zilongwang/ReadingBank huggingface dataset:
Note: This section will be used to support the Section 2. Background and 3. Project Description of the Business Case required in the Concept Phase. Demographics This section outlines the demographic profile of the community your group services and how the demographics influences your strategic goals and objectives. There are existing resources to support this work including the City of Edmonton website and City liaison. Note: This section will be used to support the Section 7. Organization Change Impact of the Business Case required in the Concept Phase. Context Analysis The Context Analysis provides an understanding of current and anticipated external factors as well as opportunities and challenges that may influence your group and the community you are serving. This section includes a review of what other organizations have done or is doing to address similar situations. Include any findings from research studies that identify existing and emerging trends and best practices. For example, identify how other community organizations have addressed a similar problem/opportunity; identify other service providers in the area addressing the situation; outline trends/research that supports this direction. Note: This section will be used to support the Section 5. Context Analysis of the Business Case required in the Concept Phase. Activity Based Needs Assessment The activity based needs assessment should seek input on desired activities or experiences rather than seeking input on specific construction ideas. Activity or experience-based input will then inform the design development (solution) to best meet the needs rather than starting with a prescribed facility or park solution. Note: This section will be used to support the Section 2. Background and 7. Organizational Change Impact of the Business Case required in the Concept Phase. Alternatives The Alternatives Section outlines the options that are available to address the problem or opportunity. It provides the rationale to why some have been eliminated as viable alternatives. One alternative to present is “do nothing” (status quo). Another may be to share space rather than build a new facility or there may be alternatives to reduce projected space needs. Outline for each viable alternative the high-level project scope, budget, schedule and organizational change impact.
You have some track record of having piloted the concept/program/event You have outsiders to attest to the value of the project You have gotten some support outside your organization (even if that is in-kind donations of time, space, buy-in, or other resources – doesn’t have to be cash! Could be endorsements by local leaders.) You have some way of explaining why this project is singular to your local area, to your audiences, and therefore within a pool of other competing projects. You have a sense that how your project might be viewed in a national cohort, and you have a sense of strengths and weaknesses. Are you ready? You are not applying for organizational support. (NEA supports projects not organizations.) You have read through the NEA Guidelines. You know which NEA discipline category best fits your project. You registered for grants.gov 8-10 weeks before the application is due. You completed your System Award Management (SAM) registration process or updated your contact email in SAM at least 5 weeks before the deadline. In a university, you planned for university application processing through your Office of Sponsored Research. In a university or large organization, you checked whether the “one application per year” limit has been assigned to your project. If you’ve never written an NEA submission, you have at least 10 weeks to work on the application and familiarize yourself with what is required. You did not take another grant narrative and cut and paste! You know who will be involved in the project, which artists, participants/target population, project managers or staff. You have developed a draft timeline with a breakdown of project activities If you are asking for two years support, activities are not repeated in the second year. Your can articulate your project in terms of artistic excellence or artistic merit. If your project is involved in other goals, you might want to look at different funding sources. You have articulated or demonstrated how your project has national significance or could be a national model in your field. You have considered underserved populations related to your project. You know how the project will be disseminated to the public. You have matching funds. Your match does not come from another federal agency. Your budget items align with what is described in the project narrative
In some instances, cooperation with public entities can provide a source of strategic cases. The primary advantage is that public authorities have access to data which is not publicly available or is available only with significant delay. CHAPTER 6: MEDIA WORK AND FOLLOW-UP ACTIVITIES HOW TO GAIN MAXIMUM IMPACT FROM YOUR STRATEGIC LITIGATION Use of Media In earlier chapters we discussed how a case might play out in the media and how possible negative publicity should be considered when initially deciding whether a case is suitable for strategic litigation. This chapter addresses the part of the strategic litigation process where those considerations are put into practice. As soon as the outcome of the case is known, and especially if the strategic objective has been achieved, the equality body will need to ensure that the key messages are publicized as far and wide as possible. Communication Strategy For each case a media strategy should be developed in good time prior to the court’s delivery of its ruling. At a minimum, this strategy should include a statement that can be issued to the press as well as a statement to be placed on the front or news page of the equality body’s website. A set of FAQ’s (frequently asked questions) is a good way to manage queries if the case is likely to attract a lot of public and media attention, and can also be posted on the website. If possible there should also be a link to the judgement on the website so that those who are interested can easily access and read the entire judgement. In situations when it is reasonably expected that the case might cause some amount of negative publicity, it is strategically useful for the equality body to prepare a communication plan. In such cases, time is usually of the essence and it is beneficial to have ready statements in response to potential negative proclamations of the opposing side. Often the effectiveness of the proper reply lies in its prompt publication. On the other hand, in certain situations the equality body might estimate that negative publicity can be avoided or at least eased by anticipating the opposite side and coming out to the public first, referring to (and refuting) the same arguments that were expected to be used against the equality body. However, such actions should be carefully planned at the early stage of the case, not to cause more damage than benefit to the equality body.
Case Study: Emirates Airlines: Connecting the Unconnected (HBSP) 8 Managing Innovation and the Dynamic Scope of the Firm Chapter 9 Pisano, G. 2015, ‘You need an innovation strategy’, Harvard Business Review, June, pp. Martin, R. 2016, ‘M & A: The one thing you need to get right’, Harvard Business Review, June, pp. 42–48. Case Study: Survey Monkey in 2014 (HBSP) 9 Leading Organizational Change Chapter 10 Abrahamson, E. 2000, ‘Change without pain’, Harvard Business Review, July–August, pp. Watanabe, K. with Stewart, T. and Raman, A. 2007, ‘Lessons from Toyotas long drive’, Harvard Business Review, July–August, pp. pp.74–83. Case Study: The Park Hotels: Designing Experience (HBSP) Unit Topic Text Chapter/Reading/Suggested Case Study 10 Design and Organizational Architecture Chapter 11 Porter, M. and Heppelman, J. 2015, ‘How smart connected products are transforming companies’, Harvard Business Review, October, pp. 96–114. Tushman, M., O’Reilly, C. 2004, ‘The ambidextrous organization’, Harvard Business Review, April, pp. 74–81. Case Study: Tesla Motors (in 2013) (HBSP) 11 Measuring Organizational Performance Chapter 12
Schoemaker, P. and Tetlock, P. 2016, ‘Superforecasting: How to upgrade your company’s judgement’, Harvard Business Review, May, pp. 72–78. Kaplan, R. and Norton, D. 1992, ‘The balanced scorecard – measures that drive performance’, Harvard Business Review, January–February, pp. 71–79. Case Study: Making Balanced Scorecard Work to Implement Business Strategies at Magic Technology (HBSP) 12 Corporate Governance and Social Responsibility Chapter 13 Subramanian, G. 2015, ‘Corporate Governance 2.0’, Harvard Business Review, March, pp. Beard, A. and Hornik, R. 2011, ‘It’s hard to be good’, Harvard Business Review, November, pp. 88–96. Case Study: Social Strategy at Nike (HBSP)
STRATEGY MAJOR TASKS PERFORMANCE MEASURES RESPONSIBLE OFFICER STATUS Active/inactive/ in progress/ complete/ cancelled Develop client service standards Conduct research into quality standards of each service offered. Liaise with relevant stakeholders in government and the community re. developing service standards. And so on... 25% increase in positive client feedback on quality of services by 30 June, 2010. Client Services Officer Active
Objective/s Method & Person/s Success Indicators Evaluation Date LEADERSHIP GOAL: TO IDENTIFY, RECRUIT, INVOLVE, AND TRAIN MEMBERS TO BECOME LEADERS OBJECTIVES: Chapters will include leadership knowledge and skills for all members in their meetings and activities. Chapters will identify, encourage, and support members’ leadership potential. Additional chapter objectives:
Committee Participation in Columbus Drive-ins PAC Chair & AVF Participation in Washington Fly-ins PAC Chair & AVF 2. Services Number of training programs Education Comm./OCA Directors/RMS 24 10 Number of participants RMS 428 123 3. Marketing Average quarterly website traffic RMS Monthly average e-newsletter distribution RMS Complete marketing strategy Executive Committee July 31 4. Membership Number of active members RMS Number of associate members RMS Percent agree/strongly agree receiving value via survey RMS 68% 71% Complete membership strategy Executive Committee July 31 5. Chapters Chapter Attendance MBK Member satisfaction - Chapter meetings are valuable/very valuable via survey RMS 86% Number of Chapter guests MBK 6. Governance Complete committee structure review CLR July 31 7. Management Complete policy review CLR July 31 IV. Budget - Objectives and tactics that may entail budgetary impacts: Marketing and Awareness Engage marketing professionals to develop a comprehensive marketing/communications strategy and implement recommendations. Upgrade marketing material. Vary communications formats to utilize cutting edge technologies. Upgrade the new member kit Meetings
proficiency modules that students and staff can in order to improve proficiency. Training fellows to conduct needs analysis for new developmental areas, such as, academic writing to support the action research process. Professional curriculum development IPG Lecturers On-going Joint professional curriculum development with lecturers that includes Curriculum studies, action research, Literature and media. In 2012, curriculum development was one of the strengths of the training Fellows program at IPGKBL. Professional development workshops IPG Lecturers Jan – Sept Create materials and inspire best practice and ELT methodology, research and methods for lecturers. This will be undertaken in collaboration with lecturers, such as, the forthcoming literature module. KPI 2: Plan and deliver four (4) five-day courses in the Training Fellow’s area of specialism and/or TESL methodology in general for ELT staff, including ITEs that are not participating in the programme. Activity Target Group Timeline Descriptor Technology and media in the classroom IPG Lecturers & trainees on-going Weebly website – teach lecturers to upload and utilize technology in the classroom; E-portfolios, weebly website. Created platform for all our materials, which lecturers and training fellows can use; videos - using Moviemaker and similar programs, making and editing movies; Weebly website & blended learning – interactive forms of communication, using the Internet, blogs, digital media. Media will impact and transform the lecturers' teaching practice/praxis. For example, work shop sessions on exploiting films or using ICT with young Learners will model best practice through introducing principled learning activities. Behaviour IPG Lecturers Jan - Sept Practical workshop to increase Lecturers
ACTIVITIES HWL will work as efficiently as it can, to ensure that we are always able to respond to the urgent needs of the communities we represent. This will include careful time management and the fore sight to know how we are achieving against our outcomes, and our capacity. By integrating HWL into boards, and feedback groups we will be ideally positioned to make robust high profile decisions using knowledge gained from stakeholders and patients. Lead MMF/Chair For more information about Healthwatch Luton please visit our website 10
we mean by high performance?” If Netflix follows these points, there’s no reason the why the HR department can’t help them continue to be innovative. SWOT Analysis Netflix is in a rapid growing market where everything in today society is going digital to better comfort people provide a service to consumer to their convenience or their preference. Netflix with its great innovative management to help increase it shares in a competitive market of media. Many people are watching Netflix right now with a stock price that’s out of this world. Here is a SWOT Analysis to examine the Strengths, Weaknesses, Opportunities, and Threats of Netflix: Strengths Brand- "Netflix" is fast becoming a verb in today’s society Platform- On all the major streaming services, Netflix has the best delivery system which helps keeps customers loyal and happy.
Strategic Plan to District Scorecard, 2018 Prepared for Barrington Public Schools Administrators School Committee May Post plan to website Press release on completion of planning process Develop brand/ visuals Draft annual district scorecard and share with School Committee (5/31) Self-assessment and goal-setting around norms/ benchmarks Review of draft scorecard in progress (5/31) June June 6: meet with School Committee to review and finalize draft annual district scorecard* Align School Improvement Plan template to scorecard June 14, present 2017-2018 School Improvement Plan results *some goals will need to await results to set an improvement target June 6: meet with Admins to review and finalize draft annual district scorecard* Develop annual meeting agenda that reflects progress monitoring of key pillar goals Develop School Committee scorecard (if desired) June 14, review 2017-2018 School Improvement Plan results July Prepare for rollout of strategic plan in Back to School communications August Rollout new strategic plan in newsletters, Back to School events, publicity School Improvement Teams continue School Improvement Planning with new data Rollout strategic plan and annual agenda plan with community through meetings and press coverage Rollout School Committee scorecard (if desired) September- October Share final annual district scorecard with all targets with School Committee (workshop) Share aligned School Improvement Plans with School Committee (workshop) Implement annual meeting agenda that reflects progress monitoring of key pillar goals and “business” at all other sessions Engage with final annual district scorecard and School Improvement Plans (workshop) December - January Prepare for 1st progress monitoring – validating implementation of actions and reporting any adjustments needed based on progress monitoring data (workshop) Engage with progress monitoring – validating implementation of actions and reporting any adjustments needed based on progress monitoring data (workshop)
“Whole Foods Market Company INFO” 2014. Web. March 25, 2014 Retrieved from: “Whole Foods Market Annual Reports” 2014. Web. March 25, 2014 Retrieved from: Kirsten M. Ely, “Operating Lease Accounting and the Market’s Assessment of Equity Risk” 2014. Book. March 25, 2014 Retrieved from: Journal of Accounting Research, Vol.33,2 Page 397 -415
Meeting Date 06/01/17 Meeting Time 1:00 – 2:00 PM Location/ Conference # Smith 561 Meeting Host Ellen & Jason HUIT Programs Subgroup Team Anne Margulies UCIO Mike Milligan Phone Erica Bradshaw Cloud Karen Pemstein HR Carolyn Brzezinski SIS Mitch Rogers Data - Future Stephanie Gumble Administration Catie Smith Account Mgmt Katie Kilroy Collaboration Tim Vaverchak IAM Ann Lurie Enterprise Architecture Jason Snyder CTO & co-chair Acacia Matheson Communications Ellen Gulachenski PVM & co-chair Covering: Hellen Zziwa for Erica Emeritus: Jason Shaffner SIS Agenda and Notes Topic Presenter Program Dashboards Review blueprint for dashboards Identify contacts for current programs Review custom data loading and data review Review permissions needed Plan next steps Ellen Landsman Action Items / Decisions Blueprint Add an ‘As Of’ date field to indicate when the date was updated Custom Data Loading Process Send reminder to contacts before Friday deadline Update process to show that Excel submission is on Friday Send review reminder email to all contacts Next Steps Expect all programs to use new dashboard for FY18 meetings Assess whether dashboard is appropriate for larger projects Send program contacts to Ellen by 6/6
DIOCESAN BOARD OF FINANCE Job Title: Strategic Project Co-ordinator (0.5 fte) Department: Apostolic Life Responsible to: The Director for Apostolic Life Main purpose of the role: To serve as co-ordinator for projects serving the Diocesan Strategy and other initiatives or projects which emerge from or relate to it, including the logistics of preparing, producing and distributing materials Principal duties The post-holder will: Be responsible for co-ordinating projects serving the Diocesan Strategy and other initiatives or projects which emerge from or relate to it, as identified by groups or people appointed by the Bishop’s Staff. Responsibility for co-ordinating the successful projects will include development of implementation plans, timelines, resource allocation, budgets and metrics which will be used for monitoring the progress of the projects. Be responsible for ensuring that projects have a correct level of authorisation from the Bishop of Chichester or appropriate others Carry out project evaluation during and at the end of each strategic project, to highlight successes, issues and key learning for the diocese Produce a regular report to Bishop’s Staff to track progress of the projects and highlight any issues or risks Serve as secretary to strategic groups Keep the website up to date with resources for strategic initiatives, including links and contact details for other sources of material, advice and assistance, and to share examples of good practice Oversee liaison with CPO and other external organisations in relation to strategic projects Work in close collaboration with the Bishop of Lewes, the Diocesan Communications Officer, the Bishop of Chichester’s Chaplain, and officers in the Apostolic life department delivering the strategy Have responsibility for all communications issues related to each project. Making sure that the message is right, that it is bound into the rest of the diocesan strategy, communicated in the right ways at the right time to the right people, helping to shape attitudes towards and promoting buy in from all relevant stakeholders. This will be done in partnership with the Diocesan Communications Officer Network with appropriate officers in other dioceses and organisations Keep informed about strategic initiatives and priorities in the national church and related bodies, encourage their adoption as diocesan projects where appropriate, and participate in consultations as appropriate
Agenda/Schedule Day 1 Day 2 Registration and Breakfast 8:30am – 9:00am Breakfast 8:30am – 9:00am 9:00am – 11:30am Setting up a Team for Success 9:00am – 11:30am Team Decision-Making II 11:30am – 12:00pm Break 11:30am – 12:00pm Break 12:00pm – 1:00pm Working lunch 12:00pm – 1:00pm Working lunch 1:00pm – 3:30pm Team Decision-Making I 1:00pm – 3:30pm Motivating Teams The Johns Hopkins Carey Business School • Executive Education 410-234-9440 or
Norton, E. C. (1992). Incentive regulation of nursing homes. Journal of Health Economics, 11 (2),105-28. Rosenthal, M. B., Frank, R.G., Li, Z., and Epstein, A.M. (2005). Early experience with from concept to practice. Jama 294 (14),1788-93. Shannon, B. (2010). Medicaid Cuts in State ‘Devastating.’ The Olympian. Retrieved from http://www.theolympian.com/2010/09/30/1386771/medicaid-cuts-devastating.html. Thomson, N. (2011). As the Deficit Grows, Services for Older Residents Shrink: Washingtonians Brace for more Medicaid Cuts. AARP Bulletin. Retrieved from Washington State Department of Social & Health Services (2002). Report to the Legislature: The Fiscal Impact of Rebasing Payment to Nursing Facilities at Different Intervals. Retrieved from http://www.dshs.wa.gov/pdf/main/legrep/Leg0702/Rebase.pdf. Washington State Department of Social & Health Services (2010). Some Medicaid Program Budget Cuts Avoided, but most Adult Clients will Lose Vision, Hearing, and Dental Services Jan. 1. Press Release. Retrieved from http://www.dshs.wa.gov/mediareleases/2010/pr10109.shtml. Washington State House of Representatives, Ways & Means Committee (2011). Bill Analysis: HB1249. Retrieved from Weissert, W. G., Scanlon, W.J., Wan, T.T., & Skinner, D.E. (1983). Care for the chronically ill: nursing home incentive payment experience. Health Care Financing Review, 5(2), 41-9. Werner, R. M., Konetzka, R. T. & Liang, K. (2010, September 10). State Adoption of Nursing Home Pay-for-Performance. Medical Care Research and Review, 67(3), 364-377. Doi: 10.1177/1077558709350885. A - Washington State Stakeholder Interviewees Organization Interviewed Name Title & Nursing Home Affiliation
Strategy Effort and cost Length Audience Most Likely to Engage How the Strategy Can Be Used Twitter * 140 characters Legislative staff, SEA staff, district and school administrators, school staff (i.e., teachers, counselors, and curriculum coordinators), and relevant community groups Promote research publications and tools Promote events Host and participate in Twitter chats Feature videos, blog posts, and other products about research publications and tools Feature newsletters, and podcasts, media placements, and infographics Drive traffic to your website Newsletter Story or Blog Post ** 500-1000 words SEA staff, district and school administrators, school staff (i.e., teachers, counselors, and curriculum coordinators), and researchers Highlight a particular initiative or milestone Go in-depth about a particular topic by posting a blog series Showcase both researcher and practitioner perspectives Promote upcoming events Promote published research reports and tools Share resources related to topics of interest Media Outreach ** Varies Legislative staff, SEA staff, district and school administrators, and members of the general public Increase the reach of a research report or tool Connect your Midwest work with other relevant work Presentations and Briefings *** 1-2 hours Legislative staff, SEA staff, district and school administrators, school staff (i.e., teachers, counselors, and curriculum coordinators), researchers, and relevant community groups Share research and tools Tell a personable or relatable story about education research Increase the reach of a research report or tool Share findings from a research report Explain your approach to research or technical assistance Highlight innovative research methods
BC RECREATION & PARKS ASSOCIATION Strategies for Challenging Behaviours Training Request Form Course Requested – Strategies for Challenging Behaviours Duration Cost Min/Max participants Request Webinar Front-line staff training 3 hours $500 None Supervisor and Management training 2 hours $350 None – add on 1 hour $175 None Bullying – add on 1 hour $175 None In-person day 8 hours $1500 + travel expenses and accommodation 8/25 Two days 16 hours $2800 + travel expenses and accommodation 8/25 Date(s)/Timing Requested (in order of preference): Date Time 1. 2. 3. For webinars will the staff be in one room or accessing the training from multiple sites? One room Multiple sites Send Completed Form to: Noelle Virtue at #301-470 Granville Street, Vancouver, BC V6C 1V5 Tel: 604-629-0965 ext 228
8 Ann S. Epstein, The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning (Washington: NAEYC, 2007) 75. 9 The Head Start Leader’s Guide, 93. 10 The Head Start Leader’s Guide, 93. 11 The Head Start Leader’s Guide, 93. 12 The Head Start Leader’s Guide, 93.
Learning event overview: NESA Completing the Strategies to teach reading in the primary setting course will contribute 10 hours of Registered PD addressing 2.5.2 and 6.2.2 from the Australian Professional Standards for Teachers towards maintaining at Proficient Teacher Accreditation in NSW. This two day course is designed to deepen participants’ knowledge and understanding of effective teaching strategies to support students’ literacy achievement. The course will build the capacity of primary teachers to embed a range of evidence-based practices into their teaching and learning programs for the purpose of explicitly teaching reading. To successfully complete the course, participants are required to complete a professional reading, trial a comprehension strategy and a teaching idea. Participants will then share their learning from the deliverable on day two of the course. Learning event outcomes Participants will deepen their understanding of: strategies to teach comprehension, including the Super 6 strategies to teach vocabulary knowledge, including the Fabulous 4 fluency and text navigation inferring meaning from texts visual literacy modelled, guided and independent reading routines. Learning event information: Venue: Fairfield RSL - 14 Anzac Avenue, Fairfield Dates: 1 August (Day 1 of 2) and 22 August (Day 2 of 2), 9:00am to 3:30pm (registration from 8:30am) Cost: $220.00 (incl. GST) Register through MYPL by: 27 July 2017 Session enrol: Venue: Tradies Gymea - 57 Manchester Rd, Gymea Dates: 8 August (Day 1 of 2) and 28 August (Day 2 of 2), 9:00am to 3:30pm (registration from 8:30am) Cost: $220.00 (incl. GST) Register through MYPL by: 27 July 2017 Session enrol: Contact Details: Joel Davies Phone: 9582 6352 Email: Amy Page Phone: 9408 8949 Email: This learning event supports the following strategies and priorities: Literacy and Numeracy Strategy 2017 – 2020 Premier’s Priority: Improving education results This learning event aligns to the School Excellence Framework: Learning Teaching Curriculum and Learning Effective Classroom Practice Learning and development
Student TEAM Rotation 1: INDEPENDENT PRACTICE Rotation 2: COMPUTERS Rotation 3: GUIDED PRACTICE Time block: Time block: Time block: Activity: Activity: Activity: Learning Objective(s) for the independent practice: Materials needed: Specific independent practice tasks / activities: During Independent Practice students are expected to: Adult facilitation responsibilities: Learning Objective(s) for computer time: Materials needed: Specific computer time tasks / activities: During Computer Time students are expected to: Adult facilitation responsibilities: Learning Objective(s) for the guided practice: Materials needed: Specific guided practices tasks / activities: During Guided Practice students are expected to: Adult facilitation responsibilities: Content Area: Student TEAM Rotation 1: COMPUTERS Rotation 2: GUIDED PRACTICE Rotation 3: INDEPENDENT PRACTICE Time block: Time block: Time block: Activity: Activity: Activity: Learning Objective(s) for computer time: Materials needed: Specific computer time tasks / activities: During Computer Time students are expected to: Adult facilitation responsibilities: Learning Objective(s) for the guided practice: Materials needed: Specific guided practices tasks / activities: During Guided Practice students are expected to: Adult facilitation responsibilities: Learning Objective(s) for the independent practice: Materials needed: Specific independent practice tasks / activities: During Independent Practice students are expected to: Adult facilitation responsibilities:
RED TEAM 9:45-10:05 10:05-10:25 10:25-10:45 GUIDED PRACTICE Learning Objective(s) for the guided practice: Materials needed: Specific guided practices tasks / activities: During Guided Practice students are expected to: Adult facilitation responsibilities: INDEPENDENT PRACTICE Learning Objective(s) for the independent practice: Materials needed: Specific independent practice tasks / activities: During Independent Practice students are expected to: Adult facilitation responsibilities: COMPUTERS Learning Objective(s) for computer time: Materials needed: Specific computer time tasks / activities: During Computer Time students are expected to: Adult facilitation responsibilities: BLUE TEAM 9:45-10:05 10:05-10:25 10:25-10:45 INDEPENDENT PRACTICE Learning Objective(s) for the independent practice: Materials needed: Specific independent practice tasks / activities: During Independent Practice students are expected to: Adult facilitation responsibilities: COMPUTERS Learning Objective(s) for computer time: Materials needed: Specific computer time tasks / activities: During Computer Time students are expected to: Adult facilitation responsibilities: GUIDED PRACTICE Learning Objective(s) for the guided practice: Materials needed: Specific guided practice tasks / activities: During Guided Practice students are expected to: Adult facilitation responsibilities:
GREEN TEAM 9:45-10:05 10:05-10:25 10:25-10:45 COMPUTERS Learning Objective(s) for computer time: Materials needed: Specific computer time tasks / activities: During Computer Time students are expected to: Adult facilitation responsibilities: GUIDED PRACTICE Learning Objective(s) for the guided practice: Materials needed: Specific guided practice tasks / activities: During Guided Practice students are expected to: Adult facilitation responsibilities: INDEPENDENT PRACTICE Learning Objective(s) for the independent practice: Materials needed: Specific independent practices tasks / activities: During Independent Practice students are expected to: Adult facilitation responsibilities: Cooperative Group Rubric Example Scoring Rubric Met Expectation Partially Met Expectation Did Not Meet Expectation
Examples of Group Roles for Students Role: Students Strength: Responsibilities: Leader Good peer relations Can motivate others Organized Responsible Keep group on task Reminds students what to do Reads directions Manages time Presenter Good verbal skills Can respond to questions Delivers group’s message/answer Presents answer/project Answers questions Materials Collector Organized Follows directions Responsible Gathers materials for group Returns materials to designated area Cleans up Sharpens pencils Keep group work organized Recorder Good written or artistic skills Can multitask Listening skills Records group response Illustrates or writes for projects or tasks
CDS Exhibit 1 Sample Table with Banded Rows Data Display Data Retrieval Workflow Data Entry Decision Making Data always available Flow sheets (e.g., problem list, medication list) Maintain longitudinally Across continuum Dynamic displays Flow sheet/graphic/ table/narrative - helps review data Clinical imaging integration Search tools Query support Summaries/abstracts Quickens access, supports continuity of care Single sign on (for multiple applications) Overcomes interface vs. integration (through one system or repository) issues Ease of navigation aids adoption Density of screen “Flip-ability” Avoids getting lost in drill downs Specialized formats focuses information Customized screens Standards vs. personal preference In-basket Reminders in support of timeliness, compliance Schedule/patient list Patient status continuously Workgroup tools Easy handoffs Refills timely/accurate Referrals timely Integrated clinical/financial Overcomes inability to pay for treatment Telephony, email, instant messaging Quick response Context-sensitive templates guide documentation Immediate access to active decision support Improve productivity Timely care Can be intrusive Structured data Contributes to downstream knowledge Issues Screen size Device weight, heat, placement Intuitive support Invokes supply of knowledge - access to on a topic Drug and other rule-based alerts Reminders Clinical guidelines and pathways Chronic disease management Patient/family preferences Diagnostic decision support Use of epidemiologic data Real-time surveillance CDS Active forms of CDS must be appropriately engineered to find the balance between annoying clinicians and enhancing patient care and safety, and improving measurement. Many EHR users advise turning off all CDS, then slowly add what you need. Instead, be judicious about active alerts, monitor utilization including monitoring overrides and complaints, and improve the quality of CDS by appropriately leveling the sensitivity of active alerts. Some complaints commonly heard about active alerts include: May be too general, textbook-like May not be actionable. Contains too much information that is distracting and time consuming, interfering with clinical judgment Does not blend into care processes Considered to contribute to extra and unnecessary work Complicated to use Multi-layered, time-consuming input and query functions Problems with inconsistent architectures, insufficient bandwidth, non-standard deficient data, incompatible workflows, and not intuitive Incompletely implemented, often in response to resistance
Additionally, the organisation received grant funding from the national body in an EON project relating to the I+A Service. Age UK North East Lincolnshire recognises that, whilst present methods of income generation may sustain current levels of services and activities, the increase in competition together with hardening markets, particularly in respect of the insurance service, inhibits expansion of services and ultimately may leave the organisation vulnerable. Age UK North East Lincolnshire has therefore incorporated measures to consolidate the current position, review, monitor and develop planned growth approach to improve sustainability through implementation of our objectives. In development of this strategic plan, Age UK North East Lincolnshire has also recognised that, to date, with the exception of the EON programme, it has not relied on funding other than self generated income. However, it acknowledges that, in order to expand its range of services and activities to develop lifestyle enhancement services and activities for all people over 50 years of age, there is a need to promote an holistic approach and Age UK North East Lincolnshire may therefore need to apply for more grant funding and also look towards joint working and partnership ventures that respond to the needs of the 50+ community. Age UK North East Lincolnshire will also strive to increase income generation via its trading company through diversification together with effective and efficient marketing. Monitoring and Review The six key goals outlined in this plan will be implemented and monitored through the supporting development plan. Additionally, the following guidelines will ensure that there is continuous monitoring of the relevance of the plan and a review of its progress: Issue Monitor Our Mission Statement Reviewed in conjunction with Age UK Are the assumptions in the strategic plan still valid? Annually Are the strategic goals still appropriate? Annually Progress/outcome of each goal Review of development plan, written report produced for trustee meeting
In order to promote use of framework agreements in the coming years, the Public Procurement Office will prepare models of tender dossiers with models of framework agreements for the supplies for which the use of these instruments is most appropriate. . In addition, monitoring of implementation and execution of centralised public procurements and framework agreements will be improved. 3.2. Sustainability The priorities set out in the document titled “Strategy Europe 2020 – European Strategy of Smart, Sustainable and Inclusive Development” include: “green” public procurements, inclusive development conductive to social cohesion and poverty reduction, facilitation of participation of SMEs in public procurement procedures and purchasing of innovative products, services and works. 3.2.1. Green procurement Environment protection is an important element of government policies in the EU countries and in the Republic of Serbia as well. In addition to direct measures to achieve the objectives of its environmental policy, a country can also indirectly contribute to the achievement of those objectives through public procurement. This is why environment-friendly or “green” procurement have become increasingly important in recent years. Their key distinguishing feature is the use of the government’s purchasing power to achieve environmental objectives and implement energy savings policies. Accordingly, the PPL identifies the principles of environment protection and energy efficiency as core principles of public procurement. Thus, the PPL provides for a possibility of procuring goods, services and works with environmental and energy-saving specifications and marks and sets out the elements of contract award criteria which relate to environmental benefits, environment protection, energy efficiency and overall lifecycle costs of the supplies. The PPL excludes bidders and their legal representatives from participating in public procurement procedures if they were convicted of environmental crimes. A strategic objective of the Republic of Serbia is to further promote “green procurements”. To achieve this objective, the following activities have been planned: Promotion of energy savings in the public transportation sector and in buildings managed by the government, in order to achieve two groups of objectives: which results from lower energy consumption, and the environmental objective, as reflected in lower gas emissions and lower carbon dioxide emissions; Preparation of guidelines for contracting authorities and bidders; Preparation of a guideline for calculation of total lifecycle costs ; Preparation of a model of standard “environmental” technical specifications for certain products.
Revisit often for different purposes. *specifically the here/there chant correspondence with the SPC Keep a perky up-beat pace for chants Include chants in student portfolio poetry notebooks STANDARDS Reading Standard EALR 1 -The student understands and uses different skills and strategies to read. EALR 2 – The student understands the meaning of what is read. English Development EALR 1- The student uses listening and observation skills to gain understanding EALR 2- The student communicates ideas clearly and effectively Variations: EALR 3- The student uses communication strategies and skills to work effectively with others Writing Standards Variation: EALR 1 – The student understands and uses the writing process EALR 3 – The student writes clearly and effectively CCSS; RL.1, RL.4, RL.5, RI.1, RI.4, RF.3a, RF.4a-RF.4c, SL.1a, SL.1b VARIATIONS Students write their own chants Students add a stanza Find the parts of speech Sentence strips used for chant Mini pocket charts with chants in Team Tasks Ear to ear reading text Students write chants as a team, or individually Perform chants for the class. Include chants in the personal portfolio poetry notebook GUIDED ORAL PRACTICE STRATEGY Sentence Patterning Chart (SPC) Aka: Farmer and the Dell Reading Game Trading Game RESEARCH Adapted from Marlene and Robert McCracken (Reading is Only the Tiger’s Tail) RATIONALE Orally teaches students how to Create grammatically correct sentences. Put the sentences in writing. Use new vocabulary. Use academic vocabulary associated with parts of speech i.e. noun, adjective, verb… Practice fluency Allows for interaction in a safe environment with grade level vocabulary. Exposes students to comprehensible expository text by reducing the amount of text. Embed concepts and vocabulary that you want your students to learn and understand. Models high level academic language
Australia Standards Premises Standards Disability Standards for Accessible Public Transport and Australian Standards 1428.1,2,3 &4.1; 2353; 1735. 12; 2899. 1, 2890.6 Guidelines Disability Standards for Accessible Public Transport Guidelines Access to Buildings and Services – Guidelines and Information Guide to Traffic Engineering Practice Part 13 – Pedestrians Companion Animal Policy and Operating Guidelines Events in the Park Lands Operating Guidelines Fair Treatment in the Workplace Guidelines Footpath Paving Guidelines Home and Community Care Program Guidelines Outdoor Dining Guidelines Park Lands Building Design Guidelines Rundle Mall Passenger Assistance Shuttle Bus Codes Building Code of Australia
Strategic Plan Vision: One City, Many Places 2012-2016 Outcome 1: City of Great Places Outcome 2: Accessible City Outcome 3: Creative City Outcome 4: Liveable City Outcome 5: Prosperous City Outcome 6: Environmentally Sustainable City City Design Program City Planning Program Public Realm Program Accessible City Program Vibrant City Program City Community Program City Safety and Customer Service Program City Growth & Development Program Active City Program Economic Development Program Information & Communication Technology (ICT) Program Sustainable City Program Appendix A Adelaide City Council Strategic Plan, program (department) alignment for Council Strategies
RECRUITMENT & RETENTION ESSEX ACTION PLAN STRAND: INCREASING THE NUMBER OF APPLICANTS FROM BEYOND ESSEX ACTIONS BY WHOM WHEN INTENDED OUTCOMES COST Design and launch initial promotion campaign. “TEACH IN ESSEX”. Aims to attract people to the county by promoting the unique selling points of teaching (and living) in Essex. Directed towards areas identified as having a teacher surplus and neighbouring LAs. - Advertising - including paid-for social media and online display advertising, as well as magazine advertising - Social media - Direct marketing - email - Media relations - print, radio and online Gareth Burton (LA Comms) January - March 2016 Increase in applications for vacancies by current teachers. Higher percentage of ITT places filled for Sept 2016 Profile of Essex raised within the profession £25,000 Second phase of campaign Video case studies to be produced and uploaded to website to personalise the county’s unique selling points PR through press releases and video releases to local/regional/national newspapers, TV and radio Continue social media content throughout the campaign through Facebook and Twitter ECC and EES for Schools websites ECC employee communications channels - promote to employees who will be advocates of the campaign, using One, intranet news stories etc Governor Services Education Essex Promotion at other related events Gareth Burton (LA Comms) April – December 2016 Second wave of increase in applications for vacancies by current teachers. Higher percentage of ITT places filled for Sept 2016 Profile of Essex raised within the profession ?
STRAND: INCENTIVES ACTION BY WHOM WHEN INTENDED OUTCOME COST T&F group identifies possible central incentives from available funding. Subsidised housing Secure 1/2 properties in priority areas – pay deposit and rent through summer – tenants pay from Sept. T&F Feb 2016 24 incomers to Essex are provided with accommodation for their first year in Essex – paying rent from September only. Possibility of District Councils/diocese providing subsidised housing explored GL/LW Feb/March 2016 Additional accommodation available to offer teachers/trainees moving to Essex Clusters/consortia identify what incentives they may be able to offer collectively Lead Commissioners Feb/March 2016 Adverts for teachers include identified incentives. Increase in applications STRAND: AN ESSEX AGENCY ACTION BY WHOM WHEN INTENDED OUTCOME COST T&F group to determine whether investing in improving the service provided by 4myschools or setting up an alternative supply agency with some TSAs is likely to be more effective. Senior representatives of 4myschools to attend the Feb T&F group meeting Areas to explore: Capacity of the agency to meet increasing demand – suggested recruitment strategies Quality assurance of agency teachers T&F group Feb 2016 Most effective strategy identified – for primary, secondary and special schools.
Reduce by 300mg (1800mg) 600mg (2x300mg) 600mg (2x300mg) 600mg (2x300mg) Reduce by 300mg (1500mg) 600mg (2x300mg) 300mg (1x300mg) 600mg (2x300mg) Reduce by 300mg (1200mg) 300mg (1x300mg) 300mg (1x300mg) 600mg (2x300mg) Reduce by 300mg (900mg) 300mg (1x300mg) 300mg (1x300mg) 300mg (1x300mg) Reduce by 300mg (600mg) 300mg (1x300mg) Nil 300mg (1x300mg) Reduce by 300mg (300mg) Nil Nil 300mg (1x300mg) Reduce by 300mg (0mg) Nil Nil Nil Requires gabapentin 300mg x 210 Suggested time period for each stage is seven days. If you do experience withdrawal effects or your pain increases then see advice above. Your Plan for gabapentin reduction for chronic pain This can be completed by your healthcare professional to support your reduction if different from example Time Current dosage Reduce by ____mg (____ mg) A further ____mg (____ mg) A further ____mg (____ mg) A further ____mg (____ mg) A further ____mg (____ mg) A further ____mg (____ mg) Suggested pregabalin reduction plan for chronic pain Current dosage (600mg) Morning Evening 300mg (1x300mg) 300mg (1x300mg) Reduce by 75mg (525mg) 225mg (1x150mg + 1x75mg) 300mg (1x300mg) Reduce by 75mg (450mg) 225mg (1x150mg + 1x75mg) 225mg (1x150mg + 1x75mg)