zilongwang/ReadingBank huggingface dataset:
Building better business and investment environments. Increased investment Increased employment Reduced business costs Reduced investment risk Increased competitive pressures Reduced informal economy Analysis of business and investment constraints Governance reform to simplify business creation Business - Government dialogue Governance frameworks for inclusive business models Improving competition policy Improving regulatory frameworks for product quality and standards Reform and enforcement of contract law Building the capacity of public and private stakeholders to manage reforms to support economic development Tertiary and vocational training programs and accreditation to address skills shortages Collection and publication of statistical information Gender-specific programs to create equitable opportunities for women Sub-national business reform programs Finance and investment guarantee programs Land reform and property rights programs Infrastructure for market access DFAT Private sector mapping, investment profiling/data analytics Project finance Procurement Information facilitation Advocate for policy change Stakeholder convening Partner Governments Implement business friendly policies Provide staff and funds Participate in dialog and policy change Private Sector Participate in policy dialogue Supporting growth in specific markets Increased quality of goods or services Greater access to international markets and expertise Improved environmental sustainability Improved livelihoods for producers Supply chains function better Sector-specific enabling environment programs (see above) Market systems approaches/Making Markets Work for the Poor (M4P) Capacity building/technical assistance for industrial policy Capacity building/technical assistance for investment promotion agencies Value chain/production linkages programs Sector-specific business development services Catalyse private sector engagement and investment DFAT Project finance Procurement Stakeholder convening Partner Governments Implement business friendly policies Private Sector Project finance Procurement Maximising the development impact of businesses. Increased investment by partner businesses in pro poor activities Increased access to markets for partner businesses Greater inclusion of the poor in the value chain (as suppliers/customers/ employees) Increased delivery of goods and services Improved employment standards Co-funding commercially viable development activities with business Enterprise challenge funds Project preparation facilities Government participation in a transaction e.g. provision of a guarantee Business matchmaking facilities Business advisory services Technical assistance Business mentoring or volunteer programs DFAT Partnership broker Information provider Co-Financier Private Sector Financier of projects Provider of skills and expertise Annex E – Private Sector Development Indicators The Donor Committee for Enterprise Development (DCED) is developing a set of indicative reporting definitions for private sector development. These indicators, outlined below, are intended to promote consistent reporting by DCED’s bilateral donor and multilateral agency members.
Service Intensity: Are adults and children participating at a level of intensity necessary to achieve program outcomes? Programs should keep a record of hours of operation for each component of Family Literacy. Ideally, programs should be tracking attendance by participant. Type of service (Adult Education, Parent Workshop, etc.) Duration of service Attendee names Service Intensity: Client Retention: Are families staying in the program long enough to achieve significant improvement? FSDC Parenting Home Visit Summary Report: # active vs. exited FSDC Parenting Intensity Detail Report: when cases exited FSDC Parenting Home Visit Intensity Report: months served in current year FSDC Retention Report: served 9 or more consecutive months Achievement of Family Goals: Tracking progress via family assessments: Life Skills Progression (recommended) or other family assessment tool FSDC main vendor data entry screen: LSP Connections to Other Services: Are families being referred and connected to services they need? In particular: Connections to other partnership strategies; BabyNet/school district special education/other early intervention services for developmental screening concerns; Services identified via LSP or other family assessments FSDC Connections Detail Report (all cases) Imagination Library Number of families served FSDC Monthly Outputs FSDC Outputs Summary Report In-house records Number of books distributed, total and by family Integration of Imagination Library with other strategies FSDC Connections Detail Report (If partnership connects clients of other First Steps strategies with DPIL) Spend at least 92% of expenditures on books No more than 50% of expenditures from state funds Budget Spending Plan Ethority expenditure reports Early Identification and Referral Community Awareness: Are all categories of primary referral sources aware of how to refer children for screening/assessment? Do referral sources have a supply of BabyNet materials to distribute to clients? Are the partnership’s services listed in the BabyNet Central Directory? FSDC Monthly Outputs FSDC Outputs Summary Report BabyNet Central Directory: Children Served: How many children have received early identification services through all activities: case management, screening, on-site consultation or observation? (corresponds to projected vs. actual served) FSDC Monthly Outputs FSDC Outputs Summary Report (item 18) Collecting Data Consent from Clients Collecting Client SSNs (if possible) For families receiving a developmental screening or referrals to services, including BabyNet FSDC Client List Report, or FSDC main vendor data entry screen (yellow=no consent, pink=no SSN)
Pathways for action Whānau, hapū, iwi, community development Principles underpinning the strategy – strengthen communities and public health service specification purchase units 3 and 4 (aware and supportive communities) Requirements for services to be free Māori participation Māori representation on key forums and bodies and dedicated Māori services Infrastructure intervention and public health service specification purchase unit 2 (workforce development) Effective service delivery Dedicated Māori services Requirements for general services – Māori responsiveness, support for access to dedicated Māori services where available and a focus on health literacy Infrastructure intervention and public health service specification purchase unit 1 (kaumātua consultation and liaison) Working across sectors Principles underpinning the strategy – intersectoral approach Objectives 4 and 5 Public health service specification purchase units 1 (policy development and implementation), 2 (safe gambling environments) and 5 (effective screening environments) Intervention service specification purchase unit 4 (facilitation services) Core components Principles of Te Tiriti o Waitangi Partnership – Māori representation on key forums and bodies Participation – dedicated Māori services using Māori-derived beliefs, values and practices Protection – objective 2: priority actions related to health equity for Māori Knowledge Gambling Act 2003 requirement for independent, scientific research Objective 11 A national coordination service and service provider hui to share best-practice examples and stories of innovation The Ministry’s Client Information Collection (CLIC) database – includes accurate ethnicity information Funding for provider-initiated research projects that address issues of equity for Māori Funding for research scholarships for Māori researchers Quality improvement Infrastructure intervention and public health service specification purchase unit 2 (workforce development) Overall goal of the strategy, principles underpinning the strategy and objective 1 Gambling Act 2003 requirements for a specified consultation process to develop the strategy and the problem gambling levy rates to ensure best value for resources Leadership Māori representation on key forums and bodies Health system leadership – an expectation that all New Zealanders will have health equity Infrastructure intervention and public health service specification purchase unit 2 (workforce development) Planning resourcing and evaluation Gambling Act 2003 requirements for the process to develop the strategy – a consultative process for planning and resourcing Gambling Act 2003 requirement for evaluation Research and audit projects evaluating intervention and public health services assess effectiveness and responsiveness for Māori Outcome/performance and monitoring Outcomes framework baseline and update reports, which specifically address outcomes for Māori
Development of skills essential to support literacy and raise attainment Improvement of the skill mix through training and support for teachers and TAs A wide range of resources for every classroom Engagement of parents through information and programmes EAL pupils can be included to determine their understanding of English in the classroom. The website provides information and resources to support the development of English in the classroom B. Improved progress for high attaining pupils. Improve in writing at end of KS1 CPD on providing stretch for high attaining pupils. High Quality Feedback Improving knowledge Of Greater Depth in reading, writing and maths. High ability pupils eligible for PP are making less progress than other higher attaining pupils across Key Stage 2 in reading, writing and maths. In maths it is fairly minimal but greater in reading and writing. We want to ensure that PP pupils can achieve high attainment as well as simply ‘meeting expected standards’. Termly lesson monitoring with a focus on high attaining eligible pupils. Tracking of attainment and progress for the previous high attaining pupils. Moderation of eligible children’s books to ensure progress is accelerated and the children are working at Greater Depth regularly. Ensure that in Year 2 children are on track termly to reach expected standards in reading, writing and maths. English lead Maths lead Deputy Head Jan 2018 Total budgeted cost TOTAL - £800 Targeted support Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review
implemented. Teaching students to self-monitor their use of the organizational strategies is beneficial. Daily report cards are very helpful for the students and parents. Students with EBDs do not create plans in advance of writing The students show lower levels of on-task behavior There’s a low motivation to write Students with EBDs need more lengthy intervention periods to be successful academically One intervention that has been successful on students with EBD in writing is the self-regulated strategy development (SRSD) approach. The six instructional stages are: develop background knowledge, discuss it, model it, memorize it, support it (guided practice), and independent practice. There’s goal setting, self-monitoring, and self-reinforcement involved. Students need to be taught strategies to create written summaries using mnemonics through the SRSD approach. Students may benefit by using a mnemonic chart and a simple graphic organizer for planning. For example, the mnemonic is WIN and it’s a strategy. Write a topic sentence, Identify important information, and Number the FRI (facts, reasons, and ideas from the author). Teachers need to implement scaffolding while using WIN and gradually remove the support. Restating directions, redirecting statements, and applying motivational statements is beneficial. Intervention improves writing behaviors like planning. Students develop an awareness of the typical structure and important elements of written summaries. Students need to practice more writing summaries. Intervention should be implemented for a longer period of time throughout the school year. References Boers, F., & Lindstromberg, S. (2005). Finding Ways to Make Phrase-Learning Feasible: The Mnemonic Effect of Alliteration. System: An International Journal of Educational Technology And Applied Linguistics, 33(2), 225-238. Martinussen, R., & Major, A. (2011). Working Memory Weaknesses in Students with ADHD: Implications for Instruction. Theory Into Practice, 50(1), 68-75. Saddler, B., Asaro-Saddler, K., Moeyaert, M., & Ellis-Robinson, T. (2017). Effects of a Summarizing Strategy on Written Summaries of Children with Emotional and Behavioral Disorders. Remedial And Special Education, 38(2), 87-97.
Comments on the Potential Dashboard Metrics – Using RAG Status as order of Importance Doing it Well W1 Number of procedures cancelled due to a lack of product or service availability (1.4.1) Are you measuring the ability of the supplier or the Trust in this? Sometime it can be a supplier failure and not the inability of the Trust – reporting matrix will need to be clear. This is not applicable to a Mental Health Trust. W2 Percentage staff (key ‘customer’) approval rating for procurement function (no ref) Yes Important to get feedback from key customers but a 360 degree review process would be interesting, open to subjectivity and concerns raised as to how this information would be used. W3.1 Proportion of spend under catalogue (2.3.11) Useful matrix W3.2 Percentage of stock with real time information (2.2.5) Difficult to calculate actual stock levels, given wards/departments manage their own stocks with the exception of materials mgmt stock and even then wards will decant further (safety stocks). W3.3 Percentage spend under contract (1.2.2) Useful matrix W4 Percentage of staff with procurement focussed goals in their job description and annual objectives (1.3.2) Is this for staff who are line managed within the procurement department or all staff across the Trust? Doing it Efficiently E1 Value of contribution to cost improvement (no ref) What about non-financial improvements where procurement play a lead role i.e. new products might make theatre procedures safer but not necessarily make a cost saving. E2.1 Value of stock on balance sheet (2.2.3) What about trusts who do not count stock on their balance sheets? E2.2 Stock value as a proportion of turnover (no ref) As above? E3 Proportion of spend through collaborative arrangements (3.2.1) E4.1 Average cost to procure (4.1.3) Need to determine baseline i.e. does this include transactional services, R&D etc? E4.2 Percentage of Invoices Paid via e-Payment Systems (2.3.5) Doing it Right R1 Aggregate progress against the NHS Standards of Procurement (no ref) R2.1 Number of Legal Challenges to procurements (1.2.5) The majority of trusts will count this as zero as we are not
FHC4 Outcome 4. Children and young people experience healthy growth and development. Improvement priority: Improved health of children and young people Actions Measures / evaluation Timescale Lead BRAG Have oversight of the health improvement agenda across children’s services by ensuring that links are made between other FHC4 Improvement Groups and new and existing groups linking to the Health, Wellbeing and Public Health Improvement Group. Issues identified Ongoing – review April 2015 Head of Health Review Health Promoting School Status and accreditation procedure and make decision around amendments Report issued with recommendations; No gaps in health improvement input to schools arising from curricular changes and changes to HPS Accreditation procedure December 2014 HI Policy Manager Review of the role of the school nurse – linked to national work reviewing the roles of health visitors and school nurses Linked to national Review PO Nursing Development of core resources database, mapping materials, to include information on approved/not to be used information Resources in place in refreshed GLOW August 2014 QIO H&WB, HI Policy Manager Ensure schools in areas of deprivation are targeted where appropriate Reduced inequalities in health Annual review HIPM, QIO
Healthy Environments Smoke Free Homes Project To be agreed with NHSH TBA TBA Immunisations Improve immunisation rated to ensure that children are fully protected against common childhood infectious diseases and Cervical Cancer MMR1 uptake to be at 95% HPV to be offered to all girls in second year at secondary school Flu vaccine – to be added Annual review PO Nursing Final evaluation and future priorities FHC4 Outcome 10. Children and young people are physically active. Improvement priority: Physical Activity Actions Measures / evaluation Timescale Lead BRAG Increase the number of children walking and cycling to school Increase the number of children of school age achieving and maintaining a healthy weight Review June 2015 Road Safety Unit All schools to have 2 hours/sessions of PE per week Increase the number of children of school age achieving and maintaining a healthy weight PE Support Programme Manager Link to High 5 above under food and health Final evaluation and future priorities
FHC4 Outcome (11) Children and young people know their rights and are confident in exercising these. They are able to express their views and be involved meaningfully in decisions which affect them. Improvement priority: Ensure child’s plans are fit for purpose Actions Measures / evaluation Timescale Lead BRAG A staff training plan will be in place for all staff to ensure the improvement of child’s plans . Training will be updated in line with updates of the Practice Guidance Training will be embedded in mandatory induction and a rolling programme thereafter, with all HTs and support staff in schools being encouraged to access level 3 training. Feedback on numbers of participating staff. Termly Training Group GREEN Programme developed, delivered and evaluated ready to roll out By July 2014 Training Group GREEN All children and young people who require a plan to meet their needs will have a plan (and only one). Audits of plans will be undertaken for groups of children in health and education with a sample being looked at in more detail (5%) on an annual basis. Need to ensure that this sample includes children with lower tariff needs. For LAC, team leads and H+SC managers will monitor through supervision. Audits may be undertaken at any time, with feedback to colleagues, but a more formal process will occur annually in June. Target is 95% of all children and young people with level 3 On-going HoASS This is also included in the ASN Imp Plan. The AMBER
There are no delays in care. Patients get the care they need when they need it. They get the tests and treatments they need at the time when they will do the most good. Patients are not treated differently based on their race, ethnicity, income, level of education, or social status. Everyone is entitled to high-quality health care. This includes people of all cultures and backgrounds. Patients get care that is patient- and family-centered. This means that:() Clinicians and hospital staff ask about and respect each patient’s and family’s values, preferences, goals, and cultural backgrounds Clinicians and hospital staff communicate clearly and share complete, unbiased, and timely information with patients and families Patients and families are encouraged to participate in their care and decisionmaking to the extent they choose The patient’s care represents a partnership between the patient, family, clinicians, and hospital staff Above all, we want to make sure that patients and families have good experiences and feel supported while they are in the hospital. We welcome your thoughts and ideas about how to make sure this happens. Identifying ways we can improve In addition to asking patient and family advisors for feedback, there are other ways that we identify areas for improvement. One way to identify areas for improvement is to look at whether the right things happen as part of our patients’ treatment. For example, do patients get the medicines they need when they are supposed to? Do they get the correct tests and treatments? If not, why are these things not happening? Another important way to identify areas for improvement is to ask patients about their experiences. For example, many hospitals ask patients to fill out surveys about their experiences in the hospital. One survey that you may hear about as an advisor is called the CAHPS® Hospital Survey (also called HCAHPS). Most hospitals in the United States give this survey to patients. Results from the CAHPS® Hospital Survey help us learn where we could be doing a better job. The CAHPS® Hospital Survey asks patients to answer questions on how well health care providers did at sharing information and listening. The survey also asks patients to rate how well their care was coordinated, how well their pain was managed, and whether they had the information they needed to take care of themselves after going home. [NOTE: Insert other information here about ways in which your hospital identifies areas for quality and safety improvement.]
Notes Use the space below to make notes and write down any questions you have for your staff liaison. [NOTE: Insert name and contact information]. [Blank] [Blank] [Blank] [Blank] [Blank] [Blank] [Blank] [Blank] [Blank] [Blank] [Blank] [Blank] [Blank] [Blank] [Blank] [Blank] [Blank] [Blank]
Improvement priority: 2. Improve Access and quality of existing and new spaces for play and increase the number of quality spaces for play Evaluation and future priorities Access School Grounds Some initial work was carried out in Caol in relation to the new Joint Campus. This did not go forward as the Developer changed the plans and the community decided to put its energy into developing a large play area in another location. The Group continues a ‘watching brief’ on the developments in Caol. A meeting has taken place with the Head Teacher and Parent Council Chair at Ullapool Primary. This meeting indicated that community consultation work was required to explore the issues relating to the school grounds as part of wider play provision in the area. A consultant brief is under development for this work. Agreed Standards and Protocols for development of new play spaces Work is underway to develop this in partnership with Planning and Community Services. This will also contribute to the action to develop/update a mechanism to support / enable community groups to develop spaces for play locally using an asset based approach under Improvement Priority 3. Measures: Increase the number provisions who are: Able to provide free access to the outdoors; and report that children have daily access to the outdoors The Group has begun to measure these indicators in the Early Years Census. This year’s baseline results (April 2015) indicated that 177 provisions able to provide free access to the outdoors and 197 report that children have daily access to the outdoors. Work will be identified to increase performance for both of these measures. FHC4 Outcome 12. 12. Families are valued as important contributors and work as equal partners to ensure positive outcomes for their children and young people Improvement priority: 3. Involve children, young people, parents and professionals meaningfully in decision making and planning. Evaluation and future priorities Community Asset Mapping (CAM) With Children This work was undertaken by CALA over one year to gather children’s views about their local communities and share this with interested parties in Highland. The areas were chosen to cover rural and town bases and work was carried out in school and
MH First Aid Training PMHWs Awareness Raising Training will be provided to ASN staff and Family Teams. Training provided to representatives from all Family Teams and other services By August 2015 and then ongoing Local YC Groups GREEN Progress since last Plan YC Training is an agenda for the Lochaber Family Team. CPD has been arranged for Youth Workers from Connecting Carers Parental Awareness session has been arranged for 2 June in Sutherland. On Skye, the PMHW has delivered sessions on Mental Health. The Caithness YC Group will contact Roger Tosswill for support. Emma Campbell has delivered training to Connecting Carers in SMHFA-YP. A day in October has been arranged for Connecting Carers – health. Saltire award to link in with the YDOs. FHC4 Outcome 14 Children, young people and families are enabled to tell us what they think about services and the community in which they live, and improvement is determined with their involvement and by understanding their views, wishes, and expectations Improvement priority: Develop consultation & engagement with young carers Actions Measures / evaluation Timescale Lead BRAG Develop a range of processes for consultation and engagement with Young Carers, to ensure they have an opportunity to lead on developments that affect them. Track the data on transitions to monitor the leaving age and outcomes for those young people known to the YC Groups in Highland. Baseline to be established August 2015 and then track annually YC Support Groups and Transitions Coordinator GREEN Kirsty from CYC and Jo Chamberlain will look at how they can gather the views of YP By March 2017 CC Young Carers worker and
FHC4 Outcome 10. Families receive support, advice and guidance which is well-matched to their needs and available in ways which helps them to prepare for the various developmental stages. Improvement priority: 10. Families receive effective and appropriate support including clear and accessible information Actions Measures / evaluation Timescale Lead BRAG Bumps2bairns.com web platform development will support access to guidance on child development. Completion of website Infant section is being tested with Family Teams Overall usage stats for the first year since rollout is approx. 22,000 views Update July 2017 JM GREEN Work to promote eligible 2 year old access to childcare: Families and practitioners will be clear about eligibility criteria Results from tests of change collated by FRCs. Gather baseline data of uptake. Distribution records Ongoing FRC’s GREEN Update2 year old information leaflet and ensure wide distribution to families, libraries, GP surgeries, partner providers Information leaflet created and circulated. Updated via SPIG Completed FRC’s BLUE Remind Family Teams about eligibility and for LAC 2 year olds. All partners know that Family Resource Co-coordinators manage the Family Teams now aware of eligibility Complete FRC’s BLUE
Transitions Coordinator to continue to work with Care Experienced focus groups to encourage their participation in agreeing how best to support them in to positive destinations. Analysis of destinations for Care Experienced YP. Baseline established at 71% positive (October 2016) - Increase to 75% (October 2017) Transitions Coordinator GREEN Development and roll out of CEYP change, loss and bereavement training. Supported by tier 2 & 3 MH services & Ed Psych Training developed and trialled by September 2017. Training for Res Provisions and Barnardos by April 2018 Transitions Coordinator GREEN Communication Strategy – use of hi-hope website to share information and encourage participation of children, young people and families. Hi-Hope Website - No. of hits on hi-hope website Baseline established March 2017 then annual reports in March each year. Opportunities for All GREEN Employability pipeline – liaison with providers to keep up to date. How many pupils with protected characteristics are at each of the 5 levels (or pre-level 1) Baseline to be established March 2018 Opportunities for All GREEN DYW agenda & work experience – how many people are applying for work experience through Hi-hope. Baseline established Jan 2018 as 641 Opportunities for All
Child Protection Committee Sub-groups If you would like to know more about the work of any of the CPC Sub-groups, please contact the current Chair. Sub-Group Chair Contact Quality Assurance Stephanie Govenden, Lead Doctor CP, NHS Highland stephanie.govenden1@nhs.net Child Sexual Exploitation DI Diane Smith, Highlands & Islands Division Police Scotland diane.smith@scotland.pnn.police.uk Children Affected by Parental Substance Misuse Debbie Milton, District Manager, Highland Council Care and Learning Service Debbie.Milton@highland.gsx.gov.uk Learning and Development Donna Munro, Training Officer, Highland Child Protection Committee Donna.Munro@highland.gsx.gov.uk Third Sector/Keeping Children Safe Norma Reuttimann Training Development Manager Care and Learning Alliance n.ruettimann@calachildcare.co.uk
Final evaluation and future priorities FHC4 Outcome 3,4,5,6,7,10 Improvement priority: Improve Access and quality of existing and new spaces for play and increase the number of quality spaces for play Actions Measures / evaluation Timescale Lead BRAG Specific work to encourage community access to schools grounds: identify school grounds to test how this needs to be developed, including the implications of community access. Identify Test School if possible Areas for testing explored – CALA to approach schools Agreed to remove as a standing item from the agenda Senior Training Officer CALA Develop new performance measures for the group for FHC 5 Measures agreed and baselines established February 2019 Senior Manager Early Years Final evaluation and future priorities FHC4 Outcome
Lead. Final evaluation and future priorities Improvement priority: b) Risks to children affected by parental substance misuse are recognised and responded to. Actions Measures / evaluation Timescale Lead BRAG i) Raise the awareness of staff in regular contact with children of substance misusing parents to stimulate early identification and referral of child protection concerns. Nos. trained ,by grouping. Follow up evaluation of confidence and competence. Nos. of referrals of CAPSM. CPTO with CAPSM Group and Training Group ii) Raise the awareness of staff in regular contact with substance misusing adults to stimulate early identification of dependent children and referral for assessment of needs. Nos. trained ,by grouping. Follow up evaluation of confidence and competence. Nos. of referrals of CAPSM including referrals for FGC. CPTO with CAPSM Group and Training Group Final evaluation and future priorities Improvement priority: c) Risks to children affected by domestic abuse are recognised and responded to. Actions Measures / evaluation Timescale Lead BRAG i) Raise the awareness of staff in regular contact with children affected by domestic abuse to stimulate early identification and referral of child protection concerns. Nos. trained. Follow up evaluation of confidence and competence. Nos. of referrals of children affected by domestic abuse. CPTO with VAW and Training Group ii) Raise the awareness of staff in regular contact with adults experiencing or perpetrating domestic abuse to stimulate early identification of dependent children and referral for assessment of needs. Nos. trained. Follow up evaluation of confidence and competence. Nos. of referrals of children affected by domestic abuse. CPTO with VAW and Training Group
FHC4 Outcome 2, 3,4,5,6,10 Improvement priority: Develop a Public Awareness campaign – increase awareness and share good practice to improve societal: acceptance of appropriate risk taking expectation of being outside in different weather conditions recognition of the importance of self-directed free play for children and young people of all ages Challenges gender stereotyping in play Actions Measures / evaluation Timescale Lead BRAG Host an annual Play Seminar/Event Event takes place Numbers involved Evaluation August 2015 Head of Education Identify best practice in Highland through an Annual Play Award Number of entries increases (2013 - 14 applications) December 2014 Head of Education Increase awareness of issues including play, free play, and risk taking through the Play Highland Website, Play Matters Newsletter, Twitter and Facebook accounts. Increase in subscribers to Newsletter (April 2014 - 244) Increase no. of followers on Twitter (April 2014 – 811) Increase no. of likes on Facebook (April 2014 – 145) Ongoing – review April 2015 Social Media and Website CALA Develop links through the council websites, GLOW and Highlife Highland Links will be in place October 2014 HI Policy Manager Develop actions to challenge gender stereotyping in play (unless part of free play) To be agreed To be agreed To be agreed
FHC4 Outcome Improvement priority6: Improve the transition for LAC in through-care and aftercare into adulthood. Actions Measures / evaluation Timescale Lead BRAG “Who Cares” and the Barnardo’s Young People’s advisory board will take forward the actions agreed from the young people’s views on communication and service delivery The Advisory Board will evidence the implementation of agreed actions through a report to the LAC IG Dec 2014 Programme Manager (Barnardo’s) Green Implementation of new legislation to account for the increasing volume of children receiving through-care and after care support. Implementation plan in place April 2015 Linda MS green Young people to complete annual evaluation forms regarding their views on services provided. Young people are engaged in the evaluation process Annual Report to the LAC IG Dec 2014 Programme Manager (Barnardo’s) green Ensure there is a designated health professional identified to support the plan for through-care. Picked up within the implementation of the new legislation plan April 2015 Resource Manager LAC and Children Protection green Develop a skills academy and one stop shop to offer opportunities to build skills and confidence. Report to the LAC IG with positive development Dec 2014 Resource Manager LAC and Children Protection green Final evaluation and future priorities
How well does the Authority support young people to develop and learn? 5.1 (Curriculum) and 5.3 (Meeting Learners needs) Ensure pupils receive a coherent and progressive curriculum from Support the development of new Qualifications and ensure learner pathways lead to positive destinations Provide guidance on planning curriculum and curriculum rationales Support with curriculum content and progressions through BGE (including transitions) Development officers continue to support new qualifications The 16 Plus team continue to support pathways to All schools will have a Curriculum Model and rationale built on the 7 principles of design and the 4 contexts of learning Senior phase Curriculum Structures that meet national and local guidelines are fully in place for all secondary schools Frameworks to support “progression in learning and skills” are in place for all curricular areas for the BGE Maintain high levels of overall performance against comparator schools and authorities Maintain high levels of positive destinations for pupils in Highland
Core Strategic Objectives Objectives Measures of Success 18 Undertake a housing needs assessment of people with autism Housing needs report produced 19 Develop a diverse housing market that provides various levels of skilled support There are housing options available to all people with autism 20 Work with the market to develop a range of housing related support services All are able to access appropriate housing related support 21 Ensure social care, health and educational support services provide skilled, effective, autism friendly support, using an enabling and empowering approach Reduction in the number of people with autism being placed out of area and in particular being sent to specialist challenging behaviour settings; reduced placement breakdown; reduction in number of people accessing mental health services; people report better experiences of social care, health and educational support 22 Develop specialist services that can provide assessment and treatment, ideally within individuals’ current home or, where necessary, in small local specialist units implementing positive behaviour support and the SPELL framework Fewer admissions to acute services. Reduction in number of out of area placements for people with autism who show behaviour that challenges. People return to their home or find a new one within six months of admission to specialist assessment and treatment services
Your application will be reviewed by a Scholarship Selection Committee. Scholarship will be awarded on Monday, February 20th, 2017. Please provide complete contact information including your name, address, email, and phone number. The scholarship winners will be notified by mail and email. Applicant Signature: Name (Please Print): Email: Questions? Please email us at and we’ll respond as fast as possible! Scholarship Committee Decision: Application has been accepted: □ Application has been denied: □ CAMPUS LOCATIONS Alexandria Campus 2900 Eisenhower Ave Alexandria, VA 22314 571‐699‐3200 Falls Church Campus 7777 Leesburg Pike Falls Church, VA 22043 703-821-8570 Glen Allen Campus 11104 W. Board Street Glen Allen, VA 23060 804-290-4231 Newport News Campus 836 J. Clyde Morris Blvd Newport News, VA 23601 757-873-4235 Virginia Beach Campus 555 S. Independence Blvd Virginia Beach, VA 23452 757-497-4466 Woodbridge Campus 14349 Gideon Drive Woodbridge, VA 22192 703-897-1982 Online Division 7777 Leesburg Pike Falls Church, VA 22043 703-734-5308 FOR OFFICE USE ONLY: Qualified Quarters: $10,000.00 ($250.00 per class) GPA Each Quarter: (Registrar Signature) Campus Director Approval: (Signature) Student Accounts Manager (Date Posted Each Qtr.) Q Year GPA: Signature: Signature: Posted: Signature:
The Council is required to receive and approve, as a minimum, three main reports each year, which incorporate a variety of polices, estimates and actuals. Treasury Strategy (this report) - The first, and most important report covers:- the capital plans (including prudential indicators); a minimum revenue provision (MRP) policy (how residual capital expenditure is charged to revenue over time); the treasury management strategy (how the investments and borrowings are to be organised) including treasury indicators; and an investment strategy (the parameters on how investments are to be managed). A mid year Treasury Management report – This will update members with the progress of the capital position, amending prudential indicators as necessary, and whether the Treasury Strategy is meeting the strategy or whether any policies require revision. An annual Treasury report – This provides details of a selection of actual prudential and treasury indicators and actual treasury operations compared to the estimates within the strategy. Scrutiny - The above reports are required to be adequately scrutinised before being recommended to the Council. This role is undertaken by the Overview and Scrutiny Committee. 1.3 Treasury Management Strategy for 2017-2018 The Strategy for 2017-2018 covers 2 main areas: Capital issues the capital plans and the prudential indicators (reported separately to The Cabinet); the minimum revenue provision (MRP) policy. Treasury management issues the current treasury position; treasury indicators which limit the treasury risk and activities of the Council; prospects for interest rates; the borrowing strategy; policy on borrowing in advance of need; debt rescheduling; the investment strategy; creditworthiness policy; and policy on use of external service providers. These elements cover the requirements of the Local Government Act 2003, the CIPFA Prudential Code, CLG MRP Guidance, the CIPFA Treasury Management Code and CLG Investment Guidance.
Scottish Charity Number SC003683 Monday Playgroup 9.15am – 11.45am Playgroup 12.30pm – 2.45pm ELCA (Alcohol Counselling) 10.00am – 12 noon Woodcraft Club 9.00am – 12.00pm
Strathclyde University of Strathclyde Hospitality & Tourism Management ABB competitive entry, strong personal statement required University of Strathclyde Human Resource Management ABB competitive entry, strong personal statement required University of Strathclyde Marketing ABB competitive entry, strong personal statement required University of Strathclyde Mathematics ABB competitive entry, strong personal statement required . Higher Maths units required
University of Strathclyde BSc (Hons) Computer Science Higher Maths or equivalent required; highly competitive; Note relevant HNC/HND is a preferred route for SWAP students University of Strathclyde BEng Computer and Electronic Systems A profile and above 70% in assessed maths and physics units University of Strathclyde BSc (Hons) Software Engineering Higher Maths or equivalent required; highly competitive; Note relevant HNC/HND is a preferred route for SWAP students University of Strathclyde BEng Computer and Electronic Systems University of Strathclyde MMath Mathematics University of Strathclyde BSc Mathematics University of Strathclyde BSc Mathematics and Computer Science University of Strathclyde BSc Mathematics Physics University of Strathclyde BSc Mathematics with Teaching Comms 4 and Lit 1 required for GTCS requirements University of Strathclyde BSc Mathematics and Statistics University of Strathclyde BSc Mathematics, Statistics and Accounting University of Strathclyde BSc Mathematics, Statistics and Economics University of BSc Mathematics, Statistics and
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Strathnairn Music Initiative Trustees meeting 3rd February 2017 Present: Fran Matheson, Marielle Piron, Eva Craig, Laura Kerr, Kristina High Agenda Action points Funding SCBF funding application - add feedback from participants - benefit fund meeting 15th Feb; Next funding application by May 2017 Other funding - HC ward funding KH to send form to Philine Review SCBF funding application and submit to committee by 10th Feb FM to look into HC funding EC to research other funding possibilities Update on finances CPD budget for teachers - max. per teacher: £250/year, should have an application form to justify Training from Monica should be covered by SMI Budget for 1st April concert £1000 KH to prepare form for CPD application FM/MP to discuss with Monica - add to funding application for 2017/18 Communication Article submitted for newsletter Facebook - add photos, videos Website - add details about the concert Feedback - summary on website and for teachers LK KH KH PVG update Just awaiting forms from two trustees. New teacher to be added. Music Teachers/ Facilitators update Update on new teacher, Jamie Mackenzie - to start teaching on 7th February Peer to peer review - MP has discussed with Marc FM to draft timetable for this Bringing SMI for our community Concert 1st April - practise set up at Hall 21st Feb. MP has sent e-mail re. concert. Planning raffle, cakes for donations Posters out by 14th February Raffle donations by 21st March Request cake donations two weeks before concert Request volunteers for cake and tea FM to investigate progress with Hall refurbishments for 1st April Post on website, facebook, e-mail LK to phone for donations FM to ask for donations MP to ask teachers for donations
Blank cell Use this tool to Description and formatting Tool 5 Communication Competencies for Clinicians Establish a set of behaviors to invite and support the patient and family as members of the care team Given to clinicians individually with verbal description or as a handout during the clinician training, this overview and checklist highlight behaviors that invite and support the patient and family to engage in care. Format: 2-page overview with 1-page observation form checklist Tool 6 Communication Training Prepare clinicians to support the efforts of patient and family engagement related to communication This training can be co-led by a physician, nurse, and patient and family advisors, for a group of physicians, nurses, and other professionals. Format: PowerPoint presentation slides and talking points What are the resources needed? Resources needed for the Communicating to Improve Quality strategy will vary from hospital to hospital depending on the size and scope of what you are setting out to accomplish. Staffing. Staff involved include time for the point person and multidisciplinary team to identify needs and adapt the strategy, the trainers to prepare and conduct the training, staff champions per shift for overall support (registered nurse and physician), and implementation team members who monitor and provide feedback during interactions with patient and families (at initial nursing assessment and randomly throughout patient’s stay) for at least 2 weeks. Staff communicates with patients and families as part of their regular duties. Costs. Material costs include printing the patient and family tools for admission (Tools 1–3), poster (Tool 4: We Are Partners in Your Care), and lamination or printing of the clinician checklist (Tool 5: Communication Competencies for Clinicians).
Microsoft Office System Customer Solution Case Study Stratos Global cuts costs, enhances collaboration with Microsoft Office Communication Server Overview Country or Region: Canada Industry: Telecommunications Customer Profile Stratos Global delivers voice, data and IP communications to remote clients around the world. Business Situation Stratos’ dispersed teams often collaborate over the phone, which was driving up the cost of long distance charges. The company also wanted to find ways to make remote teams feel better connected during meetings. Solution To improve the quality of communications and reduce costs, the IT team recommended that Stratos upgrade to Microsoft® Office Communications Server 2007 R2 Enterprise Edition. Benefits Unified Teams Cost Savings Enhanced Client Relationships “We are demonstrating that we are on the cutting edge, using modern technology, which a lot of our customers appreciate. When staff conduct video calls with customers, while sharing documents over the web, our interactions are even more meaningful.” Marc Harris, Infrastructure Analyst, Stratos Global Stratos Global delivers voice, data and IP communications to clients around the world. Working from offices based in several different countries, the company’s employees provide vital communications services to very remote and harsh environments. Stratos’ dispersed teams often collaborate over the phone, which was driving up the cost of long distance charges. The company also needed to find ways to make remote teams feel better connected during meetings. To improve the quality of communications and reduce costs, the IT team recommended that Stratos upgrade to Microsoft® Office Communications Server 2007 R2 Enterprise Edition. Now, employees are working together more efficiently by using video, voice and web meeting capabilities, which has enabled the company to reduce its long distance charges.