zilongwang/ReadingBank huggingface dataset:
Student(s) _________________ Referring Staff _____________ Grade Level ____ Date ______ Time ___ Location area breezeway East loading zone lot bus event/assembly/ field trip __________ Problem Behaviors (check the most intrusive) MINOR Inappropriate lang. contact non-compliance Dress Code violation misuse __________________________ MAJOR lang./ inappropriate language aggression insubordination/non-compliance tease/ taunt Display of Affection Violation class theft code violation School Property damage threat __________ Possible Motivation peer attention tasks/activities know adult attention peer(s) ________________ items/ activities adult(s) Others Involved ___________________ Administrative Decision in office Saturday School In-school suspension Days ______ of privilege contact Individualized instruction suspension Days _____ with student _______________ Comments: Playground Library Cafeteria Classroom Other Physical Disruption Tardy Other Abusive Fighting Other Obtain Obtain Obtain Avoid Avoid Avoid Don’t Other Loss Conference Parent Other None Peers Teacher Substitute Unknown
Example B Office Referral Form Name: ____________________________ Location Date: _____________ Time: ________ Teacher: __________________________ Bathroom A B C Grade: K 1 2 3 4 5 6 7 8 Hallway Arrival/Dismissal Referring Staff: _____________________ ________ Minor Problem Behavior Major Problem Behavior Possible Motivation Inappropriate language contact Dress Code Property misuse Electronic Violation ______________ language Physical aggression Defiance/Disrespect Harassment/Bullying Dress Code Inappropriate Display Aff. Electronic Violation Lying/ Cheating Skipping class _______________ peer attention adult attention items/activities Peer(s) Adult task or activity know ________________ Administrative Decision of privilege Time in office with student Contact Individualized instruction In-school suspension (____hours/ days) Out of school suspension (_____ days) ________________ Others involved in incident: Staff Other Other comments: ________________________________________________________________________ I need to talk to the students’ teacher I need to talk to the administrator Parent Signature: _____________________________ Date: __________________ All minors are filed with classroom teacher. Three minors equal a major. All majors require administrator consequence, parent contact, and signature.
Objectives NordREG has setup number of objectives that the recommendations for the future Nordic retail market should be in line with. The overall target is to bring the Nordic retail markets closer to each other by harmonising the rules, but at the same time the target is also to create a better market, a market that is more efficient with more competition and that is easy to act in for a customer. The recommendations in this report have therefore been designed with these objectives in mind: Customer friendliness. One of the objectives of the common Nordic retail market is to increase the customer friendliness of the market and to make it easier for the customer to be active in the market. Well-functioning common market. The goal is to have a well-functioning common electricity market (wholesale and retail). Improved competition. To improve competition among suppliers, for instance through low entry and exit barriers, is an important objective. Improved efficiency. Customers will benefit from improved efficiency in the market. Compliance with EU regulation and development. The suggested solutions comply with the general development in the EU and with existing and coming EU regulation. Neutrality of DSOs. DSOs should function as market facilitators.
4 Confirmation that a SRO is in place, Programme Board and Steering Group are established and meeting regularly. DCO Open -12wks Confirmation recorded at the ‘kick off’ meeting. 5 Programme Board has signed off the project delivery plan and maintains active oversight of delivery. TE SRO Open -12wks Minutes of the Programme Board following the kick off meeting. Actions to support paper switch-off: 6 Confirmation from the programme team that there are no data issues preventing paper switch off. TPM IBC Open -12wks -4wks Confirm at PSO Steering Group record of completed actions related to data quality as part of the Programme delivery plan. 7 Technical infrastructure is in place to support paper switch off. Eg. enough smartcards, terminals, access at GP practices TPM Open -12wks -4wks Confirm at PSO Steering Group minutes record confirmation from Trust / CCG / NHS Digital. 8 Confirmation Trust and CCG have revised business processes (standard operating procedures) to support switch-off and these have been signed off by clinical leaders and Trust / CCG Executives. SOPs to include how ASIs are managed, how paper referrals are returned and monitored, and exactly what happens in the event of e-RS failure. TE SRO TPM CCG EL Open -12wks -4wks Confirm at PSO Steering Group minutes record approval of revised business processes Steering Group record of approval of revised business processes by clinical leaders and Trust / CCG Executives.
A Task Force has been established to manage the Sheboygan Well County project. An established task force will ensure inclusiveness and accountability to the initiative. The committee shall operate with a minimum of six members for the duration of the project. The task force will work in collaboration with the Sheboygan County Activity and Nutrition (SCAN) Coalition, the Wellness Council of Wisconsin, the Sheboygan County Chamber, local healthcare providers, wellness providers, businesses and community volunteers to move forward and sustain the Sheboygan Well County Designation efforts. Sheboygan Well County Task Force Members Julie Meyer, Hub International Jane Brill, Sheboygan County Chamber In cooperation with the Wellness Council of Wisconsin The Sheboygan Well County Strategic Plan includes Vision, Mission & Goal Statements, as well as an outline of committee roles and responsibilities related to Marketing/Communication, Fundraising/Sponsorship, Recruitment, Training/Resources and support.
classmates; (2) active involvement in class activities and (3) attentiveness Students will attend class, reflecting responsibility, inherent in the development as a social work professional. Being on time and prepared when class begins and remaining present throughout the entire class meeting demonstrates emerging professional behavior expected in social work graduates. Roll is taken in each class to document students' attendance. Classroom exercises, discussions, role-plays, guest speakers and other in-class experimental exercises are essential for a student's professional learning and continued development of self-awareness. Tardiness (or early departure) of more than 15 minutes will count as one-half absence and two (2) times being late to class or two (2) early departures culminating into one absence. A student is absent if he/she arrives more than 30 minutes late to class, leaves 30 minutes early or does not come to class. The following penalties for absences (unexcused, or excused, according to university policy) will be administered: Weekly (class meets 1X week) Up to 2 absences: No Penalty 3 absences: 1 letter grade drop 4 absences: Class grade of "F" Bi-Weekly (class meets 2X week) Up to 3 absences: No Penalty 4 absences: 1 Letter grade drop 5 absences: 1 Letter grade drop 6 absences: Class grade of "F" Summer Up t o 1 absence: No Penalty 2 Absences: 1 Letter grade drop 3 absences: Class grade of "F" Online, Blended and Web Enhanced Classes: Just as students are required to attend classes, students are required to log in and participate in online venues. To receive credit for attendance online via eCollege, students must log in and complete assignments as required in the course. Not logging onto eCollege (monitored by the instructor) and completing assignments online during the required time is the equivalent of an absence for each week this occurs. Final Evaluation and Grade Depends on both Classroom attendance and Participation Inadequate participation or lack of required time commitment in each class significantly
Reading Russell, G. M. (2012). When the and the personal collide: Lesbian, gay, bisexual, and transgender people as political targets. In S. H. Dworkin &M. Pope (Eds.), Casebook for counseling lesbian, gay, bisexual, and transgendered persons and their families. (329-340). Alexandria VA: American Counseling Association. Barton, B. (2010). “Abomination”: Life as a Bible belt gay. Journal of Homosexuality, 57(4), 465-484. Session 12: General topic: Oppression, Intersectionality and Resiliency: Cultural competency with Religious Differences Date: November 5, 2015 Reading Appleby, Colon, & Hamilton Chapter12 Graham, J.R., Bradshaw, C., & Trew, J.L. (2010). Cultural Considerations for Social Services agencies working with Muslim clients. Social Work, 55 (4), 337-346 Activity Cultural Diversity Paper due Session 13: General topic: Oppression, Intersectionality, and Resiliency: Cultural competency regarding Ability Date: November 12, 2015 Reading: Tower, K.D. (2003). Disability through the lens of culture. Journal of Social Work in Disability and Rehabilitation, 2 (2/3), 5-22. Rothman, J.C. (2010). The challenge of disability and access: Reconceptualizing the role of the medical model. The Journal of Social Work in Disability and Rehabilitation, 9(2/3), 194-222. Session 14: General topic: Oppression, Intersectionality, and Resiliency: Cultural competency regarding Age Date: November 19, 2015 Sue, D.W. & Sue, D. (2013). Counseling the Culturally Diverse: Theory and Practice. Hoboken, NJ : Wiley. Chapter 23 Counseling Older Adult Clients Brody, C.M. (2002). An existential approach: End-of-life issues for women. In F.K. Trotman & C.M. Brody (Eds.), Psychotherapy and counseling with older women: Cross-cultural, family, and end-of-life issues (239-250). New York: Springer.
Check the column that matches the student’s abilities according to student’s expected level of knowledge and skill. 5 4 3 2 1 0 0 = Unable to Rate 2 = Needs Improvement 4 = Commendable 1 = Unsatisfactory 3 = Satisfactory 5 = Stellar Stellar Comm Sat Needs Imp Uns U to R Competency 4: Engage in Practice-informed Research and Research-informed Practice Use practice experience and theory to inform scientific inquiry and research; Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; Use and translate research evidence to inform and improve practice, policy, and service delivery. Comments: Competency 5: Engage in Policy Practice Assess how social welfare and economic policies impact the delivery of and access to social services; Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice. Comments: Check the column that matches the student’s abilities according to student’s expected level of knowledge and skill. 5 4 3 2 1 0 0 = Unable to Rate 2 = Needs Improvement 4 = Commendable 1 = Unsatisfactory 3 = Satisfactory 5 = Stellar Stellar Comm Sat Needs Imp Uns U to R
Class Assignment/Activity Introductions “Impact of Silence” activity and de-brief The Practice Cycle: Engagement, assessment, intervention Review of elements of a helping relationship Review Key Competencies for Placement Caseworker positions Introduction of the practice family: Martinez Session 2: Engagement and Interviewing Day and Date: Tuesday, January 19, 2016 Required Readings/On-line learning: Please be sure to complete the following by mid-term: Employee Workplace Safety (1.5 hours) Sexual Harassment (1.5 hours) Social Media/Mobile Technology Safety (1.5 hours) Developmental Disabilities webinar (1 hour) Class Assignment/Activity “Knocking on the Door” Review of allegations handout Discuss how cases transition from Child Protection to the Placement Team Review of “Placement Timeline” from case opening to case closure Transitioning of the Martinez case Session 3: Engagement and Interviewing Day and Date: Tuesday, January 26, 2016 Required Readings/On-line learning: Class Assignment/Activity “Engaging Challenging Clients” Engagement and Involvement of Fathers- Video Purposeful documentation Interviewing children Session 4: Family-Centered, Trauma-Informed, Strength-Based Enhanced Practice Day and Date: Tuesday, February 2, 2016 Required Reading/On-line learning Class Assignment/Activity Working with Families/Diligent Search Adverse Childhood Experiences (ACES) Child Trauma activity Identifying Strengths activity Session 5: Family-Centered, Trauma-Informed, Strength-Based Enhanced Practice
Objectives (By the completion of the course, it is expected that you will be able to…) CSWE- Related Practice Behaviors (This is the behavior that objective supports) Course Assignments (The assignment is used to assess your ability to fulfill the objective related to the practice behavior) Express a basic understanding of scientific frameworks in human biology and their importance to professional social work practice. 2.1.1c 2.1.3a Class discussions Quizzes/exams Case scenarios Observation essay Movie essay Apply understanding of human biological functioning in development of client assessments. 2.1.7a 2.1.10b(d),(e) Class discussions Quizzes/exams Case scenarios Observation essay Movie essay Utilize understanding of scientific frameworks and human biology to develop/recommend appropriate interventions and prevention services. 2.1.10b(g) 2.1.10c(i) Class discussions Quizzes/exams Case scenarios Observation essay Movie essay Apply understanding of systems/ ecological framework on human biological functioning. 2.1.7b Class discussions Quizzes/exams Case scenarios Observation essay Movie essay V. Course Requirements Required Text: Falvo, Donna R. (2014). Medical and Psychosocial Aspects of Chronic Illness and Disability, 5th edition. Burlington MA: Jones and Bartlett Learning. ISBN 978-1-4496-9442-5. There will also be readings assigned in handouts for each class period. Handouts are largely based on the following sources: Beers, Mark, MD; and Robert Berkow, MD (1999). The Merck Manual of Diagnosis and Therapy, 17th Edition. Whitehouse Station: Merck Research Laboratories. Ginsberg, Leon; Larry Nackerud; and Christopher Larrison (2004). Human Biology for Social Workers: Development, Ecology, Genetics, and Health. Boston: Allyn and Bacon. Goodenough, Judith; and Betty McGuire (2012). Biology of Humans: Concepts, Applications, and Issues, 4th edition. San Francisco: Pearson Benjamin Cummings. The Medical Advisor: The Complete Guide to Alternative and Conventional Treatments. Alexandria: Time-Life Books, 1996. Tsiaras, Alexander (2004). The Architecture and Design of Man and Woman. New York: Doubleday.
STEP 2 REGISTRATION (Randomization) Patients must not be registered to Step 2 until confirming via RAVE EDC that the patient’s LVEF by echocardiogram was ≥ 50% by central review. Patients must be registered within 11 calendar days of submission of the ECHO study. Site must verify that there is no known change in the Step 1 eligibility since initial registration.
When assessing each attribute, choose the point on the scale that most closely describes the student being assessed and mark it with a tick in the relevant box. 1. Attendance and punctuality 1. Comes in late and leaves early. Late back from breaks. Sometimes absent without reason. 2. Attendance and punctuality were not consistently up to workplace expectation. 3. Attendance and punctuality were satisfactory. 4. Rarely absent, always punctual. 5. No absences, always punctual. Often arrived early, prepared to stay back if a task had to be completed. □ □ □ □ □ 2. Appearance and presentation 1. Poor personal hygiene and grooming. Required dress standards were not met. 2. Appearance, personal presentation and dress standards could be improved. 3. Dress standard and personal presentation were acceptable for the work environment. 4. Above average appearance and presentation. 5. Takes pride in appearance and presentation; sets an example to others. □ □ □ □ □ 3. Working with others (how well the student interacted with others while at work) 1.Uncommunicative. Resists suggestions. 2. Could have been more communicative or cooperative at times. 3. Satisfactory communication; cooperative with others at work. 4. Communicates well with others; contributed to conversation and exchange of ideas. 5. Excellent communication; actively helped others, showed responsibility and ability to lead. □ □ □ □ □ 4. Communication and interpersonal skills (skills face to face with co-workers, clients, suppliers) 1. Poor listener; difficulty expressing him/herself or maintaining eye contact. 2. Communication and interpersonal skills need to be improved to meet normal workplace standard. 3. Generally communicated effectively while on placement. 4. Good communication and ‘people skills’. Clear 5. Excellent communication and ‘people skills’. Confident and articulate; listens well. □ □ □ □ □ 5. Time management (how well the student managed their work and effort to complete tasks on time) 1. Unable to carry out tasks with the focus and application 2. Required some prompting to complete tasks on time. 3. Generally reliable without needing excessive levels of 4. Generally capable of working independently to 5. Works well independently. Able to set goals, prioritise
Each year a group of volunteers give their time to help plan and host the SWOMA Conference. We want to recognize their contributions of time and imagination in creating a wonderful conference experience for all of us! Please take time to tell them thanks for all their hard work. You can spot them because they will be wearing a read “sponsor” ribbon. Sue Behm Jill Brown Carrie Keith Carolina Gonzalez Cindy Haughn Kate Hurst Beverly Jackson Scott Meyer Toni Provost Patti Rutan Alecia Self Mary Shore Chris Tabb Stephanie Walker Melanie White SWOMA Honors Texas Fellows Thanks to the individual Texas Fellows for their recruiting efforts. We welcome them along with the new VI professional Candidates to the 2016 SWOMA Conference. Interested in becoming a Texas Fellow or Candidate? Texas Fellows and Candidates: Receive one of TSBVI’s most popular publications OR free registration for an upcoming TSBVI sponsored conference. Have your name published in the Texas SenseAbilities newsletter for 1 year. Receive special acknowledgement at all statewide activities. For more information about the Texas Fellows Program or working as a VI professional contact: Mary Shore at ; 512-206-9156. Recognizing VI Professionals in their Role as Recruiters 2015-16
Texas Fellow Kandice Burke Marcia Hopkins Charlotte Simpson Janiel Hayes Deborah Thompson Tashia Ellington Shelly Gonzales Lonnie Fortner Cindy Warnick Kandice Burke Danika Spake Candidate Jennifer Gillispie Jennifer Brown Cindy Holifield Irma Garza Kelly Bevis Woodiel Heather Gill Katie Nash Judith Martinez Cassidy Sherwood Michelle Peacock Alecia Jarrett 2016-17 Texas Fellow Laura Hampton Heather Haga Kelli Thompson Candidate Catherine Edwards Pamela Castillo Christi Osborne Visit Our Vendors
Day/ Date Time Session Room Thurs. Nov. 2nd 1:00-4:30 PM Teaching Students to Deal with Uncontrolled Intersections: Recognizing Situations of Uncertainty Innovate A - D Friday November 3rd 9:00-10:00 AM Keeping Up with the Changes in Intersections 10:30-11:45 AM New Signals Coming Your Way: RRFBs, PHBs, APS, EPP, and more 1:00-2:30 PM 3:00-4:30 PM 4:45-5:45 PM Saturday November 4th 8:30-10:00 AM 10:30-12:00 PM 12:45-1:45 PM Cracker-barrel: Hot Topics Tables Innovate A-D and Huddle Notes
Bronze Age Celtic Sword Circa 1000 B.C. This bronze sword is a beautiful example of pre-iron age Celtic weaponry. The blade is cast in solid bronze with the bronze hilt built around the tang and secured with copper rivets. Blades were cast with the tang or the entire handle as a single piece and not sharpened after casting. Although longer specimens do exist, they were made primarily for ceremonial purposes. This short sword would have been used primarily as a thrusting weapon, although it would have been effective as a slashing weapon. Viking Dragon Axe Norway 8th-10th Centuries The Nordic warrior held his weapon in great reverence and often lavished them with elaborate decorations. This piece displays a Viking dragon knot-work motif. This weapon is designed for combat in conjunction with a shield. A Viking's equipment consisted of sword, sax, axe, spear and round shield, the quality of which indicated a warrior's social status. German Broadsword Germany 14th Century This hand-forged broadsword has excellent balance, making it very easy to wield. This is a beautiful example of the sword-smith’s art. handed
Iron Age Celtic Dagger Brittania Circa 700 B.C. This wicked dagger was used with effectiveness in battle as well as around the camp. Steel Stiletto Europe Circa 1400-1700 Stilettos were light, easy to carry and often worn like jewelry by both men and women. In use throughout the European Renaissance, they were common at the feast table. It has been said that the stiletto was the favorite tool of assassins due to its size, weight and the ease with which it could be thrust through the layers of the heavy fabrics of the era. Our version has a triangular shaped blade which is deeply fullered on all three sides and comes to a very keen point.
PLEASE COMPLETE AND BRING TO YOUR FIRST CLI PLANNING SESSION After you further look into binder and research best practices, Imagine “what might this look like in your parish”? I. Planning Priority: SUNDAY Looking at each of the three areas of focus of Sunday: Hymns and hospitality and homilies Based off of best practices … what do we see that is going well? Based off of best practices … what do we see that is not going well? Based off of best practices … where is there potential and opportunities in our parish around this priority? What might keep us from moving forward, in this priority? II. Planning Priority: FORMATION Looking at each of the two areas of focus of Formation: Adult formation and Youth formation Based off of best practices … what do we see that is going well? Based off of best practices … what do we see that is not going well? Based off of best practices … where is there potential and opportunities in our parish around this priority? What might keep us from moving forward, in this priority? III. Planning Priority: OUTREACH Looking at each of the two areas of focus of Outreach: Parish Social Ministry and Major Life Moments Based off of best practices … what do we see that is going well? Based off of best practices … what do we see that is not going well? Based off of best practices … where is there potential and opportunities in our parish around this priority? What might keep us from moving forward, in this priority?
What Weaknesses are relevant? Does this opportunity improve my weaknesses? Does a Weakness compromise possible benefits? Time horizon/considerations What benefits do I expect in Six months? Three years? Ten years? How much time am I willing to invest? When must I see benefits? Primary Opportunity Prerequisites for this opportunity What Strengths do I need to exploit this opportunity? What Weaknesses are relevant? Does this opportunity improve my weaknesses? Does a Weakness compromise possible benefits? Time horizon/considerations What benefits do I expect in Six months? Three years? Ten years? How much time am I willing to invest? When must I see benefits? Threats Primary Threat Weaknesses that exasperate the threat The most significant Weakness The least significant Weakness Strengths that are compromised by this threat The strength most compromised It is significant in which ways? Opportunities that mitigate this threat What is the time horizon? What benefits would I gain? What priority is this threat? Can I quantify this threat?
A SWOT Analysis is a planning tool that you can use to assess the Strengths, Weaknesses, Opportunities and Threats to your business. Such an assessment can help you understand your company’s current position in the marketplace and its future potential, so you can plan for the growth and success of your business. Use the template below to outline your business's strengths, weaknesses, opportunities, and threats. STRENGTHS List your business’s strengths. WEAKNESSES List your business’s weaknesses. OPPORTUNITIES List the trends/conditions that might positively impact your business. THREATS List the trends/conditions that might negatively impact your business. After you've completed the SWOT Analysis, you can begin to use the information you generated to design a strategic plan to achieve your business goals. Ask yourself: How can I use my business’s strengths to take advantage of its biggest opportunities? What corrective measures can I take to transform a weakness into strength? How can I leverage strengths or use opportunities to minimize weaknesses? How can I overcome threats by taking advantage of new opportunities? What preventative steps will help me protect my business against threats? Remember to revisit this exercise regularly. Businesses and the competitive landscape are in a constant state of change. Completing a SWOT Analysis every 6-12 months (or anytime there is a significant change to your business or market landscape) can help you keep strategic plans up-to-date and your business on track to meet its goals.
Site 2: Godre’r Coed Playing Fields Strengths Weaknesses Opportunities Risks Located in the village. Site can provide safe vehicular and pedestrian access. Site can provide adequate onsite parking facilities for drop off and pick up. Safe routes compliant - does this apply to other sites? Large level site which meets government guidance for external space for primary schools. No identified flood risk Utilities available. Likely to be able to facilitate the installation of affordable SuDS. The principle of developing the site for a new school is acceptable as it is located within the settlement boundary (as identified in the LDP). The site is protected by a Fields in Trust order which will require compensatory land offered to the community if this location is used. Reduce size of current available amenity for community/sports use. By approximately 56%. Identified as a site in the adopted Merthyr Tydfil Open Space Strategy (June 2016). Such public open space sites are protected in the Merthyr Tydfil Local Development Plan by Policy BW16. Also lies adjacent to the Cyfarthfa Conservation Area, therefore, its setting would have to be preserved or enhanced. Provide new facilities for use not only by the school but also by other schools in the area and the community. Provide safe parking / drop off facilities. Enhance / improve community sports facilities. Provide improved safe fenced playing area. Enhanced/alternative facilities would have to be provided to satisfy policy BW16. Increase in levels of traffic is likely to increase risks to pedestrians and other road users. Additional costs may be needed to address identified barriers.
Type of Works (e.g. Duct/Pipe/Cable): Estimated Length of Work (Metres): Average Depth of Excavations (Metres): Proposed Start Date: Proposed Finish Date: Hours of Working (Please tick) Daylight 24 Hours Night Time AM Only Work Lies Within (Please tick) Verge Footway Carriageway Traffic Control (Please tick) Stop/Go Boards Temp. Traffic Signals Road Closure Priority Flow Not to be Used Section 3: Details of Person/Company Conducting the Works. Copies of New Road and Streetworks cards for Operative and Supervisor (front and back) to be submitted with this form Contractor’s Name: Company Reg. No: Tel. No: Address: Supervisor’s Name: Accreditation No: Operative’s Name: Accreditation No: Section 4: Insurance Public Liability Insurance of a minimum of £10 million must be provided up to the completion of the permanent reinstatement (copy of certificate to be submitted with this form) Insurance Company: Address: Tel.No: Policy No: Expiry Date:
ABC COMPANY - SWOT MATRIX SWOT MATRIX (DEC/2014) TOP STRENGTHS (internal) Operations personnel very technically skilled Majority of sales are repeat orders Strong/stable purchasing process … … TOP WEAKNESSES (internal) New Customer Accounts less than 5% Long lead times for existing prods/srvcs Lengthy development cycle for new offerings Overdue for software/hardware upgrades Employee morale is at a low TOP OPPORTUNITIES (*external) New geographies opening up Marketplace asking for tech help Possible exclusivity w/ Suppliers Trend towards using accredited companies Customers want faster delivery S – O Strategies (offensive): (Capitalize on an opportunity that is available today) Strategy #1: Establish a “tech” helpline using experienced Operations staff Strategy #9: Obtain industry recognized accreditation in primary market W – O Strategies (offensive): (Overcome a weakness in order to pursue an opportunity) Strategy #2: Identify most promising new territory and re-assign 1 salesperson to it Strategy #5: Implement Lean tools/ methods to streamline existing product cycle times TOP THREATS (*external) Customers see us as old/stale Competitors pricing aggressively Not a player in new geographies Customers want latest technology Suppliers raising costs S – T Strategies (defensive): (Enhance and strengthen a competitive advantage) Strategy #3: Develop long-term contracts with top 2 Suppliers Strategy #8: Use experienced Operations staff to reach out to long-term Customers and identify new products/services wanted W – T Strategies (defensive): (Develop a defensive plan to prevent a weakness from becoming more susceptible to an external threat) Strategy #4: Develop a 3 yr technology upgrade plan and begin Phase 1 this year Strategy #6: From existing hopper, select 1 new product and 1 new service and launch by the end of the year Strategy #7: Develop a series of lunch & learn seminars to increase product knowledge of all employees * External factors should consider: Customers, Competitors, End Users, Industries/Marketplace, Technologies, Geographies, Statutory/Regulatory Authorities, Owners/Shareholders, Vendors/Suppliers, Labor (skilled/unskilled), Accreditation/Certification Bodies, Communities (Local/Regional), etc.
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SWOT table: Kickstarter case study Objective: to continue to be the byword for crowdsourcing, maintaining and extending market reach. Beneficial Harmful Internal Strengths 1.Stronger brand than competitors due to high-profile successes publicises and creates trust in the projects. 2. Larger number of users and social media followers than competitors. 3. Creators fund the incentives for pledgers. 4. Projects go through a filtering process, with Kickstarter staff contacting creators if the goal or project are inappropriate and if rewards are not value for money. This protects the reputation of the site. 4. Creators follow a well-established template (a video pitch, updates, etc.), guiding them to present their proposal in a more marketable format. Weaknesses 1. Reliance on an outside company (Amazon) for payment services. High fees of Amazon, potential for Amazon to increase its fees. 2. Service based on combining two existing forms of technology, lacks the protection of a unique or patented technology. 3. Competitors (IndieGoGo) are less restrictive about the projects they allow; users can post for-profit and personal funding appeals on these sites. Competitors have fewer restrictions on age and location of users. 4. Kickstarter’s support resources and the data analytics to creators (such as visitor data) are not as extensive as competitors.
Business SWOT Analysis OPPORTUNITIES THREATS STRENGTHS Write strengths that assist with opportunities here, along with a description of the opportunity Write strengths that help counteract threats here, along with a description of the threat WEAKNESSES Write weaknesses that may hinder you from exploiting opportunities here, along with a description of the opportunity Write weaknesses that may compound threats here, along with a description of the threat
guidance documents can be found in Contact Address’s and Guidance Links below and should be used to inform the DSEAR risk assessment. Further assistance can be obtained from the Corporate Health and Safety Service, contact details below. Safe Working Procedures Relevant to This Document Management of Health and Safety Risk Assessment Fire Safety Control of Substances Hazardous to Health (COSHH) Personal Protective Equipment First Aid at Work Gas Safety Liquefied Petroleum Gas (LPG) Control of Contractors and Service Providers Permit to Work Electricity Safety in the Workplace Risk Assessment Fire Risk Assessment Note: Other safe working procedures may apply and the assessor should consult the SWPs. An A-Z is available on the Council’s . Main Legislation Relevant to This Document (DSEAR) (CLP) (CDM) Contact Address’s and Guidance Links Health and Safety Executive INDG370 – L138 – L64 – INDG227 – Further Guidance: Fire and explosion Royal Society for the Prevention of Accidents Institute of Occupational Safety and Health Corporate Health and Safety Service For full contact address visit the health and safety intranet .
Appendix 4: Health Surveillance and medicals for commonly encountered health hazards Hazard Associated occupational illness/diseases Legislation Requirement and commentary including frequency of assessment Asbestos Asbestosis, Mesothelioma, reduced lung function Control of Asbestos at Work Regulations 2012 Statutory health surveillance for workers if exposed to levels over the action limit defined in the legislation. From April 2015, all workers doing notifiable non-licensed work (NNLW) with asbestos must be under health surveillance by a Doctor. Frequency - workers carrying out NNLW for the first time will have to have an examination before they can start such work. Examinations will then need to be repeated at least every 3 years, as long as the worker continues to do NNLW. Non statutory surveillance appropriate to workers who are not currently exposed at levels requiring surveillance, but may have been exposed in the past. Biological agents (including lead) Ability to contract infections from organisms being investigated if risk not adequately managed. Control of Substances Hazardous to Health (COSHH), 2002 Control of Lead at Work Regulations 2002. This will be undertaken where there is considered to be exposure to biological agents (lead) and there is a method of validated biological monitoring i.e. blood or urine tests for lead. Frequency - on commencement and then annually but may vary depending on risk. Chemicals Dermatitis, poisoning, Reduction in lung function, chemical sensitisation Control of Substances Hazardous to Health (COSHH), 2002 Including dusts, metal working fluids and epoxies. If advice is required regarding the need for health surveillance for a particular substance consult the SYPOL COSHH risk assessment. Display Screen Equipment (DSE) Headaches, stress and fatigue arising from inability to use DSE. Health and Safety (Display Screen Equipment) Regulations 1992 Eye and eyesight tests provided upon line manager approval. Actual tests are out sourced to qualified opticians. Frequency - every 2yrs unless advised otherwise by employees optician (in writing i.e. date of next test recorded on appointment card).
Chemical Hazardous Substances Over 200 substances may be hazardous to new or expectant mothers. Substances assigned the following Hazard Statements should be identified: H351: Suspected of causing cancer H350: May cause cancer H340: May cause genetic defects H350i: May cause cancer by inhalation H360: May damage fertility or the unborn child H361: Suspected of damaging fertility or the unborn child H362: May cause harm to breast fed children Particular attention should be given to performing COSHH risk assessments with new or expectant mothers. Work should be restricted until a risk assessment is undertaken and any identified risks prevented or controlled Ionising Radiation Significant exposure can harm the foetus. Contamination of the skin may expose a breast fed child. Reduce exposure as low as reasonably practicable and follow statutory dose limits for pregnant women Electromagnetic fields No specific risk. There has been considerable unproven public concern about miscarriage and birth defects caused by working with Display Screen Equipment. Give concerned individuals the opportunity to discuss with Site safety Rep Vibration Low frequency vibration or excessive movement may cause increased risk of miscarriage. Avoid Environmental tobacco smoke, dusts, vapours, fumes etc The mutagenic and carcinogenic effects of tobacco smoke are well known. Smoking in pregnancy can cause growth retardation and respiratory problems in infants. There is increasing evidence of adverse effects related to passive smoking. All pregnant women should be encouraged to stop smoking. All work environments should be smoke free, following Council policy. Heat Pregnant women are less tolerant of heat stress Avoid Biological Infection Many biological agents can infect the unborn child if the mother is infected in pregnancy. There may also be a risk of transmission in breast milk. E.g. HIV, hepatitis B, TB, chickenpox and typhoid Some agents may cause birth defects or abortion e.g. German measles (rubella), cytomegalovirus, toxoplasmosis and Chlamydia. Risk assessment should take account of the nature of the agent and risk of infection. Health care workers are at particular risk and should have an updated immunisation programme. Containment, use of PPE (personal protective equipment etc), vaccination or total avoidance of exposure may be appropriate.
Managers are responsible for ensuring compliance with the SWP and must: Carry out a risk assessment on the design, selection, installation, maintenance and use of play equipment in accordance with SWP Risk Assessment. Play equipment is maintained and inspected in accordance with legislation, industry guidance and the SWP Work Equipment. Controls are in place for the safe use of play equipment including appropriate supervision in accordance with industry guidance, consideration must also be given to weather conditions. Report any incidents in accordance with SWP Accident/Incident Reporting and Investigation. Staff that set up and monitor the use of play equipment are competent to do so. First aid arrangements are in place in accordance with SWP First Aid at Work. Employees must: Set up play equipment in accordance with risk assessment and industry guidance. Report any incidents in accordance with SWP Accident/Incident Reporting and Investigation. Supervise the use of play equipment in accordance with training and industry guidance. Procedure This procedure sets out the requirement for the installation, maintenance, inspection, testing and safe use of play equipment. Play Equipment exists all over the authority in schools, leisure venues including pools, parks, open spaces and play grounds. Play equipment can range from: Skate parks; Inflatable devices (bouncy castles); Climbing frames; Swings/slides; Toys e.g. used in a crèche. Risk Assessment A suitable and sufficient risk assessment must be carried out in accordance with SWP Risk Assessment for the site, the installation, maintenance, storage and use. Particular consideration must be given to who is at risk i.e. young persons and what supervision needs to be in place; vandalism; and weather conditions relevant industry guidance must be consulted during the development of risk assessment and controls. Design, Installation, Inspection and Maintenance All play equipment must be designed, installed, inspected and maintained by a competent person, in accordance with EN 1176 and EN 1177. Other British/European standards may apply and advice should be sought where required see also SWP Work Equipment. Inflatable Devices These are the subject of: Health and Safety Executive Guidance Document ; (not pools) and the tagging and testing of devices. Administered by the Performance Textile Industry in partnership with the HSE; Health and Safety Executive Guidance Document ; Trampolines Further information can be found from: Royal Society for the Prevention of Accidents guidance for British Gymnastics;
Stakeholder Cognitive Attitudinal Behavioral Archival Administrators Administrator Interview Attendance Rate Demographic Data Teachers Teacher Focus Group Teacher Survey Classroom Observations Walkthroughs Attendance Rate Demographic Data Students iLEAP LEAP End-of-Course (EOC) ACT DIBELS DRA Benchmark Assessments STAR SRI Successmaker Etc. Student Survey Student Focus Group Classroom Observations Walkthroughs Discipline Rates Attendance Rates School Report Card Demographic Data Subgroup Component Data Parents Parent Survey Parent Focus Group Attendance Rates (school participation) Demographic Data ESSA Schoolwide Plan Requirement 1: Conduct a Comprehensive Needs Assessment (CNA) Comprehensive Needs Assessment Summary Report for SY 2017-2018 Title I Schoolwide Planning Strengths and Weaknesses are derived from cognitive student data: the “what.” Strengths and Weaknesses determine areas of focus – lead to goals objectives. Contributing Factors are derived from specific cognitive student data, and all attitudinal, behavioral, and archival data: the “why.” Contributing Factors determine selected strategies – lead to specific implementation activities (the Action Plan).
Data Type: 1. 2. 3. Findings 1. 2. 3. *Must list at least three findings to justify a Contributing Factor. Action Plan Title I Schoolwide Program Components: 1, 2, 3, 4, 6, 7, 8 ESSA Schoolwide Plan Requirements 2 and 3: Prepare a comprehensive Schoolwide Plan. Annually evaluate the Schoolwide Plan Content Area(s): ELA, Math, Science, Social Studies Weakness(es): Weaknesses are the identified areas from the cognitive data (student performance). Be specific. List weaknesses for each core content area as appropriate. Objective(s): An objective is an expression of the desired specific and time-bound outcomes. Each should be clearly stated, measurable, linked to the stated goal, time-bound, and realistic. Identify objectives for each core content area as appropriate. Research-Based Strategy(ies): Each strategy should: Be aligned and designed to achieve the objective(s) Address underlying causes of strengths & weaknesses Be appropriate for the needs of targeted student population Be implemented with available fiscal and human resources Have clear curricula, instruction, and classroom assessment for targeted content areas NOTE: Select additional strategies as appropriate Core 6 Strategies Universal Design for Learning Technology Integration Meaningful Engaged Learning Data-Driven Decision Making Curriculum Alignment Response to Intervention Strategic Instruction Model
Section 5.2. The Union shall honor its obligation to negotiate in good faith, which shall include the obligation to approach negotiations with a sincere resolve to reach agreement and avoid unnecessary delays. ARTICLE VI — COMPENSATION Section 6.1. The hourly rates of pay for regularly scheduled work, night shift differential, overtime, and work on holidays to be paid to the hourly employees shall be determined through the process of collective bargaining between Southwestern and the Union. All rates shall be subject to and conform to all laws, executive orders, and regulations now in effect and hereafter issued which are controlling upon Southwestern and based on the rates for work of a similar nature performed under similar circumstances throughout the general area in which Southwestern normally requires hourly employees to work. The statutes state, in part: “. . . compensation shall be fixed and adjusted from time to time as nearly as is consistent with the prevailing rates. . . ” (63 Stat. 954, 955). Section 6.2. (Reserved) — BASIC WAGE RATES Section 6.3. Basic wage rates for the various labor classifications of employees in the unit shall be established from time to time through collective bargaining procedures, subject to the provisions of Section 6.1 of this article. A schedule of said basic wage rates, to be incorporated as part of this Basic
her option, the arbitrator may issue a bench decision at the close of the hearing, followed within fifteen (15) calendar days by a written decision to the parties or defer his or her decision for fifteen (15) calendar days, at which time he or she will issue a written decision to the parties. In contract application cases, the arbitrator will accept no unsolicited written arguments or evidence at any time before or after the hearing. In contract interpretation cases, the arbitrator will accept written arguments within ten (10) work days of the hearing’s close, a copy of which must be provided to the other party. Such written arguments must relate solely to the interpretation question and not to any application question. Section 11.7. Either party may file an exception to an arbitrator’s award with the Federal Labor Relations Authority within thirty (30) calendar days of the date of the award. The arbitrator will stipulate in the award that the date of the award is the date the award was received by the parties. ARTICLE XII — NEGOTIATIONS Section 12.1. With the mutual consent of the parties, on or about each anniversary of this agreement, negotiations may be entered for the purpose of revising the agreed upon rate of pay. Each notice of request for negotiation conferences shall be in writing and specify
Teams 1.2 Activity 1: Effective Meetings: Agenda and structure during team meetings Step 1: Review the sample from the GaDOE PBIS website found on the Coaches’ Clipboard. Step 2: Identify and discuss key sections of the agenda Member Names Agenda Items Data 4-step Problem Solving Process Evaluation of Meeting Step 3: Plan for the format/content of your team meetings. Teams 1.2 Activity 2: Working Agreements = Norms Reflect on the professional behaviors that characterize efficient and effective meetings you have attended. What working agreements will support your team’s work and heighten your productivity? Sample Agreements/Norms: Start on time, end on time Listen to understand, not reply Use the team meeting process Actively participate Assume best intentions Schedule meeting dates for the year Proposed Norms for Your Team
COMMUNITY PARTNERS. Please list all partners (e.g. community or resident organization, First Nation or Aboriginal organization or other local government) that participated in the project, including the specific role each played. SECTION 3: FIRESMART RECOGNITION & TRAINING FIRESMART COMMUNITY RECOGNITION. Did your community apply for FireSmart Community Recognition status from Partners in Protection as part of the project? If yes, please provide more information. If no, please indicate if you plan to pursue recognition. LOCAL FIRESMART REPRESENTATIVE TRAINING. Did a staff person, elected official or community member in your local government or First Nation complete a Local FireSmart Representative workshop as part of the project? If yes, please provide more information. If no, please indicate if you would be interested in pursuing training. SECTION 4: REQUIRED FINAL REPORT MATERIALS Only complete final reports will be reviewed and outstanding final reporting may impact ability to apply for future SWPI grants. The following separate attachments are required to be submitted as part of the final report: Completed Final Report Form Financial summary Copies of any community assessments, FireSmart Community Plans or any other plan that was developed or updated as part of the 2017 SWPI FireSmart Planning grant. SECTION 5: CERTIFICATION OF COSTS (to be signed by Chief Financial Officer) I certify that the costs identified in the attached financial summary: (1) have been incurred and paid; (2) are attributable to the project; (3) are eligible; and (4) are net of tax and any other rebates. In addition, for final claims, I certify that: (1) the project is complete; (2) all revenues generated from the project have been declared; and (3) all eligible portions of all other grant contributions for the project have been declared. Name: Title: