zilongwang/ReadingBank huggingface dataset:
Appendix 3 – Eco Impact Assessment Eco Impact Checklist Title of report: Supported Bus Service Review Report author: Nicola Phillips Anticipated date of key decision: 24 January 2017 Summary of proposals: Will the proposal impact on... Yes/ No +ive or -ive If Yes… Briefly describe impact Briefly describe Mitigation measures Emission of Climate Changing Gases? Yes Both The supported services are operated by buses which emit climate changing gases. This will see either the continuation of the existing services or a reduced number of services so we should not see an increase in gases produced from the services. If services are withdrawn, passengers may not travel, or take alternative modes (e.g. walking or driving). It is not possible to assess the net effect. The tendering process includes a method statement setting out steps the operators are taking to reduce fuel consumption, for example driver training, telematics and alternative fuels. Bristol's resilience to the effects of climate change? No N/A Consumption of resources? Yes Vehicles will continue to consume fuels. The net impact depends on the level of service provision, and choices made by passengers where services have been withdrawn The tendering process includes a method statement setting out steps the operators are taking to reduce fuel consumption.
This was often related to the issue of low wages, with training and assessment seen as important in terms of increasing wages for supported employees who wanted more money. “There’s not enough training here. We’re not getting, really, any training.” “With the other system they used to have, they used to have an assessment for about a week or two. They only do an hour a week (now) and they probably should do more.” Related to this, many supported employees (11) also noted they dislike the lack of variety in their working life. Again, training and assessment was seen to be lacking here, leading to an inability to move on to or be rotated into other tasks in the ADE. “We sort out paper, sort out white and coloured paper. I don’t like that too much because it gets boring.” Some supported employees (7) also noted they dislike the pressure and stress of their current role, and that their work was often deadline driven and sometimes tiring and overly stressful. “It is really stressful… “We’ve got trucks that come between 3 and 3:30 to pick stuff up There’s not enough time in the day to get it all done.” A small number of supported employees (4) also noted difficulties in their interactions with other employees, as well as ADE staff and supervisors. “I just don’t like people touching me half the time, I get people touching me at work.” “There’s one particular person, he seems not to have respect for people with disabilities, because he questions my speed and things and I think that’s not very nice.” “Bullying. Not being listened to and being belittled because of my intellectual disability. Not being acknowledged for the disability I have.” SUMMARY OF SUPPORTED EMPLOYEE FEEDBACK ON CURRENT JOBS Types of jobs done by supported employees and length of time in their current workplace. The types of jobs done by supported employees varied greatly across the consultation sites. The length of time supported employees have spent in their current workplace ranged from a few days to 30 years.
Do you have any particular ambitions / future plans that you would share with us? Ambition / Future Plans Expectations Why do you / your family think that VioletsServices Ltd Mansion is right for you? Signature of applicant (if possible) Date: Signature of Guardian/Agency Date:
The Young Person’s guide includes information on safeguarding policy and procedures which is easily understood and accessible. A record is maintained on a young person’s file of any allegation of abuse including details of any investigations, the outcome and any action taken. The Service Provider: maintains a register of all untoward events and serious incidents including missing episodes; demonstrates the effective management and outcome of any such incidents in line with agreed policy including referral to the Disclosure and Barring Service and/or the relevant professional body if appropriate; and adheres to HSC Trust and NIHE requirements for the formal notification of such incidents. Records indicate that appropriate Access NI checks have been completed as required. Records indicate that Hosts are notifying the Service Provider when a new person joins their household or an existing member of the household reaches the age for an Access NI check. This should include disclosure by Hosts to the Service Provider of any close associates or non-residing relative who may be unsuitable to have regular contact with children. Hosts and young people are aware of the service’s expectations in terms of appropriate and acceptable personal behaviour by adults towards young people and appropriate and acceptable behaviour by young people themselves. Placement records show that young people have been informed of the importance of and ways to promote personal safety and protection.
Ph: (08) 9464 5172 Fax: (08) 9464 5171 Out of hours emergency: 0448 275 936 Email: Attachment D – State industrial tribunals – contact details Industrial Relations Commission of New South Wales GPO Box 3670 Sydney NSW 2001 Ph: (02) 9258 0866 South Australian Industrial Relations Tribunals PO Box 3636 Rundle Mall SA 5000 Ph: (08) 8207 0999 Queensland Industrial Relations Commission GPO Box 373 Brisbane QLD 4001 Ph: (07) 3227 8060 Western Australia Industrial Relations Commission Locked Bag 1 CLOISTERS SQUARE PERTH WA 6850 Ph: (08) 9420 4444 Tasmanian Industrial Commission GPO Box 1108 Hobart TAS 7001 Ph: (03) 6165 6770 Attachment E – SWS Assessment service providers Achieve Australia Limited Active Occupational Health Services Advanced Personnel Management (APM) Assessments Australia Australian Red Cross B J Eldred Bendigo Access Employment Inc Castle Personnel Services Ltd Cerebral Palsy League of Queensland CIM EMPLOYMENT Counselling Appraisal Consultants Pty. Ltd. Crosslinks Rehabilitation Services De Poi Consulting Pty Ltd Disability Expertise Australasia (DEA) Evolution Research Pty Ltd Helen Saville Heta Incorporated IMR (Injury Management and Rehabilitation) Interact People Solutions JJ & DS Anderson Job Centre Australia Limited JobCo Employment Services JobLinks Employment and Training Service Jobmatch Association Incorporated
LEAD - Live, Experience, Access and Develop. Lesley Pointon Maccess Mai-Wel Limited Mark Andrew Thornton MAX Employment Maxima Group Training Multiple Solutions Novita Children's Services ON-Q Human Resources Limited Ostara Australia Personnel Placement Consultancies Pty Ltd Physikal Health Services Pty Ltd Recovery Station Rehab Management Resolve Rehabilitation Services Pty Ltd Richard Van Wyk Consultancy Pty Ltd RUTH MARY VIGUS South Metropolitan Personnel Inc STEPS Employment Strive Occupational Rehabilitation Tania Carter Supported Wage Assessor The Employment House The ORS Group VOICE- Psychologists & Allied Professionals Wave Assist WCIG Wise Employment Ltd Yooralla Attachment F – SWS Wage Assessment Agreement Attachment G - Glossary Approved SWS Assessor is a person who has been approved by the Department of Social Services to conduct SWS assessments. Applicant is a person who submits an application for the Supported Wage System – either an employment services provider or an employer.
Contact details for the Fair Work Commission offices in your capital city are available on the website. Attachment C – State industrial tribunals – contact details Industrial Relations Commission of New South Wales GPO Box 3670 Sydney NSW 2001 Ph: (02) 9258 0866 South Australian Industrial Relations Tribunals PO Box 3636 Rundle Mall SA 5000 Ph: (08) 8207 0999 Queensland Industrial Relations Commission GPO Box 373 Brisbane QLD 4001 Ph: (07) 3227 8060 Western Australia Industrial Relations Commission Locked Bag 1 CLOISTERS SQUARE PERTH WA 6850 Ph: (08) 9420 4444 Tasmanian Industrial Commission GPO Box 1108 Hobart TAS 7001 Ph: (03) 6165 6770 Attachment D – SWS Assessment service providers Achieve Australia Limited Active Occupational Health Services Advanced Personnel Management (APM) Assessments Australia Australian Red Cross B J Eldred Bendigo Access Employment Inc Castle Personnel Services Ltd Cerebral Palsy League of Queensland CIM EMPLOYMENT Counselling Appraisal Consultants Pty. Ltd. Crosslinks Rehabilitation Services DP Workplace Solutions Disability Expertise Australasia (DEA) Evolution Research Pty Ltd Helen Saville Heta Incorporated Interact People Solutions JJ & DS Anderson Job Centre Australia Limited JobCo Employment Services JobLinks Employment and Training Service Jobmatch Association Incorporated LEAD - Live, Experience, Access and Develop. Lesley Pointon Maccess
PAYMENT BY WIRE TRANSFER The information below is necessary for all wire transfers into ISSCR's bank account: To Beneficiary: International Society for Stem Cell Research 5215 Old Orchard Road, Ste. 270 Skokie, IL 60077 USA Account number 10172578 Bank Information: American Chartered Bank 1199 E. Higgins Rd Schaumburg, IL 60173 ABA# 071-925-046 Swift: AMCDUS41 We request an additional $45.00 USD wire fee processing charge for each incoming wire. Credit Card □ VISA □ MasterCard □ American Express Amount: $ USD Card Number Expiry Date Authorized Signature Date Return to no later than 21 October 2014. International Society for Stem Cell Research 5215 Old Orchard Road, Suite 270 Skokie, IL 60077 USA www.isscr.org Tel: +1-224-592-5700 Fax:
Run for Charity & Genetic Disorders UK Participant Discounts As a Genetic Disorders UK supporter, we are pleased to be able to offer you discounts with the following online retailers to enhance your experience with us. A portion of your spend will then be donated back to Genetic Disorders UK! 14.5% discount with a 5% donation 20% discount with a 4% donation Code: JFG 20% discount with a 10% donation Code: JFG 10% discount with a 10% donation Code: JFG 10% discount with a 10% donation Code: JFG 10% discount with a 10% donation Simply follow the above links or enter your unique code at the checkout after making your selections to gain your discount, and the donation will automatically come back to us.
Supporting commentary EYFSA Comments Have you completed the Safeguarding check list/audit tool for all early years and childcare providers and identified and addressed any actions? View completed Safeguarding audit and discuss any relevant action points Supporting commentary EYFSA Comments How do you monitor your provision to ensure that all staff actively promote equality and diversity and tackle poor behaviour towards others, including bullying and discrimination? View any relevant poicies and documentation. Discuss with manager/practitioners Supporting commentary EYFSA Comments Are robust observation, assessment and planning systems in place? Is the progress of children of different ages, developmental stages and interests supported through planned, responsive and ongoing interactions with adults, that support sustained shared thinking? View: Planning documentation Assessment documentation. Discuss with manager/room leaders/practitioners. How planning is put into practice The connection between assessment & planning Observation practices How individual needs are met Supporting commentary EYFSA Comments How are parents involved in their child’s learning? How are you supporting the child’s home learning environment? View any relevant documentation. Discuss with manager Discuss with Key Person Supporting commentary EYFSA Comments
An increasing number of adults affected with autism spectrum disorders (ASD) are being served by residential providers across the state of Washington. Individuals with ASD have a unique set of strengths and challenges that providers may often feel they do not have the specialized training to address. This training series was developed to be both broadly applicable and to allow for individualization to the person(s) being supported. Sessions will present an opportunity for residential support providers to develop the supports needed to increase client inclusion and/or independence in the home and community. Sessions will spend considerable time to include practical tips and strategies along with templates for creating supports. February 9, 2017 907 Harney Street, Suite 200 Vancouver, WA 98660 9:00 am to 12:00 pm Module 1: Characteristics of Individuals with ASD Describe the diagnostic criteria of ASD Describe the key elements for supporting individuals with ASD 1:00 pm to 4:00 pm Module 2: Positive Behavior Support Planning Describe the primary functions for behavior Describe the key elements of an ABC model February 22, 2017 201 W 1st Street in Port Angeles, WA 98368 9:00 am to 12:00 pm Module 3: Teaching Functional Communication Strategies Describe the key elements of communication Describe 4 effective ways to teach functional communication to someone with ASD 1:00 pm to 4:00 pm Module 4: Structuring the Environment Describe 3 different visual supports to use with individuals with ASD Describe how to use a task analysis to teach an individual with ASD April 20, 2017 6860 Capitol Blvd SE Tumwater, WA 98504 (Bldg 2, Floor 3) 9:00 am to 12:00 pm Module 5: Teaching and Maintaining Meaningful Outcomes Describe behavior, preference, and reinforcement Describe how to create a meaningful goal for an individual with ASD 1:00 pm to 4:00 pm Module 6: Data Collection & Goal Tracking Describe 3 different methods for data collection Describe how to use data to make meaningful decisions about an individual’s goals April 21, 2017 6860 Capitol Blvd SE Tumwater, WA 98504 (Bldg 2, Floor 3) 9:00 am to 12:00 pm Module 7: Supporting Staff & Implementation Describe the steps for supervising staff Describe how to evaluate staff performance and motivate positive staff performance
–23.207 –53.240 - - - - –18.957 –37.739 –56.229 - - - –13.394 –17.931 –21.550 –33.231 –36.608 =
M2, (RD) II IVCT IVCT HOMO 6. 6. 1:1 (0.1 M) 615 (208) 39 1:1 CH3CN CH3CN (0.1 M) I3– 546 (2230), ~680 1900 (760) 542 (2030), ~700 1960 (541) 542 (1860), 700 1900 (551) 39 40 32,40 CH3CN CH3CN CH3CN PF6– I3– 466 (1140), 594 (417), 1510 (1930) 471 601 (583), 1470 (1710) 600 1550 (2100) 40 40 1:1 (0.1 M) 556 (3380), ~625 1990 (1560) 39 1:1 (0.1 M) 540 (4470), ~690 1670 (1080) 39 1:1 (0.1 M) 550 (4470), ~680 1790 (1720) 39 M-1 (N/S =
Tel: 0845 4647 24 hour information and advice. The website has a providing advice about what to do if you or someone close to you has a mental health problem. Sources of advice and information for managers: Employee Assistance Programme Manager Support Line – Right Management Tel: 0800 1116 385 As part of the provides a Manager Support line for managers to seek advice and support on dealing with difficult people issues at work. Manager Support can enhance confidence in handling human emotions in the workplace, crisis situations etc. Health for Work Adviceline Tel: 0800 077 8844 Free advice service by Occupational Health Professionals Mind– Mind provides advice and support to empower anyone experiencing a mental health problem. Mind campaigns to improve services, raise awareness and promote understanding. Guide to managing supporting mental health at work: disclosure tools for managers – produced by Mind and the CIPD: Mindful Employer - www.mindfulemployer.net Developed, led and supported by employers, the MINDFUL EMPLOYER® initiative is aimed at increasing awareness of mental health at work and providing support for businesses in recruiting and retaining employees. Centre for Mental Health – The Centre for Mental Health aims to help to create a society in which people with mental health problems enjoy equal chances in life to those without. Health and Safety Executive – SHiFT - Although SHiFT closed in March 2011 web resources are still available. The Line Managers' Web Resource is a practical guide to managing and supporting people with mental health problems in the workplace Access to Work - www.direct.gov.uk A government run programme delivered by Jobcentre Plus to help overcome barriers that disabled people come across in getting into or retaining employment. A mental health support service is also available for employees. Appendix 2
Forest View Primary School Supporting Pupils with Medical Conditions Statement of intent The governing body of Forest View School has a duty to ensure arrangements are in place to support pupils with medical conditions. The aim of this policy is to ensure that all pupils with medical conditions, in terms of both physical and mental health, receive appropriate support allowing them to play a full and active role in school life, remain healthy, have full access to education (including school trips and physical education) and achieve their academic potential. Forest View believes it is important that parents/carers of pupils with medical conditions feel confident that the school provides effective support for their child’s medical condition, and that pupils feel safe in the school environment. There are also social and emotional implications associated with medical conditions. Pupils with medical conditions can develop emotional disorders, such as self-consciousness, anxiety and depression, and be subject to bullying. This policy aims to minimise the risks of pupils experiencing these difficulties. Long-term absences as a result of medical conditions can affect educational attainment, impact integration with peers, and affect wellbeing and emotional health. This policy contains procedures to minimise the impact of long-term absence and effectively manage short-term absence. Some pupils with medical conditions may be considered to be disabled under the definition set out in the Equality Act 2010. The school has a duty to comply with the Act in all such cases. In addition, some pupils with medical conditions may also have special educational needs and disabilities (SEND) and have a statement or education, health and care (EHC) plan collating their health, social and SEND provision. For these pupils, compliance with the DfE’s ‘Special educational needs and disability code of practice: 0 to 25 years’ and the school’s SEND Policy will ensure compliance with legal duties. To ensure that the needs of our pupils with medical conditions are fully understood and effectively supported, we consult with health and social care professionals, pupils and their parents/carers. Legislative framework This policy has due regard to legislation including, but not limited to: The Children and Families Act 2014 The Education Act 2002 The Education Act 1996 (as amended) The Children Act 1989 The NHS Act 2006 The Equality Act 2010 The Health and Safety at Work etc. Act 1974 The Misuse of Drugs Act 1971 The Medicines Act 1968 The School Premises (England) Regulations 2012 (as amended)
Template A – Individual Health Care plan Name of school/setting Child’s name Group/class/form Date of birth Child’s address Medical diagnosis or condition Date Review date Family Contact Information Name Phone no. (work) (home) (mobile) Name Relationship to child Phone no. (work) (home) (mobile) Clinic/Hospital Contact Name Phone no. G.P. Name Phone no. Who is responsible for providing support in school Describe medical needs and give details of child’s symptoms, triggers, signs, treatments, facilities, equipment or devices, environmental issues etc Name of medication, dose, method of administration, when to be taken, side effects, administered by/self-administered with/without supervision
Australian Government Crest – Department of Health and Ageing SANE Australia Logo Image: Picture of man talking with a lady. Supporting someone with a mental illness to quit smoking It is up to the smoker to decide whether they want to change their smoking habits. You cannot make someone quit. But there are ways you can provide support. It will help if you: • learn about the process of quitting • are supportive and encouraging • avoid being critical or negative • avoid telling them what they ‘should’ do – instead offer strategies and information. Supporters often say the hardest part of helping someone who is trying to quit is staying positive. It’s not always easy, especially with the added challenges that mental illness brings. … there is strong evidence that many people with a mental illness want to quit and that smoking causes, rather than relieves, stress.1 Smoking and mental illness Smoking rates among people with a mental illness are high. There are many reasons for this, such as smoking to cope with stress and anxiety. However, there is strong evidence that many people with a mental illness want to quit and that smoking causes, rather than relieves, stress.1 Encourage the smoker to start their quitting journey by highlighting the reasons to stop smoking, including: • improving their physical health and decreasing their chance of smoking-related illness • saving money they normally spend on cigarettes for personal treats or to help with other expenses such as rent and bills • gaining a sense of achievement and pride; and looking, feeling and smelling better. Establish an agreement Ask the person who is quitting how they would like you to help. Your role may be different if you are the smoker’s key worker than if you are their friend or partner. It will probably work better for both of you if you come to an agreement about the type of support offered. One option is to establish a quitting contract that sets dates and goals for both of you. Tackling obstacles It is helpful to discuss potential obstacles at this stage, rather than waiting for them to arise. Obstacles for the person quitting can include: • feeling pressured by your expectations
1 The learner will know the challenges facing workers whose first language is not English The learner must know: Assessment Requirements Evidence Location 1.a What it means not to have English as a first language Learners should state what it means not to have English as a first language. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b A language other than English that is spoken in own workplace Learners should identify a language other than English that is spoken in own workplace. 1.c How many of own workforce speak another language Learners should indicate how many of own workforce speak another language. 1.d The work challenges that face those whose first language is not English Learners should state the work challenges that face those whose first language is not English.
1 The learner will know the challenges facing workers whose first language is not English The learner must know: Assessment Requirements Evidence Location 1.a What it means not to have English as a first language Learners should outline what it means not to have English as a first language. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Observation of practical ability Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 1.b How many of own workforce speak another language Learners should identify how many of own workforce speak another language. 1.c The work challenges that face those whose first language is not English Learners should list a minimum of three work challenges that face those whose first language is not English.
Learning Outcome 5 5.1 At least THREE ways to be described. Final Tutor Feedback (Strengths and Areas for Improvement): Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced. Assessor Disclaimer I confirm that this learner’s work fully meets all the assessment criteria listed above at the correct level and that any specified evidence requirements have been addressed. Assessor Learner Date
Passenger privacy Data and TBSs Third-party digital booking apps have the capacity to collect certain data from passengers, including the location of registered app users’ smartphones, even when the registered user has not requested a ride or a ride is not underway. Further some apps have the ability to send promotional information to registered users and their friends who are connected to the registered user through internet-based social sites. Finally, some booking apps may also collect the means and content of communications (calls and SMS) between drivers and passengers. The capacity of booking apps to collect data like that described, and additional types of data would be expected to increase over time, and such apps may be in common use across all types of public passenger transport. All applicable federal and ACT privacy laws will operate. Electronic commerce Electronic payment processing for trips is an essential component of third-party digital booking apps, and also for non-cash transactions undertaken within taxis and hire cars. Passengers’ submission of bank-card and other personal information upon registering with TBSs, and individual transaction information carries privacy implications similar to those described above. Such activity is expected to be subject to the above Acts, where applicable, but also to Australian and international standards specific to electronic financial transactions. This includes the international Payment Card Industry Data Security Standards (PCI-DSS, which covers the appropriate usage of branded credit cards. A TBS will therefore need to comply with the following: Privacy Act 1988 (Cth) Electronic Transaction Act 2001 (ACT), which covers aspects of the transmission of data, including personal information, and the signing of contracts electronically PCI-DSS. TBS information to drivers and passengers Operators and drivers, as independent contractors, would not fall within the privacy requirements placed on TBSs, including NPPs. TBSs will therefore need to limit information to that necessary for the conduct of the transaction (as noted in section 7.2.4) or have arrangements in place to maintain privacy. For example, information is not to include names but will instead use independent identifiers such as booking numbers and public passenger drivers licence numbers. Data and ACT Public Agencies Data collected by TBSs may routinely be shared with ACT Government agencies in their capacity of ongoing regulators and law enforcement. Further, TBS data will be important to
3 - ring binders 0 0 0 0 Extra large Ziplock bags pkg. 0 1 pkg 0 0 Small and large Ziplock bags 1 pkg. each 1 pkg (either size acceptable) 1 pkg (small only) 1 pkg large only 0 Clipboard 1 1 1 1 0 Plastic sheet protectors 20 30 45 for portfolios 30 for portfolios 30 Band-aids 1 box 1 1 box 1 box 1 box Book Bag 1 1 1 1 1 Indoor sneakers(gym) 1 1 1 1 1 Kleenex 4 boxes 4 boxes 4 boxes 4 boxes 4 boxes Small dry erase white board with dry erase markers 1 1 3 dry erase markers only 3 dry-erase markers only 3 dry erase markers only Cue cards 4x6 0 0 1 0 0 Colouring book for a rainy day(Dollarama) 0 0 0 0 Headphones or earbuds(Dollarama) 1 pair 1 pair Earplugs for music Earplugs for music! 1 pair Dollarama paint and brushes 1 1 0 Water bottle 1 1 Pens: 1 blue 1 red 0 0 0 1 1 USB 0 0 0 0 1 Most of these items can be purchased at Dollarama. Check for ‘Back to School ‘ sales to save. Thank you for your cooperation.
HR Officer Northampton High School Newport Pagnell Road Northampton NN4 6UU Shortlisted candidates will be invited for interview in the fortnight beginning 14 May 2018. As part of this process, they will be expected to teach a lesson of up to 35 minutes for which a full prior briefing will be given and work with an ensemble for around 20 minutes. The interview will include a short analytical exercise of a score. All adults employed at the school are cleared for working with children and young people through the Disclosure & Barring Service. Please see attached information regarding the Girls’ Day School Trust guidelines on the Safeguarding of Children. Further information about the school and the application form can be found on our website at:
No. Question Y N NA Comments/immediate actions taken 7k Additional consideration of passed urine (if concerned) 7l Total EWS Score? 7m Signed? 7n Dated? 7o Entry times in 24 hour format? Have the following been completed for every recording: 8a Respiration rate (entered in numbers)? 8b Oxygen Sats (entered as %)? 8c Patient on Oxygen (tick) 8d Temperature (joined by dots)? 8e Blood Pressure (entered with X and vertical broken line)? 8f Heart Rate (joined by dots)? 8g Heart rate (r or i) 8h Level of consciousness (ticked)? 8i Additional consideration of pain (if concerned) 8j Additional consideration of BM (if concerned) 8k Additional consideration of passed urine (if concerned) 8l Total EWS Score? 8m Signed? 8n Dated? 8o Entry times in 24 hour format? 9 If all 6 physiological observations were not recorded, was a EWS calculated? 10 Have all EWS parameters been calculated correctly for each individual score that was recorded? 11 Have all EWS total scores been calculated correctly? 12 Have adjustments to triggers that are recorded in special notes section on the front page been followed? If EWS refused was this documented in the following: 13a EWS chart? 13b Physical Health Casenote on PARIS? 14 If EWS refused, were further attempts made by staff to obtain a EWS?
Bronwyn Dunnachie The Werry Centre Colin Hamlin Ministry of Health Thabrew The Werry Centre Kahu McClintock Te Rau Matatini Karlo Mila Le Va Lucy Bush Te Rau Matatini Matthews Private Practice Maraea Johns (Formerly) Te Rau Matatini Mark Smith Te Pou Sue Dashfield The Werry Centre COPMIA Advisory Group Adele Parkinson The Carolyn Reid Programme Aroha Whakamoe Noema MidCentral DHB Carmel Daly Child, Youth and Family – Ministry of Social Development Carolyn Swanson Te Pou Clive Benseman Auckland DHB Deb Fraser Mirror Services Debbie Crichton Waitemata DHB Denise Guy Infant Mental Health Assn, Aotearoa New Zealand Emma Dore Supporting Families Auckland Gerry Walker (Formerly) Salvation Army Jenny Boyle (Formerly) Salvation Army Joanne Henare MidCentral DHB Johnny Siaosi Waitemata DHB Karen Ramsay Southern DHB Kelly Pope The Werry Centre Luci Falconer The Werry Centre (Formerly Auckland DHB) Marijke Cederman Waitemata DHB Melissa McCreanor Pegasus Health Sonja Worthington (Formerly) West Coast DHB Sue Nightingale Canterbury DHB Sue Paton Health Promotion Agency Trish Davis (Formerly) Te Rau Matatini Trish Lumb Canterbury DHB
for activities outside the classroom such as offsite visits, walks too and from church, swimming , cooking class safeguarding file and copy to Myra for Evove file. Deputy heads Monitor IHCP folder Monitor Office, SENCo and Class teacher actions as above Monitor all records of medicines administered Termly – week 2.
____________________________________________________
___________________________________________________________
SUPPORTING STATEMENT Please ensure you read all sections of the Role Profile before completing this form. Please submit the completed form along with your CV and the completed Equality and Diversity Monitoring Form Job Details Position applied for: Support Worker Location of post (if applicable): How did you find out about this vacancy? Date of application: Personal Details Title (Mr/Mrs/Miss/Ms/Other) Family Name First Names (s) Name you prefer to be known as Any other names by which you have been known Contact Details Home address Postcode Personal email address Telephone number Disability In order to consider any adjustments, please state whether you have a disability which may affect your application or interview. Yes No If yes, please give details:
Lista de Utiles Escolares para POR FAVOR NO LE COMPRE A SU HIJO UNA MOCHILA Cada niño recibirá una bolsa de Pre-Kinder. Solo permitimos esta bolsa porque esta tiene la información de transporte y la identificación de su hijo. Materiales Necesarios: Un paquete de 24 crayones (Crayola) Un paquete de marcadores (Crayola) Pegamento en barra (10) Una botella de pegamento liquid (2) Una caja de Kleenex (3)
The is a piece of legislation which protects disabled people. There are several parts to the act which place different responsibilities on different kinds of organisations. As an education provider we have responsibilities to our students and applicants to ensure that you are treated fairly. As an employer we have responsibilities for our employees and to applicants. The courses included in the list above all have elements of study which involve significant periods of practice based learning in order to develop the necessary knowledge and competence to work in the specified profession/role on graduation. This means that when considering applying for one of these programmes we have a responsibility to assess whether reasonable adjustments can be made to facilitate your success on the programme of study in both the University and practice environments. We work closely with practice colleagues to establish what reasonable adjustments may be possible in practice settings to support our students. You may wish to familiarise yourself with your to support whilst at college or University. What is classed as a disability? You may not like the term ‘disability’ or you may not consider yourself to be disabled. The Equality Act (2010) however, defines that a person has a disability if: they have a physical or mental impairment the impairment has a substantial and long-term adverse effect on their ability to perform normal day-to-day activities A large range of disabilities, impairments and medical conditions including unseen disabilities such as specific learning difficulties (e.g. dyslexia) are covered. If you are not sure if you have a disability or whether it is covered you may wish to speak with or email .
Phrasing it positively This can be quite difficult to learn, because we are so used to saying “Don’t!” Nonetheless, it is important to avoid negative language and to phrase things in a positive manner. So wean yourself from “Don’t” “No” and “Stop”. In the case of John’s whacking Tom with the ruler a positive way to intervene would be “In this class bashing people with rulers is not allowed, John”. Avoid Never say Labelling People like you are hopeless. Comparison You will never be as smart as your brother. Distancing You make me sick. I don’t want to listen to you anymore. Put down A baby could do this. Sarcasm Were you born in a pig sty? Adapted from () Situation A put-down A positive frame Everyone else in the group has finished their work except Sam. It is now TA says, “What do you mean, you haven’t finished? How much time do you need? Everybody else has got it done! “I see you have tried really hard on this worksheet. You really want to get it done. You still have three more questions to go, though. Don’t worry. We will tackle them next time. Well done. Adapted from Bentham () How to use praise Bentham calls this “catching them when they are good”. It is also known as “leveraging the exception”. When a child who is normally difficult is not being difficult, this represents an opportunity for praise. In any case it is important for students to realise that the way to get attention and praise is to do their work. ) emphasises that the praise must be sincere. You
This policy was adopted on Signed on behalf of the nursery Date disseminated to staff Review Date 2009 Natalie Bignell 2009 19.07.13 2009 Melanie Bolger 27.11.2014 27.11.2014 2009 Natalie Bignell 01.06.2015 01.06.2015 2009 Melanie Bolger 07.08.2015 07.08.2015 2009 Natalie Bignell 30.10.2015 29.10.2015
the same way as everyone else and that an employee’s sex, pregnancy or family responsibilities does not unfairly influence a decision process. For example, if voluntary redundancies are being offered, then these should also be offered to employees on parental leave. It may be discrimination to have a selection criterion based on who did not receive a recent performance appraisal or bonus. How do I best manage performance concerns? While you are entitled to dismiss an employee because of poor or inadequate performance, you are not entitled to dismiss an employee if a reason for the dismissal (even if it is not the only or main reason) is, for example, the employee’s sex, pregnancy, potential pregnancy or family responsibilities. Confusion about the motives for dismissal of a pregnant or potentially pregnant employee can often lead to an allegation of discrimination. This can be the result of poor communication and inadequate management practices, for example, where an employee with unsatisfactory work performance is not made properly aware of the performance issues prior to, for example, the pregnancy and/or dismissal. Where an employee is under performing, it is important to inform the employee directly and conduct regular performance reviews and counselling sessions. Thorough documentation should be kept. Conducting the first such review or dismissing an employee after the employee announces a pregnancy may lead to considerable misunderstanding and allegations of discrimination. More information Australian Human Rights Commission Fair Work Ombudsman Fact sheets: Fair Work Commission: Guides: General Protections Unfair Dismissal Contact us Organisation Role Australian Human Rights Commission ph 1300 656 419 The Commission’s National Information Service provides employers and employees with information about their obligations and rights under the Sex Discrimination Act. A key role of the Commission is to investigate and conciliate complaints of discrimination under the Sex Discrimination Act. The Commission is not a court and cannot decide if has happened. The Commission’s role is to get both sides of the story and help those involved try to resolve the complaint. If the complaint cannot be resolved or is terminated for some other reason, such as that the complaint is lacking in substance or has already been adequately dealt with, the complainant has the option of making an application to the Federal Circuit Court of Australia or the Federal Court of Australia. The court can determine if has happened. A complainant under the Sex Discrimination Act cannot go straight to court. It must first go to the Australian Human Rights Commission.
Choice and control means you have the right to make choices about your own life. You can choose what you want from our services. You can make decisions about how things work for you. Choice and control includes Choosing your own goals Picking which service providers you want Deciding how you will live each day and what you want from your life We will Give you good information to help you make good decisions Help you make decisions, if you want help
Client Name: Level of the plan: Interventions requiring the plan: Challenging Behaviors addressed in this plan: Initial Plan Modification of Existing Plan Transition Plan from SIP to Behavior Management Plan Date transition to be completed: Case Manager: Phone Number: Email: Fax: Agency Contact Name: Phone Number: Email: Fax: Directions: If the plan does not require a particular document, select N/A. List page numbers where required elements are located. All citations refer to 14-197 CMR Chapter 5. Updated Functional Assessment (5.05-1B) Required Elements Page Number Completed by (5.05-1B) Sources of Data (5.05-1B 3) “Planning Team” (Person, family members significant others, care givers and other team members) observations and interviews 1&2): Define the Challenging Behavior(Applicability): Factors which increase the likelihood of the Challenging Behavior (Appx 1 C 4): When does the behavior occur (Appx 1 C 5): Where does the behavior occur (Appx 1 C 5): With whom does the behavior occur (Appx 1 C 5): Frequency, Duration & Intensity of the behavior (Appx 1C): Factors or events which increase the likelihood of the desirable behavior (Appx 1C6): Communication (Appx 1C1a): Relationships (Appx 1C1b): Environmental Conditions/Sensory Factors (Appx 1C1c):
Please consider potential student learning and development in different areas, e.g. Academic Knowledge, Subject specific skills, Generic or transferable skills What is the scope of your role in relation to a project student? Please compare your views with colleagues Current Practice 1. With what kinds of dissertation / projects are you supporting? (Aims, Outcomes, Time-scale, Scope, Level, Individual v Group, % Assessed etc) Case Study The experience of supervision: A Project Student's Perspective Background ...
Performance Factors Rating Comments Quality of Work: Consider the extent to which completed work is accurate, neat, well organized, thorough and effective. 1 2 3 4 5 Work Habits: Consider the employee’s effectiveness in organizing and using work tools and time, in caring for equipment and materials, in following good practices of vehicle and personal safety, etc. 1 2 3 4 5 Relationships with People: Consider the extent to which the employee recognizes the needs and desires of other people, treats others with respect and courtesy, inspires their respect and confidence, etc. 1 2 3 4 5
7: Behaviour support and specialist care Number Outcome: Individuals and others are free from harm and individual’s high support needs are met Price ($) 7a Behaviour support This is time limited behaviour support, based on planned strategies that aim to reduce the likelihood of behaviours of concern developing and /or increasing. The behaviours may cause harm to the individual and/or others. Behaviour support provides assistance to individuals, their family and support persons to identify the behaviours of concern, and to design specific positive behaviour support strategies. $54 - $85 per hour. 7b Specialist care for persons with high care needs (includes nursing care in the community for people with high care needs) This is the provision of specialist care for persons who have high care needs. This involves support from someone with a high level of expertise, knowledge and/or training to respond to the person’s complex needs. It does not include acute nursing care as delivered by the health system. It includes support for individuals who require assistance from a support worker with additional qualifications and experience relevant to the complex high medical support needs that require continuous and active support. $67 - $95 per hour.
Finding suitable accommodation Must be completed if support area selected above If accommodation is required, has a COMPASS application been completed? Yes No If yes please state band or reason for refusal and reference number Does the Applicant need support to access a Rent Deposit Bond? Yes No If yes please give details: Is anyone in the household pregnant? Yes No If yes please give details: Does anyone in the household use a wheelchair or have a disability? Yes No If yes please give details: Has the Applicant received any tenancy education? Yes No If yes, please give details: Has the Applicant been threatened with homelessness? Yes No If yes please give details Reducing ant-social / offending behaviour Must be completed if support area selected above Does any household member have an Anti Social Behaviour Order/ Injunction (ASBO/ ASBI), Criminal ASBO, Acceptable Behaviour Contract (ABC), or any other court order? Yes No If yes please give details Does anyone in the household have any criminal convictions? Yes No If yes please give details Has anyone in the household ever been in prison? Yes No If yes please give details/ date of release Additional information Must be completed for other support areas selected above Use this space to provide details of any other support required, priorities or any further information on the support areas above.
Evaluation and advice worksheet Have a look at all the websites in the presentation and make your notes about each one on this sheet. These notes will be very useful to you when you are writing up your investigation 3 of your report. Evaluation how useful was the website? Was there lots of information? Would you advise Deb to use this site? Department for Business, Innovation and Skills Website Business Advice from the Government Govt loan scheme Princes Trust Shell Live wire Chamber of Commerce Association of Women Entrepreneurs Business forum YouTube BBC Apprentice
We can accept ONLY the following file formats: Image files (JPEG, GIF,TIFF,PNG) Sound files (MP3, WMA) Video files (QuickTime – AVI, MOV, MP4, WMV) Text files (DOC, DOCx, PDF) Spreadsheet files (XLS, XLSx) DRAMA Actors, performers, directors must supply at least ONE RELEVANT REVIEW which clearly identifies the applicant, (a maximum of two RELEVANT REVIEWS can be supplied.) AND may also supply ONE VISUAL MOVING IMAGE – max 5 minutes duration. Playwrights - UP TO 10 PAGES of draft script along with a synopsis. DANCE Performers must provide ONE VISUAL MOVING IMAGE of their work up to 5 minutes duration. OR A link to a website address is acceptable but you must clearly identify which 5 minute section you wish us to view. If a link or website is not working correctly, your application will be deemed ineligible as critical support material has not been made available. VISUAL ARTS/CRAFT Artists must provide a MAXIMUM 10 IMAGES with image list OR A link to a website address is acceptable but you must clearly identify which 10 images you wish us to view. If a link or website is not working correctly, your application will be deemed ineligible as critical support material has not been made available. MUSIC Musicians - A MAXIMUM OF TWO SOUND RECORDINGS of no more than 8 MINUTES EACH. Composers – TWO EXAMPLES OF FULL SCORES OR EXCERPTS OF MOST RECENT WORK TRADITIONAL ARTS A MAXIMUM OF TWO SOUND RECORDINGS of no more than 8 mins each.
T6 (F-W) 280 48 105 23rd January March 2015 641 a 9.42 ± 1.22 - - - P111 (M-W) - 21 130 - - - 6th Jul 2012- 29th Oct 2012 675 b 5.87± 5.75 P212 (M-W) - 19 110 - - - 6th Aug 2012- 30th Nov 2012 741b 6.68 ± 5.84 P213 (F-W) - 19 87 - - - 1st Aug 2012-31st Oct 2012 660 b 7.25± 6.18