zilongwang/ReadingBank huggingface dataset:
Table 1 Service framework Respite outputs Respite outcomes Location In home Host-family home Community-based (e.g. recreational locations) Therapeutic/health-based location (e.g. specialist offices, hospital) Individual wellbeing Improving emotional wellbeing, reducing stress, depression, anxiety Improving physical health Providing time for self-care Enhancing autonomy and independence Offering a period of enhanced ‘freedom’ or ‘choice’ in tasks/ activities Activities Therapeutic Social Recreational Family-based activities Personal care Social and economic participation Creating opportunities for participation in recreational activities Improving choices/opportunities for participation in work Improving choices/opportunities for participation in education Maintaining links to the community Quantity and timing Number of hours Time of day/week (day, overnight, weekend) Flexible respite Emergency respite Personal relationships Strengthening care relationships Strengthening other family relationships Providing opportunities to spend time with friends Providing opportunities to cultivate new relationships Reach Participants under 65 Participants over 65 Carers of people under 65 Carers of people over 65 Workforce capacity and conditions Workforce size Employment security Employment conditions Opportunities for training and capacity building Region Metropolitan Outer metropolitan Regional Remote Community capacity and support Fostering community activities Cultivating volunteer workforce Transport Respite as outcome in itself
Table 13 Mean hours worked in the reference week by paid and unpaid staff for respite disability support service type outlets, Australia, 2012/13 Service group Mean paid staff hours per outlets Mean FTE(a) paid staff per outlet Mean unpaid staff hours per outlet Mean FTE(a) unpaid staff per outlet Total mean FTE(a) staff per outlet Service users(b) per outlet Mean FTE staff per user1 Reference week Typical week Reference week Typical week Reference week Typical week Reference week Typical week Reference week Typical week Reference week Typical week Reference week Typical week Respite 97.5 155.4 2.6 4.1 8.8 10.6 0.2 0.3 2.8 - 23.4 - 0.1 - All services 165.6 228.5 4.4 6.0 5.4 10.3 0.1 0.3 4.5 - 20 - 0.2 - Note. Adapted from Table B10 and Table B11 in (AIHW, 2014b, p. 21), (a) Full-time equivalent. (b) Service user data are estimates after use of a statistical linkage key to account for individuals who received services from more than one service type outlet during the 12-month period. 1FTE staff numbers are based on a 38-hour working week.
Area Access Issue Solution Target Date Person Responsible Cost Estimate Source of Funds First floor Single user toilet room No tactile sign. Install sign. 2/4 Facilities Manager $40 Maintenance and repairs City clerk Counter at 44”. Lower section to 36” max. high, 36” min. length. Short term: provide clipboard at counter. 6/1 Facilities Manager $450 Maintenance and repairs City Council room Inadequate maneuvering clearance at entrance door. Install automatic door opener. 6/1 Facilities Manager $1,100 Capital budget City Council room No assistive listening system. Install FM system and sign. 10/1 Audio Visual Employee $2,200 A/V equipment fund
Appendix D – Grievance Procedure As part of the ADA requirements the City/County has posted the following notice outlining its ADA requirements: Public Notice In accordance with the requirements of title II of the Americans with Disabilities Act of 1990, Agency Name will not discriminate against qualified individuals with disabilities on the basis of disability in City/County's services, programs, or activities. Employment: The City/County does not discriminate on the basis of disability in its hiring or employment practices and complies with all regulations promulgated by the U.S. Equal Employment Opportunity Commission under title I of the Americans with Disabilities Act (ADA). Effective Communication: The City/County will generally, upon request, provide appropriate aids and services leading to effective communication for qualified persons with disabilities so they can participate equally in the City/County's programs, services, and activities, including qualified sign language interpreters, documents in Braille, and other ways of making information and communications accessible to people who have speech, hearing, or vision impairments. Modifications to Policies and Procedures: The City/County will make all reasonable modifications to policies and programs to ensure that people with disabilities have an equal opportunity to enjoy all City/County programs, services, and activities. For example, individuals with service animals are welcomed in City/County offices, even where pets are generally prohibited. Anyone who requires an auxiliary aid or service for effective communication, or a modification of policies or procedures to participate in a City/County program, service, or activity, should contact the office of ADA Coordinator, as soon as possible but no later than 48 hours before the scheduled event. The ADA does not require the City/County to take any action that would fundamentally alter the nature of its programs or services, or impose an undue financial or administrative burden. The City/County will not place a surcharge on a particular individual with a disability or any group of individuals with disabilities to cover the cost of providing auxiliary aids/services or reasonable modifications of policy, such as retrieving items from locations that are open to the public but are not accessible to persons who use wheelchairs.
1.5 Including systematic ageappropriate transition assessment (predictor). Student Development refers to skills necessary for management of one’s personal self-care and daily independent living, including personal management skills needed to interact with others, daily living skills, financial management skills, and self-management of healthcare/wellness needs: • Teach independent living skills Teach community participation skills employment skills and provide employment experiences • Teach academic skills 2. Student Development Exploration: Identifying Need Installation: Establishing Resources Initial Implementation: Make Adjustments Full Implementation:
2. Student Development Exploration: Identifying Need Installation: Establishing Resources Initial Implementation: Make Adjustments Full Implementation: 2.4 Teaching academic skills (all practices). Mnemonics Peer-assisted instruction Self-management Technology Visual displays Teaching functional academics for students for whom it is appropriate Teaching functional math (e.g., purchasing skills, budgeting skills, money skills) Teaching functional reading Teaching self-determination skills (e.g., choice-making skills, goalsetting skills, decision-making skills, problem-solving skills)
CODE: DEBUGGING THE GENDER GAP 2015 | 78 min | USA Directed by Robin Hauser Reynolds Followed by panel discussion Presented by Clearpoint Counsel and BlueChilli Australian Premiere Code examines the reasons why more girls are not seeking opportunities in computer science and aims to inspire change in mindsets, in the educational system, in startup culture and in the way women see themselves in the field of coding. Expert voices from the worlds of tech, psychology, science, and education are intercut with inspiring stories of women who are engaged in the fight to challenge complacency in the tech industry and have their voices heard. WED 2 MAR, 6:30PM CAPITAL C: THE CROWDFUNDING REVOLUTION 2014 | 87 min | Germany Directed by Directed by Jorg Kundinger & Timon Birkhofer Introduced by Tom Dawkins (CEO) StartSomeGood Presented by StartSomeGood Australian Premiere In just a few years, crowdfunding has empowered a whole new generation of artists to create things in a way that has never been done before. Capital C is a fun and heartwarming feature length documentary dedicated to crowdfunding, focusing on the hopes and dreams, as well as the fears and pitfalls, of independent creators in the wake of the digital age. WED 2 MAR, 8:45PM 12 Transitions Film Festival 9 February – 3 2016
Transition Services for Children on IFSP/IEP 1302.61(c)(2) Program Option Activities with Families & Children Activities with Community Partners Early Head Start -Follow all transition activities listed in Transitions for Children in Early Head Start. -Engage parents in conversation about our role in supporting them through the transition process. Offer to attend transition meetings with the Local Education Agency (LEA). -Attend transition meetings with families. -Share transition activities, via email, with the LEA. -Share information gathered with LEA providers through direct meetings. (Information should include the environment that they have experienced, behavior supports used, mealtime routines and toileting routines.) Head Start -Follow all transition activities listed in Transitions from Head Start to Kindergarten. -Engage parents in conversation about our role in supporting them through the transition process. Offer to attend transition meetings with the LEA. -Attend transition meetings with families. -Share transition activities, via email, with the LEA. information gathered with LEA providers through direct meetings. (Information should include the environment that they have experienced, behavior supports used, mealtime routines and toileting routines.) Transitions for Children in Early Head Start 1302.70 Preschool Transition Planning Age in Months Activities with Families & Children Activities with Community Partners 28-30 months -Meet with families through home visits or parent teacher conferences to discuss school readiness goals. This conversation should include how we will work with their child and family throughout the duration of their enrollment. -Engage families in conversation to generate ways to support their child in transition to preschool. (talking with the child, -Check in with preschools on previous students via email or phone call. -Share information with preschools on how we screen children and track their developmental progress. (email)
1302.70 Transitions from Early Head Start (a) Implementing transition strategies and practices -Refer to the Transition Procedure; section Transitions for Children in Early Head Start for guidance. (b) Timing for transitions (1) Refer to the Transition Procedure; sections Transition Services for Children on IFSP/IEP & Transitions for Children in Early Head Start for guidance. (2) Refer to the Transition Procedure; section Transitions for Children in Early Head Start for guidance. (c) Family Collaborations - Refer to the Transition Procedure; section Transitions for Children in Head Start for guidance. (d) Early Head Start and Head Start collaboration - Refer to the Transition Procedure; section Transitions for Children in Early Head Start for guidance. (e) Transition services for children with an IFSP - Refer to the Transition Procedure; section Transition Services for Children on IFSP/IEP for guidance. HV CPS When: At 6 months prior to the child’s third birthday. AM CDS -Checklist for Preschool -Transitions Goals Worksheet -Transition Packet Cover Letter -Early Head Start to Preschool Transition Report -Getting to Know My Child -IFSP Transition Meeting Notes (provided by the local LEA) 1302.71 Transitions from Head Start to Kindergarten (a) Implementing transition strategies and practices -Refer to the Transition Procedure; section Transitions from Head Start to Kindergarten for guidance. (b) Family collaborations for transitions (1) Refer to the Transition Procedure; section Transitions from Head Start to Kindergarten for guidance. (2)(i-iv) Refer to the Transition Procedure; section Transitions from Head Start to Kindergarten for guidance. (c) Community collaborations for transitions (1) Refer to the Transition Procedure; section Transitions from Head Start to Kindergarten for guidance. (2)(i-iii) Refer to the Transition Procedure; section Transitions from Head Start to Kindergarten for guidance. (3) At this time the school districts in our service area do not provide summer school programming for children prior to entering Kindergarten. HV Teacher FSW When: Beginning with the child’s final year of services before Kindergarten entry. AM CDS -Transition Goals Worksheet -Transition Packet Cover Letter -Kindergarten Transition Report -Getting to Know My Child -IEP Transition Meeting Notes (provided by the local LEA)
Not accepted GNVQ Not accepted Access to Higher Education Diplomas Not accepted FE Access Programmes in Literacy Not accepted Adult Numeracy Certificates Not accepted Any qualifications described as "equivalent" to those listed in SASW or nation specific but not specifically identified in SASW. Not accepted ICT/ Digital Literacy Framework start dates 16.10.16 – 7.6.17 8.6.17 - present Essential Skills Wales No proxy – Digital Literacy Level 2 minimum only No ICT ESW or Digital Literacy requirement Essential Skills Qualification Key Skills (Welsh Key Skills only contain a portfolio component whereas English Key Skills required achievement of two components - test and portfolio) Functional Skills Baccalaureate No – Digital Literacy Level 2 minimum only No ICT ESW or Digital Literacy requirement Study Skills Information Technology (CORE) (added 12 July 2017) Not accepted GNVQ Not accepted Access to Higher Education Diplomas Not accepted GCSE Not accepted Functional Skills Not accepted A/AS Level Not accepted O - Level Not accepted Any IT / ICT qualifications not specifically listed in SASW e.g. BTEC, DIDA, CLAIT, ECDL, OCR etc. Not accepted Any qualifications described as "equivalent" to those listed in SASW or nation specific but not specifically identified in SASW. Not accepted
Maine Staffing Services @Work Personnel Services Locations: Brewer, Portland, Skowhegan and Turner W Phone: 989-1990 Trades: Clerical, Production, all other “blue” collar trades Adecco Locations: Portland and Lewiston W 772-2882 Trades: Temporary professionals, as-needed, or direct hire positions Bonney Staffing Center Locations: Augusta, Bangor, Biddeford, Lewiston, Port- land, Topsham and Windham W Phone: 773-3829 (Portland) Trades: Office, admin, legal, accounting, technical, pro- duction, warehouse Capital Area Staffing Solutions, Inc Locations: Augusta and Bangor W Phone: 620-7823 (Augusta) • 217-6580 (Bangor) Trades: Temp, temp-to-hire, and direct hire. Placements for all levels of office/administrative and light industrial positions Career Management Associates (CMA) 465 Congress Street Suite 600 Portland, 04101 780-1125 W Coworx Staffing 56 Industrial Park Rd. Building B Suite 102 Saco, Maine 04072 Phone: 283-0082 W Executive Search of N.E. 111 Commercial St. Suite 401 Portland, Maine Phone: 741-4100 W Express Employment Professionals 49 Dartmouth Street Suite 1 Portland, ME 04101 Phone: 761-9933 W HW Staffing 142 St. John St. Portland, Maine 04102 Phone: 874-0055 W Kelly Services Locations: Augusta, Auburn, Bangor and Portland W Phone: Portland, 774-9809 Trades: Temp, temp to hire and direct hire positions Labor Ready Locations: Portland, Bangor and Lewiston W Phone: 774-1500, 782-4500, 262-6157 Trades: On-demand, temp to hire, construction, trans- portation, events, hospitality, manufacturing, retail, warehouse Leddy Group 114 Locust St. Dover, NH Phone: 775-6502 (meet with people in Saco) W day
Maine Staffing Services—continued Maine Staffing Group Locations: Augusta, Biddeford, Bangor, Brunswick, Lewiston and Greater Portland W Phone: 729-5158 Trades: Construction, flagging, administrative, production, light industrial, temp to hire, direct place- ments Manpower Locations: Auburn, Augusta, Bangor, Biddeford, Portland, Rockland and Springvale W Phone: 774-6630 Trades: Administrative, human resources, accounting & finance, sales, IT, engineering, technical, healthcare, industrial and light industrial, temp and perm PAGEmployment Locations: Brewer W Phone: 991-9615 Trades: All and any trades Paper Industry Recruitment 36 Main Street Gorham, Phone: 839-2633 W ProSearch 70 Center St. Portland 775-7600 W Rock Coast Personnel 75 Washington St. Suite 205 Portland Phone: 799-6732 W Springborn Staffing Services 107 Exchange Street Portland, 04101 Phone: 761-8367 (Portland) • 947-7541 (Bangor) W Tempo Employment Services 40 North Street Suite #3 Presque Isle, Maine 04769 Phone: W Locations: Augusta W Phone: 622-0470 Trades: Temp, temp to perm, direct placements for all skill levels.
“What if my employer discriminated against me when I was fired?” This is against the law if it is considered discrimination human rights law. If you think there was discrimination, call the Maine Human Rights Commission (207-624-6290, TTY users call Maine Relay 711),
Tool 9: A framework for documenting transition plans. Transition focus area: School Policies and Organisation Key Goal What (actions) will be required to achieve the goal? How (resources) will items be used to meet the set goal? Who (individuals and cluster team) will be responsible for the set goal? When (timeline) will the goal be met? What are the achievement (changed behaviour or practice) milestones? Develop a common, consistent transition policy that addresses identified transition needs Strategy 1 Strategy 2 Transition area: Information and Communication Key Goal What (actions) will be required to achieve the goal? How (resources) will items be used to meet the set goal? Who (individuals and cluster team) will be responsible for the set goal? When (timeline) will the goal be met? What are the achievement (changed behaviour or practice) milestones Transition area: Social and Personal Key Goal What (actions) will be required to achieve the goal? How (resources) will items be used to meet the set goal? Who (individuals and cluster team) will be responsible for the set goal? When (timeline) will the goal be met? What are the achievement (changed behaviour or practice) milestones Transition focus area: Curriculum and Assessment Key Goal What (actions) will be required to achieve the goal? How (resources) will items be used to meet the set goal? Who (individuals and cluster team) will be responsible for the set goal? When (timeline) will the goal be met? What are the achievement (changed behaviour or practice) milestones Transition focus area: Teaching and Learning Key Goal What (actions) will be required to achieve the goal? How (resources) will items be used to meet the set goal? Who (individuals and cluster team) will be responsible for the set goal? When (timeline) will the goal be met? What are the achievement (changed behaviour or practice) milestones Foster a shared understanding of pedagogical approaches used across the cluster Strategy 1 Strategy 2
Some types of Informal assessment measures: Interviews, questionnaires or surveys Direct observations Anecdotal records Environmental/situational analysis Curriculum-based assessments Interest inventories Preference assessments Transition planning inventories Community or work - based observations Some types of formal measures: Adaptive behavior assessments Independent living assessments Aptitude tests Interest assessments Intelligence tests Achievement tests Personality or preference tests Career development measures On the job or training evaluations Measures of self-determination Some domains to include for assessment: Assistive and mobile technology Self-care skills Employability skills Orientation and mobility, travel training Safety and Health care Mental health needs Communication skills and/or systems Orientation to the community Daily living skills Decision making/problem solving skills What does the team need to know? (Question Four Information) Tools/methods to be used/ considered to answer the question Who is responsible for collecting the information? When will information be collected? When will information be reported to team? What answers were discovered? 1. Date Updated Plan Information 2. Date Updated Plan Information 3. Date Updated Plan Information 4. Date Updated Plan Information NEXT STEPS Once the assessment plan is in place, the multi-agency team is ready to begin to develop or continue to refine the youth’s coordinated transition plan. Use the Ohio Employment First Backwards Planning template to develop a comprehensive plan in a single easy-to-follow document. Transfer the following information into the youth’s Backwards Plan: What assessments will be done and when. Who will conduct the assessment, collect data, and share information with the team and when? Make adjustments to the Backwards plan based on the results of the assessments. For example: What additional PINS were discovered? Do post-school goals change? What services, supports, or course of study were identified as needed? What additional formal or informal supports should be added to the team? Question Five - ASSESSMENT PLAN: What assessment tools, methods and strategies will be used to answer the assessment questions identified in previous steps?
Table 2: Examples of translating AusVELS Scores to Victorian Curriculum Scores Year 7 Literacy (AusVELS) / Year 8 Reading (Victorian Curriculum) Note that, on average, students are expected to progress through one Standard Level each year. For tests administered about six months apart, the average student will have progressed by about 0.4 – 0.6 on the On Demand scale Student Name Test Dat AusVELS Test AusVELS Score Test Date Victorian Curriculum Test Indicative Victorian Curriculum Score Comment Mary Oct 2016 Literacy Y7 0.8 Mar 2017 English Reading 8 Below 1.0 Mary’s results on both tests are very low. She received the lowest possible score on the Year 8 Victorian Curriculum test. On Demand tests are not appropriate for this student as the score is at the program minimum and provides little or no information about the student. However, the apparent lack of progress shown here may not reflect an actual lack of growth. A more appropriately targeted test may provide better diagnostic information. Billy Oct 2016 Literacy Y7 5.1 Mar 2017 English Reading 8 5.3 Billy’s results on both tests are comparatively low for the Year Level, but he has made some progress over the six-month period between tests. Tim Oct 2016 Literacy Y7 6.9 Mar 2017 English Reading 8 7.1 Tim’s results on both tests are at the Year Level average for October and March respectively, and he has demonstrated growth as expected over the six-month period. Jane Oct 2016 Literacy Y7 8.4 Mar 2017 English Reading 8 8.3 Jane’s results on both tests are above average, although her growth between tests is not clear given the closeness of scores and the recalibration of the On Demand system. Thomas Oct 2016 Literacy Y7 10.2 Mar 2017 English Reading 8 Above 9.9 Thomas received a very high score on the Year 7 AusVELS test and the maximum score possible on the Victorian Curriculum test. On Demand tests are not appropriate for this student as the score is at the program maximum and provides little or no information about the student. However, the apparent lack of progress shown here may not reflect an actual lack of growth. A more appropriately targeted test may provide better diagnostic information and higher score had the maximum not been restricted.
Subsidy Principles 2014 that each approved provider must enter into a payment agreement with the Australian Government. Figure 1: How the Guidelines link into legislation Programme guidelines should be considered in conjunction with: the Aged Care Act 1997, the Aged Care (Transitional Provisions) 1997 and the Principles; relevant state and territory legislation; the payment agreement; the service agreement; and the recipient agreement. Throughout guidelines, specific references are also made to other relevant sections of the Acts, the Principles and the payment agreement. These references are highlighted in text boxes and should be referred to when requiring more detailed clarification. Copies of the Acts, the principles and any amendments to the legislation can be found on the . The table below sets out the parts of the Acts that are of particular relevance to the programme. Chapter Part Chapter 2 – Preliminary matters relating to subsidies Part 2.1 – Approval of providers Part 2.2 – Allocation of places Part 2.3 – Approval of care recipients Chapter 3 – Subsidies Part 3.3 – Flexible care subsidy Chapter 4 – Responsibilities of approved providers Part 4.1 – Quality of care Part 4.2 – User rights Part 4.3 – Accountability etc. Part 4.4 – Consequence of non-compliance Chapter 6 - Administration Part 6.1 – Reconsideration and review of decisions Part 6.2 – Protection of information Part 6.3 – Record keeping Part 6.4 – Powers of officers Part 6.5 – Recovery of overpayments CHAPTER 3: THE TRANSITION CARE PROGRAMME 3.1 What is transition care? On 23 April 2004 all Health State and Territory Government Ministers endorsed the definition of transition care (its role, functions and target group) developed by the Care of Older Australians Working Group. An extract of the definition is contained below. “Aim/Objectives Transition care provides support and active management for older people at the interface of the acute/subacute and residential aged care sectors. It is goal-oriented, and targets older people at the conclusion of a hospital episode who require more time and support in a non-hospital environment to complete their restorative process, optimise their functional capacity and finalise and access their longer term care arrangements. The potential for further recovery will vary according to the individual. Therefore, the services provided will vary from individual to individual, ranging from those that further improve physical, limited
Social Studies 8 Mrs. Ingold Topic : Aim to Claim: AMERICA / “The Story of Us” Part 2 Name:_______________________________________________________________________________________________ Listen and take notes on the following video excerpt from “ The Heartland”. Use the back if necessary. Then, make a claim and provide evidence on the statement that follows. AIM: Was the impact of the Transcontinental Railroad on American modernization and the course of human history more positive or negative? POSITVE NEGATIVE EVIDENCE:
Early Years Foundation Stage Transition Pack for 2 – 4 years Information sharing is an important part in helping parents, carers and practitioners to recognise children’s progress and understand their needs in a transition process. The effective sharing of information is part of high quality provision during the period of change between settings, and will help children and families. The Nursery Education Funding Agreement sets out the requirements which need to be completed and complied with by all settings who receive funding for places. Nursery Education Funding Agreement 2015 - 2016 Providers need to meet the requirements set out in the agreement for Partnership work by: 4.1 Work in partnership with parents and provide them with any relevant information or advice about their child’s progress and grant entitlements. 4.2 Work collaboratively with other early years providers locally, particularly around splitting the entitlement, transition to school, and support local partnership activities, using Council approved transition documentation as published from time to time. 4.3 Subject to parents’ prior consent, transfer to the Council approved records of eligible children (as appropriate) for release to receiving schools and settings, including those records relating to achievements and identified Special Educational Needs. (Extract from Nursery Education Funding Agreement 2015- 2016, p.8) This pack contains a set of documents to assist with transition and information sharing in the Early Years Foundation Stage, when children are moving from Preschool/Nursery to Reception or another setting. It is a Local Authority requirement that funded settings must complete a transition report for each child who moves setting, but the format can be decided by your setting. The following formats include the necessary contents. Documents in the pack: Early Years Foundation Stage – Learning and Development Summary at 24-36 months (document 1 page 5)
Transfer Approval Request Form This Transfer Approval Form is for fully admitted students to request credits completed outside of the EVMS MMHPE Program be considered for applicability to the MMHPE degree. Students may transfer up to a maximum of 9-credit hours toward their master’s degree program. A copy of the course syllabi must be included with this form, along with a transcript, if the coursework has been completed. Program Director approval is required. Approved credits will not count toward your overall GPA. Student Information Student Name: Student ID Number(s): EVMS ID #: Program Name: MMHPE Transfer Course ID#: Transfer Course Title: Institution at which course was completed: Credit Hours: EVMS Course ID#: EVMS Course Title: Transfer Course ID#: Transfer Course Title: Institution at which course was completed: Credit Hours: EVMS Course ID#: EVMS Course Transfer Course ID#: Transfer Course Title: Institution at course was completed: Credit Hours: EVMS Course ID#: EVMS Course Title: Student Signature Date Official Administrative Use Only: Equivalency Determination: Transfer Course 1 Approved Denied Transfer Course 2 Approved Denied Transfer Course 3 Approved Denied Program Director Date NOTE: Signed copies of this form must be submitted to each of the following: (A) EVMS Registrar (B) Student (C) Student's Academic File. 05/29/2018
Make changes as required and ensure everyone is aware of updates. Be aware of any issues that may arise that may need addressing. ACTION Put the plan into action If something doesn’t work, or the supported employee decides that they do not wish to participate in a particular activity, then discuss and review. If all is well, discuss further reductions in work hours and an increase in activities. If things are not going to plan – review what can change and look at other options and alternatives for the supported employee – don’t give up. RETIREMENT Ensure that the supported employee is happy with their new activities by reviewing the supported employee’s status and asking if they are comfortable with the changes in their life i.e. travel arrangements, finances etc. Discuss outcomes with family, carers etc. to ensure all is well. Appendix 2 Checklist Does the supported employee have support people in their life? (i.e. family, carers or advocates to assist and support them through transition) Is the employee aware of what retirement means to them? Does the supported employee have a goal about what they want to do in retirement? What would they like to do instead of going to work? How will they spend their time? Is there a Plan? Is everyone clear about their responsibilities in the plan? Is the plan achievable and sustainable? Have you adequately addressed any barriers, such as; Finances, fear of the unknown, transport to activities, care and support to participate in activities? Have you assisted the employee and carers by referring them to an appropriate agency to deal with any barriers? (i.e. Centrelink, Accommodation service, advocacy group, financial advisor) Have you regularly reviewed the Plan and progress with the employee and carers?
Contents 2 2 3 7 7 7 8 8 10 3: 14 16 18 18 18 19 19 20 22 24 25 25 25 25 26 26 26 27 29 29 31 34 37 37 37 38 38 39 42 42 42 42 43 43 45 45 Communicating with tutors and class teachers 46 47 50 50 50 50 51 53 56 56 57 59 61 61 62 63 64 65 4
5: Weekly Planner (Example) Week Number: …………………………………………………….. Date Range: …………….. Monday Tuesday Wednesday Thursday Friday Saturday Sunday 9 am Prepare for computer online assessment. Computer lecture. Computer lecture. Family and friends time. 10 am Prepare for computer online assessment. Biology lecture. Read history tutorial readings. Geography lecture. History research. Write history assignment. Family and friends time. 11 am History lecture. Biology lecture. History lecture. Geography research. history assignment. Family and friends time. 12 pm History tutorial. Society club. Family and friends time. 1 pm Free time. Family and friends time. 2 pm Geography lecture. Biology prac. History assignment. writing Geography group project meeting. Geography research. Free time. Family and friends time. 3 pm up biology prac. read biology prac report. Geography prac. Society club get-together. Start writing geography assignment. Family and friends time. 4 pm Computer prac. Write up biology prac. Geography assignment Research. Review biology text book. 5 pm Gym. Gym. 6 pm Free night. 7 pm Read history tutorial readings. Read history tutorial readings. Check Semester Assessment planner. Do ‘To-do list’. Do new weekly planner. 8 pm Geography online discussion.
Links to Traditional Leaving Certificate Accounting course and objectives Links to Enterprise module in studying relevant accounts that will be used as part of presenting the report Key Terms- e.g. surplus/deficit Compose important business accounts Presentations Helpful video clips and presentations via YouTube to support learning Weebly Website YouTube Guest Speakers Work PowerPoint Presentations Discussions Class notes Charts Students must be able to interpret and present data on relevant accounts as instructed in In- class exam
Application Form Closing date for applications; 27th October 2017. Please e-mail the form to Student Name Student Mobile No. ___________________________________________________________________________ Student Parent Name. ___________________________________________________________________________
3.7 Enhanced transitions for children with a disability or developmental delay Second year of funded kindergarten Children of school age attending a kindergarten program and the school exemption process Program Support Group Meetings Transition: A Positive Start to School Initiative – Consultation 2015 Support for families with a child with a disability or developmental delay and services to plan for a child’s transition to school are available and include: The Association for Children with a Disability’s Going to School tip sheet The Association for Children with a Disability’s Learning Together resources The Victorian Deaf Education Institute’s Transition to Primary School program/kit Early childhood; primary and; secondary transition support programs to assist parents and professionals who are planning transition for children and young people with an Autism Spectrum Disorder. Transition a Positive to School Initiative – Consultation 2015 Children with disabilities and developmental delays attending government schools Program for Students with Disabilities guidelines Disability standards for education Disability Standards for Education resources for individuals, parents, communities and educational settings Student Support Groups Guidelines for Student Support Groups Program for Students with Disabilities
Pourquoi y a-t-il eu un procès ? L’enquête a montré que ce naufrage n’était pas dû à la fatalité. Des erreurs auraient été commises. En effet, l’Erika était un navire en mauvais état. De plus, pourquoi a-t-il quitté le port de Dunkerque, alors que les conditions météo étaient si mauvaises ? Le procès devait déterminer le responsable de la catastrophe. Parmi les accusés figuraient le capitaine, le propriétaire de l’Erika mais aussi les dirigeants de Total qui avaient loué ce navire. Quel est le résultat de ce procès ? Cette semaine, la justice a confirmé la condamnation de Total. Cela signifie que le groupe pétrolier est jugé coupable du naufrage. Les dirigeants du groupe sont accusés d’avoir voulu économiser de l’argent en louant à bas prix un navire en mauvais état. Les propriétaires du navire ont également été condamnés. Tout comme Total, ils devront payer une amende pour indemniser les villes, les régions et les départements touchés par la marée noire. Le dico du jour : Le « naufrage » vient du latin « naufragium » qui signifie « ruine, perte destruction ». Un naufrage, c’est la perte d’un bateau en mer, elle peut-être partielle ou totale. D’autre part, on utilise aussi ce terme pour décrire un désastre une catastrophe, un grand malheur : la faillite d’une entreprise, une personne ruinée.
2 Lect.: Lord, we have been tempted to give up everything right at the first sign of difficulty. St. Francis experienced human weakness too, but he learned to abandon himself to you. Grant us to hope unceasingly and strengthen us through fervent prayer and trust in you. 1 Lect.: Give me perfect charity… 2 Lect.: Lord, you have us the commandment of love as the standard of our lives, we entrust to you not only our loved ones, but others as well whom we find difficult to love. Brief Silence Cel.: Let us now bring to the Father all the prayers and intentions which we hold dearly in our hearts through the prayer that Jesus taught us: Our Father… Concluding Prayer Cel.: God, our Father, in the transfiguration of your Son, you have reminded us that we are among those children with whom you are well pleased. Give us your Spirit today, just as you have done to St. Francis, so that we may have the courage to honestly and openly ask the same question that Francis asked you: Master what do you want me to do? That is to say - to be available to do Your will. We ask this through Christ our Lord. Assembly: Amen. Blessing Cel.: The Lord be with you. Ass.: And with your spirit. Cel: May God bless you and keep you. Ass.: Amen. Cel.: May God’s face shine upon you and show you mercy . Ass.: Amen. Cel.: May God protect you and give you peace. Ass.: Amen. Cel.: May the blessing of Almighty God,
Stakeholder Identification and Role Tool Name of Stakeholder Sector Value to process/role Prioritising* Level of Commitment Constraints / Limitations Organisation, group or individual Government (Local, State, Federal), Health (Primary, Secondary, Tertiary), Community, Education, Research, Professional Bodies e.g. RACP, Business, Media, etc. Expertise/knowledge Funding/Resources Influence/Leadership Consumer Voice Advocate/Champion Technology Underrepresented See & Impact Matrix. Do you need to Satisfy, Actively Engage, Monitor or Inform? Support or Oppose the research, to what extent and why? Need funds to participate, lack of personnel, political or other barriers Internal Stakeholders MCRI, RCH, Uni Melba External Stakeholders Add or delete rows as required *You may not have the time and resources to engage all possible stakeholders. The Power & Impact Matrix may help you prioritise stakeholders (see next page)
e.g. Translator Can run the program from the editor …so can test the program straight away Syntax highlighting Colour coding for functions / variables / etc. …so can read the program / identify errors more easily Code completion Will suggest variable / function names while typing …easier to remember / quicker to type / keying errors Error checking Will identify and report back on syntax errors …making it easier to identify and correct them Debugging tools Can step through a program line by line …making it easier to identify and correct logic errors Online help Will provide help on using the IDE, possibly including programming syntax …making it easier to solve problems when stuck Run-time environment Features all the requirements for the program to run …making it quicker to test the program without installing extra libraries Computer programs can be written in high level languages, assembly language or machine code. What are two differences between high level languages and machine code? HLL is closer to English / Machine code is written in binary One line of HLL code can map to several lines of machine code HLL is designed to be read / written by humans, machine code is designed to be read / written by computer systems HLL can be machine independent / Machine code is machine specific (will only run on that type of system). What is the relationship between assembly language and machine code? One machine code instruction maps to one assembly language instruction Both consist of an opcode (operation) and an operand (data/address) Assembly code needs to be translated into machine code to be executed… …which is done with an assembler Both are machine specific Both allow for low level programming… …which can make for smaller / more efficient programs than HLL. What is meant by ‘code completion’ and how does this helps programmers?
Will suggest variable / function names while typing …easier to remember / quicker to type / fewer keying errors. What is meant by ‘debugging tools’ and how does this help programmers? Can step through a program line by line …making it easier to identify and correct logic errors. What is the name and explain the purpose of one other feature from an IDE? e.g. Translator Can run the program from the editor …so can test the program straight away Syntax highlighting Colour coding for functions / variables / etc. …so can read the program / identify errors more easily Error checking Will identify and report back on syntax errors …making it easier to identify and correct them Online help Will provide help on using the IDE, possibly including programming syntax …making it easier to problems when stuck Run-time environment Features all the requirements for the program to run …making it quicker to test the program without installing extra libraries. Which piece of code relates to which type of programming language below? High Level Language – Code 2 Assembly Language - Code 1 Machine Code - Code 3 Code 1 Code 2 Code 3 LDA score ADD one STA score = score + 1 0101 0011 1010 0001 0000 0001 0011 0011 1010 An interpreter would translate the code between which two types of language?
basis for regulation of translators is Title II of the Communications Act of 1934, which pertains to "any apparatus for the transmission of energy or communications or signals by radio." The Mass Media Bureau is the FCC's regulatory arm for AM, FM, and TV stations and related facilities. B. Key Regulations The most basic of translator regulations is: "The licensee of a . . . TV broadcast translator station shall not rebroadcast the programs of any other TV broadcast station . . . without obtaining prior consent of the station whose signals or programs are proposed to be retransmitted." FM translator licensees are subject to a similar regulation. Unlike stations that originate programming, translators need not be attended by a qualified operator. There are many more regulations that define the limitations on translators. The past decade saw dramatic changes, however, in translator regulation. For example, the FCC established low-power TV through the deregulation of translators, resulting in "the first new broadcast service . . . in twenty years." Some of the most important translator regulations are discussed below. 1. Identification Generally, the FCC requires broadcast stations to identify themselves, by call sign and location, once an hour. The
Recruitment Process: An applicant will be required to demonstrate their suitability for this position by meeting the minimum level of qualifications and experience in order to be invited into the selection process. A standard interview format will be used including general, scenario and behavioural descriptive interview questions. Work Schedule: 37.5 hours per week. Location: Sapperton, New Westminster Full/Part-Time: Full-Time Regular Number of Available Positions: 1 Salary Range: $74,139 to $92,674 per annum ($37.89 to $47.36 per hour) TransLink is committed to employment equity.
We are going to be using Microsoft Word 2010 for these screenshots, but the same commands apply for all versions after that. Open an existing Word document or a new document and go to File and select Info. You will see an option called Protect Document. Click on Protect Document, and you will get this menu: Once you choose Encrypt with Password, Word will prompt you to add a password. Either use something you know you will remember or write it down—there is no way you can recover the document if you forget. After you choose a password, Word will prompt you to enter it again. When you try to open the document again, you will get a message informing you the document is password protected. Encrypting a Document in Microsoft Word for Mac We are Microsoft Word 2016 for these screenshots, but the same commands should also work for legacy versions. The method is very similar to that of Windows, but the commands appear in different places in the ribbon. Just as in the Windows version, start by opening an existing Word document or a new one. Go to Review and you will see, at the far right of the screen, the Protect Document option. Click that, and it will give you this pop-up: From there, add a password. As with the Windows version of Word, the program will prompt you to enter the password again. That’s it. You’re done. When you try to open this document you will see this: If you send this document to someone, they will need the password to open it. Alternatively, on a Mac, you can set it so your recipient can open it without the password, but they will need a password to modify. Just go through the same steps as above, but instead of choosing Set a password to open this document choose Set a password to modify this document.
Hartmann, Gaddy and Frosch Procedure writers and editors April 5, 2017 Hartmann, Gaddy, Ballew and Frosch Procedure writers and editors May 26, 2017 Hartmann, Gaddy and Ballew Procedure writers and editors June 23, 2017 Hartmann, Gaddy, Ballew and Frosch Procedure writers and editors July 24, 2017 Hartmann, Gaddy and Ballew Procedure writers and editors August 30, 2017 Hartmann, Gaddy and Ballew Procedure writers and editors September 27, 2017 Hartmann, Gaddy and Ballew Procedure writers and editors October 27, 2017 Hartmann, Gaddy and Ballew Procedure writers and editors December 28, 2017 Hartmann, Gaddy, Ballew and Frosch Procedure writers and editors December 22, 2018 Hartmann, Gaddy, Ballew and Frosch Procedure writers and editors March 26, 2018 Hartmann, Gaddy, Ballew and Frosch Procedure writers and editors April 27, 2018 Hartmann, Gaddy, Ballew and Frosch Procedure writers and editors May 25, 2018 Hartmann, Gaddy, Ballew and Frosch Procedure writers and editors August 24, 2018 Hartmann, Gaddy and Ballew Procedure writers and editors September 27, 2018 Hartmann, Gaddy and Ballew Procedure writers and editors October 29, 2018 Hartmann, Gaddy and Ballew Procedure writers and editors December 21, 2018 Hartmann, Gaddy, Ballew and Frosch Procedure writers and editors January 25, 2019
4.1 4.5 1.0 / 40 1.0 / 13 Updated Review Planned Outage step Cascading Condition Basecase / Post-Contingency Exceedance of Phase Angle Added Panhandle Stability step Weighted Short Circuit Ratio and updated step 1 Added Pomelo Stability November 2, 2016 3.3 3.6 4.1 4.5 4.6 6.1 10.1 1.0 / 17 1.0 / 0 1.0 / 41 1.0 / 14 1.0 / 24 1.0 / 29 1.0 / 6 Updated Notes and State Estimator/RTCA section Created a new procedure for resolving Real-time Data Issues per NOGRR162 Updated 2nd Note, step 3 Post-Contingency Overloads Updated Laredo Area Stability step 1 Updated Special Protection Systems (SPS) to Remedial Action Schemes (RAS) Updated per STP agreement Deleted Telemetry Issue that could affect SCED and/or LMPs All procedures in this manual have been reviewed December 30, 2016 1.1 1.3 2.1 2.3 2.4 3.1 3.2 3.3 3.5 3.6 4.1 4.2 4.3 4.5 4.6 1.0 / 3 1.0 / 5 1.0 / 17 1.0 / 7 1.0 / 8 1.0 / 4 1.0 / 18 1.0 / 9 1.0 / 1 1.0 / 42 1.0 / 26 1.0 / 14 1.0 / 15 1.0 / 25 Updated Introduction Purpose Deleted section 1.3 Updated for IRO-001-4 Updated procedure purpose Updated procedure purpose Updated GAP Study Updated categories to show RAS Updated Notes Updated Voltage Security Assessment Tool step 2 Updated procedure purpose Changed step Situational Awareness to Mitigating Activities Added step IROL Deleted step Unknown State Updated step ONTEST Updated Reliability Margin Updated CFE to CENACE Updated step Note Updated Zorillo - AJO Stability step 1 Removed Liston Stability Updated Red Tap Stability step 1 Updated Pomelo Stability step 1 Added Bakersfield Stability Updated with AMP Updated Remedial Action Schemes (RAS) steps Added Automatic Mitigation Plan (AMP) Updated Remedial Action Plan (RAP) step 1 & 5 Updated Pre-Contingency Action Plan (PCAP) step 1 & 2 March 31, 2017