zilongwang/ReadingBank huggingface dataset:
SEND Accountability Framework This frameworks supports schools to further develop their ‘School Offer’ in relation to students with SEND and provide a consistent means of resource allocation to this group. The Accountability Framework will also form a major part of any ‘My Support Plan’ or request for an Education Health and Care assessment. Training will be available on this from September 2017. Details of dates / venues can be found on the Senco training timetable attached and on Bradford Schools Online. Senco Network Meetings These termly meetings will be reinstated for 2017 – 18. The meetings offer an opportunity for information sharing on SEND processes and developments as well as providing important networking opportunities. Details of dates / venues can be found on the Senco training timetable attached and on Bradford Schools Online. SEND Review process Bradford has secured funding to pilot a School Based SEND Review process. The Bradford SEND Review model involves a self-evaluation and external review of SEND provision. This is then followed up through the development of a whole school SEND action plan and up to 10 half days support from the Educational Psychology Team to implement the plan. The SEND review process will be evaluated and rolled out more widely in 2018 – 19. Schools are invited to nominate themselves to be part of this process. More information about this can be found on BSOL: Senco Champions Following on from the SEND Review pilot, a group of ‘Senco Champions’ will be established, in order to develop a community of good practice. These champions will act a sounding board for new SEND initiatives and contribute to the sharing of good practice across the district. Further details will emerge over the year, as they are shaped by the outcomes of the SEND Review pilot.
How long would you have lived if you were; a) Born in 1921 and died in 1973? b) Born in 2015BC and died in 1974BC? c) Born in 55BC and died in 18AD? d) Born in 3000BC and died in 2965BC? e) Born in 17BC and died in 40AD? ACTIVITY 5 1. How long ago from this year were the years below? a) 1969 b) 1851 c) 1745 d) 612BC e) 1347BC e) 2014BC Evidence Historians have one big problem when studying History – we cannot go back in time and see for ourselves. Instead we have to use whatever has been left behind by people who were alive at the time we are studying. Sometimes what we find is spectacular. For example in 79AD a mountain called Vesuvius erupted violently. The explosion destroyed part of the mountain top, ash covered the town of Pompeii and hundreds were killed at the town of Herculaneum on the coast.
Repetition, Pattern, and Rhythm What is repetition, pattern, and rhythm? How do they relate to each other? Repetition refers to one object or shape repeated; pattern is a combination of elements or shapes repeated in a recurring and regular arrangement; rhythm--is a combination of elements repeated, but with variations. Repetition, pattern, and rhythm in a Buddhist mandala Taizokai (Womb World) mandala, second half of ninth century. Hanging scroll, color on silk.The center square represents the young stage of Vairocana Buddha. source This scroll includes all three of these elements: repetition, rhythm, and pattern. Repetition is seen throughout the mandala in the repetition of figures. This is most evident in the center and the area immediately surrounding the center of the mandala. Pattern can be found in the areas where there are repeated figures that are different in size but follow a regular, ordered arrangement in their recurrence. Rhythm can be seen in the two outermost layers, especially the second one from the edge, with a black background. Differing sizes of similar figures are repeated, with variations in their order and grouping. Repetition Repetition Repetition Repetition Repetition Repetition is an object, form, or figure that is repeated. To get an idea of the effect of repetition in an artwork, look at the illustration below. There appears to be two boxes. In the first
Outcome Exceeds Meets Not Yet Create Construct or develop a product for expression. ____ When all of the members’ truth booths are complete, students edit the footage on iMovie as a group in order to have one unified TRUTH BOOTH. ____ Films need to have a title, and opening OR closing credits ____ Presentation/format is exemplary ____ When all of the members’ truth booths are complete, students edit the footage on iMovie as a group in order to have one unified TRUTH BOOTH. ____ Films need to have a title, and opening OR closing credits Argue Build a case for and defend conclusions reached, based in sound logic and valid evidence. Question and critique the arguments of others as warranted. ____ Each character from the river valley civilization needs to present an argument in the form of a thesis (debatable opinion+rationale) ____ Rationale needs to include main points, one of them addressing and dismissing a counterclaim ____ Arguments demonstrate in depth understanding of civilization being studied ____ Each character from the river valley civilization needs to present an argument in the form of a thesis (debatable opinion+rationale) ____ Rationale needs to include main points, one of them addressing and dismissing a counterclaim Communicate Make ideas and information understood, mindful of audience, purpose and setting. Listen and respond to what others communicate. Make ideas and information understood, mindful of audience, purpose and setting. ____ Truth booth role is completed in character ____ Student clearly gives argument from character’s perspective Make ideas and information understood, mindful of audience, purpose and setting. ____ Truth booth role is completed in character ____ Student clearly gives argument from character’s perspective Be Precise Accurately represents solutions, ideas and language of content ___ Accurately represents solutions, ideas and language of content ___ Painstaking detail goes into making Truth Booth as descriptive and analytical as possible ___ Accurately represents solutions, ideas and language of content
This means defining your ideal target customers and those you should avoid. Growing companies accelerate their revenues by concentrating their energies on ‘sweet spot’ prospects. The sweet spot is where your target customer selection leads to a perfect alignment of potential customers’ needs and your distinctive competencies. Once you focus on sweet spot customers, you find that their needs are similar. You will understand their business needs better than anybody else. It allows you to configure your products, services and activities to deliver superior value – beating the competition more often. In Leinster’s case they may consider the following: 17,000 season ticket holders Best talent into our academy Best sponsors 3. Competitive Advantage – how will we win? Beating the competition is at the heart of strategy. Competitive advantage is the ‘how’ of strategy. A good strategy statement includes a clear description of the ‘advantage’ you will have over your competitors. Understand your industry. Look at your competitors’ practices. Talk to industry experts and potential customers, to find out what really counts in your industry. Ask yourself the question, why should a customer buy from you rather than the competition? For example, Leinster’s competitive advantages could include: Build partnerships with the community e.g. rugby schools and clubs Create innovative coaching environment e.g. world class coaches Offer a quality fan experience e.g. family days and great merchandise The leaders challenge is to figure out the competitive advantage that will ensure they meet their goals. 4.Logic – why will this work? Now test the logic of your strategy statement with the question: “What has to be true if this strategy is to succeed?” Continually test the logic of your strategy to encourage your team to test and refine assumptions. For Leinster to be able to win the Champions Cup, they must have the appropriate structures in place that bring about this outcome. If they fail to play a good brand of rugby it is unlikely that they will achieve their strategic goals. Similarly, attendances would fall if Leinster do not offer a quality fan experience.
Other comments Still waiting for Shared Lives – starting this in 2013/14 – responses are very slow – no communication St Christopher School work on projects like a film festival, this is shared with mainstream schools. Mainstream schools realise that students with LD are able in many ways. Ability Action works on projects with special schools and mainstreams to promote inclusively. About today’s meeting Too much to take on board today instead of focusing on the LDPB – Transforming Care. 1) Time of meeting; 2) Food; 3) Transportation Building access, so ground floor? More meeting locations. Need a bigger room next time;
“What Would They Say?” This is a family play therapy technique which could also be used for observational assessment. It provides fun environment where interpersonal communication is encouraged, resistance may be lessened, and the family is able to share information and learn about each other in a safe way. Instructions: The therapist sets up an interactive game (preferably a simple one associated with risk, like Jenga) and passes out paper and pen. The therapist should help make the game fun and enticing to encourage participation and fun. The family takes turns with the activity. Each person takes their turn and then reads their question. While that person whose turn it is thinks about their answer, each member of the family writes down what they each think that person is going to say. Then each member of the family shares what they wrote down. Questions might include: My favorite food is… My favorite color is… My favorite subject in school is… The person who can make me laugh most is… The feeling I would like to have less of is… The first couple rounds the therapist might keep it light and fun with just asking basic questions, and then after a round or two guide a discussion about what new information they are learning (“Did you know that?”) and why they answered the way they did (if they guessed correctly or not). This should be done with the assumption that “no answer is a bad answer” and most appropriate when a relationship is established with the therapist. If there is a member of the family who does not want to participate, the therapist can allow them to choose not to, but invite them to stay and watch. Instead, the therapist can engage the family member to participate in a back-door approach by asking, “What would you have said?” and by inviting then to join in the next round once they get to see what it is like or warm up. The therapist may be able to process deeper with the family as they become more comfortable, as the technique is used more, and as responses become more predictable. The therapist can also help members of the family to accept differences between ideas, opinions, personalities, likes, and ways of being. For observational assessment, note ways the family communicates and responds (verbally and nonverbally), family roles, behavior, emotional interaction, and problem solving. This could be utilized for multiple observational assessments. Retrieved from (See also for more information)
Salaries are assessed according to the level of qualifications, skills and experience brought to the job, and only within the range advertised. If there is a level below which you would not accept the offer, please indicate below: £ (per annum/pro-rata*) *delete as appropriate PREVIOUS WORK EXPERIENCE List your experience in order, beginning with the most recent Employed from (D/M/Y): Employed to (D/M/Y): Organisation: Job title, main role(s) and reason for leaving:
EDUCATION AND QUALIFICATIONS Secondary Education Qualification Subject Level/Grade Further/Higher Education Period of study (from/to D/M/Y) Qualification Subject Institution/Provider Professional and Teaching Qualifications Period of study (from/to D/M/Y) Qualification Subject Level Grade Institution/Provider Grade
Microsoft .Net 4.5 Network and Firewall Requirements You may need to allow outbound access for the following on your firewall: Application Protocol Destination Destination Port Application Signalling SIP 147.152.35.102/29 147.152.35.110/29 UDP/TCP 5060 to 5075 Application Media RTP 147.152.35.100/29 147.152.35.108/29 UDP16384 to 32766 Go Integrator Proprietary applications.yourwhc.co.uk 193.113.10.12 193.113.11.12 TCP 443 Go Integrator Downloads HTTPS downloads.yourwhc.co.uk 193.113.10.27 193.113.11.27 TCP 443 Go Integrator License Check HTTPS ccusage.yourwhc.co.uk 193.113.10.13 193.113.11.13 TCP 443 Provisioning & Configuration
For any further information, including stats and facts or to arrange an interview or briefing please contact the WHF press office on cla@homeatc.com The World Heart Day video can be viewed The iconic venues turning red for World Heart Day include: Great Pyramid of Giza, Egypt Niagara Falls, USA Jet d'Eau, Switzerland Tower of Hercules, Spain Bucharest Skytower, Romania Adelaide Oval, Australia Los Angeles Airport, USA El Ángel de La Independencia, Mexico Emirates Spinnaker Tower, UK Usain Bolt Statue, Jamaica For more information on our partners, Manulife and Philips, please contact: Giovana Chichito Manulife, External Communications Phone: +1 647 702 4704 Julie Shield Philips Corporate Communications Tel: +31 (0)6 11 437 285, Notes to editors About World Heart Day 2018 World Heart Day was founded in 2000 to inform people around the globe that heart disease and stroke are the world’s leading causes of death, claiming more than 17.5 million lives each year. World Heart Day takes place on 29 September every year. For more information about World Heart Day including access to the campaign resources . About the World Heart Federation The World Heart Federation is dedicated to leading the global fight against cardiovascular disease (CVD), including heart disease and stroke. We are the only global advocacy and leadership organization bringing together the entire CVD community to drive the CVD agenda and help people live longer, better, more heart-healthy lives. We and our members - more than 200 organizations, scientific societies, foundations and patient associations in over 100 countries - believe in a world where heart health for everyone is a fundamental human right and a crucial element of global health justice. Because every heartbeat matters. For more information, please visit: www.worldheart.org; www.facebook.com/worldheartfederation and twitter.com/worldheartfed.
☐ While abroad, obtaining sanitary medical procedures ☐ Discussing risk factors with family physicians How would you rate your knowledge about Hepatitis C from a scale of 1 to 5 (1 being ‘no knowledge in this area’ to 5’ very knowledgeable’) Before the event _____________ After the event _____________
MRMS Impress CL Plus MSS MSS MRMS MR MSS R R* SVS MSS RMR – MS S Justica CL Plus MS SVS S MR RMR* MSS SVS MSS RMR SVS SVSp S MS S King Rock AH MSS S MRMS RMR* MS# S S SVS MSS – MSS MS S Kinsei (IGW8048) ANW – – MSp MSSp MR# SVSp – – – – – – – Longsword Feed MRMS MR RMR MR MSS Rp RMR – – Sp LRPB Arrow APW MS S MRMS S S S SVS SVS MS RMR – MS S LRPB Cobra AH MRMS MSS MRMS RMR MSS MR MR MSS MS SVS MSp MSS MS S LRPB Havoc AH S MR RMR S MSp MS RMRp – S – Sp LRPB Kittyhawk MR MR MRMS RMR MR MS MRMS RMR MR – MSS S SVS LRPB Scout APW SVS S SVS RMR* R# MS MS MR MSS S S – S LRPB Trojan APW MS MSS MSS MR MR# MR S SVS S MSS MS MS Mace AH MS S MRMS RMR* MS# MSS MSS S MR MRMS MS S
Do service providers working in this area have the capacity to support people with disability, families and carers to share decision-making and management of their supports and services when they want to? General comments Do you have any other feedback? References For more a more detailed list of references refer to the more detailed Wheatbelt Area Profile Consultation Document (available on the page on the Commission website). Below are references that relate to data only. Australian Bureau of Statistics (ABS) 2012a, Census of Population and Housing, Basic Community Profiles, accessed 25 July 2012, . Australian Bureau of Statistics (ABS) 2012b, Survey of Disability Ageing and Carers (SDAC) 2009, Small Area Estimates. Disability Services Commission (DSC) 2012, Annual Client Data Collection (ACDC) 2011–2012, Service User Data. Real Estate Institute of Western Australia 2012, Perth Suburb Profiles, Rental price for period October–December 2011 and house prices for period April 2011–April 2012, accessed 1 August 2012, . Support Groups Association Western Australia 2012, Connect Groups, Directory Search, accessed 20 August 2012, .
Daily Living – Support with daily life tasks to enable individuals to live as autonomously as possible. Communication – Enables an individual to communicate their requirements and understand information to follow or engage in essential activities. Wellbeing – Individual is engaged in valued roles through participation in community, vocational and/or educational activities, and/or employment. Having a break – Family/carer relationships are maintained and strengthened. Support planning – Service responses at times of intense change and significant transition are appropriate, goal directed and well-coordinated. Behaviour support and specialist care – Individuals and others are free from harm and an individual’s support needs are met. Therapy and specific support – Improved or maintained functional capacity to enable an individual to independently undertake practical activities. Where a person is engaged with a Local Coordinator and has an individual plan, their assessment and equipment prescription, including consumables, will be coordinated by the individual’s Local Coordinator. The Local Coordinator will facilitate an individual’s access to existing services and schemes available in their region. An individual may have service strategies that fall under more than one cluster in their individual plan. For example, an individual may have an accommodation strategy from Cluster 1, a therapy strategy from Cluster 8 and recreation as a strategy from Cluster 4. To note, Cluster 1 and Cluster 2 are mutually exclusive as the activities of daily living are included in an individual’s accommodation strategy. Clusters 1-7 To be approved, services identified in an individual plan must be within the relevant support cluster ‘price range’. Some service costs may be higher or lower than the price(s) identified in the support cluster, such as varying rates over weekdays and weekends, but the overall (composite) rate should be the average and fall within the price range. Individuals and families can negotiate shared management arrangements with their support provider(s). Such arrangements must fall within the support cluster price ranges. Cluster 8 - Therapy and specific support Therapy supports are therapeutic interventions by allied health professionals that assist an individual to achieve their goals. These interventions are non-acute interventions and would not be expected to be provided by mainstream acute or community Department of Health or Mental Health Services. Services identified in an individual plan will be in line with what is considered as reasonable and necessary. Therapeutic intervention is provided by a range of professionals (e.g. occupational therapists, psychologists, clinical psychologists, orthoptists, podiatrists and dieticians) and includes prescription of equipment, home modifications and orthotics.
Regional Sports delivery: Include within 2013/2014 Grant Agreements a requirement of 2 x Clubs to complete Healthy Club Checklist (support provided by DSR) Wheatbelt Provision of Community Sport Identification of a model of sporting boundaries and fixturing aligned to sports delivery and communities needs Implementation and education of the Wheatbelt Provision of Community Sport recommendations: Development of a guiding set of principles to maximise current and future sporting participation Develop a community engagement plan to disseminate findings Work with stake-holders to implement recommendations DSR, LGAs, RSAs, Be-Active Clubs, CDOs December 2013 Communication Organisations develop and maintain partnerships with key stakeholders Encourage and improve positive communication links and structures between: SSAs RSAs Clubs Individuals Create opportunities to network and encourage: Information sharing across sports Exchange of concepts, facilities and equipment Formalised communication strategies Sharing of resources and best practise across sports Establishment of local networks to link with additional community activities Clubs embrace and up skill volunteers: Social media Information technology (ICT) (ie; Club-Talk) Marketing strategies Clubs develop and maintain an up to date database of club contacts DSR, SSAs, RSAs, Clubs, CDOs DSR, RSAs, Clubs, CDOs DSR, RSAs, Clubs RSAs, Clubs, CDOs Ongoing Ongoing June 2014 - Ongoing June 2014
1.2 The structure of world agriculture 1.2.1 The Food and Agriculture Organization (FAO) Food and Agriculture Organization of the United Nations des Nations Unies pour l'alimentation et l'agriculture и сельскохозяйственная организация de las Naciones Unidas para la Alimentación y la Agricultura (Spanish) FAO emblem with its Latin motto, Fiat panis ("Let there be bread") Abbreviation FAO, ONUAA Formation 16 October 1945, in Quebec City, Canada Type Specialized Agency Legal status active Headquarters Rome, Italy Head José Graziano da Silva (current) Parent organization UN Economic and Social Council Website www.fao.org The Food and Agriculture Organization of the United Nations (FAO) is an agency of the United Nations that leads international efforts to defeat hunger. Serving both developed and developing countries, FAO acts as a neutral forum where all nations meet as equals to negotiate agreements and debate policy. FAO is also a source of knowledge and information, and helps developing countries and countries in transition modernize and improve agriculture, forestry and fisheries practices, ensuring good nutrition and food security for all.
WHEC 2018-2019 Semester 1 Schedule Monday Tuesday Wednesday Thursday Friday 9:00-9:25 Life Skills Life Skills Life Skills Life Skills Life Skills 9:25-10:10 Math Ess 10 Marina ECM 11 Dylan Art 10/11 Dylan Mi’kmaq 11 Marina Art 10/11 Dylan Mi’kmaq 11 Marina Learning Strategies Dylan Math at Work 10 Brian ECM 11 Dylan 10:10-11:00 Human Biology Marina Human Biology Marina Human Biology Marina Human Biology Marina Human Biology Marina 11:00-11:10 Break Break Break Break Break 11:10-12:00 Art 10/11 Dylan Mi’kmaq 11 Marina Math Ess 10 Marina ECM 11 Dylan Math Ess 10 Marina ECM 11 Dylan Math Ess 10 Marina ECM 11 Dylan Art 10/11 Dylan Mi’kmaq 11 Marina 12:00-12:25 Lunch Program Lunch Program Lunch Program Lunch Program Lunch Program 12:25-1:00 Break Break Break Break Break 1:00-2:00 Learning Strategies Dylan Reviews Brian/Dylan Life Skills Brian/Dylan Art 10/11 Dylan Mi’kmaq 11 Marina Learning Strategies Dylan 2:00-2:05 Indoor Break Indoor Break Indoor Break Indoor Break Indoor Break 2:05-2:55 Physical Education Dylan Physical Education Dylan Physical Education Dylan Physical Education Dylan Life Skills Dylan 2:55-3:00 Check Out Check Out Check Out Check Out Check Out
Name: Wheel Balance Rubric Criteria Poor Below Standard Satisfactory Good Excellent Are the correct centring cones used? 1 2 3 4 5 Are the correct rim diameter specifications entered into the balancer? 1 2 3 4 5 Are the correct rim width specifications entered into the balancer? 1 2 3 4 5 Is the correct distance that the tire sits from the balancer entered? 1 2 3 4 5 Does the balancer read “Zero” on both sides to indicate that the tire is successfully balanced? 1 2 3 4 5 Total: /25
WHEELCHAIR AND EQUIPMENT SUPPLIERS Name & Address Telephone No & Website Opening Hours Details Disabled Living Foundation Burrows House 10 Priestley Road Worsley Industrial Estate Manchester M28 2LY 0161 607 8200 Monday – Thursday 9am - 4.30pm Friday 10.30am – 4.30pm *Charity that provides impartial information & advice about equipment & services *Wheelchairs and Scooters *Simply Health shop that stocks a wide range of disability equipment L.L.G Wheelchairs Parsonage Garage Kirkwall Lane Leigh WN7 5RP 01942 606668 Monday – Friday 8.30am – 5pm Sat 9am- 5pm *Full range of mobility equipment – scooters, wheelchairs (manual & powered) *Bathing, toileting equipment *Full range of disability equipment bathing, toileting, feeding *Stairlifts *Home visits undertaken Name & Address Telephone No & Website Opening Hours Details Millercare 661 Bury Road Breightmet Bolton BL2 6HR 01204 375533 Monday – Friday 9am – 5pm Saturday 10am – 4pm *Full range of both disability & mobility equipment *Loan service of wheelchairs, scooters *stairlifts *Home visits undertaken Mobility Link 0161 7971373 Monday – Friday *Full range of mobility
Healthcare 313 Bolton Road Bury BL8 2PP 9am – 5pm Saturday 9am – 12pm equipment *Full range of disability equipment, bathing, toileting, kitchen, dining, bed & chair *Servicing & repairs to all equipment Mobility North West 247 Blackburn road Bolton BL7 9SN 01204 598769 Tuesday – Sunday 10am – 5pm *Full range of mobility equipment – wheelchairs, scooters, *chairs, bathing/toileting *Home visits undertaken *Wheelchair loans Name & Address Telephone No & Website Opening Hours Details The Care Team 6 Allen Road Urmston Manchester M41 9NP 0161 746 7566 Monday – Friday 8.30am – 4.30pm *Supply & hire of chairs, beds, showers, stairlifts, bathing *mobility equipment *Professional Occupational Therapy advice on equipment. Endynamics Ltd Bolton Enterprise Centre Y7 1 Washington Street Bolton BL3 5EY 0333 444 1034 07983 141676 Daily Mobility Equipment Wheelchair Hire including Bariatric Wheelchairs. Phone for prices Open daily WHEELCHAIR HIRE Age UK Bolton The Bolton Hub *A small number of wheelchairs available on short term loan for up to three weeks
Bold Street Bolton BL1 1LS Tel: 01204 382 411 PLEASE CONTACT FARNWORTH BRANCH ON Tele: 01204 701525 Deposit refundable donation /donations instead of loan charge *Open Monday – Friday 10am – 3pm Bolton Shopmobility NCP Topp Way Car Park Bolton BL1 2DJ Tel: 01204 392946 You need to complete membership forms *Charge for loan of scooters *Wheelchairs deposits & then a weekly fee thereafter *Need to register (proof of address/passport sized photo) *Monday – Thursday 9.30am – 4pm *Friday 9.30am -3pm British Red Cross Unit 4a Springfield Court Summerfield Road (off Manchester Road) Bolton BL3 2NJ Tel: 01204 369620 *Short term loan of wheelchairs refundable deposit & suggested donations of ?? per week *Tuesday – Friday 10am – 3pm Endynamics Ltd Bolton Enterprise Centre Y7 1 Washington Street Bolton BL3 5EY Tele: 0333 444 1034 *Wheelchair Hire including Bariatric Wheelchairs. *Phone for prices *Open daily
INSTALLATION Install lifts in accordance with applicable regulatory requirements including ASME A 17.1, ASME A 18.1 and the manufacturer's instructions. Install lifts in accordance with applicable regulatory requirements including CSA B355, and manufacturer's instructions. Install system components and connect to building utilities. Accommodate equipment in space indicated. Startup equipment in accordance with manufacturer’s instructions. Adjust for smooth operation. FIELD QUALITY CONTROL Perform tests in compliance with ASME A 17.1 or A18.1 and as required by authorities having jurisdiction. Perform tests in compliance with CSA B355 and required by authorities having jurisdiction. Schedule tests with agencies and Architect, Owner, and Contractor present. PROTECTION Protect installed products until completion of project. Touch-up, repair or replace damaged products before Substantial Completion. END OF SECTION
Client Name: NHS no: GSTT Wheelchair Service Referral Form to be completed by Occupational Therapist and Physiotherapist ONLY All sections in bold MUST be completed. If not completed, the referral will be returned. SECTION 1 CLIENT DETAILS Surname: DOB: / / Date of referral: / / HEIGHT & WEIGHT: Height: Weight: Measured OR Estimated ↓ Date measured: / / Weight trend: Stable Upward Downward Forename: Male Female Address: Post code: Home Tel: NHS No: Alternative contact / NOK: Delivery Address (if different to above): First language: Interpreter required? No Yes SECTION 2 REFERRER & GP DETAILS REFERRED BY: Name: Profession: Address: Tel: Fax: Email: Signature: __________________________________ GP DETAILS: GP name: Address: Tel: Fax: Email: SECTION 3 DIAGNOSIS & REASON FOR REFERRAL DIAGNOSIS & PMHx: Is client inpatient? No Yes Discharge date (mandatory if inpatient): / / *** Without a discharge date, the referral will be returned.*** REASON FOR REFERRAL New Wheelchair User Current Wheelchair User Current Wheelchair Equipment: Reason for review: Alternative seating / Postural equipment in situ (e.g. bed positioning, static seating, standing equipment): Client Name: NHS no: SECTION 4 FUNCTIONAL ABILITY / IMPAIRMENT Comments
Current medical status Stable Deteriorating Improving Mobility indoors Details (e.g. walking aids, distance): Mobility outdoors Details (e.g. walking aids, distance): Transfers Details (e.g. aid): Pressure areas Details (e.g. grade, location, duration of sores): Use of arms Details (e.g. ROM, strength, to self-propel): Use of legs Details (e.g. contractures, ROM): Pelvic alignment Details (e.g. tilt, obliquity, rotation): Head position Details (e.g. forward flexion, lateral tilt): Sitting balance Details (e.g. static & dynamic): Cognitive / Perceptual deficits Details (e.g. memory, neglect, learning difficulty): Visual deficits Details (e.g. hemianopia, glasses): SECTION 5 ENVIRONMENTAL & SOCIAL FACTORS ENVIRONMENTAL FACTORS Type of accommodation? Flat House Other Details (e.g. ownership, level): Has a home visit been carried out? (Please attach relevant reports) Yes No Is the home wheelchair accessible? Yes No Details (e.g. turning space, narrow doorways, steps): SOCIAL FACTORS Does client live alone? Yes No with family 24 hour care Other Is there a care package in place? Yes No Details (e.g. frequency, number of carers): Who will push the wheelchair? User Family/Carer Does the carer have any health concerns? Yes No Details: TYPE OF (ANTICIPATED) USAGE Frequency: Daily Weekly Monthly Duration: 1-4 hours 4-8 hours All day Client Name: NHS no: SECTION 6 ACTUAL USER MEASUREMENTS inches cm
Bexhill arm support Left Right Elevating leg rest Left Right Stump board Left Right Crutch holder Footboard Rear wheel position: Forward (active) Mid (standard) Set back (stable) Height adjustable arm supports Anti-Tips Other: Please provide clinical reasoning for any pressure cushion / accessory requested: SECTION 8 ANY OTHER RELEVANT INFORMATION Return to: GSTT Wheelchair Service, Bowley Close Rehabilitation Centre, Farquhar Road, London, SE19 1SZ Telephone: 020 3049 7760 Email: gst-tr.gsttwheelchairservice@nhs.net
REFERRAL FORM - NHS WHEELCHAIR This form should be used when a patient needs a wheelchair because of permanent illness or disability lasting more than 6 months. This form must be completed by a G.P., District Nurse or Therapist. When fully completed, please send the form to the Wheelchair Service Administration Team: KCHT Wheelchair Service Administration Team Norman House Beaver Road Ashford. TN23 7SH Tel: 0300 7900128 Please E-mail the completed form to: Service Hours - 09:00 to 17:00 Monday to Friday DO NOT USE - INTERNAL USE ONLY Ashford Heathside Aylesham Medway Dartford DO NOT USE - INTERNAL USE ONLY NHS No: *Please complete all boxes to avoid unnecessary delays* Client Details Title: Mr / Mrs / Miss / Ms / Master OTHER : Forenames: Surname: Date of Birth: Full client postal address: Postcode: Alternative Contact/Address/Details: Name & Relationship to Client: Address/Details: Postcode: Telephone No: Mobile No: E-Mail: Telephone No: Mobile No: E-Mail: GP Name: Address: Telephone Number: Client Ethnicity (From the information you have gained from the client, please indicate by selecting one of the boxes below the client’s ethnicity) WHITE A British ASIAN H Indian B Irish J Pakistani C Any other white background K Bangladeshi L Any other Asian background MIXED D White and Black Caribbean E White and Black African BLACK OR BLACK BRITISH M F White Asian N African G Any other mixed background P Any other Black background PATIENT ASKED Z Patient asked but declined OTHER ETHNIC R Chinese S Any other ethnic category Mental Capacity Act
Other: Other: Max Assistance Other: Dependent *INDIVIDUAL’S NAME: * ID NUMBER: 14. Ambulation Independence: Independent Requires assistance with ambulation Non-ambulatory Varied ambulation skills; see completed table LEVEL ASSISTANCE SPEED DISTANCE ENDURANCE SPECIFY AMBULATION AIDE Carpet Independent WNL < 10 ft < 5 min None Assistance with Ambulation Slow 10 – 30 ft 5 – 10 min Non-Ambulatory 30 – 100 ft 10 – 30 min > 100 ft > 30 min Other: Other: Smooth Independent WNL < 10 ft < 5 min None Assistance with Ambulation Slow 10 – 30 ft 5 – 10 min Non-Ambulatory 30 – 100 ft 10 – 30 min > 100 ft > 30 min Other: Other: Uneven Terrain (outside) Independent WNL < 10 ft < 5 min None Assistance with Ambulation Slow 10 – 30 ft 5 – 10 min Non-Ambulatory 30 – 100 ft 10 – 30 min > 100 ft > 30 min Other: Other: 15. Coordination, Motor Control, and Balance ACTIVITY UNSUPPORTED MOTOR CONTROL COMMENTS / OTHER Sitting Balance (Static) Steady, safe Leans or slides Unable Upper Extremity Gross Motor Control Functional Mild/Moderate Impairment Dependent Upper Extremity Fine Motor Control Functional Mild/Moderate Impairment Dependent 16. Range of Motion (Attach data as appropriate) AREA AFFECTED RANGE OF MOTION LIMITATIONS RELATIVE TO SEATING Right Upper Extremity Left Upper Extremity Right Lower Extremity Left Lower Extremity
2018/19 Wheelers Lane Costume All costumes/ t shirts are worn for competitions/shows and performances Students Name – BLOCK CAPITAL FOR PROGRAMME Emergency Contact No E mail address - PLEASE PRINT Please circle if this is a Christmas/Birthday present. If so the instructor will pass this to you in a concealed bag YES/NO Please note, items size 3 and above are subject to VAT charges Item Quantity Leotard Size 0-3A 24.00 Leotard size 3-4 27.00 Shorts or leggings must be worn with leotards. Please tick size and colour. Shorts £10 (Sizes 0,1,2,3A) Shorts Size 0-Small 3-5yrs 1-Med 6-8yrs 2-Large 3A- 12-13yrs 3- 14 -16yrs 4- 16yrs+ Colour Black Silver Cerise Shorts £12 (Sizes 3,4) Purple Pink Blue Animated T-shirts can be ordered using the merchandise form on our website. www.animateddance.co.uk All teachers carry sample costumes, please try a sample on to ensure you get the right size - there is a £5 charge for exchanges TOTAL £ Pay on collection, do not send cash with this form Please fill in this form with what you would like to order, and return the form only to your Animated Teacher, retaining the bottom receipt portion which you will need to bring when collecting your costume Costumes can be collected from TUDOR GRANGE GYMNASIUM on Saturday 15th December 2018 from 11am-1pm. Please bring your receipt (tear off below) and payment on that day - Cash in a named, sealed envelope please, or card payments accepted on the day. Closing date for orders Friday 7th December 2018
iPad Apps for Learners with Dyslexia/ Reading and Writing Difficulties Forgetful Bitsboard Word Magic Pinterest Workout Remember the Milk My Secret First Words Deluxe Phonics Toy Story Read Along Navidys Scoop It! Web Reader Outline Pro Lumosity Brain School Training Side By Side Diary Calendar Genius ABC Reading Magic The Three Pandas Clicker Books Book Creator Story Creator Our Story for iPad Voice Dream Reader Mind SimpleMind+ Idea HD Reader Kindle iBooks Mapper Sketch Inspiration Blio Mathpad MathPaper MathBoard ClaroPDF PDF Expert Adobe Reader iAnnotate Talking Scientific Calculator Talking Calculator Myscript Calculator TalkCalc Writing Wizard Text Grabber Words Dragon Dictation Pages Clicker Sentences abcJoinedUp Vlingo CloudOn Clicker Docs SoundNote AudioNote MyScript Memo Paperport Notes Abilipad Sentence Builder Pocket Phonics Letters Notability Circus Ponies Notebook App Writer iTakeNotes Evernote WritePad Co:Writer a
Supervisor: Position: Address: Tel/E-mail: Please state where you found out about this Scholarship: DECLARATION BY APPLICANT I declare that the above particulars are correct and understand that the circulated “Terms and Conditions” of this scheme apply. I accept that failure to abide by the “Terms and Conditions” may disqualify me from this scheme. Name of applicant : Date:
INTERLUDE: (band in, slow build to v. 4) E | Amaj9 | C#m7 | A/E | G/D | C/G | Am7 G/B | C C/D | VERSE 4: G Em C Dsus G Were the whole realm of na - ture mine, Em C G/B /C Dsus D That were a present far too small; G Em C Dsus G Love so a-mazing, so di - vine, (rhythm out) Em Am/C G/B Am7 B/D# Em | Em/D Demands my soul, my life, my all. TAG: (piano only) (guitar ad lib, bass) Cmaj7 G/B G°/Bb Asus7 Dsus G2 | Cmaj9/E | G Demands my soul, my life, my all.
roots. Here are a few ideas for first time buyers to make their first home a smart investment: Buy a much smaller home or condominium near the area you want to live. Buy a fixer-upper near where you want to live. Buy a home in an area you don’t want to live. After a few years, decide to either keep it, and put a renter in it, perhaps using the equity to buy another home, or sell it and use the cash to move up. Each choice has its own costs and benefits. With each choice, the goal is to increase equity so that you can sell and have a larger cash down payment on a home in your preferred location. Create a long-range plan. Then work towards that goal by increasing savings, building equity, and improving your income. And always, always work on reducing debt. If you’re paying $1,000/mo in a $3,500/mo area, and you have a good landlord, maybe you’re better off investing in other things instead of buying a home. Or perhaps buying an investment home in a cheaper area. It is OK to not own the home you live in, if it makes financial and emotional sense not to. But be smart about it. Do the analysis. There are many factors involved in home ownership that may benefit you, such as rising values, interest rate deductions, and the potential to control an asset.
POLICY IMPLICATIONS FOR TRAINING AND SERVICES Support workers could play a greater role in educating workers about their transferable skills. So, what is needed to create more mobility between occupations? Reconfiguring training packages The work of Snell, Gekara & Gatt (2016) suggests that training packages could be reconfigured into clusters based on the occupational cluster framework. This will enable greater sharing of units of competencies across qualifications, which will encourage more transferability in the labour market. Another aspect of this will allow the mapping of how different occupations draw upon the skill sets. While such a process may help increase cross-occupational mobility for workers in the future, it will not help workers who are currently displaced. What can be done now to improve their situation? Increasing awareness of transferable skills A common issue identified in Snell, Gekara & Gatt (2016) and the ‘When one door closes’ research forum, is the lack of understanding of transferable skills among workers. Many workers did not realise or appreciate the wider application of the array of ‘soft’ and generic technical skills they had acquired during their current employment, and instead focused on their specific technical skills when applying for new jobs. Support workers could play a greater role in educating workers about their transferable skills and helping them recognise how these skills can help them when finding alternative employment. Improving knowledge of local labour markets Both Callan & Bowman (2015) and Snell, Gekara & Gatt (2016) point to the need for improved local labour market analyses as part of worker transition programs. With greater knowledge of the local labour market conditions, career counsellors and support services staff can more accurately identify potential job opportunities or encourage retraining in growth areas for displaced workers.
What should I bring to The Charity Challenge Flashback 5K? Your photo ID. Your Student ID to verify your student discount (if applicable). Every participant will be required to sign a waiver at check in. Parking is free, but be sure to bring some spending money if you want to purchase food, apparel and/or merchandise. Remember there is an awesome prize for Best Lights and Best PJs! Get your game on!!! Appropriate footwear and weather appropriate clothing is highly recommended! This is a RAIN OR MOONLIGHT event!! NO ALCOHOL OR WEAPONS ALLOWED! Questions? Call Ceci anytime at (860) 303-3387
To who is a disclosure made? A public interest disclosure cannot be made to just anyone. It must be made to your agency PID Officer or another appropriate proper authority or otherwise it will not be covered by the PID Act. The proper authority for receiving the disclosure depends on the information. Category of public interest information Appropriate proper authority pursuant to the PID Act Offences under State law A police officer or the Corruption and Crime Commission (S5(3)(a)) Substantial unauthorised or irregular use of, or substantial mismanagement of, public resources Auditor General (S5(3)(b)) Matters of administration affecting someone in their personal capacity falling within the jurisdiction of the Ombudsman Western Australia Ombudsman Western Australia (S5(3)(c)) or the PID Officer of the public authority concerned (S5(3)(h)) A police officer Commissioner of Police or the Corruption and Crime Commission (S5(3)(d)) A judicial officer Chief Justice (S5(3)(e)) A Member of the Legislative Assembly Speaker of the Legislative Assembly (S5(3)(f)) A Member of the Legislative Council President of the Legislative Council (S5(3)(f)) A public officer who is not a Member of Parliament, a Minister, a judicial officer or a commissioned or other officer specified in schedule 1 of the Parliamentary Commissioner Act 1971 Ombudsman Western Australia or the Public Sector Commissioner (S5(3)(g)) A public authority or an officer of the public authority PID Officer of the public authority (S5(3)(h)
What we do We believe in life after stroke. That’s why we support stroke survivors to make the best recovery they can. It’s why we campaign for better stroke care. And it’s why we fund research to develop new treatments and ways of preventing stroke. We rely on your support to fund life-saving research and vital services for people affected by stroke. Join the fight against stroke now at stroke.org.uk/fundraising. Together we can conquer stroke. © Stroke Association 2018 Version 1.1 Published March 2018 To be reviewed: March 2019 Item code: A01L10LP The Stroke Association is registered as a charity in England and Wales (No 211015) and in Scotland (SC037789). Also
Are All the Women Still White?: Rethinking Race, Expanding Feminisms (SUNY series in Feminist Criticism and Theory) Published 2017 Edited by Janell Hobson Availability for Are All the Women Still White EBooks Amazon Kindle Barnes & Noble NOOK Book Form Hardcover Paperback
Tips for learning: 1. 2. 3. Career Exploration: Career Description Education & Cost Wages Classes to Take Clubs 1. 2. 3. Where I might work in my city or county: Other jobs at this work site: Evaluation: Career Exploration Poster Rubric Student Name ___________________ CATEGORY 4 3 2 1 Knowledge Gained Student can accurately answer all questions related to facts in the poster and processes used to create the Student can accurately answer most questions related to facts in the poster and processes used to create the Student can accurately answer about 75% of questions related to facts in the poster and processes used Student appears to have insufficient knowledge about the facts or processes used in the poster.
poster. poster. to create the poster. Title Title can be read from 6 ft. away and is quite creative. Title can be read from 6 ft. away and describes content well. Title can be read from 4 ft. away and describes the content well. The title is too small and/or does not describe the content of the poster well. Graphics Graphics are all in focus and the content easily viewed and identified from 6 ft. away. . Most graphics are in focus and the content easily viewed and identified from 6 ft. away. Most graphics are in focus and the content is easily viewed and identified from 4 ft. away. Many graphics are not clear or are too small. Mechanics Spelling and grammar are correct throughout the poster. There is 1 error in spelling and grammar. There are 2 errors in spelling and grammar. There are more than 2 errors in spelling and grammar. Content - Accuracy All 10 items listed are relevant to career exploration. Minimum of 4 graphics used. 7-8 items are related to Career exploration. Minimum of 3 graphics used. 3-4 items are related to career exploration. Minimum of 2 graphics used. Less than 3 items are related to career exploration. Minimum of 1 graphic used. Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive. Career Exploration Poster Scoresheet Student Name ___________________ Self-Evaluation: _____ Points Comments: ______________________________________________________________________________ ______________________________________________________________________________
“Where in the World?!” Name: Plate Boundaries Worksheet Block: Date: Procedure: use your notes and your book to put the letter of the statement on the location on the map that that event is happening. For example, letter A says “two plates moving apart enlarging the Atlantic ocean”. On the map, the letter A has been placed on the Mid-Atlantic ridge system. Where in the world would you find… “two plate moving apart enlarging the Atlantic ocean” “two plates colliding producing the Himalayan mountains” “one oceanic plate subducting underneath a continental producing the volcanic Andes mountains” “two plates sliding past one another producing the San Andreas transform fault” “two continental plates ripping apart, eventually creating a new ocean” “one or more oceanic plates colliding, then subducting under other oceanic plates producing a series of deep sea trenches and volcanic island arcs” For the next few letters, name the plate that goes with each statement. This plate is moving northwest, colliding with the Eurasian plate. This plate is moving west, and the Juan de Fuca plate is being subducted underneath it. These plates are moving away from the Antarctic plate. This plate is moving northeast and will eventually collide with the Eurasian plate, closing the Mediterranean Sea. This plate is moving directly north and will eventually collide with Asia, destroying Indonesia. Directions: Answer the following questions using your notes and the diagram on the previous page.
Are the Pacific Plate and Antarctic Plate moving toward each other, away from each other, or past each other? Explain your answer. What type of boundary separates the South American Plate from the Nazca Plate? Explain your answer. Describe the relative motion between the North American Plate and the Pacific Plate. Would you predict that, over time, the distance between New York and Miami will increase, decrease, or stay the same? Explain your answer. Would you predict that, over time, the distance between New York and London, a city in Western Europe, will increase, decrease, or stay the same? Explain your answer.