zilongwang/ReadingBank huggingface dataset:
Grampians Region Dementia Project Status report –1 November 2012 Key objectives in response to identified gaps and issues: Dementia symptoms dismissed as a normal part of ageing – build GP capacity and knowledge Crisis presentations to services – build community awareness and understanding of dementia Low uptake of respite – enhance programs and promote benefits of respite Priority tasks Key deliverables Challenges/barriers Assistance GP Dementia Pathways Project Meetings with Heather Campbell, Aged Care Manager, Jo Millard, Practice nurse and Dr Colin Crook, GP Advisor Medicare Locals to develop and refine GP survey for distribution 6 November. Survey to close 30 November. Meeting with Helen Thompson, University of Ballarat to discuss software development. GP Dementia pathway business case put forward to UB. Proposal from UB received and currently being reviewed by stakeholders Seek working group membership to analyse survey data, develop pathways and then test in clinic environment and evaluate. First working group meeting proposed for early December. Dementia diagnosis and management survey emailed to General Practitioners and Practice nurses in Grampians Region. Proposal from University of Ballarat for Project worker to work with Dept of Health and Medicare Locals to develop software for web based GP dementia pathway tool Working group implemented to assist with development of the GP dementia pathway Ensuring survey format is concise and is of a length that encourages practitioners to complete it Negotiating time frames for project development and completion Engaging practitioners to commit to the working group Grampians Medicare Locals to distribute survey University of Ballarat Project worker Grampians Medicare Locals General practitioners and practice nurses involvement in working group Specialist agencies, HACC providers and Dementia Advisory group to provide feedback during development
Horsham and Stawell Libraries. Resources delivered to Horsham Agencies to utilise local media to assist with promotion of activities and services that can assist people with dementia. Media release forwarded to nominated agencies for inclusion in local media campaign for Dementia Awareness Week. Uptake of release by Local Government agencies Local Government agencies Regional Tool kit Development of resources for inclusion in the Regional dementia tool kit Regional dementia tool kit to be distributed at the HACC Best practice forum in November Links to resources placed on the PCP website HACC red button under dementia project Resources completed and tool kit compiled for distribution to service provider agencies at the HACC Best practice Links to dementia resources available electronically Ensuring tool kit resources are disseminated to HACC agency staff Ensuring resources are utilised and disseminated to people in the community Aged Care team, Department of Health Robyn Fletcher to assist with placing resources on HACC PCP website Assessment and allied health staff to distribute information to HACC target group where required
MESSAGING SERVICES* F-series Recommendations* Message Handling Services RECOMMENDATION CURRENT SG Q EDITOR LATEST ISO/IEC TARGET No. PUBLICATION TEXT EQUIVALENT DATE F.400/ X.400 Message handling system and service overview 1999 T 17 11 Amaury S. Soares 10021-1 F.401 Message handling services: Naming and addressing for public message handling services 1992 I 17 11 None F.410 Message handling services: The public message transfer service 1992 I 17 11 None F.415 Message handling services: Intercommunication with public physical delivery services 1988 I 17 11 None F.420 Message handling services: The public interpersonal messaging service 1992 I 17 11 None F.421/ F.85 Message handling services: Intercommunication between the IPM service and the telex service 1988 Erratum 1992 I I 17 11 None F.422 Message handling services: Intercommunication between the IPM service and the teletex service Withdrawn F.423 Message handling services: Intercommunication between the interpersonal messaging service and the telefax service 1992 I 17 11 None F.435 Message handling services: Electronic data interchange messaging service 1999 T 17 11 Sandy Shaw 10021-8 F.440 Message handling services: The voice messaging service 1992 I 17 11 None F.471 Operational requirements for the interconnection of store-and-forward units 1997 Cor.1 (1998) I I 17 11 Barbara Reed None F.472 Service and operational requirements for the voice-mail store-and-forward service 1997 I 17 11 Barbara Reed None * The F.400-series is allocated for Message handling services ___________________
Changes to GE Courses without Category Change: 28 Course Bulletin Course Number GE Categories Change ESEPHL 3410 CULT/IDEA Changed course listing from EDUPL HISTART 2301 CULT/IDEA DIV-GLOBAL STUDIES HIST STUDY Changed course number (from 3301) HTHRHSC 2530 CULT/IDEA Changed course listing from ALLIMED GERMAN 1135 FOREIGN LANG Changed course number (from 1035) GERMAN 1145 FOREIGN LANG Changed course number (from 1045) HISTORY 2641 HIST STUDY DIV-GLOBAL STUDIES Changed course number (from 1681) HISTORY 2642 HIST STUDY DIV-GLOBAL STUDIES Changed course number (from 1682) HISTORY 3276 HIST Changed course number (from 2260) 2750H HIST STUDY SOC DIV-US Changed course number (from 3322H) ENGLISH 2201 LIT DIV-GLOBAL STUDIES Content reverting to pre- conversion format: “Medieval through 1800” ENGLISH 2201H LIT DIV-GLOBAL STUDIES Content reverting to pre- conversion format: “Medieval through 1800”
ENGLISH 2290 LIT Content reverting to pre- conversion format: “Colonial and US Literature to 1865” GERMAN 3252 LIT DIV-GLOBAL STUDIES Uncrosslisted from Yiddish 3399. This course will focus on "The Holocaust in German Literature and YIDDISH 3399 LIT DIV-GLOBAL STUDIES Uncrosslisted from German 3352. This course will on "The Holocaust in Yiddish and ASTRON 1140 NAT SCI-PHYS Changed course number (from 1161) ASTRON 1144 NAT SCI-PHYS Changed course number (from 1162) ASTRON 2161H NAT SCI-PHYS Changed course number (from 1161H) ASTRON 2162H NAT SCI-PHYS Changed course number (from MATH 1074 QUAN-BAS COMP No longer live course. Only for transfer students. MATH 1534 QUAN-MATH/LA No longer live course. Only for transfer students. ESCFE 1201 SOC DIV-US Changed course listing from EDUPL ESCFE 1202 SOC DIV-US Changed course listing from COMM 3442 SOC SCI-IND/GRP Changed course number (from 2442) and added more in-depth material.
Status of BFT project S.No States BFT Target for 2016-17 BFTs undergoing Training Ongoing BFT Training Batches Delayed batches on training calendar BFT Trained BFTs certified BFTs Deployed 1 Andhra Pradesh 660 70 2 3 0 0 0 2 Arunachal Pradesh 90 30 1 1 0 0 0 3 660 0 0 0 0 0 0 4 Chhattisgarh 360 48 2 1 77 77 77 5 Gujrat 240 60 2 2 0 0 0 6 Haryana 60 24 1 0 0 0 0 7 Jharkhand 660 143 4 4 74 56 26 8 Karnataka 720 378 13 9 0 0 0 9 Kerala 150 34 1 0 60 32 32 10 Madhya Pradesh 1020 390 13 11 0 0 0 11 Manipur 90 35 1 2 0 0 0 12 Meghalaya 90 30 1 0 0 0 0 13 Punjab 90 0 0 0 0 0 0 14 Rajasthan 623 191 6 0 263 196 0 15 Uttar Pradesh 300 0 0 0 0 0 0 16 Uttarakhand 660 330 11 0 0 0 0 17 West Bengal 654 222 6 8 0 0 0 TOTAL 7127 1985 64 41 474 361 135 Key issues to discuss with States 1 Selection of the BFTs need to be based on the issued guidelines and identified BFTs must from be an active job card holder family. 2 Deployment guidelines need to be in place for all States. BFTs after completing the training and certification should be deployed at the earliest. 3 Ensuring quality of training: a. At 3 trainers should be in charge of a batch. b. Training kits and learning units should be provided to BFTs at the beginning of the training. c. Payment to the State level trainers should be as per the applicable rates advised by the Ministry.
deplorable. Necessary action may please be taken to finalise the HSG-I Recruitment Rules or at least to fill all the vacant posts forthwith besides carving out of Postmaster Grade III Posts as per the existing HSG I Recruitment Rules. of existing Recruitment Rules by convening DPC Meetings by 30.04.2013 and issue the promotion orders by 06.05.2013. 6. Abnormal delay in filling up of vacant LSG, HSG II and HSG-I vacancies due to non-holding of DPCs in many circles. In many circles, the regular DPC to LSG has not been convened. Many LSG Posts are being kept vacant resultantly causing a heavy shortage in PA Cadre due to their officiating. Further the delay caused up of HSG-II Post due to inadequacies in the eligible candidates in LSG Cadre. In many circles, HSG-II DPC has also not been convened and many of the HSG-II Posts could not be filled up on a regular basis due to the officiating of the incumbents in the vacant HSG I Posts. In nutshell all the higher posts are being managed only with the officiating or adhoc arrangements causing non filling up of basis PA Posts and denying and depriving the due promotional chances to the eligible candidates. It is therefore requested to cause appropriate orders to convene DPC and fill up all the vacant LSG & HSG II posts immediately by prescribing time schedule. Instructions are issued from time to time to hold DPC meetings as per the schedule prescribed by the Department of Personnel & Trg. As regards filling up of the vacancies in HSG.1, a proposal has been referred to DoP&T to fill up the vacancies in HSG.1 as per the provisions of existing Recruitment Rules till finalization of amendment to the existing Recruitment Rules. DoP&T has approved the proposal. Directorate vide letter dated 18.04.2012 has issued instructions to all Circles to fill up the vacancies in HSG.I in PO & RMS Offices as per the provisions of existing Recruitment Rules by convening
12 Restricted Registration Vehicles including Farm Motor Cycles 3,542 13 Plant and Machinery (Self-Propelled) 4,690 15 Farm Tractor 5,839 16 Medium Passenger Vehicle 795 17 Small Motorcycle 1,772 18 Off Road and Recreational Vehicles 1,722 20 Medium Large Motorcycle 3,945 21 Vintage Motor Vehicle or Street Rod 470 22 Special Interest Vehicles 5,224 0 (No premium) 85,121 Grand Total excluding "0 (No premium)" 473,157 Grand Total 558,278
The aim is to minimise the number of requests for exoneration, as the new fee system into account the differing economic situation in each country Reliability and solidarity: As the fee system makes allowances for difficult situations in some countries, affiliates are urgently requested to declare accurately and fairly the precise number of their members Based on these factors the following system will be established: Keep the current fee per member as key indicator Fees calculated as linked to the nominal EU-28 GDP per capita 2012 (€ 25 600; source: Eurostat) = reference Affiliated organisations in countries with current GDP per capita higher than that of the founding year 2012 pay 10% more than the base fee Affiliated organisations in countries with a current GDP per capita lower than that of the founding year 2012 pay a reduced fee, calculated in increments of 10%. The following categories will be introduced: Cat. 110 – countries > 100% of reference GDP (nominal GDP per capita EU-28 in 2012) Cat. 100 – countries > 90% Cat. 90 – countries > 80% …… Cat. 10 – countries <= 10% The fee system will be applied for the first time for the budget year 2017. The Executive Committee shall decide on guidelines for exoneration. Interim arrangement: In cases where the increase for certain unions within a country would be problematic, affiliated organisations can make a written application to the General Secretary for an interim arrangement. In these cases, there will be a transition period from 2017-2020. Adjustments will be made according to the following 4 levels: if current fee is < 24.99% = 25% of the category if current fee is 25 49.99% = 50% of the category if current fee is 50 74.99% = 75% of the category if current fee is 75 100% = 100% = full fee of the category APPENDIX V: CONGRESS VOTING RIGHTS (ref.: Statutes Art. 16) At the Congress, all voting, with the exception of the election of President, General Secretary and Deputy General Secretary(ies), place by a show of hands, using a delegate’s card, unless an organisation asks for a vote per organisation. A vote per organisation will be done by showing an organisation card with the total number of votes corresponding to the total number of delegates they are entitled to which is based on paid affiliation fees according
Industriall European Trade Union Statutes As adopted by the 2nd industriAll Europe Congress on 9th June 2016 NAME Article 1 – Creation of industriAll European Union IndustriAll European Trade Union was created on 16/05/2012. Article 2 – Name The full name of the European federation is industriAll European Trade Union. AIMS AND MEANS Article 3 – Aims and means IndustriAll European Trade Union is an organisation of independent and democratic trade unions representing manual and non-manual workers in the metal, chemical, energy, mining, textile, clothing and footwear sectors and related industries and activities.
APPENDICES APPENDIX I: INDUSTRIALL EUROPEAN TRADE UNION AREAS OF WORK (ref.: Statutes Art. 4) Following the NACE* Rev 2 classification industriAll European Trade Union’s areas of work are: Section B – Mining and quarrying Section C – Manufacturing 13 - Manufacture of textiles 14 - Manufacture of wearing apparel 15 - Manufacture of leather and related products 17 - Manufacture of paper and paper products 19 - Manufacture of coke and refined petroleum products 20 - Manufacture of chemicals and chemical products 21 - Manufacture of basic pharmaceutical products and pharmaceutical preparations 22 - Manufacture of rubber and plastic products 23 - Manufacture of other non-metallic mineral products 24 - Manufacture of basic metals 25 - Manufacture of fabricated metal products, except machinery and equipment 26 - Manufacture of computer, electronic and optical products 27 - Manufacture of electrical equipment 28 - Manufacture of machinery and equipment n.e.c. 29 - Manufacture of motor vehicles, trailers, and semi-trailers 30 - Manufacture of other transport equipment 32 - Other manufacturing 33 - Repair and installation of machinery and equipment Section D – Electricity, Gas, Steam and air conditioning supply Section E – supply, waste management and remediation activities 38 – Waste collection, treatment and disposal activities; material recovery Section F – Construction 43.2 – Construction of utility projects Section G – Wholesale and retail trade and repair of motor vehicles and motorcycles 45 – Wholesale and retail trade and repair of motor vehicles and motorcycles Section N – Administrative and support service activities 77.29 – Renting and leasing activities (in all a.m. activities) 78 – Employment activities (in all a.m. areas) Section S - Other service activities 95 – Repair of computers and personal household goods (in all a.m. activities) 96.01 – Washing and (dry-) cleaning of textile and fur products * Statistical Classification of Economic Activities in the European Community APPENDIX II: MANDATE PROCEDURE (ref.: Statutes Art. 21 m)
LIMITED PARTNERSHIPS Amendments and cancellations recording requirements. (322.25) Certificate filing requirements. (322.02) LIS PENDENS Action to determine boundary lines. (559.23) County recorder’s duties, recordable form, how to fill out. (557.02) Drop from certificate of title after 10 years. (508.66) Lien notice. (514.12) LOST INSTRUMENTS Deed or Court Records destroyed; abstract of title as evidence. (601.04) Copies as evidence. (601.05) 29
ATTACHMENT NO. 1 MARCH 2017 – Building Permits Monthly Report MARCH 2017 2016 Class of Permit Permits Value Permits Value New Residential 29 $ 4,521,186 22 $ 15,663,920 New Residential (Year to Date) 59 $ 9,487,492 33 $ 18,939,365 New Non-Residential 3 $ 6,235,000 3 $ 1,662,151 New Non-Residential (Year to Date) 4 $ 6,245,000 5 $ 1,762,151 Other 82 $ 5,420,431 68 $ 4,597,698 Other (Year to Date) 170 $ 35,184,997 158 $ 8,690,798 Issued Total – Year to Date 233 $ 50,917,489 196 $ 29,392,314 Type 2017 2016 New Residential Permits Permits for MARCH Units for MARCH Total # of Units Year to Date Permits for MARCH Units for MARCH Total # of Units Year to Date Singles 1 1 8 21 21 32 Semis - - - - - - Apartments - - - 1 66 66 Row Housing 28 23 43 - - - - - 2 1 6 7 Total 29 24 53 23 93 105
CANCELLATION RIGHTS Right to cancel You have the right to cancel your Pre-Enrolment Contract within a “cooling off” period of 14 days after the day you accept our offer of a place to study, provided you have not already begun your course. You also have a similar right to cancel your Enrolment Contract within 14 days if you enrol online (note you cannot use this form if your enrolment was “face to face” (i.e. in person). If you wish to exercise the right to cancel, you must inform the University by email or by letter or use this form. Please send the form to: Admissions, University of Brighton, Mithras House, Lewes Road, Brighton BN2 4AT or by email to Effects of cancellation If you cancel this contract, we will reimburse to you all payments received from you. We will make the reimbursement the same means of payment as you used for the initial transaction. If you requested to begin the performance of services during the cancellation period, you must pay us the fee for the service performed from the moment of your request until your notification of cancellation STATUTORY CANCELLATION FORM Write to: Admissions University of Brighton Mithras House Lewes Road Brighton BN2 4AT Or I hereby give notice that I cancel my contract for the supply of the following service: Contract for the supply of education services at University of Brighton for ……………………………………………………………………………………… (Course) Date of Acceptance of Date of Online Enrolment*:……………………..............................................…. Name of Student: ……………………….……………………….……………………….
STATUTORY DECLARATION I, …………………………………………………………………………………………………………………………… (full name) of …………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………… (occupation) do solemnly and sincerely declare that: I acknowledge that this declaration is true and correct and I make it in the belief that a person making a false declaration is liable to the penalties of perjury. DECLARED at ……………………………………………….. ) in the State of Victoria this …………………. day of ) …………………………………………..….. 2018 ) …………………………………………………………………. Signature Before me …………………………………………………………………. Witness signature
In deciding on a detailed definition which includes tidal reaches, consideration should be given to existing definitions, such as Normal Tidal Limits on Ordnance Survey maps and Maritime and Coastguard Agency definitions of coastal waters. A review involving organisations who respond around coastal waters may be needed before the Statutory Order is enacted, to ensure remits and responsibilities are clear for tidal waters and avoid potential issues or gaps in response within tidal reaches. Q3. Do you have any views on the proposal to limit the duty to emergencies that cause or are likely to cause people to die, be seriously injured or become seriously ill, whether by direct exposure to water or because of other damage that flooding might cause? Yes X No Supporting Comments: The current FRA policy is limited to the emergency phase of the incident. The recovery stage from an incident (especially severe flooding) is usually a multi-agency approach which Local Authorities lead on with appropriate advice from responding agencies. If the proposed Order was not limited to emergencies then FRAs would need to co-ordinate and assess a range of matters which other partner organisations already contribute to or lead on through the emergency planning and response framework underpinned by the Civil Contingencies Act 2004 (see response to Q6 below) or other supporting arrangements. It would create a statutory duty which would cut across and/or duplicate other emergency planning and response legislation. Q4. Do you think that a duty to ‘make provision’ in respect of flood and inland water rescue should mirror the approach already in place for responding to fires and road traffic collisions? Yes X No Supporting Comments: None. Q5. Do you agree that there is no need to place a duty on FRAs to respond to flooding and water rescue emergencies across FRA boundaries as set out in Article 5 of the 2007 Order? Yes X No Supporting Comments: We agree with the proposal. Local arrangements should ensure resources are shared when needed. However, we would recommend that national resilience measures include the definition for severe flooding response. This would ensure that the
An adjusted matrix should be published so that all interested parties have access to it and the reasons why it better reflects local conditions. Step 2: determine the management outcomes that apply to the resource availability scenario The broad management outcomes relevant to each RAS are determined using Table 2 (below). Detailed prioritisation decisions and real time management of environmental water will be based on reconciling water supply and ecological demand, consistent with the provisions of the environmental management framework set out in Part 4 of Chapter 8 of the Basin Plan and are not addressed by these guidelines. Table 2: Management outcomes for each RAS Resource availability scenario Very dry Dry Moderate Wet Very wet Management outcomes Avoid irretrievable loss of or damage to, environmental assets: Avoid critical loss of species, communities, and ecosystems. Maintain critical refuges. Avoid irretrievable damage or catastrophic events. Allow drying to occur, where appropriate, but relieve severe unnaturally prolonged dry periods. Ensure environmental assets maintain their basic functions and resilience: Support the survival and viability of threatened species and communities. Maintain environmental assets and ecosystem functions, including by allowing drying to consistent with natural wetting-drying cycles. Maintain refuges. Maintain ecological health and resilience: Enable growth, reproduction and recruitment for a diverse range of flora and fauna. Promote low-lying connectivity. Support river and floodplain functions. Improve the health and resilience of ecosystems: Enable growth, reproduction and recruitment for a diverse range of flora and fauna. Promote higher connectivity. Support high-flow river and floodplain functions. Improve the health and resilience of water-dependent ecosystems: Enable growth, reproduction and large-scale recruitment for a diverse range of flora and fauna. Promote higher floodplain-river connectivity. Support high-flow river and floodplain functions. Note: More than one resource availability scenario could apply at one time (for example, between different water resource plan areas across the Murray-Darling Basin). Using alternative management outcomes Table 2 sets out the management outcomes that apply to each of the five RASs, which are determined using the methodology in Step 1. Alternative management outcomes may be identified if these are necessary to reflect more accurately variations in conditions (e.g. climate conditions, flow characteristics and flow response relationships) in a particular water resource plan area. However, it is envisaged that most variations will be addressed in the prioritisation processes set out in the environmental
Like the Right to a Natural Death Act, the Health Care Power of Attorney statute states that health care providers may rely on “a signed and acknowledged” health care power of attorney [NCGS § 32A-24(a)], and the statutory health care power of attorney form requires the signature of the principal, the signatures of two witnesses who meet the same requirements as those specified for the living will, and the notarization of the signatures of the principal and the witnesses. Page 5 of the ”Advance Directive for the State of North Carolina: A Practical Form for All Adults” includes all of these execution requirements. Because the ”Advance Directive for the State of North Carolina: A Practical Form for All Adults” includes all of these essential elements of a health care power of attorney, we believe that it meets the North Carolina statutory requirements for health care powers of attorney. The ”Advance Directive for the State of North Carolina: A Practical Form for All Adults” combines the health care power of attorney and the living will into a single document. Both the Right to a Natural Death Act and the Health Care Power of Attorney statute state explicitly that these two types of advance directive may be combined or incorporated in a single document [at NCGS § 90-321(j) and § 32A-26]. (The ”Advance Directive for the State of North Carolina: A Practical Form for All Adults” allows a person to complete a living will only, a health care power of attorney only, or both advance directives.)
Need Ranking Please indicate below any medically diagnosed conditions (eg ADD, ADHD, Cystic Fibrosis, Downs, MS, MD, Epilepsy, etc) Communication and interaction: Autism (including Asperger’s syndrome) (ASD) Speech, Language & Communication Difficulties (SLCN) Cognition and learning: Moderate Learning Difficulties (MLD) Severe Learning Difficulties (SLD) Specific Learning Difficulties (SpLD) Profound and Multiple Learning Difficulties (PMLD) Social, emotional and mental health difficulties: Social, emotional and mental health difficulties Sensory and/or physical Physical Difficulty (PD) Hearing Impairment (HI) Visual Impairment (VI) Impairment (VI) 7 Checklist of essential documents attached Document Required Document Attached? YES Document Attached? NO please indicate why document is missing 7a The Child’s One Page Profile or similar document Child’s/Young Person’s View – the child/young person should be encouraged to contribute. This may be done either through the school or via the parent in a format appropriate to the child’s/young person’s needs – either a One Page Profile or similar document:
Foundation Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Post-16 Clear difficulty in responding to social situations and adult direction A total lack of empathy Child/young person (YP) requires specific teaching of many of the social skills and strategies that other children/YP acquire easily. Severely impaired social communication requiring intensive programmes and/or highly structured specialist provision A profound inability to use language appropriately and significant difficulties with verbal and non-verbal understanding A misunderstanding of communication due to difficulty interpreting social communication signals from others and due to literal interpretation of speech and body language. A high dependency on visual supports to support communication Severe difficulties in following instructions, classroom routines and staying on task Pupils find a full session/day intolerable and need structured support to learn from others Difficulties in participating in the full curriculum and social environment despite adaptations, assistance and appropriate structures. Progress generally slow in many areas of the curriculum but a high level of knowledge in Behaviours which may arise from the child/YP’s attempt to cope with the normal demands of school environment and other social situation. This may be either challenging or withdrawn. High levels of anxiety and frustration. Intense special interests and lack of motivation in other subject areas. A severe impairment of the ability to anticipate the emotional responses of others and to Evidence of involvement of all relevant agencies where the child/ YP continues to make little or no progress despite well founded support. Records of action taken by the school, early years setting or college, including the use of delegated funding (£6K maximum). Evidence of school, together with relevant specialists, having considered a range of well-founded and effective teaching approaches, appropriate equipment, strategies and interventions in order to support the child’s/YP’s progress. Outcomes that are achievable and with relevant review dates. Evidence of how support has been adapted or replaced depending on how effective it has been in achieving the expected outcomes.
In general children with severe SLCN would be considered for statutory assessment. However where there is clear progress in response to relevant intervention on the part of the school and supported by a Speech and Language assessment, a statutory assessment would not be deemed appropriate. Key Stage SLT Attainments Abilities Progress/Attainment Documentation Required Foundation Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Post 16 Language difficulties interfere with their daily functions and academic progress. Performance on standardised language test is significantly below age-appropriate levels Their language difficulties cannot be explained in terms of other factors such as hearing loss, general developmental delay, autism, EAL or physical difficulty in speaking. who are not yet speaking when they start school; language difficulties pose a barrier to the acquisition of appropriate social interaction skills. Difficulties processing auditory information, inference and sequencing. Speech may be mostly unclear and probably unintelligible to adults and when out of context. For some children may be resolved by they enter formal 5), following intensive intervention. For some children significant impact on skills and behaviour Progress in literacy even with intensive very low attainments educational areas as Progress in all areas is generally very low receptive and are affected.
Child who is selectively mute, please refer to the Social, Emotional and Mental Health criteria. Unable to use language to function generally in all settings. Difficulties intensify as language becomes more complex and abstract, especially at secondary level. Evidence of how support has been adapted or replaced depending on how effective it has been in achieving the expected outcomes. Evidence of involvement of child’s parent or YP
A Pew Research study regarding cell phones asked questions about cell phone experience. One growing concern is unsolicited advertising in the form of text messages. Pew asked cell phone owners, “Have you ever received unsolicited text messages on your cell phone from advertisers?” and 17% reported that they had. Pew estimates a 95% confidence interval to be or between 13% and 21%. Are the following statements about people who have cell phones correct? Explain. In Pew’s sample, somewhere between 13% and 21% of respondents reported that they had received unsolicited advertising text messages. We can be 95% confident that 17% of U.S. cell phone owners have received unsolicited advertising text messages. We are 95% confident that between 13% and 21% of all U.S. cell phone owners have received unsolicited advertising text messages. We know that between 13% and 21% of all U.S. cell phone owners have received unsolicited advertising text messages. 95% of all U.S. cell phone owners have received unsolicited advertising text messages. What Does “95% Confidence” Really Mean? Each confidence interval uses a sample statistic to estimate a population parameter. But, since samples vary, the statistics we use, and thus the confidence intervals we construct, vary as well. The figure to the right shows that some of our confidence intervals (from 20 random samples) capture the true proportion (the green horizontal line), while others do not: Our confidence is in the ________________________ of constructing the interval, not in any one interval itself. Thus, we expect 95% of all 95% confidence intervals to contain the true parameter that they are estimating.
ESCWA statistical activities 7 E/ESCWA/SD/2015/IG.1/6 Implementation of recommendations made by the Statistical Committee at its tenth session 7 (a) E/ESCWA/SD/2015/IG.1/6(Part I) Strategic direction for the statistical work of in 2016-2020 in the context of the post-2015 development agenda 7 (b) E/ESCWA/SD/2015/IG.1/6(Part II) Proposed programme of work for the biennium 2016-2017 in the field of statistics 7 (c) E/ESCWA/SD/2015/IG.1/6(Part III) Information note 8
Possible School Days for Students who attend school 90% or more (new requirement) The sum of the number of possible school days for those full-time students who attend school 90% or more (of the time) must be reported for each cohort. For worked examples, see Appendix C The CSV File Where a csv (comma separated variable) file is used to upload data to the department, it must not include a header row and must be in the same sequence as the data fields shown at Appendix A. The department accepts comma delimited Microsoft Excel csv files only. Numbers should not be in a comma delimited format. Appendix A: Data Summary Variable Description Values/Ranges Format Comment AGEID The Australian Government Department of Education Client ID >0 Integer Value to be entered into each row. Collection Identifies the reference period for the collection Semester 1 Term 3 Up to 10 characters Value to be entered into each row. Year level Year level Y1 - Y10 PU SU Up to 3 characters A record is required for each Year level with enrolments. PU (primary ungraded) and SU (secondary ungraded) are valid entries for Special Schools only. Gender Male or Female M F 1 char As recorded at enrolment. Student Type (formerly Indigenous Status) Indigenous status, either all students or Indigenous T I 1 char T – Students (including Indigenous) I – Indigenous Students only Possible School Days (formerly Enrolment Days) Aggregate of days all students* are enrolled during the reference period. ≥0 Integer Refers to full-time students in each Cohort. Attendance Days Aggregate of attendance days for all students* during the reference period. ≥ 0 Up to two decimal places Must be less than or equal to the number of Possible School Days. Can include partial attendance days.
Incident Response Sheet File Agency Number TRIBAL COUNCIL FIRE DEPARTMENT 1. Date of Incident 2. Time Activated 3. Time Returned to Hall 4. Location of Incident 5. Type of Incident Structural fire Outdoor fire Vehicle fire False Alarm (Select one) MVC Medical Other (please specify) 6. Owner(s) Occupant(s) 7. If there was a fire, what was on fire? 8. What caused the incident? 9. Where did the incident start? (floor level/area of origin) 10. If fire, extent of flames (flames confined to item/room/floor/building, or extended beyond structure) 11. Extent of damage (damage confined to item/room/floor/building, or extended beyond structure) 12. What equipment(s) was used? (i.e.: to extinguish the flames) 13. What rolling equipment was dispatched? 14. Sprinkler protection Yes No 15. Detector in place Smoke Heat CO None 16. Building floor level (Number of stories) 17. Building floor area Sq. Ft. or L x W 18. Insurance Available 19. Est. Property Value($) 20. Est. Value Loss ($) 21. Insurance Company Yes No Building Bldg Bldg Contents Contents Contents Misc. Misc. Misc. 22. Number of Occupants 23. Number of Persons Evacuated 24. Injuries/Fatalities (name, date of birth, gender, type and cause of casualty) 25. Vehicles involved (Make/Model, Year, License Plate, Serial #)
26.RCMP/DOPS Member/Detachment 27. RCMP/DOPS Arrival Time 28. OFC Member 29. Additional Fire Depts. 30. Other agencies on scene (Ambulance, Hydro, Conservation, etc.) 31. Released To 32. Number of members that responded 33. Additional Comments 34. Person Reporting 35. Contact Number 36. Contact 37. Person Reporting (signature) 38. Date Submission Process: Please send your reports to your Fire Safety Officer
X=49 X=63 X=72 Z=3.4 Z=1.2 Z=0 Z=-2.7 Z=-0.4 Former ISU basketball player Kelvin Cato is 83 inches tall. Assuming that heights follow approximately a normal distribution with mean 70 and standard deviation σ = 3， What is his corresponding z-score? What proportion of men are taller than him? For each problem below draw a picture of the normal curve and shade the area you have to find. Let Z represent a variable following a standard normal distribution. Find the proportion that is less than z=2.00
education. Northwestern University, Evanston, IL. (PUBLIC LECTURES, RESIDENCIES, and OTHER PRESENTATIONS) Leap Frogs: The Emergence of Creativity in Novice Teachers. (May, 1999). Presentation at the Colloquium for Teachers of General Music Methods, Mountain Lake, VA. Guest Lecturer in Music Education. (April, 1998). Uludäg University, Bursa, Republic of Turkey. (one week residency) What the Freshmen Taught Me: Reflection and Refraction. (May, 1997). Presentation at the Colloquium for Teachers of General Music Methods, Mountain Lake, VA. Recent Research with Implications for Teacher Preparation. (1997). Presentation at the Colloquium for Teachers of General Music Methods, Mountain Lake, VA. Toward a Musical Future. (October, 1996). Keynote address, Michigan Fall General Conference, Oakland University, MI. Building Circles of Support for Education. (June, 1995). Guest lecture, St. Thomas University Summer Music Education Seminar, St. Paul, MN. Education: Who's Responsible? (April, 1995). Guest lecture, American Symphony Orchestra League annual conference, Portland, OR Composing a Career as a University Faculty Member. (September, 1994). Presentation for the Preparing Future Faculty seminar, Arizona State University, Tempe, AZ Field Experiences: Going with the Flow. (May, 1993). Presentation at the Colloquium for Teachers of General Music Methods, Mountain Lake, VA. Preparing Minors for the Major League: Listening Lessons. (May, 1993). Presentation at the Colloquium for Teachers of General Music Methods, Mountain Lake, VA. General Music: Where We’ve Been, Where We’re Going. (October, 1993). Guest lecture, Boston University Music Education Lecture Series, Boston, MA. Careers in Academia: Teaching and Research. (November, 1988). Careers in Music Symposium, West Chester University, West Chest, PA. GRANTS Funded
Stay safe in the workplace Target core skills This task covers ACSF: Numeracy at Level 1 Reading and Numeracy at Level 2 Writing and Numeracy at Level 3. Target audience This task has been developed using information for a large mining work site. With some preliminary explanation, it could be used for a range of contexts. Alternatively, it could be used as a model and contextualised for another workplace. Content coverage This task covers knowledge around safety in the workplace. There are three parts to this task and each requires the candidate to interpret written and/or visual information and respond to questions in writing. Instructions to assessor This task requires the candidate to: read the case study information and answer the questions about the information provided (Part A) complete numerical tasks about the information provided in the case study (Part B) write a report to follow up on the information provided in the case study (Part C). Begin Part A by giving the candidate a copy of the questions in Part A, and then read them the information about work safety. Allow the candidate to read through the questions and clarify if necessary. Alternatively, you can read the questions to the candidate if required. Read the information on work safety a second time and ask the candidate the questions 1–6. Make notes on the answers in the assessor notes section. Part B assesses numeracy. Show the candidate the graph and clarify the information if necessary. Ask the candidate to answer questions 7–15. In Part C, it may be necessary to discuss the issue with the candidate prior to undertaking the writing task. This may include clarifying the appropriate voice of the writing and the layout. ACSF mapping Question ACSF level indicator Domains of Communication Part A Education 1-6 2.03 2.04 7 3.09 3.10 3.11
Friday: 8.30am to 4.30pm Email: housingoptions@bradford.gov.uk Contact Details – STAY Name of Service: Type of Service: Telephone Number : Email: STAY at Home Bradford Floating Support 01274 379736 STAY at Home Keighley Floating Support 01535 683612 STAY in Grattan Hostel & Dispersed Accommodation 726494 STAY in Boldshay/Assisi Hostel & Dispersed Accommodation 305683 STAY in Millhaven Hostel for women only & Dispersed Accommodation for men and women 01274 305965
STAY at Home Floating Support – supports people living in own homes, in temporary accommodation or in accommodation provided by other registered social or private landlords or to owner occupiers. STAY Supported Housing: Hostels – there are four hostels in Bradford. Two are for men only, one is for women only and one is for both men and women. The hostels are staffed 24/7 and have a range of one and two bedroom apartments, studios and bedsits with shared facilities, including a laundry. STAY in the Community – provides dispersed properties in Bradford, Shipley and Keighley, including one and two bedroom terraced houses, one bedroom self-contained flats and self-contained bedsits. There is a lower level of on-site staffing but support is available 24/7. This accommodation is for both men and women. All accommodation is fully furnished. All services are short-term, usually for 3-6 months. What do we hope to achieve at STAY? We aim to: Provide high quality housing related support services to vulnerable people, which are responsive to their needs and wishes, to prevent them from becoming homeless. Support and encourage clients to develop new and existing skills and gain confidence in their ability to manage their own homes independently. Our objectives are to: Provide high quality accommodation and housing related support in a caring and culturally sensitive way. Work with people who are socially excluded and have difficulty in accessing services. Ensure that immediate needs are met, such as access to welfare benefits, food, clothing and health care. Tailor our support to each individual’s needs and personal choices and support them in achieving their goals. Provide training and activities that will enable clients to become ‘Tenancy Ready’.
Bronze Participate in Health Day Say why it is important to look after teeth and brush them daily in school. Wash my hands with soap every time I go to the bathroom. Participate in Health Day. Participate fully in P.E with kit. Take responsibility for cleaning teeth at home morning and night. Participate fully in P.E lessons, wearing appropriate kit. Take part in health day. Wash myself, brush hair and clean teeth each morning independently. Role - play making a 999 call. Write a report on your participation during health day. Be involved in an sporting activity. Put my dirty washing away each night and hang / fold my clothes up ready for the next day for at least a week. Participate in health day activities. Take part in P.E regularly in complete kit. Demonstrate how to cross the road safely using the green cross code. Bring a healthy snack to school at least 3 x weekly. Conduct myself accordingly around the school following the rules. Participate fully in P.E each week in correct kit. Be involved in health day. Get myself to school independently, safely and on time each day. Bring a healthy snack to school at least 4 times a week. Attend the school residential and get involved in the physical activities on offer. Come to school independently and safely each day. Participate fully in P.E. in complete kit. Make healthy choices at snack and lunch time. Move around the school in an appropriate and safe manner. Identify 3 positive things about myself.
Page no. 1. What is ‘staying put’? 4 2. Aims of staying put placements 4 3. Criteria for staying put policy 4 4. Setting up staying put placements 5 5. Changes in support and regulatory arrangements if a placement becomes one of staying put 6 6. DBS checks 7 7. Finances 7 8. Allowance payment to carers 7 9. Reward element payment to carers 7 10. Total payments to carers 7 11. Income received by young people 7 12. Retainer 8 13. Additional payments 8 14. Other considerations 8 15. Reviewing staying put arrangements 9 APPENDICES A. License agreement 10 B. Placement agreement meeting 12 C. Standard staying put arrangement - Housing Benefit letter 14
Attending 6th Form, college or university open days etc. Arrangements for support with maintaining contact with family and friends. Support with maintaining contact with family and extended family members. 2.4 Arrangements for hobbies, leisure interests and sports activities. Support with maintaining activities.
Describe to us how you have demonstrated the passion that you may have for something that you love to do and how you have fought to keep following your passion no matter what other influences you may have ran into. (If additional space is needed please attach a separate page) Student Certification The information given in this application is to be used for consideration in obtaining a “Stay Dylan Strong” Scholarship Foundation and is correct to the best of my knowledge. I hereby waive my rights to inspect and review the confidential evaluation provided by the above designated references in support of my application. I also understand and agree that the decision made by the Scholarship Committee on my application will be final. _______________________________________________________________ _________________ Signature of Student Date
The web pages for each financial year hold: separate spreadsheets of each month’s data; this Statistical Note, and equivalent versions from previous months; the list of people with pre-release access to the data. C2 Revisions Revisions usually follow a six-monthly cycle. The dates for past and future AQI scheduled revisions are below. The AQI Quality Statement above contains a more detailed revisions policy. Publication date Series revised Months affected 5 November 2015 Systems Indicators April 2015 to August 2015 3 September 2015 Clinical Outcomes April 2014 to March 2015 4 June 2015 Systems Indicators April 2014 to February 2015 30 April 2015 Systems Indicators April 2014 to February 2015 5 March 2015 Clinical Outcomes April 2014 to September 2014 6 November 2014 Systems Indicators April 2013 to August 2014 5 September 2014 Clinical Outcomes April 2013 to March 2014 2 May 2014 Systems Indicators 2013 to February 2014 7 2014 Clinical Outcomes April 2013 to September 2013 1 November 2013 Systems Indicators April 2013 to August 2013 2 August 2013 Clinical Outcomes April 2012 to March 2013 3 May 2013 Systems Indicators April 2012 to March 2013 1 February 2013 Clinical Outcomes April 2012 to August 2012 11 January 2013 Systems Indicators April 2011 to October 2012 31 August 2012 Clinical Outcomes April 2011 to March 2012 C3 AQI Scope The Ambulance Quality Indicators (AQI) include calls made by dialling either the usual UK-wide number 999 or its EU equivalent 112. As described in the specification guidance document mentioned above, calls made to NHS 111 are not included in the AQI measures for calls abandoned (SQU03_1_1), re-contacts (SQU03_2_1 and SQU03_2_2), frequent callers (SQU03_2_3), time to answer calls (SQU03_8_1_1) and calls resolved by telephone advice (SQU03_10_1). All other Systems Indicators involve the dispatch of an ambulance, and include ambulances dispatched as a result of a call to NHS 111, as well as 999 or 112. C4 Related statistics in England The AQI appear in a Clinical Dashboard, available from the AQI landing page, the websites of the Ambulance Trusts (listed in the AQI Quality Statement), and . One of the aims of these Dashboards is to use statistical process control, to indicate whether variation in proportions reflects underlying change, or merely natural variance, unavoidable even when a health system is performing well.
Mobility Agreement Staff Mobility For Teaching Planned period of the teaching activity: from ..... /.... /.... [day/month/year] till ..... / ..... / ..... [day/month/year] Duration (days) – excluding travel days: …………………. The teaching staff member Last name (s) First name (s) Seniority Nationality Sex [M/F] Academic year 2016/2017 E-mail The Sending Institution/Enterprise Name UNIVERSITY of WARSAW Erasmus code (if applicable) PL WARSZAW01 Faculty/Department Address ul. Krakowskie Przedmieście 26/28 00-927 Warszawa Country/ Country code POLAND / PL Contact person name and position Sylwia Salamon Erasmus+ Institutional Coordinator Contact person e-mail / phone sylwia.salamon @adm.uw.edu.pl Type of enterprise: not applicable Size of enterprise (if applicable) <250 employees >250 employees not applicable The Receiving Institution Name Faculty/Department Erasmus code (if applicable) Address Country/ Country code Contact person name and position Contact person e-mail / phone For guidelines, please look at the end notes on page 3. Section to be completed BEFORE THE MOBILITY