mechanics There are no errors in grammar, punctuation, capitalization, and spelling. There are 1 to 2 errors in grammar, punctuation, capitalization, and spelling. There are 3 to 4 errors in grammar, punctuation, capitalization, and spelling. There are 5 errors in grammar, punctuation, capitalization, and spelling. Graphics All graphics are attractive and support content of the presentation. A few graphics are not attractive, but support the content of the presentation. Graphics are attractive but a few do not support the content of the presentation. Several graphics are unattractive and take away from the content of the presentation. Oral Presentation Fluency Maintains consistent Generally maintains pace/speed, but sometimes speaks too slowly or too quickly. Often speaks too slowly or too quickly. control of pace/speed. Oral Presentation Eye Contact Maintains consistent eye contact. Frequently maintains eye contact. Occasionally maintains eye contact. Rarely makes eye contact. Oral Presentation Voice Projection Speaks loudly and clearly. Uses clear speech most of the time. Occasionally uses clear speech. Uses unclear speech. TOTAL
Services provided in a competent and humane manner B Professional approach towards clients B Staff dress code, cleanliness and appearance good B Library present, relevant reference material, Code of Conduct and Practice C A diagnostic service, including imaging diagnostics or access to such B A laboratory service for own requirements B IF YES: A centrifuge C A refractometer C IF NO: Reasonable access to such laboratory services B A Microscope A Emergency and intensive care service rendered to stabilise patients in an emergency. Intensive care is to be referred during normal operating hours. This includes referrals if the veterinarian is unable to attend to the emergency. A Dispensing of medicine administered in accordance with legislation A Post mortem examinations can be performed or access to such a service, or must have access to a laboratory B Appropriate sterilising equipment A Efficacy of sterilisation and expiry A Facility where advanced surgical procedures are performed has alternate power supply A Records at veterinary facilities (Rule 26) Legible, accurate records of each animal and client A Records contain patient’s name, species, breed, gender, age and other forms of ID. Large animals cannot be regulated under the same rules A Records contain: A The name of the veterinarian who treated the patient Clinical information A Vaccination records A Special procedures A Diagnosis A Treatment A Discharge instructions. Veterinarian must keep records in order to protect him/herself A In the case of veterinarians attending to horses registered with the National Horseracing Authority: Veterinary case sheet in duplicate A Premise identification A Patient identification A Diagnosis A Treatment A Horses must be micro-chipped All records (including diagnostic images, laboratory and pathology results) retained for years A Proper security to protect records from loss, fire or unauthorised access C Record kept of diagnostic images handed over to C Identification of veterinary facilities (Rule 19).These guidelines may change as the veterinarians may now advertise as they like Direction Board C Direction Board comply with rules B Identification Board C
SELF EVALUATION CHECKLIST NAME OF AGENCY: [Name of Tendering Agency] PROJECT TITLE: [Project Title] The Tendering Agency or Principal must complete this checklist to ensure a tender is in line with tendering requirements. If at any point you answer NO, take appropriate steps to remedy the situation and when the answer becomes YES, then continue. Otherwise please include justification for exclusion. This checklist must be submitted to the tender secretariat with your tender document for review prior to advertising. The tender secretariat must endorse this checklist before you may proceed with advertising. REFERENCE TO POLICY REFERENCE TO RFT TEMPLATE MANDATORY TENDER REQUIREMENTS FOR PURCHASES COMPLETE INCLUDE PAGE NUMBER AND SECTION OR JUSTIFICATION FOR EXCLUSION FOR TENDER SECRETARIAT USE ONLY Schedule One, 12.1.1. a) Pg. 1 Page Cover sheet containing basic information – tender title, tender reference number, name of tendering agency, date release. YES NO Schedule One, 12.1.1. b) Pg. 1 Page The name of the agency responsible for the tender must be clearly stated. YES NO Schedule One, 12.1.1. c) Pg. 5 Tender Closing Time Pg. 6 Submission of Tender The for lodgement, date and time for closure of acceptance of Tenders. YES NO Schedule One, 12.1.1. d) Pg. 5 Tender Closing Time It is the tenderer’s responsibility to ensure that their proposal reaches the designated venue by the specified date and time. YES NO
6. Other appropriate activities 7. List your goals and objectives for the next academic year in any or all of the above categories. Identify which of your goals is the most important to you. 8. What support do you need from the College in order to achieve your objectives?
Elsey, J., Coates, A., Lacadie, C. M., McCrory, E. J., Sinha, R., Mayes, L. C., & Potenza, M. N. (2015). Childhood Trauma and Neural Responses to Personalized Stress, Favorite-Food and Neutral-Relaxing Cues in Adolescents.Neuropsychopharmacology. Kaiser, E. M., Gillette, C. S., & Spinazzola, J. (2010). A controlled pilot-outcome study of sensory integration (SI) in the treatment of complex adaptation to traumatic stress. Journal of Aggression, Maltreatment & Trauma, 19(7), 699-720. SPD foundation http://spdfoundation.net/about-sensory-processing-disorder.html SPD Australia Van der Kolk, B. A., Burbridge, J. A., & Suzuki, J. (1997). The psychobiology of traumatic memories: Clinical implications of neuroimaging studies. Annals of the New York Academy of Sciences, 821, 99-113. Center for the Developing Child, Harvard University Video Series- Toxic Stress Derails Healthy Development. Gertel Kraybill, O. (2015). Experiential Training to Address Secondary Traumatic Stress in Aid Personnel. (Doctoral Dissertation). Lesley University, Cambridge, MA.