zilongwang/ReadingBank huggingface dataset:
Organization: Middle School Role: Social Worker Content Area: None Rationale: This the district goals. Population: All 6th, 7th and 8th graders at Morey Middle School. Interval of Time: One school year Assessment: Body of Baseline: 214 during school year. Expected Growth: will be reduced by 20%, no more than
Organization: Middle School Role: Social Worker Content Area: None Rationale: This a goal. Population: The entire student of our Middle School. Interval of Time: One school year Assessment: Reports Baseline: Overall yearly from which was 88% Expected Growth: Overall yearly
Make reference to applicable law, statute, regulation and procedure, as appropriate. Show awareness of the range of family dispute resolution processes and consider their appropriateness in each case. Have considered the emotional context and appropriate management of that context in your role as a specialist family lawyer Show how you would adhere to, consider, and apply Resolution's Code of Practice at each and every stage of your answers. Further, you should show that, where appropriate, you follow the guidance on good practice set out in the . You must answer the questions the Portfolio Case Study in 2,100 words, the combined total for all your answers to the case study questions. There is a 10% margin over and above the 2,100 word limit per case study. Candidates who exceed the 10% limit will be failed. Please note that citations and case references set out in footnotes do not count towards the total word count but any narrative added to them set out in any footnote will. Reflective Case Accounts You will also be required to provide two reflective case accounts of completed cases from your own practice and undertaken within the last 12 months for each specialist area. Your case accounts should be cases of suitable complexity that allow you to demonstrate the required competencies. You will be provided with a template for completing your case account. You will be expected to set out and provide your reflections on: Your assessment of the situation, including your assessment of any notable emotional context or dynamics and their likely impact on the client or clients. Your planned advice giving, the solutions you identified, and whether it achieved the expected outcome. How you considered applicable law, statute, regulation and procedure. How you took account of, and adhered to, Resolution's Code of Practice throughout your management of the case (and the Resolution Guides to Good Practice where relevant). Your reflection on your own practice development/what you learned from the conduct of the particular case Submit a suitably anonymised or redacted client advice letter written by you (note: this should not be your ‘standard terms’ letter) from one of your own cases (either from one of your submitted case accounts or an otherwise suitable client matter) and which demonstrates your continuing adherence to Resolution’s Code and standards of good practice generally. PLEASE NOTE: You must ensure the letter you submit is suitably anonymised to respect
Contact us For further information on Yooralla’s Specialist Children’s Supports, please contact us: Phone: 03 9666 4500 Email: Yooralla is a registered NDIS provider. Need Language help? Contact the Translating and Interpreting Service (TIS) on 13 14 50
Contact: Crystal Meier Certified Angus Beef LLC 330-345-0427 Editor: A downloadable photo is available at . More information about the winner, award and conference is available upon request. Sysco Eastern Maryland Beef Specialist Honored Certified Beef ® brand names Eric Mihaly “Specialist of the Year” WOOSTER, Ohio – Feb. 26, 2015 – Eric Mihaly, premium beef protein specialist at Eastern Maryland, Pocomoke City, accepts the “Specialist of the Year” award from the Certified Angus Beef ® brand’s vice president of business development Mark Polzer (left). Gary Dutton from Sysco Eastern Maryland is also pictured (right). Presented in San Diego at the beef brand’s annual foodservice seminar, the award recognizes Mihaly’s commitment to educating customers and leading sales. Mihaly was chosen from more than 200 specialists who present the Certified Angus Beef ® brand to chefs and restaurant owners throughout the United States and 46 other countries. Mihaly added onto his eight years of experience in this role through renewed focus on classic steaks, proper logo use and new product promotions to achieve this honor. # # # About the Certified Angus Beef ® brand Founded in 1978 by real Angus cattlemen, the Certified Angus Beef ® brand was created with a shared belief that still drives the brand today: that its customers can taste the pride that goes into every cut. The brand’s 10 exacting quality standards are more selective than USDA Choice and Prime, giving it incredible juiciness, unparalleled tenderness and exceptional flavor. Only the best of the best Angus beef makes the cut. For more information, visit , read the brand’s blog at , or look for the brand on Facebook or Twitter.
Examination registration (Applies to All Registrants) $350 $ Laptop fee (Applies to Registrants who wish to type the exam on their laptop/netbook rather than handwrite the answers) $150 $ First Late Fee (9/11/2013 – 10/01/2013) $250 $ Second Late Fee (10/2/2013 – 10/15/2013) $350 $ (Add all lines above that apply to you) TOTAL Payment Options: Check made payable to The State Bar of California Credit Card – Complete and return Credit Card Authorization below Credit Card Authorization: Visa MasterCard Only Visa and MasterCard credit cards are accepted. Credit Card Number: Expiration Date (Month/Year): Name on Card: Billing Address: City: State: Zip: Signature: Date: (Please print and manually sign this document.) By my signature on this document, I hereby authorize The State Bar of California to charge my Visa or MasterCard account for the amount that I have entered in the “total” box above. Registration fees are non-refundable, non-transferable, and applicable only to the Legal Specialization October 22, 2013 administration of the examination.
Social: In contrast to factors in this analysis there is not much to say here besides already pointed out in the introduction of increasing ageing of the population in the Western world and increasing global population growth. For example according to World Bank in 2050 there is projected to be about 2 billion more people than now, and we have reached 7 billion people in 2011. The reason that no other important measurable social factors exist is that the company’s current product portfolio consists of treating hereditary diseases from Huntington’s dieses to Schizophrenia, together with treating diseases mostly associated with elderly people like Alzheimer’s and Parkinson’s disease, where social and cultural factors as a lifestyle have no impact on. One can argue that depression is dependent on social factors like not being satisfied with the current life, loneliness, stress or other lifestyle factors. However it is very hard to measure and therefore is not included in the analysis. Technological: The relevance of this factor cannot be underestimated in the of how immense it is in the pharmaceutical industry to introduce new drugs and new patents, especially in the branded part of the market. In very few words it represents competitive advantage and future business survival for Lundbeck as they as well on their homepage point out: “..innovative research and development is the basis for our future”. The rise in R&D expenditures relative to revenue from past four years speaks for itself how innovation is important for the company; from 19.60 % in 2007 to 25.80%, 23.20% and 20.60% in 2008, 2009 and 2010 respectively. More to the point Lundbeck has currently 9 drugs in development in their pipeline. The investments in R&D is not the only technological factor important for Lundbeck as a middle sized company, it is also important to work in collaborations with other pharmaceutical companies in research & development of new drugs for faster market introduction rates of the new drugs and more economical process, which stands for new research initiatives and a new ways of business. This is evident in Lundbeck’s seven current R&D collaborations: 1. Takeda Pharmaceutical Company Limited, 2. Genmab A/S, 3. Kyowa Hakko Kirin Co., Ltd., 4. Biotie Therapies Corp. 5. Paion AG, 6. Zenobia Therapies, Inc. and 7. Vernalis plc. Besides presenting the
Datamonitor’s: Industry profile”Global Pharmaceuticals” (2010), figure 10 p. 3. Datamonitor’s : H. Lundbeck A/S “Company Profile” from 30. August 2011 Gray, Nicole “Changing Landscapes A special report on the Word’s top 50 Pharma Companies” 2006 Software programs: Datastream
Personal Information Student Last Name Given Name TDSB Student Number Home Address/Apartment City Province Ontario Postal Code Current Grade Grade 8 Grade 9 Current School Secondary Home School Name of siblings already attending SATEC @ WA PORTER CI Date of Birth (Month/Day/Year) Gender Female Male Parent/Guardian Contact Name Home Phone Number Parent/Guardian Work Number Parent Email Address Student Email Address Program Interest Tell us more about yourself and your interests, leadership, and community involvement. Why do you want to attend SATEC @ WA PORTER CI? PLEASE PRINT LEGIBLY
• Diagnostic Evaluation: specialized geriatric assessment of high risk seniors by qualified geriatric teams using a combination of standardized screening, diagnostic assessment, and clinical expertise to inform appropriate plan of care • Investigations: laboratory testing, diagnostic imaging, etc. • Treatment: delivery of evidence-informed treatments that are aligned with goals, priorities and prognosis; treatment plans take into account the interacting effects of multiple co-existing chronic diseases (crossing traditional specialty boundaries to provide integrated chronic disease management) • Enhanced System Navigation: efficient navigation and care coordination of assessed seniors to/with the most-appropriate provider(s), setting(s), and type(s) of intervention(s) • Education, Counselling, & Caregiver Support: improving capacity of patients and caregivers to self-manage disease, and to prevent crises that lead to avoidable unnecessary use of acute care services • Prevention of Adverse Outcomes: optimizing the environment and supports (e.g. environmental modification, devices, human resources, etc.) to prevent traumatic and adverse events (e.g. motor vehicle crashes, medication errors, falls, or burns that lead to prolonged hospitalizations), and to reduce the burden of other chronic diseases (e.g. CHF, Diabetes) that also lead to avoidable hospitalization when poorly managed • Advance Care Planning: patient-centered goals of care to prevent unnecessary investigations and treatment that carry unacceptable cost and risk to patients while offering little to no benefit to the patients • Integrated Chronic Disease Management of Multimorbidity: supports Mind, Mobility, and Medications in the Multimorbidity (M4) experience of older people (crossing the traditional disease-specific specialty boundaries – e.g. managing DM, CHF, COPD in the face of dementia, mental health issues, or social determinants of health) • Collaborative/Shared Care: integration and linkages with primary and community care providers and caregivers to support care plans; to ensure gains made are retained and
one formative assessment strategy you have used with students as well as identify a new assessment strategy that you might try. You were asked to bring forward evidence of learning from the students to that supports that strategy. In your small groups, share the strategy and evidence of learning you have brought. Share evidence gathered and build on each other’s ideas. What is one idea you can take from your group to “write over” to use in your classroom? timely, specific and constructive feedback about teaching and learning in knowledge inclusive learning environments 1:45- 2:15 Designing Learning: Looking at “exploring the topic” and “defining the understanding”. Develop processes for designing a 2:15- 3:00 Working on the Work: (Small groups) Identify another key assessment strategy you wish to try and create a plan for using it with your students. Also Collaboratively designing learning
Defining Characteristics Specially designed instruction as defined by IDEA regulations refers to adaptations to the content, methodology or delivery of instruction that: Address the unique needs of a child that result from the child’s disability Ensure access to the general education curriculum so that the child can meet the educational standards that apply to all children (34 Code of Federal Regulations (CFR) §300.39(b)(3)) Are guaranteed by IDEA and implemented in accordance with the individual educational plan (IEP) process Instruction and support designed and differentiated for all students in all settings to ensure mastery of the Common Core State Standards and core instructional goals/expectations. More focused, targeted instruction/intervention and supplemental support aligned with Common Core State Standards and core instructional goals/expectations. The most intense* intervention based upon individual student need and aligned with core curriculum, instruction and supplemental supports. * Daily or near daily sessions; increased time per session for delivery, practice and feedback; narrowed focus; reduced group size; most explicit and systematic; most frequent progress monitoring. Common Focus Provide instruction and intervention supports, designed and implemented through a team approach to planning and problem solving, matched to student learning needs. Relationship to Core Instruction Integrated and in alignment with Common Core State Standards and core instructional goals and expectations across the full continuum of learners. Specially Designed Instruction Core Instruction (Tier 1) Supplemental Intervention (Tier 2) Intensive Intervention (Tier 3)
Award Name Special Needs Assisting Award Code 5N1786 5 Suggested resources to support delivery: Theme/Topic Type Relevance Author/Source Web Link Role of an Special Needs Assistant Website and responsibilities of an SNA Current best practice as per government guidelines SESS-Special Education Support Services Dept of Education Leglislation relating to Special Needs Book Website Relevant legisalation with regard to special needs Epsen Act 2004 Author : Eilish Flood (2013) Published by Gill&Macmillan Oireachtas Children’s rights Under the UN Convention on Rights of children with disabilities Children’s Rights Alliance
Lamh Early Years Communication Language Development Website Website Lamh is a manual sign system used by children and adults with intellectual disability and communication needs in Ireland. Lamh signs are used to support communication. A Practical guide to creating a communication friendly setting Large number of resources in the area of Speech and Language Lamh – Reg company Role of play in Special Education Book Dr. David J.Carey Theresa Casey The Essential Guide to Special education in Ireland (2005) Published by Primary ABC Inclusive Play(2005) Published by Paul Chapman Publishing Special Needs assistant Handbook Online document ADHD Ebook Resource book for children with ADD/ADHD Lauren Lewis & Tzvi Schectman Toys for children with Special Needs Ebook A comprehensive guide to finding the right toy for your child with special needs. Ahren Hoffman, Karen Wang, Katie Yeh, Tzvi
Siolta - Standard 11: Professional Practice Centre for Early Childhood Development and Education on behalf of the Equality of opportunity (Equality and Diversity ) Ensuring the participation of children with disabilities in activities. Website Website Delivering Equality of Opportunity in Schools (DEIS) the Action Plan for Educational Inclusion, was launched in May 2005 and remains the Department of Education and Skills policy instrument to address educational disadvantage. The action plan focuses on addressing and prioritising the educational needs of children and young people from disadvantaged communities, from pre-school through second-level education (3 to 18 years). Specific for Child Care Providers to Help Children with Physical Disabilities Promoting the Participation of People with Disabilities in Physical Activity and Sport in Ireland
Very well organised, great communication, very welcoming The day was fantastic. It was very well run and very well organised. It was a great opportunity to meet lots of parents/carers and also network with other visitors The dyspraxia workshop was excellent Some workshops could have used better information showing who they were aimed at (eg the PATH meeting workshop was aimed at mainly statemented children which was not applicable for myself or my child) Our original stand was quite small, we were allowed another which was brilliant Excellent event again – well done! Great day, well organised and attended A great opportunity to make some contacts Very well organised Lovely welcome and nice to receive free refreshments (exhibitor’s comment) Good venue – lots of space Good turnout of parents – well marketed Generally it was a very well organised event. Interesting speakers, lots of information and signposting. Unfortunately the refreshments stopped at 2.30, I came out of a workshop and needed a coffee but they had packed up. No dropped curb by the disabled parking – long and dangerous journey to the nearest! Catering had packed up early so I could not get a drink once I came out of a workshop This was my first SNID and I’ve been very impressed with the organisation and the variety of exhibitors like to have a venue closer to Gosport/ Fareham Really exceptional day. Very impressed! Would have been nice if the stands were open longer as workshop finished at 2.45 and most were closing by the time I was able to get there Stands need to stay longer workshops finish Refreshments need to be served for longer as I was desperate for a coffee! As far as layout goes, the venue is the best there has been so far. Plenty of space, toilets and refreshments close to the exhibitors’ area. As always, this event is WELL worth attending Wonderful lovely people Would be happy to exhibit again next year People were very friendly on arrival, stands and in the talks and catering. I am so glad I came. All the staff and exhibitors were happy and friendly Everyone was polite The autism talk was fab Felt looked after as an exhibitor
Vedlagte bilag: Bilag 1 – Invitationer til interviews Bilag 1a – Jakob Friis, træner U19 Liga i AaB Bilag 1b – Poul Erik Andreasen Bilag 1c – Rasmus Ankersen 1d – Jeppe Curth 2 – Interviewguide (skema) Bilag 3 - Transskription af interviews Bilag 3a – Interview med Poul Erik Andreasen Bilag 3b – Interview med Rasmus Ankersen Bilag 3c – Interview med Jeppe Curth 3d – Fokusgruppe interview med U19 ligaspillerne Kasper, Simon, Mads, Tobias og Aksel Bilag 4 – Dataanalyse og fortolkning (skema) Bilag 5 – Sekundær empiri (dataanalyse og fortolkning)(skema)
Bilag 2 - Interviewguide Hovedspørgsmål Underspørgsmål Kategorisering Kort præsentation Navn, alder, fodboldkarriere, tidligere og nuværende relation til fodbold? Hvordan forstår du/I spilintelligens? Hvilken rolle spiller træneren for udvikling af spilintelligens? Er spilintelligens et elitebegreb eller hvor udbredt mener du/I det er? Ændres kriterierne for spilintelligens med fodboldens udvikling? er begrebet statisk? Sker der en videnskabeliggørelse af træningsmetoder – og er dette fremmende eller hæmmende for udvikling af spilintelligens? Er der sammenhæng mellem udviklingen af spilintelligens og graden af trænerinstruktioner i øvelserne? Oplever du/I, at der er muligt, at udfolde sig frit i elitetræning eller er der for megen reproduktion af fremmede ideer frem for egen kreativitet? Hvordan udvikles spilintelligens hos unge talenter mest optimalt? Er der tilstrækkelig opmærksomhed på spilintelligensen i ungdomstræningen? Spilintelligens Trænerrolle Hvad er et talent? Er stor vilje og flid også talent? Hvordan spottes et talent? Talent Det pædagogiske paradoks: ”Hvordan kan man gennem ydre indvirkning bringe et menneske til ikke at lade sig bestemme af ydre indvirkning”? Trænes børn i en stadig tidligere alder som voksne professionelle, og hvilke konsekvenser kan dette få for motivationen?
The Apprentice Awards are open to Apprentices living or working in Oxfordshire who have completed a minimum of 9 months of an Education & Skills Funding Agency funded and recognised Apprenticeship by the closing date (i.e. started their Apprenticeship on or before 19th April 2018), or have completed a full Apprenticeship no more than 12 months before the closing date (i.e. completed on or after 19th January 2018). If you are unsure whether you are eligible to enter, please contact us to discuss. We don’t want you to feel daunted by filling in this form but it’s your opportunity to tell us why you deserve to win an award, so don’t be shy. Where possible, please use evidence to back up your answers. So if you want to tell us that you have increased your company’s sales (well done)…. make sure you tell us by how much! The Special Recognition Award is not necessarily for an Apprentice with the best results or most achievements but for someone who has overcome significant difficulties and/or made exceptional progress with learning or work. Endorsements are required and must include your Apprenticeship employer and also the training provider who oversaw or oversees your Apprenticeship. you First name Surname Address Postcode Contact number Email address About your Apprenticeship Job title Apprenticeship framework name Date started Date finished (if applicable)
Specify any calculated or derived data fields that are not part of the public use dataset, if any; and, if ordering a data report, indicate the type of aggregated groupings. If possible, please provide a sample layout of the data file. Please check one. Dataset (record-level) Data Report (aggregated data)
Nose: Smell Topics Pts. Possible Pts. Earned Organs/Structures involved in smelling include diagram and explain olfactory receptors AND steps of stimulation 5 Smell discrimination- explain how we are able to discriminate between so many different odors 3 Why does sniffing increase the smell stimulus? 2 How do adaptations to smell occur? 2 Taste & Smell-explain how taste and smell are linked 4 Taste Disorder: discuss an olfactory disorder of your choice 2 Interesting Fact: Include an interesting fact you have found about the sense of smell 2 Ear: Hearing and Equilibrium Topics Pts. Possible Pts. Earned Organs/Structures involved in hearing and equilibrium- Diagram Anatomy of 3 parts of ear: include the function or a characteristic of each Outer Ear – pinna, external auditory canal, ceruminous glands, tympanic membrane (eardrum) Middle Ear – lateral and medial borders, auditory tube, ossicles (hammer, anvil, and stirrup) Inner Ear – osseous labyrinth, cochlea, vestibule, semicircular canals,perilymph, membranous labyrinth 5 Explanation of Mechanism of Hearing 5 Static vs. Dynamic Equilibrium- discuss the difference 2 How can you get equal pressure in middle and outer ear? 2 What happens when auditory receptors become adapted to unchanging sound? 2 Hearing/Equilibrium Disorder: discuss a disorder of your choice 2 Interesting Fact: Include an interesting fact you have about hearing and equilibrium 2 TOTAL POINTS: _________ out of 73
Contractual/Consultant – Contractual/consultant costs are the expenses associated with purchasing goods and/or procuring services performed by an individual or organization other than the applicant in the form of a procurement relationship. If there is more than one contractor or consultant, each must be described separately. (Repeat this section for each contract/consultant.) If the contractor/consultant has already been selected, please verify that the State applicant followed the same policies and procedures it uses for procurements from its non-federal sources. For all non-State applicants, please verify that the applicant used its own procurement procedures which reflect applicable State and local laws and regulations and conform to the Federal laws and standards identified in or , as applicable. If a contractor/consultant has not yet been selected, provide an acknowledgement that the procurement processes have not yet been conducted and an assurance that the State applicant will follow the same policies and procedures it uses for procurements from its non-federal sources. For all non-State applicants, provide an acknowledgement that the procurement processes have not yet been conducted, and an assurance that the applicant will use its own procurement procedures which reflect applicable State and local laws and regulations and conform to the Federal law and standards identified in or , as applicable. Provide an itemized budget (personnel, fringe, travel, equipment, supplies, other, etc.) with appropriate justification. If indirect costs are/will be included in the contract, include the indirect cost rate used. Please note that any statutory limitations on indirect costs also apply to contractors and consultants. If contractor employee and consultant hourly rates of pay exceed the salary of a GS-15 step 10 Federal employee in your area (for more information please go to ), provide a justification for the expenses. This limit does not include fringe benefits, travel, indirect costs, or other expenses. See Contractual/Consultant Subtotal - Include any expenses not covered in any of the previous budget categories. Be sure to break down costs into cost/unit. Expenses in this section include, but are not limited to, meetings and conferences, communications, rental expenses, advertisements, publication costs, and data collection. If you budget meal costs for reasons other than meals associated with travel per diem, provide an adequate justification to support that these costs are not entertainment costs. Item Description Justification of the Expense Per-Unit Cost Number of Units Funds Requested Other Subtotal
Specialty Location Codes Facility Code ID Destination Name State 17ILNOTLISTED IL DESTINATION NOT LISTED IL 18INNOTLISTED IN DESTINATION NOT LISTED IN 21KYHOME PATIENT HOME OR RESIDENCE KY 21KY999998 PHYSICIAN OFFICE/CLINIC KY 21KYLZ GENERIC LANDING ZONE KY 26MINOTLISTED MI DESTINATION NOT LISTED MI 29MONOTLISTED MO DESTINATION NOT LISTED MO 39OHNOTLISTED OH DESTINATION NOT LISTED OH 47TNNOTLISTED TN DESTINATION NOT LISTED TN 51VANOTLISTED VA DESTINATION NOT LISTED VA 54WVNOTLISTED WV DESTINATION NOT LISTED WV
engaged faith—continually learning, growing and serving. Their faithfulness continues to inspire and embolden me in my own witness and leadership. My name is Karen Oliveto, bishop of the Rocky Mountain and Yellowstone Conferences and I am committed to justice for all women … particularly those who speak out in environments knowing their “Cost of Bold” will be high. (Cost of Bold is the name of Saturday morning’s service.) Bishop Sharma Lewis: Here I am. My name is Sharma and I praise God for the ways United Methodist Women empowered me to lead by giving me many opportunities to teach at Mission u’s, preach at Annual Meetings and witness with members by putting my faith into action. My name is Sharma Lewis, first African-American female bishop of the Virginia Conference, and I am committed to education that transforms. Bishop Cynthia Moore Koikoi: Here I am. My name is Cynthia Moore Koikoi. I now keep the United Methodist Women Prayer Calendar open on my desk. Each day it reminds me to boldly lead Western Pennsylvania Conference to minister with the people on the margins. Through the calendar, I see all those who are responding boldly around the world called to God’s mission. United Methodist Women literally serves as a daily reminder and weekly encouragement to empower me to lead boldly. My name is Cynthia Moore Koikoi, bishop of the Western Pennsylvania Conference, and I am committed to resources that offer inspiration. Bishop Cynthia Fierro Harvey: Here I am. I was shaped, formed and nurtured by amazing women throughout my life. I prayed that I would continue to find the same kind of support in my adult life and I did! I was privileged to serve in a church early in my ministry with a large, active and powerful group of United Methodist Women. These women were wise and caring, firm and loving. They guided me spiritually. They guided me and provided the “motherly” advice I needed time and time and again. They calmed me when the values of parenting, being a spouse and leading a large church collided. I will be forever grateful for these important women in my life. I am Cynthia Fierro Harvey, bishop of the Louisiana Conference, and I am committed to the power of mentorship of women, by women and for women.
of the TEACHER STANDARDS PRACTICES COMMISSION May 29, 2013 Statement: To establish, uphold and enforce professional standards of excellence and communicate those standards to the public and educators for the benefit of ’s students. Goals: • Establish high standards for educator preparation excellence and regularly review approved programs for delivery of adopted licensure standards. • Provide leadership for professional licensure standards including standards for: cultural inclusion; educator dispositions; subject-matter competency. • To provide timely high quality services to licensees, higher education, and the public. • Maintain and develop clear, concise and easy to understand administrative rules. • Establish high standards for educator professional conduct and regularly communicate those standards to the field. The Commission meeting will be held via an AT&T teleconference call. The toll free dial in number is 1-888-204-5984 and the participant code is 705508. Note: Anyone requiring special accommodations or services due to disabilities should submit requests at least 24 hours prior to the meeting to: TSPC, 250 Division Street NE, Salem, OR 97301, or 503-373-1260. STANDING COMMITTEES Executive Milt Dennison, Chair Bill Beck, Vice-Chair Shirley Madathil Jeff Matsumoto Kathleen Sundell Shirley Blanchard, Committee Chair Professional Practices Bill Beck, Chair Anne Erwin, Vice-Chair Linda Brown Jeff Matsumoto Program Approval Shirley Blanchard, Chair Jeff Matsumoto, Vice-Chair Judith Brizendine Mark Girod Chris Kuka Shirley Madathil Heidi Sipe Licensure Kathleen Sundell, Chair Mark Ankeny, Vice-Chair Lea Bates Linda Brown Annmarie Chesebro Olga Cobb Anne Erwin Edward Sage All times listed on the agenda are approximate. The Commission reserves the right to rearrange the agenda, except for legally posted hearing times, to conduct Commission business expeditiously and efficiently. *** Please place cell phones and pagers on silent or vibrate during Commission meeting. ***
Patient’s Name Date of Birth SECTION 13 PATIENT MEDICATIONS Please list all current medications SECTION 14 CONFIDENTIAL MEDICAL HISTORY FORM PLEASE ANSWER ALL QUESTIONS YES NO DETAILS – PLEASE STATE Has the patient ever been admitted to hospital? Has the patient had any operations? ☐ ☐ Is this patient attending or receiving treatment from a doctor, hospital, clinic or specialist? ☐ ☐ Has the patient ever had a general anaesthetic? If YES, where, when and what for? ☐ ☐ Has the patient had a bad reaction to a general or local anaesthetic? ☐ ☐ Is the patient taking any medicines (tablets, creams, ointments, injections, – including Warfarin, aspirin, contraceptives and HRT) or alternative remedies? Please specify Please bring repeat prescription/MARS sheet (if applicable) ☐ ☐ Is the patient taking or has taken steroids in the last two years? ☐ ☐ Is the patient using or has ever used recreational drugs? ☐ ☐ Is patient allergic to any medicines or food substances? ☐ ☐ Does the patient suffer from Parkinson’s disease, neurone disease, or other neurological condition? ☐ ☐ Has the patient ever been told they have a heart murmur, heart disease, high blood pressure, angina, heart attack, stroke or heart surgery? ☐ ☐ PLEASE ANSWER ALL QUESTIONS YES NO DETAILS – PLEASE STATE Does the patient have a pacemaker, VNS implant, stent, artificial valve, shunt, or other form of implant? ☐ ☐ Has the patient ever had jaundice, liver, kidney disease or hepatitis? ☐ ☐ Does the patient suffer from allergies e.g hay fever or eczema? ☐ ☐ Does the patient suffer from bronchitis, asthma or other chest conditions/snoring/sleep apnoea? ☐ ☐ Does the patient have fainting attacks, giddiness, blackouts or epilepsy? ☐ ☐
 Diaper changing  Full Toilet care  Eating Monitoring Health Status Seizures Wheelchair Positioning Other:  Over active  Runs Away  Social Skills Other:  Communication supports Specialized Methodology  Transitions  Other:  On-task behavior  Communication supports  Verbal Prompting  Assistive Technology  Transitions Describe the student’s intensive needs marked above and attach supporting documentation as appropriate (Use additional paper if needed):
Special Committee of Council Asset Register Committee Name: Register last updated: Asset No Description of Asset (make, model and serial or identifying number) Location of asset Replacement value Notes on current condition Next maintenance due Details of maintenance required Date asset acquired Added to Council asset register? 1 2 3 4 5 6 7 8 9 10 11 12 13
<Special Committee> Facility Inspection Checklist Council Facility: Address: Person Inspecting: Date of Inspection: Potential Exposure / Risk Current Condition Comment Actions to be taken By whom Date of completion Storm – e.g. overhanging trees, blocked roof gutters No risk / risk controlled × Risk present Fire – e.g. LPG/gas, electrical, flammable liquids, spontaneous Combustibles. No risk / risk controlled × Risk present Vandalism – e.g. accessible and hidden wall spaces, vulnerable lights, sculptures No risk / risk controlled × Risk present Water – e.g. leaking plumbing, blocked drains. No risk / risk controlled × Risk present Burglary/Theft – e.g. windows/ doors, access to the roof, unguarded skylights No risk / risk controlled × Risk present Arson – e.g. access to combustible materials e.g. wheelie bins, cartons, fire wood and underside of building No risk / risk controlled × Risk present Other – e.g. vehicle impact risks, structural cracking. No risk / risk controlled × Risk present
APPLICATION FOR SPECIAL CONSIDERATION Candidate Name: Candidate Number: Centre Name: Centre Number: Please list all examinations where special consideration is requested Qualification Level Name of Examination/Unit Date of examination Please explain why you are applying for special consideration. Please set out the nature of the circumstances and explain how they may have affected your performance in the examination (s). Please list the supporting evidence. (Note: evidence MUST be provided with the application; applications will not be processes without supporting evidence.)
Managing Volunteers Task Number of volunteers required Special skills required Date and time required Training required Set-up Registration and ticket sales Running activities (list each activity) Auctions Competitions Ushers Waiters Music Demonstrated skills Technical staff Demonstrated skills Catering Food handling course Security liaison Clean-up Other
Special Education Data Collections & Reports 2014-2015 Office of Special Programs West Virginia Department of Education Report Name Description Due Date Coordinated Early Intervening Services (CEIS) Student Count A count of the number of students without disabilities who received CEIS as defined by IDEA during the school year, is due from the special education director. (Only districts which set aside CEIS funds in their LEA special education application for 2013-2014 are required to tag K-12 students receiving CEIS in the WVEISweb intervention screen. This tag aids in tracking students receiving CEIS and in verifying district CEIS report in LEA special education application.) September 9, 2014 Special Education Child Count A count as of October 1st of the district’s students with exceptionalities enrolled with current IEPs by teacher, including exceptionality, placement in least restrictive environment, is due from the county superintendent. October 1, 2014 WV PreK Child Assessment System Special education directors are responsible for ensuring that preK teachers and speech therapists complete the OSEP Child Outcome Summary Form for all students with disabilities, as well as the Early Learning Scale when appropriate. Checkpoints must be obtained three times per year during the designated windows. Three Checkpoints: 9/8/14-10/17/14 1/16/15-2/27/15 4/10/15-5/29/15 Annual Data Report** Report of Dispute Resolution, Complaints, Mediations and Due Process Hearings The number of dispute resolutions, complaints, mediations and due process hearings is compiled by WVDE and is submitted to The U.S. Department of Education, Office of Special Education Programs (OSEP). November 7, 2014 Annual Data Report: Report of Children and Youth with Disabilities Receiving Special Education (December 1 Child Count) and Report of Children Receiving Free, Appropriate Public Education A count of students with disabilities by age, disability, race/ethnicity and placement in the least restrictive environment (LRE) as of December 1 is due from the county superintendent. December 1, 2014 Annual Data Report: Report of Personnel Employed and Needed to Provide Special Education and Related Services for Children and Youth with Disabilities The count of related services personnel, paraprofessionals and highly qualified teachers (employed or contracted) as of December 1 providing services to students with disabilities is to be submitted online through WVEISweb by the county special education director. December 1, 2014
Student Name: ______________________________ CURRENT STUDENT PERFORMANCE REPORT: SUBJECT TEST/QUIZ AVERAGE BENCHMARK SCORES HOMEWORK COMPLETION? CLASSWORK SOLs English Math Science Social Studies ** How do the student's grades compare to others in the class? _______________________ __________________________________________________________________________ Has the student been through the Instructional Support Process? Yes No Interventions attempted: Instruction Extra practice on lessons Peer tutoring Academic Intervention (SGL, small group, PM homework help) Computer assisted instruction Varied instructional modes (multi-sensory learning styles) Materials Copies of at home Graphic organizers provided Audiovisual aids High-interest reading materials Manipulatives Calculator for math Computer for word processing Testing Study guide for tests Extra time for tests Retake tests Extra credit options Grading No spelling or handwriting penalty Organization Simplify, repeated instructions Review directions Guided notes Agenda check Preferential seating Color coded materials Assign a buddy to check agenda Behavior Management Positive reinforcement Incentive program Written behavior contract assigned Post and review rules Immediate consequences delivered Consistent enforcement of rules Recorded behavioral changes Progress reports sent to parents Counseling Frequent Parent Contact _______________________________ ______________________________ Please list any additional pertinent information below (or on back) as needed: INVITATION TO SPECIAL EDUCATION REFERRAL MEETING Student Name _______________________________ Date ________________ This is to notify you that a team meeting has been scheduled for the above student. Your participation and attendance at this meeting are very important. This meeting must be scheduled at a mutually
Student is due for a reevaluation ______________________________________________________________________ Specific problem statement: (i.e., the student only knows 15 out 50 sight words) Goal Statement: (i.e., the student will recognize 50/50 sight words) Strategies to be used: Person(s) who will implement the strategies: Evaluation (including pre/post data) Prior Notice and Consent for Initial Evaluation Student Name _____________________________________ SS# _______________________
forwarding the list of donors, individuals must be informed that this information is being forwarded to YWCA Kitchener-Waterloo and must be given the option of opting out. Agreement I, ____________________________________________________, have read and understand the Terms and Conditions and acting on behalf of ______________________________________________________ understand and agree to respect YWCA Kitchener-Waterloo’s policies and procedures for running the event that I have outlined in this proposal. Signature Date
Name Where they live (town/city) Role(s) (pre-opening team, member, trustee, principal designate, local governor once school is open) Summary of relevant expertise Please to the relevant section of the assessment criteria booklet to check what detail you need to give Available Time (hours per week) [Add lines as appropriate]
CV template CV template 1 Name 2 Area of expertise (i.e. education or finance) 3 Details of your last three roles including: name of school/ organisation position and responsibilities held length of time in position This should cover the last four years. If not, please include additional roles Name: Position: Name: Position: Dates: Name: Position: Dates: 4 For finance only: details of professional qualifications, including: date of qualification professional body membership number
6.0 DECLARATIONS OF INTEREST 7.0 ANNOUNCEMENTS BY PRESIDING PERSON WITHOUT DISCUSSION OFFICERS REPORTS DEPUTY CHIEF EXECUTIVE OFFICER 9.1.1 ACTING CHIEF EXECUTIVE OFFICER Location/Address: of Mingenew File Reference: ADM0077 Date: 29th September 2016 Author: Michelle Bagley, Shire President Summary The purpose of this report is to appoint an Acting CEO the CEO is on leave. Attachment Nil Background The CEO is on annual leave from the 27th September 2016 through to the 9th October 2016. Council must resolve to appoint an Acting CEO during this period. Comment The Local Government Act 1995 requires Council to appoint a Chief Executive Officer as outlined Consultation James McGovern, WALGA Nita Jane, Deputy CEO Statutory Environment Local Government Act 1995 states as follows; 5.36. Local government employees (1) A local government is to employ — (a) a person to be the CEO of the local government; and (b) such other persons as the council believes are necessary to enable the functions of the local government and the functions of the council to be performed. (2) A person is not to be employed in the position of CEO unless the council — (a) believes that the person is suitably qualified for the position; and (b) is satisfied* with the provisions of the proposed employment contract.
Collaboration Danielle- Amber is an excellent partner. She has worked very hard and we are a great team together. We shared all of the costs and materials. We would go to the nearest store and split the total up evenly. She has definitely done her part of this project. Every time we work together we find different ways and ideas to solve problems. If we do not agree on a situation, we always find a solution. Amber never gives up and gives 100% all of time and I am thankful she was my partner for this oral health program. I believe that us as a team was one of the many reasons our program was successful. Amber- Danielle and I worked well together. We worked fairly with every aspect of this oral health program. We shared the cost of materials, and we equally had our input throughout the program. Danielle was a great partner and has helped make our oral health program successful. We work well as a team; we both give one hundred percent, and expect perfection and the best possible outcome. We have both worked very hard on this oral health program and over all I believe it turned out to be a great success.
Perpich Arts High School Dietary /Modification Restriction Form Student Name: Date of Birth: Grade: 11 / 12 Please list any dietary restrictions or special diets: What is the medical diagnosis? List any allergies or food intolerances: __________________________________________________________________________________ List specific foods that can substitute for foods not allowed: Has student received a nutrition consultation? Yes No Date_______________ I authorize the School District to provide special meals as described above. *Physician’s Signature: Phone Date or CNP/PA Signature: Phone Date Clinic Name/Address: Fax #: Parent/Guardian’s Signature: Phone Date * NOTE: A physician’s signature is required in order to make mandated dietary modifications and/or food substitutions due to a student’s disability. If a student does not have a disability but has a medical condition requiring dietary modifications/substitutions, a Physician, CNP or PA may sign the form, and the Food Services will make a reasonable attempt to accommodate the request but is not mandated to do so without a disability status. Parent/guardian may sign the form without health provider signature if there are dietary preferences unrelated to a health condition or disability. These preferences will be taken into consideration, but Food Service is not required to make dietary modifications. Or Send to: Perpich Center for Arts Education, High School 6125 Olson Memorial Highway Golden Valley, MN Attention: School Nurse Please contact: Wendy Sandstrom, RN, Licensed School Nurse at 763-279-4193 for assistance. Copies to: ____ Pupil Health Record ____ Lunch Room Staff ____ Food Service Director
Total 15. Project income Income source (name of organisation) Identify all confirmed income and all sources of funding applied for –add extra rows as necessary Value (excluding vat) £ VAT £ Funding confirmed? Y/N Amount of funding applied for from Conservation Board Total 16. Is there potential for the project to generate income? If yes, please provide further details. Yes/No 17. Permissions required? What, if any, permissions are needed and are they in place? 18. Your Organisation (tick those which apply) □ Registered charity □ Parish council □ Voluntary □ Private individual □ Private company 19. Bank Account -please supply details for grant payment should your application be successful. Declaration: I declare that all the information provided in this application is true to the best of my knowledge. I understand that any misleading statements whether deliberate or accidental could make the application invalid and therefore liable for the return of any money. NAME (PRINTED): SIGNATURE: DATE: