zilongwang/ReadingBank huggingface dataset:
SHS Curriculum Coverage Subject Area: Computer Science and ICT Year 7 Year 8 Year 9 KS4 7.1 Baseline tests in the 3 main areas of ICT and Computer science. 7.2 Internet – covers Bullying and issues when using and sourcing information from the internet. 7.3 Computational Thinking – a unit of work that looks at the four key areas of computer science and binary. 7.4 PODcast – a creative unit where students make their own e-safty advert/PODcast. 7.5 Database – Students look at of data and how it is sored, filtered, searched and outputted for specific purposes. 8.1 Microbit – Students program a small microprocessor and learn about the 3 concepts of programing – sequence, selection and iteration. 8.2 – Web Work Tool – Students learn how the internet is used to share information in personal, social and business. They also learn about digital footprints and how to keep them looking good for future employability. 8.3 Website – A creative unit where students design and build a website on a fictional band of their choice. 8.4 – Python Art – Students begin to learn how to code using text by creating a series of pictures and flags. 8.5 Spreadsheets – an investigation based learning task where students learn the basics and some advanced features of spreadsheets 9.1 – Systems and Computational thinking – A unit of work where we look at computational thinking ways to solve problems. We also look at ICT systems. 9.2 – Python Adventure – Students develop their text based coding on python by making and old style text based RPG. 9.3 – In a Minute – Students design and make a video to teach a topic of their choice, they learn about the system life cycle. 9.4 – ICT @ Work – a unit of work where look at key ICT skills for KS4 and the world of work. Computer Science GSCE (Option) Covers programming, systems and computational thinking. Two Exams plus a programing project to complete.
SHS Curriculum Coverage Subject Area: Religious Education Year 7 Year 8 Year 9 KS4 Culture and Beliefs What is culture? What do different religions believe in? Religions studied: Buddhism Christianity Belief About God Does God exist? What do religions believe about God? Religions studied: Buddhism Christianity Hinduism Humanism Judaism Islam Sikhism Religion and Science How was the universe designed? Did we evolve? Should we look after the environment? What is our role as stewards? How will the world end? Religions studied: Buddhism Christianity Hinduism Life After Death Is there life after death? What is the resurrection? What is the difference between heaven and hell? Religions studied: Buddhism Christianity Humanism Islam Sikhism Good and Evil How do we respond to moral problems? What is suffering and how do we respond to it? Religions studied: Buddhism Christianity Science and Ethics Creating life: IVF, Cloning and Genetic Engineering Animal Testing Organ Transplantation Religions studied: Buddhism Christianity Hinduism Humanism Islam The Sanctity of Life Is Life Sacred? Abortion Sex and Relationships Euthanasia Suicide Capital Punishment Religions studied: Buddhism Christianity WJEC EDUCAS GCSE (9-1) Component 1 Religious, philosophical and ethical studies in the modern world Issues of relationships Issues of life and death Issues of good and evil Issues of human rights Component 2 Christianity – beliefs and teachings Christianity – practices Component 3 Islam – beliefs and teachings Islam - practices
Salutation: Please tick accordingly Prof Assoc Prof Asst Prof Dr Mr Mrs Ms Mdm Profession: Doctor Nurse Allied Health Resident Students (please indicate programme): Others: Full Name: Please underline your family name Organisation: Salutation: Please tick accordingly Prof Assoc Prof Asst Prof Dr Mr Mrs Ms Mdm Profession: Doctor Nurse Allied Health Resident Students (please indicate programme): Others: Full Name: Please underline your family name Organisation: Salutation: Please tick accordingly Prof Assoc Prof Asst Prof Dr Mr Mrs Ms Mdm Profession: Doctor Nurse Allied Health Resident Students (please indicate programme): Others: Full Name: Please underline your family name Organisation:
5. DESCRIPTION OF PROJECT OR UNDERTAKING: 6. PROJECT AREA/AREA OF POTENTIAL EFFECTS: 7. PROJECT LOCATION 7a. Address: 7b. Route: 7c. Mileposts Limits: 7d. Nearest City/Town: 7e. County: 7f. Project Locator UTM: Easting Northing 7g. NAD 83 7h. Zone: 7i. Baseline & Meridian: 7j. USGS Quadrangle(s): 7k. Legal Description(s): 8. SURVEY AREA 8a. Acres: 8b. Survey Area. 1. Land Jurisdiction 2. Total Acres Surveyed 3. Total Acres Not Surveyed 4. Justification for Areas Not Surveyed 9. ENVIRONMENTAL CONTEXTS 9a. Landform: 9b. Elevation: 9c. Surrounding Topographic Features: 9d. Nearest Drainage: 9e. Geology: 9f. Vegetation: 9g. Soils/Deposition: 9h. Buried Deposits: 9i. Justification:
Professionally manage a caseload of work with vulnerable children and families, including assessing needs, maintaining complete and accurate case files, and information-sharing as necessary. Essential A, I Demonstrate understanding of professional boundaries and appropriate relationships with children, young people, their parents and carers Essential A, I Conduct regular assessment of effectiveness of casework, including a rigorous approach to monitoring and evaluation focused on demonstrating outcomes for children and families. Essential A, I Parental Engagement Ability to establish a range of group-based activities for pupils and parents, relevant to the needs of the school. Essential A,I Values Taking a whole-family approach to casework, taking account of service user wishes, and based around working in partnership with families on agreed goals. Essential A, I A commitment to the aims and values of SHS, including a strong understanding of equal opportunities and the will to identify and challenge discriminatory behaviour Essential A, I recognise, combat and challenge discriminatory behaviour Essential A, I demonstrate a clear understanding of service user needs and requirements taking account of their wishes Essential A, I demonstrate empathy, resilience and persistence in working with people and parents/carers from a whole family approach Essential A, I Knowledge Knowledge of available support services and referral routes Essential A, I
The PACE Program www.thepaceprogram.ca Referral for Services * Supporting Healthy Transitions Program A. Referral Information: Referred By: Referral Date: Role: Office Code: Office # Direct Line # Fax # Length of time involved with child/family: Email: ESTIMATED TRANSITON DATE: Reason for Referral: B. Transitioning Child/ren (In foster home noted in section E): Child’s Legal Name: Date of Birth: Ethnicity / Cultural Factors: Band: Child’s Legal Name: Date of Birth: Ethnicity / Cultural Factors: Band: Child’s Legal Name: Date of Birth: Ethnicity / Cultural Factors: Band: C. Transitioning Child/ren (NOTE: If living in another home – please complete separate referral):
Reason 5 I will be transferring course at the beginning of the next academic year N/A Reason 6 I am an international student and need to return home to renew my visa N/A * Please note that if you take external resits during the you are not an enrolled student during that time and so would not be eligible for student financial support (eg. if you are funded by Student Finance England) Reason 1 - additional sections regarding your circumstances Statement of my circumstances prevent me from engaging in my studies for a period of more than 4 weeks:- Evidence I am providing to support my statement:- Approved by:- Reason 3 - additional section regarding your personal reasons for delaying enrolment Statement of my reasons for delaying enrolment to the next academic year Section 3 - Timing of from studies Break from study for reasons 2, 3 and 4 must be for a full academic year and are actioned before the beginning of that academic year. Break from study for reasons 1, 5 and 6 could be actioned during an academic year. Date of temporary withdrawal:- Date of return:-
FORM RRAA REQUEST TO REPEAT AN ASSESSMENT ATTEMPT (RRAA) REPORT ON EXTENUATING CIRCUMSTANCES 1 PERSONAL DETAILS Name Student ID Number Faculty Course Title and Year (eg 1,2) Course Code Mode of Attendance (eg Full-time/part-time/sandwich/distance learning) Academic Year Semester Contact telephone number 2 MODULE/S AFFECTED AND SUMMARY OF CIRCUMSTANCES Name of Module(s) and Module code(s) (only listed modules will be considered) Assessment task affected (eg name of assignment, presentation, examination) Deadline date of coursework, date of examination (as appropriate) Course work only Have you had an extension? Please tick as appropriate Dates when these circumstances applied e.g. for ill health, the date when you first became ill to the date when you felt you had fully recovered Please indicate non-attendance/non submission or underperformance which may have prevented you from achieving the overall pass mark for the module by ticking appropriate box. PLEASE ONLY TICK ONE BOX No □ Yes □ □ Non-submission/non- attendance □ Underperformance (please only tick one box)
If yes date of extension No □ Yes □ If yes date of extension □ Non-submission/non-attendance □ Underperformance (please only tick one box) No □ Yes □ If yes date of extension □ Non-submission/non-attendance □ Underperformance (please only tick one box) No □ Yes □ If yes date of extension □ Non-submission/non- attendance □ Underperformance (please only tick one box) No □ Yes □ If yes date of extension □ Non-submission/non- attendance □ Underperformance (please only tick one box) DETAILS OF THE EXTENUATING CIRCUMSTANCES
Category & Name of the Shareholders (I) PAN (II) Nos. of shareh older (III) No. of fully paid up equity share s held (IV) Partly paid-up equity shares held (V) Nos. of shares underlying Depository Receipts (VI) Total nos. shares held VII = IV+V+VI Sharehol ding % calculate d as per SCRR, 1957 As a % of (A+B+C2) VIII Number of Voting Rights held in each class of securities (IX) No. of Shares Underlying Outstanding convertible securities (including Warrants) (X) Total shareholdin g , as a % assuming full conversion of convertible securities (as a percentage of diluted share capital) (XI) Number of Locked in shares (XII) Number of Shares pledged or otherwise encumbered (XIII) Number of equity shares held in dematerializ ed form (XIV) No of Voting Rights Total as a % of Total Voting rights No. (a) As a % of total Shar es held (b) No. (No t ap pli ca ble (a) As a % of total share s held (Not applic able) (b) Class X Class Y Tot al 1 Institutions 0 0 0 0 0 0.00 0 0 0 0.00 0 0.00 0 0.00 0 0.00 0 a Mutual Funds/ 12 0 0 6.16 0 6.16 0 6.16 0 0.00 9171184 ADITYA SUN LIFE TRUSTEE PVT. LTD. A/C 1 0 0 4.63 0 4.63 0 4.63 0 0.00 6891174 b Venture Capital Funds 0 0 0 0 0 0.00 0 0 0 0.00 0 0.00 0 0.00 0 c Alternate Investment Funds 0 0 0 0 0 0.00 0 0 0 0.00 0 0.00 0 0.00 0 d Foreign Venture Capital Investors 0 0 0 0 0 0.00 0 0 0 0.00 0 0.00 0 0.00 0 e Foreign Portfolio Investors 105 0 0 9.03 0 9.03 0 9.03 0 0.00 13442945 f Financial Institutions/ Banks 11 0 0 5.42 0 5.42 0 5.42 0 0.00 8074595 LIC OF INDIA PROFIT 1 0 0 3.09 0 3.09 0 3.09 0 0.00 4605759
UAB School of Health Professions CLASS PARTICIPATION RUBRIC Learning Outcome Exemplary 4 Benchmark 3 Milestone 2 Insufficient 1* Score Relevant and Insightful Questions Presented Student exceptional and insightful questions relevant to the topic Student asked questions relevant to the topic Student asked questions but were not always relevant to the topic Questions were unrelated, duplicates, and/or off-topic Integration of Class Concepts Student displayed mature understanding of class concepts by integrating previous class concepts and experience Student displayed understanding of the class concepts and made effort to integrate previous concepts and experience Student displayed some understanding of the class concepts but had some difficulty integrating it with previous experience Student showed little to no understanding of the class concepts and unable to integrate with previous experience Student Participation in Exercises and/or Practices in Student excelled in exercises and/or practices Student demonstrated good participation in exercises and/or practices Student demonstrated acceptable participation in exercises and/or practices Student demonstrated little to no participation in exercises and/or practices TOTAL= *Evaluators are encouraged to assign a zero to any work sample that does not attain sufficient performance. Exemplary – Excellent/exceptional work. Exceeds expectations of the project. Superior. (100%) Benchmark – Understands scope and met initial criteria of project/document. 1-2 minor errors. (75%) Milestone/Satisfactory – Acceptable work, but demonstrated limited understanding of scope. Did not meet initial criteria of project/document. 3-5 issues with project/document. Lacking. (50%) Insufficient – Document/project completed, but not as requested. Work was unacceptable and lacking a demonstration of competence. (25%-0%) Amended: 05-10-2017
This checklist must be used for the decommissioning of laboratories. It is the responsibility of the principal investigator, head researcher or laboratory manager to certify that the laboratory and any associated equipment has been decontaminated and all hazardous materials have been disposed of, or transferred to another research group. Faculty/School/Research Institute: Supervisor Name: Building: Laboratory: Before commencing the decommissioning process, consideration must be given to the likely contamination, appropriate decontamination procedures and personal protective equipment and clothing (PPCE) required for decontamination work. General Action Yes No N/A Notes All materials in cupboards, fridges and freezers have been disposed of in an appropriate waste stream or transferred to another research group This includes materials in chemical storage cabinets, shared storage spaces, cold rooms and cupboards under sinks All laboratory work surfaces, e.g. bench tops, fume cupboards, shelving, have been cleaned and decontaminated. Decontamination involves selecting an appropriate disinfectant for the task. Cleaning may require using water (hot) with detergent (Decon90) and wiping down a surface. Materials used for decontamination are bagged, labelled and disposed of as per the program. All hazard signs have been removed once the hazard has been removed and the area decontaminated. Equipment Action Yes No n/a All equipment has been decontaminated, even if it is identified for disposal or transfer to another research group Laboratory glassware has been decontaminated Refrigerators and freezers have been defrosted and decontaminated Refrigerators/freezers that have been used in laboratories must not be re-used for the storage of foodstuffs. Incubators, ovens and centrifuges have been decontaminated. Chemicals and Gases Action Yes No N/A Notes All chemicals are disposed of, or relocated to another location or transferred to another workgroup. Responsibility and ownership for chemicals that are transferred to another workgroup are formally acknowledged and receipted by the other workgroup Chemicals transferred to: Gas cylinders have been returned to supplier or transferred to another workgroup
Email: safehavenschool@harvestwordministry.com “… Now add to your faith….knowledge...” 2 Peter 1:5 Don’t miss these riveting, life-changing classes that will increase your faith and love for our Lord, Jesus!
Postal Address: Licensing Department, South Hams District Council, Follaton House, Plymouth Road, Totnes, Devon, TQ9 5NE Email: Permit / Collection Details Name and Address of the person to whom the permit was granted Name of Charity or Fund, which is to benefit Date(s) of collection Permit Number Proceeds of Collection Amount Total Expenses and Application of Proceeds Amount Total From Street Collection From Other Sources Bank Interest Other Items: Printing and Stationery Postages Collection boxes and carriage Badges or any other adornments Other items (if any) Payment approved under Regulation 15 (2) Disposal of Balance (insert particulars) TOTAL TOTAL Certificate of the person to whom the permit was granted I certify that to the best of my knowledge and belief the above is a true account of the proceeds, expenses and application of the proceeds of the collection. Print Name Signature Dated Certificate of Accountant or other responsible person I certify that I have obtained all the information and explanations required of me and that the above is in my opinion a true account of the proceeds, expenses and application of the proceeds of the collection Print Name Signature Dated
1: “The case for putting people before nature” Group 2: “Indigenous group wants guardian program expanded across Canada” & “Excellent results from N.W.T. Indigenous guardians program” Group 3: “Conservation projects need to include more indigenous voices” Group 4: “Why land rights for indigenous peoples
APPLICANT SELECTION LOG Job #: Initial Review Date: Hiring Manager Contact/Ext. Working Title: Hiring Unit: Indicate the number of each criterion on the Applicant Selection Log used to screen applications exactly as the appear under the Rec Details tab in the RMS. (Do not change the numbering of the criterion, do not create new criteria, only use Pref Quals for applicants that were interviewed.) All applicants released to hiring unit for review (including the applications released after the IRD, but not those that were interviewed.) Assign appropriate criteria not met as strongly as those selected for interview. (Interviewee’s status is assigned on the Job Offer Worksheet.) Comments Write “I” selected for Interview; “A” if Alternate Indicate date and how applicant was notified If a hire was not made, assign status interviewees on this form. Talent Acquisition provides the reasons documented on this form for non-selection to applicants upon request. Individuals requesting additional information will be referred to the Hiring Manager documented in the Recruitment Management System (RMS). Hiring Managers should send completed form to . Recruitment files will be retained by Talent Acquisition for three years. APPLICANT SELECTION LOG
Chamberlain School District 7-1 School Improvement Plan 3 year plan 2017-2020 School Years We have reviewed the School Improvement Plan and verify that each component has been addressed in the plan. We have approved the School Improvement Plan and support its implementation. Name of Schools: Chamberlain High School 9-12 Chamberlain Middle School 7-8 Chamberlain Elementary School K-6 Superintendent: Dr. Debra Johnson School Chairman: Casey Hutmacher Contact Information: Chamberlain School District #7-1 PO Box 119 1000 Sorenson Chamberlain, SD 57325 Phone: 605-234-4477
(Specific, Measurable, Attainable, Results-Based, and Time-Bound) GOAL/WHAT IN THE SCHOOL-LEVEL DATA SUGGEST THAT THIS SHOULD BE A GOAL? SMART Goal #1: School Keys Strands AEP Standards Actions, Strategies, Interventions Timeline/When will target be reached? Estimated Costs, Funding Sources, and Resources Person(s) Responsible Evaluation of Implementation and Impact on Student Learning Artifacts Evidence
Professional Learning Plan Professional Learning Related to SMART Goals Professional Learning Timeline, Cost, and Responsibility Monitoring Professional Learning Results What professional learning will occur to attain SMART goals? Professional Learning Timeline Estimated Cost, Funding Source, and/or Resource Person(s) Responsible How will this professional learning be monitored? What evidence or artifacts will indicate an improvement in student achievement?
101 Ways to Facilitate Making Friends Aaron Johannes, Jim Reynolds, Susan Stanfield How to engage and deepen support networks for people with disabilities 150 Things You Can Do to Build Social Capital Harvard Kennedy School Saguaro Seminar Free download: A Brief Introduction to Social Role Valorization Wolf Wolfensberger A classic work on how to address the plight of societally devalued people Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community’s Assets John Kretzmann & John McKnight Online Summary: Building Friends at Work Richard Hawes and the Arc of Mass. Free download: Friends & Inclusion: Five Approaches to Building Relationships Peggy Hutchison & John Lord with Karen Lord A family describes their personal search and five approaches to building a good life with belonging Friends: Connecting People with Disabilities and Community Members Angela Novak Amato Free download: Making a Contribution: Resume writing and interviewing tips to help you share your gifts Self Advocates and DDS Good person centered planning tools that can apply to any situation and environment Making Friends in School Dr. Zachary Rossetti and the Arc of Mass. Free download: Members of Each Other John O’Brien & Connie Lyle O’Brien Building community in company with people with developmental disabilities Pathfinders John O’Brien and Beth Mount People with developmental disabilities and their allies building communities that work for everybody. The Good Life Hugh Mackay Examines what makes a life worth living Waddie Welcome & the Beloved Community Tom Kohler & Susan Earl A personal story about the power of citizen advocates and intentional friendships Why Not Lead? Deborah Reidy A primer for families of people with disabilities and their families.
About you & what you do: How happy are you? Think about how you’ve felt over the past month (tick one per line) I find it easy to relate to others Almost always Most of the time About half the time Occasionally Not at all When I’m with people I don’t feel part of the group Almost always Most of the time About half the time Occasionally Not at all There are people I can talk to Almost always Most of the time half the time Occasionally Not at all I don’t have anyone who shares my interests or activities Almost always Most of the time About half the time Occasionally Not at all I feel lonely or isolated Almost always Most of the time About half the time Occasionally Not at all I like to new things and be active Almost always Most of the time About half the time Occasionally Not at all I find it easy to get in touch with people when I need to Almost always Most of the time About half the time Occasionally Not at all I would like to do more with other people Almost always Most of the time About half the time Occasionally Not at all Almost always Most of the time About half the time
What might help you to start doing them? About the health care services you use: We are putting together details of activities and services that are available in Ilfracombe. If you would like more information on any please complete the details overleaf or visit our website www.oneilfracombe.co.uk Activity or service Do you know about this Do you already take part Would you like to take part or know more Reading in a group or being read to Use computers to keep in with friends and family, get information, etc. Free training to use computers Sports – eg. tennis, football, gig rowing, golf, sub aqua, bowling, yoga and lots more Non-club sports: eg. swimming, walking, cycling, etc Healthy lifestyle sessions –eg. help to stop smoking / lose weight / drug and alcohol addiction / first aid training etc Dance groups Singing and music groups Scribes – help to complete forms etc Encompass – help for homelessness and food bank Courses: skills etc The Ilfracombe Centre – a place to get help with housing and council tax benefit, debt counselling, homelessness etc Community transport to help people get to events, activities, hospital etc Gardening or allotment clubs Mutual friends – someone to do things with and help you get out (befriending) Drop in coffee mornings and lunch clubs, to meet people and socialise
PART 9: SIGNATURES FOR ANNUAL PERFORMANCE APPRAISAL 2nd – Supervisor: Date: Supervisor: Date: Date of Annual Performance Appraisal Review Session with Employee: Employee Acknowledgement: I understand my signature below indicates: that I have received this annual performance appraisal, that my signature does not necessarily imply my agreement with the ratings given or the comments included, and that if I choose, I may write a response to include with this appraisal document. (Check here if you are attaching comments.) Employee: Date: PART 10: APPEAL RIGHTS For information on applicable appeal rights, please refer to the University System SHRA Employee Grievance Policy.
PART 6: OFF-CYCLE REVIEWS (see instructions on page 2) Document all off-cycle reviews completed during the performance cycle. Date of Review Interim Probationary Other Supervisor Initials Employee Initials Comments: Date of Review Interim Probationary Supervisor Initials Employee Initials Comments: Date of Review Interim Probationary Supervisor Initials Employee Initials Comments: PART 7: ANNUAL PERFORMANCE APPRAISAL (see instructions on page 2)
Closing What is one thing that was beneficial to you about being in this group? “Be yourself, accept yourself, forgive yourself, bless yourself, express yourself, trust yourself, love yourself, empower yourself” – Lypytha Hermin My Circle of Support Who do you trust to support your self-care? May include: any school staff, coaches or activity leaders, case manager, Name Relationship Signature Name Relationship Phone Email Signature Name Relationship Phone Signature Name Relationship Email Signature mental health professionals, family and friends. 2. My to Get Back to Calm Things that add stress to my life:
STATUTORY INSTRUMENT contained in the licence that are related to the designation and obligations imposed upon the licensee as the universal service carrier or as a dominant provider. Renewal of licences. The Minister may renew a licence granted under the Act in with the provisions of sections 11 and 12 of the Act and these Regulations on payment of the relevant fee set out in Telecommunications (Licence Fees) Regulations, 2003. An application for the renewal of a licence shall be in the relevant form set out in the Schedule. A licence shall not be renewed where the applicant (a) materially contravened the Act or any Regulations made thereunder; breached a material term of its licence; or defaulted on any licence fee owed to the Government. Where a licensee is desirous of renewing a carrier licence, the licensee shall apply to the Minister no later than 3 years prior to the expiry date of the licence or at such later date as the Minister determines. Where a licensee is desirous of renewing
This position will support all members of the current SIA team including the SIA President, the SIA Senior Director of Policy and the SIA Director of Events and Operations. This position will work on items such as but not limited to: SIA educational panels and tours at SATELLITE 2018 and other industry conferences Logistics and registration for SIA’s conferences and events Scheduling SIA member events and/or meetings for SIA staff Supporting SIA’s working group meetings and the SIA conference room Developing more active SIA Social Media pages In conjunction with SIA’s new website consultant, work on the SIA webpage, the DoD Commercial SATCOM website webpage and the development of SIA’s new webpage in 2018 Develop messaging and sending out broadcast emails to SIA members and partners Educational research projects SIA’s new database with working group and data changes Working with SIA’s IT consultant on basic office IT needs Assisting with mailing and print projects Handling general office duties including order office supplies, distributing mail, working with the building management and SIA’s subtenants on building issues Assisting the SIA President on expense reports and other administrative tasks as needed SIA monthly newsletter, the President’s Report. The Office and Program Assistant Manager will report directly to the SIA President, but will work closely with the SIA’s Director of Event and Operations, SIA’s Senior of Policy and others including SIA’s consultants and SIA members. Required Competencies Strong ability to use all Microsoft Office programs, specifically Word, Excel, Outlook and PowerPoint. In addition, a background in WordPress and experience using a database is a desired. Excellent communication and writing skills.
There is a highly developed interpretation of spirituality shared across the school community. Learners have regular opportunities to engage in high quality experiences that develop a personal spirituality. They are passionate and confident to express their thoughts and views in considerable depth through a rich variety of styles and media. Acts of worship follow termly themes and they formally acknowledge and celebrate the Anglican Calendar and signpost other Religious festivals Staff meetings, development days, parent information evenings include prayer and reflection Voluntary Eucharist for all members of school community Pupil leadership and participation in acts of worship including, year group, key stage and form assemblies Retreat days for pupils Prayer spaces, prayer trees, gardens and use of Chapel for all members of community throughout the school day Student faith groups, student Christian leaders Responses to International disasters Adopting What if learning approach within teaching and learning policy Two Thirteen The Christian character and values of the school have a significant impact on the spiritual, moral, social and cultural development of all learners. School has mission statement articulating School Christian values All subject schemes of work and cross curricular mapping documents signpost Christian Values PSHE and RE Syllabus and schemei of work Student voice School charity work Pastoral structure Thirteen The behaviour of learners is of the highest standard and relationships between all members of the school community are consistently attributed to the Christian character and values of the school. Effective use of rewards systems Celebration and recognition of students achievements and behaviour Evident in all relationships around the school RaiseonLine and Inspection dashboard reports on attendance and exclusions Six Seven Eight Nine Learners are fully aware that Christianity is a multi-cultural world faith. They have a high degree of understanding and respect for diversity and difference both within the church and in other faith communities. PSHE, RES and Curriculum mapping references Inclusion of other faiths within the school One Thirteen Learners are excited and challenged by religious education. It makes a significant contribution to learners’ spiritual, moral, social and cultural development and plays a major role in determining the Christian character of the school. Attainment and progress data for RE Take up of study of philosophy, ethics, RE post 16 and beyond Student voice One Thirteen
CONFIDENTIAL EMPLOYMENT AND EDUCATION DETAILS FORM Basic Details Full Name: Email Address: Vacancy Job Title: Department: Job Ref: RA The University actively promotes equal opportunities, aimed at treating all applicants for employment fairly. Job applicants will be considered purely on the basis of suitability for the job in question. If you have any difficulties in completing the form please contact Human Resource Management Services on 01244 512047. EDUCATION & QUALIFICATIONS Schools, Colleges or Universities (attended from age 11 onwards) From To Qualifications Obtained Date Grade Additional qualifications Year Awarded Awarding Body Training and short courses Training organisation Year attended Membership of Professional bodies Membership status Year awarded CURRENT OR MOST RECENT EMPLOYER Position Held: From: To: Employer:
Council developmental and promotional initiatives over the period of the award. These may include opportunities for publication, showcasing and related targeted support. How much money is available? There are a limited number of awards of £5,000 in each artform area. Who can apply? Artists working in the areas of Visual Art, Craft, Community and Participatory Arts, Literature, Music, Dance, Drama, Intercultural and Traditional Arts. Visual Arts curators may also apply. Artistic Practice: what we require from you The Arts Council is committed to identifying artists of real talent; whose artistic achievement or potential is already obvious; who have a clear and realistic view of their potential career as an artist; who can articulate how they can benefit from the joint investment of two or more organisations, including the Arts Council; and who can demonstrate the capacity to recognise and exploit the challenge presented by these award. The awardees will be expected to be artists from whom work of serious value can be expected in coming years. Development of an application: The partner organisation of your choice should offer a range of developmental support including mentoring, presentational skills and networking leading to presentation/publication of work, where appropriate. You will need to provide a Letter of Support with your application from the partner organisation of your choice. Following the decision to make an award, the partnership package will be designed with the organisation to meet the individual applicant’s needs. You must provide a detailed programme of the work and of the professional development activity that you plan to undertake and outline what you aim to achieve overall. You will need to include a costed plan should include materials and equipment as well as professional services. You may list training needs under formal training with your budget. If the costs are not apparent for this element, please list your needs anyway. Representatives from the organisation will be consulted regarding your application. Visual Arts/Craft Applicants should consider the relevance of the partner organisation to the content of their proposal. Applicants should be a career artist with a history of contribution to the visual arts/craft and have shown work in a range of exhibitions and galleries. Catalogue costs may be considered if a clear need is identified within the proposal and a distribution plan is included. Visual Arts Curators It is expected the partner gallery will offer a range of training in curating gallery exhibitions. The mentoring programme should be agreed with the partner organisation on appointment.
2017-18 2018-19 2019-20 Amount $707,000 Amount $728,000 Amount $750,000 Source LCFF Supp/Conc. Source LCFF Supp/Conc. Source LCFF Supp/Conc. Budget Reference LST budget Budget Reference LST budget Budget Reference LST budget 2 Empty Cell Cell For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: All Students with Disabilities [Specific Student Group(s)]___________________ All schools Specific Schools:___________________ Specific Grade spans:__________________ OR For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: English Learners Foster Low Income LEA-wide Schoolwide OR Limited to Unduplicated Student All schools Specific Schools:___________________ Specific Grade spans:__________________ 2017-18 2018-19 2019-20 New Modified Unchanged New Modified Unchanged New Modified Unchanged Increase field trips and FAFSA workshops that are embedded in rigorous lessons that apply knowledge to real life situations and increase financial literacy. Increase field trips and FAFSA workshops that are embedded in rigorous lessons that apply knowledge to real life situations and increase financial literacy. Increase field trips and FAFSA workshops that are embedded in rigorous lessons that apply knowledge to real life situations and increase financial literacy. Empty Cell Empty Cell 2017-18 2018-19 2019-20
List of Delegates Please list down the full names, NRIC/FIN/Passport Numbers and SIA Membership / BOA Numbers / NA (where applicable) of all delegates for registration processing. Salutation:* (e.g. Mr/Ms /Mrs/Dr/Prof) Delegate Name:* (Please underline Surname) Delegate Email:* NRIC/FIN No.:* SIA No.: BOA No.: Amount 1 2 3 4 5 6 7 8 9 10 11 12 13
Salutation:* (e.g. Mr/Ms /Mrs/Dr/Prof) Delegate Name:* (Please underline Surname) Delegate Email:* NRIC/FIN/Passport No.:* SIA No.: BOA No.: Amount 14 15 16 17 18 19 20 21 22 23 24 25 26 27
The Patient Safety Alert on Bowel Care highlighted widespread patient safety concerns and requires all trust to have policies and procedures in place to safely manage SCI patients’ bowel care needs. The alert calls on all providers to review both local clinical policy as well as guidance relating to bowel assessment and management, training and education provision by 25 January 2019 so that patients have access to staff confident and competent in providing safe bowel care. Specifically, the Alert requires that trusts: identify an appropriate clinical leader to co-ordinate implementation of this alert. review local clinical policy and guidance relating to bowel assessment and management. review education and training provision for interventional bowel management, and develop an action plan to ensure patients have access to suitably trained staff. share your reviewed local guidance, advice on how to identify suitable staff, and the key messages relevant clinical staff. We are committed to working collaboratively with trusts to improve bowel care provision and recognize the issues facing trusts as they work towards providing safe care for every patient. As a first step in supporting trusts, Trusts may wish to adopt this sample policy on bowel care. Carol Adcock and Debbie Green SCI Nurse Specialists Spinal Injuries Association July 2018
1.1.5 Peer-reviewed journal or conference paper on validating DTI’s primary standard for moisture submitted DTI Nov 14 Validation is on-going 1.1.6 Peer-reviewed journal or conference publishing the MIKES research system submitted MIKES Nov 14 MIKES has set up a measurement facility based on Loss-on-Drying with complementary water trap and capacitive humidity sensing. The setup is currently under characterization and the test measurements with woodchip and sawdust are running. 1.1.7 Comparison data between the SI traceable moisture realisations and relevant standardised moisture determinations for selected materials in pharmaceuticals, foodstuff, feed, biomass, wood and paper MIKES BRML, DTI, NPL, TUBITAK May 15 TUBITAK’s work is in progress and some early measurements have been made on paper samples and a journal or conference paper is under preparation. 1.1.8 Peer-reviewed journal or conference on uncertainty estimation tools for gravimetric SI moisture unit realisation submitted BRML, DTI, MIKES, NPL Mar 16 This deliverable has not yet started. 1.2.1 Literature survey of the factors determining the uncertainty of cKF method and contributions UT Sep 13 Sep 13 This deliverable is completed. 1.2.2 Coulometric KF measurement setups and the initial method set up at JRP-Partners' labs UT BRML Mar 14 May 14 This deliverable is completed. UT and BRML have set up Coulometric KF titrators.
2.4.1 Design of a calibration system for sensors measuring surface moisture in polymer elements UL May 14 May 14 The deliverable is completed. UL has designed a calibration system for sensors measuring surface moisture in polymers. It is designed to be capable of generating moisture profiles in the samples of different thickness. Moisture profiles are going to be controlled with air humidity on both sides (the dry and the wet side) of the sample. The gradients within a sample are going to be modelled and they will be taken into account in later calibrations. 2.4.2 Complete system with initial tests UL May 15 This deliverable has not yet started. 2.4.3 Design of a calibration system for sensors measuring surface moisture in elements May 14 May 14 This deliverable is completed TUBITAK designed a system on the basis of an ASTM standard. 2.4.4 Complete system with initial tests May 15 This deliverable has not yet started. 2.4.5 Report on validation of calibration methods for surface moisture meters including uncertainty evaluations UL TUBITAK, CMI May 15 This deliverable has not yet started. 3.1.1 (REG D1.2) Mathematical modelling of moisture processes in selected materials INRIM REG (UNICLAM) Feb 14 Feb 14 This deliverable is completed. and REG(UNICLAM) developed a mathematical model to describe moisture evolution in porous and partially-porous regions in selected materials 3.1.2 Model of temperature distribution CMI Aug 14 This work is ongoing 3.1.3 (REG D1.3) Numerical model and code to investigate moisture and thermal profile in selected materials REG May 14 May 14 Deliverable completed. Report available. REG(UNICLAM) developed a numerical tool for the single fluid phase in order to estimate temperature, velocity and moisture profiles in selected materials.
EXPANDED COURSE OUTLINE SPECIALIZED INVESTIGATORS’ BASIC COURSE LEARNING DOMAIN 4 VICTIMOLOGY/CRISIS INTERVENTION LEARNING NEED Peace officers must deal effectively and considerately with victims, and protect their rights. Peace officers need to understand the psychological trauma experienced by crime victims. Peace officers need to identify techniques used to defuse crisis situations, which result from people being the victims of a crime. LEARNING OBJECTIVES Describe the direct and indirect victims of a Describe emotional and physical reactions or behaviors that may be exhibited by victims in crisis Describe techniques officers can use to help defuse a crisis situation for a victim of crime Describe potentially negative attitudes that peace officers may exhibit toward victims of crime LEARNING NEED Peace officers must be able to provide victims with meaningful information that will assist them in coping with a crisis situation, and support their participation in the investigative and legal process. LEARNING OBJECTIVES Demonstrate knowledge of the five phases of a victim contact and identify appropriate officer actions during each Apply the guidelines for interviewing a victim
Admissions and confessions Dying declarations Records and officer testimony Hearsay testimony at preliminary hearings By active and honorably retired peace officers LEARNING NEED For peace officer’s testimony to be given serious consideration by the court, it is essential that officers present themselves as professional, credible, and reliable witnesses. Identify a peace officer’s responsibilities regarding pretrial preparation Identify aspects of a case that officers should review prior to giving testimony Identify factors related to a peace officer’s personal appearance that can influence how an officer’s testimony is received by the court Identify appropriate peace officer responses while testifying as a witness Identify appropriate responses when a peace officer is unsure of or does not know the answer to a question asked by an attorney Identify appropriate responses when to give an opinion while testifying Recognize the importance of being a truthful peace officer while testifying in court
Deborah Lochart, Human Rights Director Others: Karen Taylor, DBHDS Special Counsel Reconvene: At 9:15 T.C. Bullock called the regular session to order. A call for introductions took place prior to proceeding. Approval of Minutes: December 12, 2014 At 9:20 the SHRC reviewed the draft minutes of the December 12, 2014 SHRC meeting. Upon a motion by John Barrett and seconded by Marietta Cottingham the SHRC unanimously approved the amended minutes from December 12, 2014 SHRC meeting. VCBR-Monthly Variance Reports (November/December 2014): Report from SHRC RAC Sub-committee: No report-will request report for next meeting. Deb Lochart reported that the variances have been made ready for posting on the Virginia Register. Vicki Cash-Graff shared an update on the status of the subcommittee. She presented the draft minutes for review. VCBR Medical Penny Cameron explained that she knows one of the nurses who participated in the medical audit. The advocate will asked to follow-up with Jason Wilson in regards to the status of the audit report for sharing with this committee. Draft SHRC Annual Report: Deb Lochart shared the draft of the 2014 SHRC annual report. She asked that the committee review and send comments to her. She reminded them that this is their report. There was also discussion regarding updating bios and the submission of bios for Mr. Dillon and Mr. Daniel. Public Comment: At 10:30 T.C. Bullock called for public comments. No Public Comments were offered. SHRC Training: Karen Walters provided training to include: FOAI, an overview of the relationship between Virginia Code and the human rights regulations, HIPAA, Variances and the difference between variances and exemptions. Liaison Reports: SHRC Membership: No LHRC Liaison reports were given. Committee discussed upcoming vacancies.
kickboxing or health-related course. This time must be `requested in advance, pre-approved by the employee’s supervisor, and recorded in the Time Reporting System as Personal Wellness Leave (SLPW). Employees in an unpaid sick leave status will not be allowed to use PWL. Examples of inappropriate use of PWL include, but are not limited to: shopping; running errands; visiting family members and friends; taking extended lunch periods wherein health and wellness is not the focus of the lunch. CROSS REFERENCES PROCEDURE FORMS
Sibshop Description: Sibshops are offered in the fall, spring and summer. Each series of workshops are 4-6 weeks in duration and are available for siblings ages 7- 12. Primary Contact: Delmarie Alvarez The Children's Therapy Center 29-01 Berkshire Rd Fair Lawn , NJ 07410 map Phone: 201-797-7440 http://thechildrenstherapycenter.org Primary Contact: Chani Herrmann Yachad/NJCD 1345 Queen Anne Rd. Teaneck , NJ 07666 map 201-833-1349 http://www.yachad.org Sibshop Description: Yachad's Sibshops programs will be fun-filled events for all sibs ages 8-13. Through our activities siblings will have the chance to meet one another and feel special. Primary Contact: Norie Hubner HackensackUMC 30 Prospect Ave. Hackensack, NJ 07601 map Phone: 551-996-5220 New Mexico Primary Contact: Erica Candelaria Parents Reaching Out 1920 B Columbia Drive SE Albuquerque, NM 87106 map Phone: 505-247-0192 http://www.parentsreachingout.org Sibshop Description: These hands-on Sibshop events are for children who have a sibling with a disability. These Sibshop events are a way for siblings to share feelings
Under the Data Protection Act, personal data must be dealt with in a confidential manner in accordance with the requirements of the Act. Appendix E Formal Capability (Ill-Health) Hearings Formal warning/dismissal decisions should normally be made by the Principal, together with a Panel of the Board of Governors, at a formal capability (ill-health) hearing. However, where the Principal has not been given delegated powers to make initial dismissal decisions, the matter should be dealt with by a relevant Board of Governors’ Committee e.g. Discipline and Dismissal Committee. An employee will have the right to attend any such meeting (and should make every effort to do so), to make representations and to be accompanied by a representative of a recognised trade union or other appropriate person. Where dismissal is being considered the statutory 3-step procedure must be followed. 1. Written statement and invitation to meeting Employer must send a written statement detailing the nature and basis of the concerns and inviting the employee to attend a meeting to discuss it 2. Meeting A meeting must take place before any action is taken There shall be no meeting unless Step 1 has been followed The employee must take all reasonable steps to attend After the meeting the employer must inform the employee of the outcome and her/his right of appeal 3. Appeal If the employee wishes to appeal, s/he must inform the employer If the employee does so, the employer must invite her/him to a further meeting The employee must take all reasonable to attend The employer must inform the employee of the final decision An employee should be given at least 7 working days’ notice of the date of the hearing. This notice will include. The date, time and venue of the meeting. The name of the person(s) sitting on the hearing panel and details of any adviser. A copy of any report by the Academy.