zilongwang/ReadingBank huggingface dataset:
object is when only parts of it are visible. familiar object from a partial image; for example a car with its wheels missing. Identifying a word with a letter missing. Recognizing a face when on a part is missing (such as the nose). Visual Processing Processing Area Possible difficulties observed Spatial relationships The ability to understand how objects are positioned in space in relation to oneself. This involves the understanding of near and far (distance) as well as the relationship of objects and characters described on paper or in a spoken narrative. Getting from one to another. Spacing letters and words on paper. Judging time. Reading maps. Auditory Processing Auditory discrimination The ability to notice, compare and distinguish the distinct and separate sounds in words. (required in reading) Learning to read. Distinguishing differences between similar sounds. (EG seventy & seventeen) Understanding spoken language, following directions and remembering details. Seems to hear but not listen. Auditory figure-ground The ability to pick out important sounds from a noisy background. Distinguishing meaningful sounds from background noise. Staying focused on auditory information being given; for example instructions. Auditory memory Long term: the ability to remember something heard a long time ago. Short term: the ability to recall something heard very recently. Remembering people’s names. Following directions. Recalling stories or songs. Auditory sequencing The ability to understand and recall the order of words. Confusing numbers such as 74 and 47. Confusing lists and other types of sequences. Recalling the correct order of a series of instructions. Watch this short video to understand what information processing is: (auditory processing disorder) (visual processing disorder)
Observant play: notices →briefly → with interest May play with similar ‘toys’ May play together in loosely structured activities. Play has an organised structure. Is a group leader(s) Friendship skills – understanding feelings Usually plays alone for brief periods → sustained periods Does not play with other child. Will ‘talk’ with each other and comment on each other’s play. Will communicate with others. Higher level role play Plays with one ’toy’ …. → range of ’toys’ Does not influence other child’s play/ behaviour. Will express for activities. Improvisation Engages in play briefly →to sustained periods May be observant of other child’s play. Acknowledges actions and May copy how others are playing. Negotiates roles and sets up events. Will respect other children’s property. More willing to share and ask to share. Response to Interventions: facilitated, spontaneous & interactional Awards and accredited courses in the semi-formal curriculum Students aged 14 – 19 undertake the following accreditation (as at June 2015) Unit Award Scheme (UAS)
SEND support groups at Brent children’s centres Details Time Address Contact number Stay and play group for parents with children aged 0 - 5 with a disability 1st Tuesday of every month between 10am - 12 noon. Barham Park Buildings 020 8937 3860 Support and information sessions for parents Portage group Speech and language therapist Support and information sessions held every Tuesday between 9.30 - 11.30am. Portage group held on the 2nd Tuesday of the month from 9.30 - 11.30am, term time only. Speech and language therapist session held every Tuesday (apart from the 2nd Tuesday of the month) from 10 - 11am. Willow Children’s Centre 020 8937 6560 Please note that the session with the speech and language therapist is by invitation only. Please telephone Debbie Brazil on 075353 26897 if you are interested in attending. Fun activities with sensory toys for children with special needs Held on the 4th Tuesday of the between 10am – 12 noon. Granville Plus Children’s Centre 020 8937 6580
Outcome: A that you will have at some point in the future. Long-term outcome: A skill you will have when you have finished in your current year group, or perhaps a little longer (the next 2-4 years). Short-term outcome: The ‘next step’ to get you closer to your long-term outcome. Find out more about outcomes at: Short-term outcome (the next step towards meeting the outcome) What we will do Who will do it? By when? Reviewing my outcomes Date:
Autism Asperger Syndrome Semantic/Pragmatic Disorder Impaired Social Awareness Impaired Social Communication Impairment of Imagination Communication and Interaction cont/… Provision available Criteria could include: Communication and Interaction Needs Speech, Language and communication needs Access to support and advice from a Speech Therapist obtained through the Early Help Family Support Assessment (EHFSA) Access to support and advice from the specialist Speech and Language Teacher at the school ELKLAN trained LSAs Individualised Speech and Language Programmes delivered in conjunction with the Speech and Language Therapist Makaton TALKBOOST Intervention to support children with communication and Language Speech that is difficult to understand or unclear May struggle to say words or sentences May not understand that are being used May have difficulties knowing how to talk and listen to others Selective mutism Diagnosis from a Speech and Language Therapist (if a child meets the Therapy Service criteria for short or long term intervention) Autistic Spectrum Disorder (including Asperger Syndrome and Autism) Access to support and advice from the St Christopher school who have expertise in ASD Social Stories Visual Timetables Nurture provision and support Access to a Learning Mentor or an identified LSA Takes some language literally Finds social situations difficult Inability to read body language of others Poor imagination skills Heightened sensory sensitivity Medical diagnosis of Autism or Asperger Syndrome (this can only be made by a qualified paediatrician)
[Name]’s aspirations [Name]’s family’s aspirations for [him/her] How [Name] and [his/her] family have taken part in this plan [Name]’s special educational needs (see Appendix B for SEN assessment reports) Summary of main special educational needs More detailed information: 1. Cognition and learning: 2. Communication and interaction:
Aspiration: Person centred outcome: Target Which need is this linked to? Actions to support this target By whom? By when? Does it include: Please specify provision F G H1 H2 Overarching Health and wellbeing Summary of health and wellbeing needs: Aspiration: Person centred outcome: Target Which need is this linked to? Actions to support this target By whom? By when? Does it include: Please specify provision F G H1 H2
Overarching theme: Friends, relationships and community Summary of friends, relationships and community needs: Aspiration: Person centred outcome: Target Which need is this linked to? Actions to support this target By whom? By when? Does it include: Please specify provision F G H1 H2
This section provides information on any Personal Budget that will be used to secure provision in the EHCP and to meet the outcomes detailed in the plan. Potential Education Funding Potential Health Funding Potential Social Care Funding Total Indicative Budget Request for EHCP Personal Budget YES/NO a third party or direct payment request is being made, who is the intended recipient (full responsibility)? Contact details (if not already known) Name: Role: Address: Telephone: Personal Budget Details Outcome (what do I want to achieve through the use of budget) Goods, Service and/or Provision (how do I intend to use the budget) Frequency (how often will I receive goods, service or provision) Type (how do I want the budget organised, third party and/or direct payment) Source (education, health, social care and/or own contributions Sign off page Who can [Name]’s plan be shared with?
Version: (dd/mm/yyyy) Draft or Final [Name]’s Surrey Education, Health and Care Plan [NAME, D.O.B] Date Original EHCP: Amendment 1: Amendment 2: Amendment 3: Contents Surrey EHCP Code of Practice sections Pages [Name]’s Surrey Education, Health and Care Plan A Views, interests and aspirations [Name]’s special educational needs B SEN [Name]’s health needs C Health needs
3. Once you are in ‘Delivery Options’, you can select the options for ‘Sign’, ‘Encrypt’ and ‘Mark Subject Confidential’. 4. To prevent email forwarding, tick the ‘Prevent copying’ option in the ‘Delivery Options’ pop-up box. You may also choose the options of ‘Mark Subject Confidential’ and ‘Encrypt’ in this screen.
Judea - SW Ontario Samaria - Canada Uttermost “Uttermost to the uttermost” I believe this to be historical. to go? ________________________ Con: I hope that you can truly say, “Here am I Lord, send me”
Setting new outcomes and provision – Do the long term objectives/outcomes remain appropriate? Have any been met? Have new outcomes become apparent? Targets, objectives or outcomes for the next year should be set at the review, taking into account the views of the child or young person, advice from professionals and the discussions from the meeting. Recommendations – Provide details of recommended amendments with supporting evidence. Consider the following: Should the LA be recommended to cease to maintain the Statement/EHCP? Should the LA be advised that amendments are recommended? Have significant new been identified? Have new long term outcomes been identified? Are there changes to provision needed? Is a re-assessment necessary? Actions – Record any actions agreed at the meeting. Differing opinions – record details of any differing opinions expressed at the meeting. After the review meeting Once the review has taken place the SEND REVIEW REPORT document should be completed and distributed within two weeks of the meeting with any additional professional reports not already submitted to those invited to attend the meeting. Please indicate on the front page of the SEND Review Report if you are requesting either: an education, health and care assessment; funding change; provision change or to cease the Statement/EHCP. Please Note: To ensure new assessments or changes in placements requests made by schools are completed in time for the beginning of a new academic year applications must to be made before 31st May. Now that the review process is complete a copy of all documents should be sent electronically to the CWAC SEN Team at Cheshire West and Chester Council SEN Team Council Offices 2nd Floor Civic Way Ellesmere Port CH65 0BE Tel: 0151 337 6505
SEND Partnership Meeting Tuesday 8th September 2015 – 2.00pm to 3.30pm Room 4f, Level 4, Civic Centre Agenda Apologies Translation/Interpreters (Tracey Harrison and James Robinson) – 2.05pm Local Offer Rate & Review Briefing Paper (Julie Hawkins) – 2.20pm Feedback from previous meeting (2nd July 2015) and matters arising SEND Reforms Transformation Group – Highlight Report (Gill Hoar) Early Years Workstream (Gill Hoar/Paula Healey) Review into Assessment of Pupils with Lower Attainment (Gill Hoar) SEND Reforms Sustainability AOB Next meeting: 1st October 2015 - 10.30am to 12.00pm Room 4f, Level 4, Civic Centre
These changes will have cascading effects on key regional bio-physical systems and cause global climatic feedbacks (very high confidence). (IPCC 2007, AR4 WG2 15) Methane Hydrate Instability / Permafrost Methane: Methane hydrates are stored on the seabed along continental margins where they are stabilised by high pressures and low temperatures, implying that ocean warming may cause hydrate instability and release of methane into the atmosphere. Methane is also stored in the soils in areas of permafrost and warming increases the likelihood of a positive feedback in the climate system via permafrost melting and the release of trapped methane into the atmosphere. Both forms of methane release represent a potential threshold in the climate system. As the climate warms, the likelihood of the system crossing a threshold for a sudden release increases. Since these changes produce changes in the radiative forcing through changes in the greenhouse gas concentrations, the climatic impacts of such a release are the same as an increase in the rate of change in the radiative forcing. (IPCC 2007, AR4 WG1 8.7.2.4) Global Climate Projections: [S]ome sources of future radiative forcing are yet to be accounted for in the ensemble projections, including those from land use change, variations in solar and volcanic activity […], and CH4 release from permafrost or ocean hydrates. (IPCC 2007, AR4 WG1 10.5.1) Assessing Key Vulnerabilities and the Risk from Climate Change: AR4 temperature range (1.1-6.4°C) accounts for this [climate-carbon cycle] feedback from all scenarios and models but additional CO2 and CH4 releases are possible from permafrost, peat lands, wetlands, and large stores of marine hydrates at high latitudes. (IPCC 2007, AR4 WG1 Table 19.1) Conclusion
To attend [new school] full time by the end of term To attend [new school] the agreed two days a week and Spring Lane school three days a week by the end of term Provision needed include: Taster days; Gradual and phased reintegration; Part time timetable (for a defined period); Meet and greets each morning; Focus on lessons the young person enjoys. In addition it will be helpful to use the reintegration planning framework below to consider the support needed to achieve the initial inclusion outcome above. These are evidenced based factors associated with successful reintegration and current research in Bury about supporting a sense of belonging. The prompts below may support discussion: Reintegration Planning Framework
Next the user runs the nested model (with fewer parameters freely estimated than in the previous model). A new line is added to the ANALYSIS options. TITLE: Measurement Model of Job Satisfaction and Commitment, Categorical Variables, Missing Values, Clustered Data, and DIFFTEST Analysis Option DATA: FILE IS “C:\Mplus\jobdata.dat”; VARIABLE: Same as previous ANALYSIS: TYPE IS COMPLEX; TYPE IS MISSING H1 ; ESTIMATOR IS WLSMV; ITERATIONS = 1000; CONVERGENCE = 0.00001; DIFFTEST=jobsat1; The last option the ANALYSIS command tells the program to use the data saved in file created when the first model was run, to test whether the fit of the more restrictive (second) model is significantly worse than the fit of the first. MODEL: Any nested in previous model OUTPUT: STANDARDIZED MODINDICES (.5) RESIDUAL; The output for the second model will include results of the difference test. If the difference has a p value less than .05, the restrictions added to create the nested model make the fit significantly worse and the first model is retained. If did not become significantly worse (p > .05), the second, more parsimonious, model should be retained. Example 9. Second Order Factor Model Measurement Model C. The diagram here shows a higher order factor “Work Experience” that influences the three lower order factors: Place Figure 3 about here Second Order Factor Model with Categorical Variables and Missing Values DATA: FILE IS "C:\Mplus\jobdata.dat"; VARIABLE: NAMES ARE agency sat1 sat2 sat3 sup1 sup2
TITLE: General SEM of Job Satisfaction and Commitment with Categorical Variables, Missing Values, Clustered Data DATA: FILE IS “C:\Mplus\jobdata.dat”; MODEL: JOBSATIS BY sat1 sat2 sat3 ; LIKESUP BY sup1 – sup3; JOBCOMM BY com1 - com3; sat1 WITH sat2; com1 WITH com3; JOBCOMM ON JOBSATIS; JOBCOMM ON LIKESUP; JOBCOMM ON gender; The new ON statement indicates that JOBCOMM is also regressed on gender. Mplus “knows” gender is an observed variable because it is named in the VARIABLE command, and because it is not measured BY any other variables. 13. General SEM with Latent and Observed Predictors and a Mediational Hypothesis General SEM C. In the following SEM, Jobsat has both direct and indirect effects on Jobcomm. Indirect effects are through LikeSupr. Place Figure 6 about here TITLE: General SEM of Job Satisfaction and Commitment with Categorical Variables, Missing Values, Clustered Data, and Mediation DATA: FILE IS MODEL: JOBSATIS BY sat1 sat2 sat3 ; LIKESUP BY sup1 – sup3; JOBCOMM BY com1 - com3; sat1 WITH sat2; com1 WITH com3; JOBCOMM ON JOBSATIS; JOBCOMM ON LIKESUP; JOBCOMM ON gender; JOBSATIS ON LIKESUPR; The new ON statement indicates that JOBSATIS is regressed on LIKESUPR. JOBSATIS is both predicted and a predictor in the The implication is that the effects of LIKESUP on JOBCOMM are partially mediated by its effect on JOBSATIS. Figure 1. Measurement Model A
Name: Class: DOB: Date: Evidence of Need – Assessments, levels Primary Area of Need Communication and Interaction Cognition and Learning Social, Emotional, and Mental Health Difficulties Sensory and/or Physical Needs Assertive Mentoring Levels (dates) Reading Writing Maths Targets 1 2 3 Parent/Carer Signature Child/YP Signature School Rep Signature What is in Quality First Teaching Additional Adult Support Additional Interventions / Resources Pupils Parents/Carers Equipment What has made a difference? Continue or Change? Review Date: (R/A/G rate) Child Parent/Carer School Target 1 Target 2 Target 3 Additional comments: Parent/Carer Signature Child/YP Signature School Rep Signature
*3. Details of your Parent Carer Forum, your name and role in your local Parent Carer Forum: Your name: Name of your forum: Your role in the forum: Your email address: *4. Number of forum members involved in considering the responses to this survey? 1 2 to 3 4 to 6 7 to 12 More than 12 *5.Have you discussed responses to this survey with your LA? Yes No Effective and user engagement *6. In the opinion of your forum how well engaged do you think children, young people and parents are in strategic planning and of SEND services with your Local Authority? Fully – is the approach our Local Authority take in all or most aspects of the reforms Largely – our Authority some things with this group, and consult them on a range of other things Moderately – our Local Authority arrangements aren’t properly developed. This is an area we are working on Poorly – our Authority are struggling with this – our Local Authority don’t involve them at all Don’t Know Children Young people Parents
eligibility criteria’s in your Local Offer? Excellent – comprehensive, fully transparent and accessible Good – a good level of information provided but still could be improved; please list the areas that need improvement Poor – significant gaps in information and not easily understood Don’t Know Any other comments? *34. Does your forum have a CCG board member that they can raise issues with? Yes No Don't know Any other comments? *35. General duty to provide Short Break services: How well do the Local Authority and Clinical Commissioning Group: Extremely Well Very well Moderately well Not very well Not at all well Don’t Know Understand the needs of parent carers (‘have regard’) in relation to Short Breaks? Measure the impact of Short Breaks in assisting parent carers ‘to continue to care or to do so more effectively’? Ensure that
Provider Names and Occupations Where They Will Meet with Parties Provider Bios1 Joseph “Joe” Ellig, Attorney Solutions, Inc., Moorhead, MN I am an open-minded, common oriented person. When faced with a problem/challenge, I strive to find the most logical and practical solution. I also understand there is always at least two sides to every story; it is important to hear them and weigh out all pertinent factors. Carolyn Meske, Therapist Carolyn has worked with challenging family situations for more than 20 years. She co-developed the Children of Divorce Program. She directs the out-patient programming at Solutions Behavioral Healthcare Professionals and works with highly conflicted co-parenting cases. Provider Names and Occupations They Will Meet with Parties Provider Bios1 Laurie Christianson, GAL McLarnan & Skatvold Office, 730 Center Ave, Ste 202, Moorhead, MN Bachelor’s in Social Work (MSUM 1980). Worked in MN County Social Services system for 24½ years, including as a Child Protection Specialist w/ Clay County (1984- 2005). In 2005, started completing MN and ND custody & parenting time investigations/evaluations. Has completed over 60 investigations/evaluations. Has been a Guardian ad Litem in MN 7th Judicial District since 2006. Primarily represents the best interests of children in Juvenile Court but also in Family Court. Tim McLarnan, Attorney Has practiced family law in Minnesota and North Dakota for 31 years. Has participated in mediation as a mediator and on behalf of clients. Provider Names and Occupations Where They Will Meet with Parties Provider Bios1 Tim McLarnan, Attorney McLarnan & Skatvold Office, 730 Center Ave, Ste 202, Moorhead, MN; or Solutions, Inc., Moorhead, MN Has practiced family law in Minnesota and North Dakota for 31 years. Has participated in mediation as a mediator and on behalf of clients. Carolyn Meske, Therapist Carolyn has worked with challenging family situations for more than 20 years. She co-developed the Children of Divorce Program. She directs the out-patient programming at Solutions Behavioral Healthcare Professionals and works with highly conflicted co-parenting cases.
Job Description Senior Administrative Officer Belfast City Centre Management Company (BCCM) was established in 2000 as a not-for-profit company, limited by guarantee and is core funded by Belfast City Council and the Department for Communities. BCCM also delivers services to, and on behalf of, the private sector. The objectives of BCCM are: To encourage economic regeneration activity in Belfast City Centre; To promote excellence in public space management; To promote accessibility to, from and within, Belfast City Centre; and To enhance perceptions of safety in Belfast City Centre. Senior Administrative Officer Post: The role is primarily to provide effective administrative and secretarial support to the BCCM Manager, team and company Board; also to Belfast Chamber of Trade and Commerce (BCTC) as required whilst maintaining high professional standards of communication with all internal and external contacts. Supervise and delegate duties to administrative assistants (if applicable). Responsible to: Business Support Manager Responsible for: Administrative Assistants (if applicable) Key relationships: Belfast City Centre Management staff and All guests to Belfast City Centre Management Members of Belfast City Centre Management Board and Action Groups Belfast One Company Belfast Chamber of Trade & Commerce Belfast City Centre businesses Representatives of statutory agencies i.e. PSNI, Translink, Transport NI Contractors
APPLIED RESEARCH PROJECT INFORMATION What types of assistance are you interested in/looking from Seneca? Check as many as appropriate Research & Development Product Testing/Validation Market Intelligence Co-op Student Student Intern Other If other, please include a brief description: What sector(s) does your project relate to? Check as many as appropriate Art, Animation and Design Aviation Business Community Services Fashion and Esthetics Health Sciences Hospitality and Tourism Information Technology (ICT) Law, Public Administration and Public Safety Manufacturing and Mechatronics Media and Communications Recreation and Wellness Other If other, please include a brief description: What is the objective of your proposed project? (i.e. What is the key issue or problem that the project would address?) Please describe the project you would like to collaborate with Seneca College on. What assistance do you require? What are the project deliverables that you are expecting from the College?
Important to Remember 2018-2019 FAFSA Application Available October 1 Junior/Senior Parent Night & Financial Aid Workshop October 17 FAFSA DAY October 29 College Application Week November 14-18 College Application Priority Deadlines/Regular Deadline: University of Carolina at Chapel Hill October 15/January 15 North Carolina State University October 15/January 15 University of Carolina at Charlotte November 1/ February 1 UNC Pembroke July 31 University of North Carolina at Wilmington November 1/ February 1 University of North Carolina at Asheville November 15/February 15 North Carolina A & T University June 30 East Carolina University March 1 University of North Carolina at Greensboro December 1/March 1 Appalachian State University November 15/March 15 North Carolina Central University October 15/January15 Western Carolina University November 15/March 1 Elizabeth City State University August 1 Fayetteville State University June 30 Scholarship Deadlines (This is not a complete list…you can look up information on any of the following online) Horatio Scholarship October 25 The Prudential Spirit of Community Awards November 8 Elks National Foundation November 27 AXA Achievement Community Scholarship December 15 Dell Scholars January 15 Jagannathan Scholarship February 1 Jackie Robinson Scholarship February 15 North Carolina High School Athletic Association Varies (November to April)
Kyle Price - Indiana State University Jenna Purichia - University of Indianapolis Bryce Richardson - University of Indianapolis Ball University Marian University Indiana State University Anderson University Purdue University Indiana University William Roberts - Wittenberg University University of Dame Butler University Miami University University of Dayton Purdue University Wabash College Xion Russell - Indiana State University Connor Schepers - Indiana State University Ball State University University of Dayton Southern Illinois University Edwardsville Purdue University Vincennes University Valparaiso University University of Evansville Trine University Jacob Selby - Goshen College University of Indianapolis Luke Shearer - Indiana University IUPUI Grace Smith - Ball State
Miami University University of Dayton Wabash College National Merit Scholarship Connor Schepers - Indiana State University Ball State University University of Dayton Southern Illinois University Edwardsville Valparaiso University University of Evansville Trine University Purdue University Vincennes University Luke Shearer - IUPUI Grace Smith - Ball State University Madison Smith-Majors - Trine University Saint Mary’s College Xavier University Wittenberg University Valparaiso University Manchester University University of Evansville University of Indianapolis Anderson University Kumba Songor - Ball State University Lance Spreacker - Indiana University Purdue University Bradley University St. Edward’s University Valparaiso University Ohio State University Concordia University Chicago Bellarmine University Lake Forest College
Series F-111C min. 0,2 ... 10 mln/min max. 0,3 ... 15 ln/min Series F-111CM (metal sealed) min. 0,1 ... 5 mln/min max. 2 ... 100 ln/min Series F-112AC min. 0,2 ... 10 ln/min max. 5 ... 250 ln/min Series F-113AC min. 2 ... 100 ln/min max. 25 ... 1250 ln/min Mass Flow Meters (MFM); PN200 / PN400 Ranges Series F-120M / F-130M min. 0,2 ... 10 mln/min max. 0,3 ... 15 mln/min Series F-121M / F-131M min. 0,3 ... 15 mln/min max. 0,4 ... 20 ln/min Series F-122M / F-132M min. 0,2 ... 10 ln/min max. 6 ... 250 ln/min Series F-123M / F-133M min. 4 ... 200 ln/min max. 25 ... 1250 ln/min Mass Flow Controllers (MFC); PN64 / PN100 Ranges Series F-200CV / F-210CV 1) min. 0,02 ... 1 mln/min max. 0,2 ... 10 mln/min Series F-201C / F-211C 1) min. 0,2 ... 10 mln/min max. 0,3 ... 15 ln/min Series F-201CM (metal sealed) 1) min. 0,2 ... 10 mln/min max. 2 ... 100 ln/min Series / F-211AC 1) min. 0,2 ... 10 ln/min max. 1,4 ... 70 ln/min
Dear Applicant, Thank you for your interest in joining the Mental Health Foundation. We are the leading UK-wide charity in the field of mental health. For 65 years, we have been the source of fresh thinking about mental health. We believe that everyone has the right to good mental health. We are committed to making that right a reality. Thanks to the support of our donors, funders and benefactors, we are independent. This gives us the freedom to speak truth to power. There has never been a more urgent need to change the way we tackle mental health issues in our society. Mental health problems have a huge impact on the lives of individuals, families and communities, as well as costing the UK economy over £100 billion each year. The Foundation argues that we have to change our approach and focus far more on prevention – the only way that fundamental change can be achieved. The Mental Health Foundation focuses its attention and resources on the areas where it can make most difference. At the same time, we aim to grow our resources so that our reach and impact can be greater. We have some pretty ambitious plans. We are at a pivotal moment. Working with other leading charities and professional bodies we have succeeded in getting mental health recognised as a priority at the highest levels of government. The opportunities to create significant change have never been greater. You would join at a time when we have the resources to keep up the momentum on improving the Foundation to make it fit for the future and sustainable in the long term. Please see the attached information pack for more details and visit our website at www.mentalhealth.org.uk Once you have had the opportunity to find out more about us, I hope you will be inspired to join us. I look forward to receiving your application. With best wishes I look forward to receiving your application. With best wishes Edwards CBE Executive About the Mental Health Foundation Good Mental Health for All Our passionate belief is that good mental health is fundamental to a good life. We believe that people can often prevent mental health problems when they understand how to protect and sustain their mental health.
Objective/Means of Implementation: This four-week course is designed to develop fundamental skills in evaluation and management of critically ill patients. The student will make daily rounds with interns, residents, fellows and attending staff in the MICU. The student will be instructed in chest radiograph interpretation, ventilator management, hemodynamic management, and pulmonary artery catheter interpretation. A variety of critical care conditions will be discussed during daily, patient-based, teaching rounds with the Critical Care attending, fellow and residents. The student may participate in supervised procedures including central line placement, arterial cannulation, thoracentesis, percutaneous tracheostomy, and fiberoptic bronchoscopy. Weekly teaching conferences in the Section of Pulmonary and Critical Care Medicine include Conference, Journal Club, and Pulmonary Core Curriculum lectures. Night call every third day is mandatory and allows the student to assume substantial direct patient care responsibility. Evaluation: The attending staff on the team will complete a final evaluation through New Innovations. MED 420 Nephrology Available Sites: New Orleans (UMCNO, OMCK); Baton Rouge (OLOL); Lafayette (UHC) Duration: 4 weeks Objective/Means of Implementation: A course designed to acquaint the student with nephrology in the academic and clinical selling. The student will be responsible for the work-up of at least one patient per week, and will attend all rounds and conferences of the subspecialty and weekly medical staff clinic. The student will learn the techniques of hemodialysis and peritoneal dialysis. The student will also observe and work on the transplantation service. There will be participation in the evaluation and care of private nephrology patients one or more days a week. New Orleans students will be able to participate in the clinical of patients enrolled in the protocols of our Research Hypertension Clinic/Section of Nephrology (Room A323). This will involve the performance for physical examinations, renal function studies and the use of new techniques such as the 24hour ambulatory blood pressure monitor. Evaluation: The attending staff on the team will complete a final evaluation through New Innovations. MED 420 Physical Medicine & Rehabilitation (PM&R) Available Sites: New Orleans (VA); Baton Rouge (OLOL); Lafayette (UHC) Duration: 4
Figure 19 - Database Structure Flexibility wascreatedhadwas edneeded to makewas to [38] wasedhave beenwaswerewaswaswaswaswaswaswas [39] waswaswasdidn’t waswas thatdidn’twasdidn’ted. [40] madecould beoriginal waswasedwaswaswaswas [41] was. T,,wasdid notwasedended up being the solution we chose [42] 4.3 we neededwas member’s for communication for a particular database management systemThe concept of using a laptop as a server is shown in the following figure (Figure 20). igure 20 - Database Communications 4.4 wasneeded to follow It was discovered in implementing the Wi-Fi that the server computer containing the database and the microcontroller would need to be on the same network in order to have access to the server and send and receive data to the appropriate ports. The following figure is an example of a server-client relationship. Figure 21 - Network Topology The next figure shows the Peer to Peer form of networking that we used if we did not have each device across the same network. This was allowable due to the wireless capabilities of the CC3000. Figure 22 - Peer to Peer discussedin future development we needed [43]
1.0 Hardware 4D Systems’ Micro LCD-32PTU Touchscreen LCD TI’s TIVA C Series TM4C123G Launchpad Microcontroller Fabricated Microcontroller – source to be determined TI’s CC3000 BoosterPack Wi-Fi chip Panasonic’s Luxury Full-Size 2.2 cu. ft. Genius Microwave Oven with Inverter Technology CMOS VGA Camera Module 2.0 Software Code Composer Studios - Microcontroller 4D Systems’ Workshop4 IDE - LCD Touchscreen SDK Installer (Rev.A) - Wi-Fi Chip Microsoft SQL Server Express Edition – Database Management System PCB Planner - Fabrication PCB Expedition - Board Fabrication DX Designer - Fabrication Microsoft Word - Project Documentation InDesign - Milestone Management Microsoft Visio - Project Documentation LTPOWERCAD – Power Design LTSPICE – Power Simulation Prototype Construction & Coding Parts Acquisition & Bill of Materials In to acquire the parts for our prototyped NOMS system we purchased the parts from the individual vendors themselves such as Texas Instruments, Sanyo, and DigiKey for the fabricated controller board. These parts were acquired by purchase online and delivered over the Winter break and throughout the spring 2014 semester. The fabricated board was donated as well as the population of it. We prototyped our project using TI’s TIVA C Series TM4C123G Launchpad Microcontroller. After successfully implementing the prototype, we created our printed circuit board design using Eagle Schematic Capture. 2.0 PCB Vendor & Assembly The controller board that we prototyped with was TI’s TIVA C Series TM4C123G Launchpad Microcontroller. This was off the shelf and did not require any additions. We designed our own controller board in parallel with the design of the other subsystems. The design of this board was loosely based on the design of
independent, text-based format. It was human-readable to an extent, which was a bonus for development, but it's format was very formulaic and therefore easy for programming languages to interpret. The format is described in Figure 31 - JSON Object Definitions and Figure 32 - JSON Type Definitions. Figure 32 - JSON Type Definitions A summary of the inputs and outputs of the management pages can be found in Table 28 - Management Page Descriptions below Table 28 - Management Page Descriptions Page Name Required Input Optional Input Output Log In Username Password (SHA-1 hashed) Authentication Key User ID Logs in a user and creates a session on the server User Info Key User ID Username LED Audio Theme Get information the currently logged in user. Games List Key User ID page_count Games IDs Player usernames Get a list of all games the user can interact with. Game Info Key User ID Game ID moves move_limit Game ID Players State Turn Number Active Player (Optional) Get the full of a game, given its ID.
Create Game Key User ID Opponent Username (Success) Game ID Players Board State Turn Number Active Player (Failure) Error Code Error Message Make a new game, given a logged in user and an opponent. Update Move Key User ID Game ID Board State Move Made (Success) Game ID Players State Turn Number Active Player (Failure) Error Code Error Message Submit a move in an ongoing game. New Account Username Password Real Name Email Address LED Theme (Success) Success Code (Failure) Error Code Error Message Create a new account using the information provided. Pass Lost Username Email containing reset key Request a reset key for a user who has lost their password
ATmega16-U2* Digikey 1 $3.71 Various main board components(USB socket, headers, etc)* Digikey Sparkfun Ebay None 1 $33.46 Rover RN131C Digikey WRL-10050 1 $84.95 Stepper motor driver IC Digikey 620-1140-2-ND 2 $27.90 Motors Sparkfun ROB-09238 2 37.68 Audio Shield** Sparkfun DEV-10628 1 $19.95 Racks and Gears SDP-SI none N/A $47.77 Neodymium Magnets ebay None N/A $65.25 Solenoid Skycraft None 1 $5.00 Hall Effect Sensors Newark 89T7955 100 $135.00 RGB LEDs Superbright LEDs RL5-RGB-C-2 70 $49.70 Construction Materials None None None $160.82 Custom PC functioning as server Donated by team member None 1 $0.00 Server OS Donated by team member None 1 $0.00 Visual Studio 10 Donated by team member None 1 $0.00 SQL Server Browser Donated by team member None 1 $0.00 Chrome Developer Google Inc. None 1 $0.00 price without tax or shipping $745.37
Senior Drop-In Days Not sure how to request transcripts or teacher recommendations? Need help sending your SAT or ACT scores? Not sure where to start with your college application process? Curious about a gap year? Drop in to the Library Conference Room from 8 AM to 2:30 PM on the following days for individual help with any aspect of the college process. Tuesday, September 25th Friday, September 28th Tuesday, October 2nd Friday, October 5th Tuesday, October 16th Friday, October 12th Tuesday, October 23rd Friday, October 19th Tuesday October 30th Friday, November 2nd Tuesday, November 9th Friday, November 13th Tuesday, November 16th
Senior Focus Group 7/11/15 How many years have you been a parishioner at OLG? From 5 – 62 years. How do you see yourself in the overall picture of OLG as an inclusive community? Active senior programs Would like to activate more seniors Comfortable attending feeling welcomed even if Senior group very involved in the community Grief group Parish has old fashioned, small town value sense The only thing the parish would miss in my absence is my tithing envelope In denial as a senior, too busy to be involved as a “senior” or to know what that means Personal connections – seeking smaller groups within the parish. In what ways does OLG support you and your family’s needs as part of the community? Services provided; support, friendship, in personal matters.
_____________ 45.7% _____________ 43.7% _____________ 37.0% _____________ 32.6% _____________ 28.4% _____________ 25.6% _____________ 16.7% _____________ 15.6% _____________ 8.0% Word Bank Relatives Other Infidelity Housekeeping Leisure Communication Sex Money Physical Abuse Children Divorce Facts “American divorce rate is nearly what is was in 1960, though it has declined somewhat since hitting an all time high around 1980” Median marriage age – – Men: 29 Women: 27 1960 - Men: 23 Women: 20 “Both men and have higher life expectancies when married compared to single or divorced” “Current estimates say 40%-50% of recent marriages end in separation or divorce. Research show these numbers can dramatically decrease IF; you are a reasonably person with decent income, come from an intact family, are religious, and marry after age 25 with no prior children” “Due to lack of stability and support at home, children from an unhealthy divorce can experience decrease in academic success, physical health, and future stability in their own relationships.” Why and When divorce could happen 5-7 years into marriage – due to high conflict; including: easily angry, hurt, or jealous; showing poor money management; having an affair educated
REGIONAL TEAM APPLICATION FORM SENIOR Home INTERNATIONALS 2018 All riders who are putting themselves forward for selection must complete this form Enter your 4 best results (%) at BD Competitions in the past 12 months, at least two of which are to be within 6 months of the deadline for submission of scores. All 4 scores must be from qualifier tests. Results should be at the level FOR which you hope to be selected (Music results will not be taken in to consideration). Please ensure you have read the Regional selection policy, along with each individual competitions rules Rider Name: Email Address: .................................................................................................... BD Membership No: ……………………………………………….………………… Rider Group: Section competing in: …………………………… Name of Horse …………………………………...................…………………….. No.BD Points: …………………………………………………………. Competition Record DATE VENUE TEST/B,S or G JUDGE % PLACE COMMENTS training record Please give details of any REGIONAL training undertaken within the same timescale as results. To be eligible for selection you must have attended a minimum of 3 regional training events Date Venue Trainer Please send your completed form to: scan or photograph to your RDO Lou.jones@britishdressage.co.uk CUT OFF DATE AND TO SUBMIT FORM IN FOR SELECTION IS: 25 July 2018
List the most meaningful awards and recognition you received this year. Place an X beside awards & recognition relating directly to this award portfolio. See the Kansas 4-H Permanent Record Section 4. Project Related Awards and Recognition Local County/ District Area/ Regional State National/ Int’l SECTION 4A: 4-H LEADERSHIP & CITIZENSHIP SUMMARY WITHIN THIS PROJECT (Maximum 7 Entries in this Section) Summarize your 4-H meetings/committees/organizations, your level of involvement (ex: a member or an officer or chairperson) and the level of participation. Project meetings or project club meetings should only be included if related to this award portfolio. To the extent possible, include the actual numbers, not just an “X”. The # Attended should equal the total for all levels of participation (the sum of L, C/D, A/R, S, N, I). See Kansas 4-H Permanent Record Section 1. Meetings, Committees, Offices # Held # Led # Attended Local County/ District Area/ Regional State National/ Int’l
Practice Behavior 11: Use practice experience and theory to inform scientific inquiry and research. Practice Behavior 12: Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings. Practice Behavior 13: Use and translate research evidence to inform and improve practice, policy, and service delivery. Competency 5: Engage in Policy Practice Practice Behavior 14: Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services. Practice Behavior 15: Assess how social welfare and economic policies impact the delivery of and access to social services. Practice Behavior 16: Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice. Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities Practice Behavior 17: Apply knowledge of human behavior and the social environment, person-in-environment,
Practice Behavior 23: Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies. Practice Behavior 24: Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies. Practice Behavior 25 Use collaboration as appropriate to achieve beneficial practice outcomes. Practice Behavior 26: Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies. Practice Behavior 27: Facilitate effective transitions and endings that advance mutually agreed-on goals. Competency 9: Evaluate Practice with individuals, Families, Groups, organizations, and Communities Practice Behavior 28: Select and use appropriate methods for evaluation of outcomes. Practice Behavior 29: Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.
Section 10: Review of Behaviour Give some examples of how you have demonstrated this behaviour Has a relatively low profile; can be hard to get hold of or involve in key initiatives; may be out of with what’s going on Highly visible, frequently spending time with people and keeping in touch with the realities they are facing Decisions and ideas come solely from them; does not create opportunities for people to influence how services are shaped Actively and appropriately involves others to ensure improvement is driven by feedback on patient, stakeholder and staff experience Appears intolerant of or disinterested in the differences of their colleagues and stakeholders; only interested in people who are like them Values and acknowledges the differences in profession, temperament, background and working of their colleagues and stakeholders and helps others to understand this May talk about the need for openness but does little to support people in developing sufficient trust for this to happen Creates an environment where people feel safe to share mistakes; ensures systems are in place to facilitate learning and share best practice Directive with their team about what to do and how to do it; provides little coaching or encouragement to build their confidence Gives their team space to try things out, coaching them to find their own solutions and build their confidence as team leaders Can appear reluctant to admit mistakes or is quick to blame others; fails to provide people with support or reinforce openness and learning Models transparent behaviour by admitting mistakes, finds practical and creative ways to make learning a frequent and impactful process Lacks insight into their own strengths and limitations or does not seek feedback on their own or their team’s performance Is self-aware, in touch with development needs; seeks out, is receptive to and acts on feedback about their own or their team’s performance Appraisee: please sign here to confirm your commitment to by these effective behaviours yourself and to highlight any ineffective behaviour you observe in colleagues: Section 10 continued;
managing activities for the project life cycle Should be numerate and demonstrate business planning skills Significant experience of managing a team of marketers Proven and demonstrable experience of developing integrated marketing utilising the full marketing mix across all channels Planning & organising Able to plan and organise individual and team activity with an appreciation of longer term issues, ensuring plans complement and feed into broader operational plans Strong project management skills and coordination of a number of stakeholders and simultaneous projects in sometimes complex relationships and to multiple deadlines Ability to take strategic view in a fast-moving and dynamic environment Ability to lead projects, driving activity to completion while managing detail, and reporting on progress to date Application and interview Problem solving & initiative Able to use professional knowledge and experience to identify issues, trends and problems and manage resources towards those goals Must be self-sufficient, capable of target setting and monitoring, actively seeking information from internal or external sources as required Able to assess complex situations and provide solutions Experience in carrying out market research and competitor analysis Application and interview Management & teamwork Evidence of managing a team to ensure the successful delivery of objectives Must be a team player able to work collaboratively with others to disseminate and share knowledge and information Application and interview Communicating & influencing Excellent presentation and interpersonal skills and an ability to persuade, influence and collaborate with a wide range of people of different backgrounds and expertise, internally and externally Excellent writing skills with ability to present complex issues in a focused, succinct, professional and persuasive manner Application and interview