zilongwang/ReadingBank huggingface dataset:
Breakfast Briefing – Sharing good practice across Primary schools Making change and improvements together Focus of development : Embedding the mastery approach across Brede Primary Our context in brief… KS1 & KS2 Maths results historically in line or above NA SDP priority to move teaching from Good to Outstanding so we looked at what aspects support T&L improvements What we have been doing …. Encouraging verbal reasoning in class using mathematical vocabulary. Using place value counters & tens frames Using visual images Putting the emphasis on children modelling the answers Looking at test questions and focusing on the reasoning What is working well… We take those aspects that staff feel will make a difference eg encouraging children to reason out loud & explain their answers in full sentences “I know this because….” Y6 teacher found this approach worked well with the “thought bubble” SATs question. Daily arithmetic focus White Rose website for planning Raintree – No Nonsense number facts Challenges and next steps…. Training new staff Prepare for Y4 testing Focus on fluency and ensuring children use mental methods when appropriate not always relying on written methods. For further information please contact: office@brede.e-sussex.sch.uk
Breakfast Briefing – Sharing good practice across Primary schools Making change and improvements together Focus of development : A mastery approach to teaching maths Our context in brief… Sandown is a community primary school in Hastings. It has 517 pupils on roll and now has an onsite nursery. The school is in an area of significant deprivation. School deprivation indicator of 0.4. Percentage of pupils eligible for Ever 6 FSM is 47.8% What we have been doing …. We have been part of the NCETM teaching for mastery programme Lead across East Sussex Clear pedagogy throughout the school Support other schools Developing an innovative and research based forward thinking team ‘Polishing of Lessons’ What is working well… Shared pedagogy throughout the school Quality of teaching is consistently at least good Maths results at KS2 above national for the last two years and significantly above average progress data from KS1 And baseline A highly successful TRG ( teacher research group approach to school improvement Our team has become innovative and forward thinking Challenges and next steps…. Ensure all new staff are up to speed and understand our ethos and pedagogy Attainment of more able pupils Ensuring quality of teaching in all lessons is at least good ( eg HLTA cover) For further information please contact: Charlie Lindsay headteacher Sandown Primary head@sandown.school
BRAJHA PRACTICE SCHEDULES, 2017-18 Mites: Tuesdays, 6:00-6:50pm* Wednesdays, 6:00-6:50pm (Starts Tuesday, September 19) Squirts: Tuesdays, 6:00-6:50pm Thursdays, 5:30-7:20pm* (Starts Tuesday, September 19) Both Squirt teams will practice, 5:30-7:20pm Pee Wee: Tuesdays, 7:00-7:55pm** Thursdays, 7:30-8:20* (Starts Tuesday, September 19) Bantams: Tuesdays, 7:30-8:25pm** Thursdays, 8:30-9:20pm* (Starts Tuesday, September 19) *Half-Sheet Practice JVs: Starts Sept 11, Mondays and Thursdays at Ferris thru September. Mondays, 6:30-7:30pm (Oct 16, 30, Nov 13, 27, Dec 11, Jan 15, 29, Feb 12) Thursdays, 7:30-8:50pm Tuesdays, Cadillac, 7:30pm (TBD) **PWs & Bantams combined, 7:30-7:55pm. Schedule subject to change. Skill Session – 3rd Practices, will take place on Wednesdays, 5-6pm (Mite & Squirt) & Mondays, 6:30-7:30pm (PW, Bantam, JV). All sessions will take place on the Full Sheet (Subject to change). *PW, Bantam, & JV – Oct 9, Oct 23, Nov 6, Nov 20, Dec 4, (6:30-7:30pm, Mondays) Jan 8, Jan 22, Feb 5, Feb 19 *Mite & Squirt – Oct 11, Oct 25, Nov 8, Dec 6 (5-6pm, Weds) Jan 10, Jan 24, Feb 7, Feb 21 *HOLIDAY BREAKS Thanksgiving – no practice Weds, Nov 22nd or Thurs, Nov 23rd Christmas – No practice Thursday, Dec 21st thru Tuesday, Jan 2nd Last Scheduled Practice – Thursday, March 1st
9. Eco-Schools activities can be done at any time of the school day. Eco-Schools worked with teachers and breakfast club leaders from schools in receipt of Greggs Breakfast Club Grant to develop activity ideas for each of the nine topics ideal for pupils in breakfast clubs before school. how to say “Good Morning” in a different language each week... until you can start the day anywhere in the world. “Habari za asubuhi” means “Good morning” in Swahili a language spoken in Tanzania, Kenya and other East African Countries. Have breakfast from another country one day a week. Get the pupils to research what people eat for breakfast around the world. For example could they have a chocolate croissant from France, a bagel from Israel, Vegemite from Australia on toast, savoury salad like some people Turkey or Fruit, toast and ham like some people in Brazil. In the picture to the left a little girl who lives in Ghana is learning all about Norway as part of the Global Citizenship topic of Eco-Schools. Could your breakfast club find a way to communicate with children in another country? Remember that at 8:00am before the school day has even started in Wigan in the UK it is 4:00pm in Novosibirsk in Russia and their school day has already finished, so if you plan to Skype another country they may already have left school.
Breakfast – Last Orders at 11.45am Bird & Carter Full £7.95 Bacon, eggs, sausages, roasted vine tomatoes served with toast & sauces Bird & Carter Light £6.75 Bacon, one egg, one sausage, roasted vine tomatoes and toast Bird & Carter Veggie £7.50 Fried eggs, roasted vine tomatoes, mushrooms, avocado with toast and sauces Bacon/sausage sandwich with sauces £4-50 Extras: add egg, black pudding, mushroom for an extra £1.50 Mushrooms pan fried with a hint of thyme on toast £4-95 Free range scrambled egg on toast £4.50 Add local smoked trout/salmon for £3-50 Avocado and poached eggs on toast £5-95 Add bacon for £1.50 Just Toast £2.85 Two slices of granary/white served with butter & jam/marmalade/honey Kid’s Breakfast £5.00 Bacon, egg, sausage and toast
To examine systems critically, and suggest ways of improving efficiency Work-related Personal Requirements Creative with good knowledge of a range of recreational and physical past times activities for children Good organisational skills I agreed that I have read the job description is fair and accurate statement of the requirement of the position: Job Holder: …………………………………………………………. Date: ………………… Line Manager: ……………………………………………………… Date: …………………
Award Name Breakfast Cookery Minor Award Code 3N0895 Level 3 Suggested resources to support delivery: Type Relevance Author/Source Web Link Food safety and legislation Factsheet General guidelines for those involved in setting up a food business Food Safety Authority of Ireland Scroll down to Level 3 Breakfast Cookery Shortened notes Principles of HACCP Food Safety Authority of Ireland Scroll down to Level 3 Breakfast Cookery Notes and Worksheets Safer food, including cross-contamination, chilling, cleaning, cooking Food Safety Ireland.com Worksheet Real-life situations in the kitchen Just FACS.com Factsheet Food Food Safety Authority of Ireland Scroll down to 3 Breakfast Cookery Factsheet Storage of eggs Food Safety Authority of Ireland Worksheets Slides Activity sheets and slides relating to legislation, e.g. labelling, instructions, storage, allergens, etc. Safe Food.eu Booklet with checklists Safe Catering Pack, including handwashing, kitchen safety, hygiene, catering plan, helpful checklists Food Safety Agency, food.gov.uk Short video on how germs spread Safe Food TV
Performance Objectives: Correlating with GEO 1, the following outcomes refer to the specific skills learners are expected to develop as a result of the instructional process in English 131: Critical Thinking, Reading, and Writing Processes Rhetorical Knowledge and Conventions Electronic Environment Practice active reading strategies Identify and contextually evaluate assumptions, points of view, stylistic choices, and implications born of reasoning Offer formative feedback on others writing in peer review sessions Use genres to navigate complex rhetorical challenges Distinguish one’s own ideas from those of others Practice metacognitive reflection Use genre specific strategies, voice, tone, and perspective to achieve rhetorical goals Recognize conventions of writing distinctive to specific disciplines Employ Modern Language Association (MLA) style in academic writing Writing in Style Use Microsoft Word to compose, revise, and save documents Locate research material collected from electronic sources, including library databases and other electronic networks and internet sources Use college learning management system Grading Procedure: I use a 1000 point grading scale. You can easily keep track of your progress in the class by checking your points in JetNet: Attendance, Work, Chapter Quizzes – 110 points Essays, including pre-writing activities – 440 points Final Portfolio – 400 points Reflection – 50 points Grading 4.0 = 92 – 100% 3.5 = 86 – 91% 3.0 = 80 – 85% 2.5 = 75 – 79% 2.0 = 70 – 74% 1.5 = 66 – 69%
National Science Week Daily programme 2 August to 9 August 2014 Name of holder organisation: BREARD Foundation (Please do not change the template and list your activities per day. You may have as many pages as needed) Province: Eastern Cape Town: Lusikisiki Date Venue (indicate place & town) Description of Activities Target Audience Timeslot Contact Person & number Bookings Required? (Yes/No) 04 Aug 2014 Nkunzimbini Hall Lusikisiki Building Working electronic devices using Arduino. 400 Learners 200 Public members 25 Educators to 12h00 T Mazibu 0813675692 No Meteorology 13h00 to 13h45 Weather Services B Silangwe 0825723060 No Science Talks by local scientists 12h00 to 13h00 Dr N Galada 0723935970 No Alternative Energy Sources 14h00 to 14h30 B Rubuluza 0829246524 No The Science of 14h00 to 15h30 B Rubuluza 0829246524 No 05 Aug 2014 Qawukeni Phumlo Hall Lusikisiki Building Working electronic devices using Arduino. 400 Learners 200 Public members 25 Educators 10h00 to 12h00 T Mazibu 0813675692 No Meteorology 13h00 to 13h45 Weather Services B Silangwe 0825723060 No Science Talks by local scientists 12h00 to 13h00 Dr N Galada 0723935970 No Alternative Energy Sources 14h00 to 14h30 B Rubuluza 0829246524 No The Science of Water 14h00 to 15h30 B Rubuluza 0829246524 No National Science Week Daily programme 2 August to 9 August 2014
Name of holder organisation: BREARD Foundation (Please do not change the template and list your activities per day. You may have as many pages as needed) Province: Eastern Cape Town: Lusikisiki & Flagstaff Date Venue (indicate place & town) Description of Activities Target Audience Timeslot Contact Person & number Bookings Required? (Yes/No) 06 Aug 2014 MaNtlaneni Hall Lusikisiki Building Working electronic devices using Arduino. 400 Learners 200 Public members 25 Educators 10h00 to 12h00 T Mazibu 0813675692 No Meteorology 13h00 to 13h45 Weather Services B Silangwe 0825723060 No Science Talks by local scientists 12h00 to 13h00 Dr N Galada 0723935970 No Alternative Energy Sources 14h00 to 14h30 B Rubuluza 0829246524 No The Science of Water 14h00 to 15h30 B Rubuluza 0829246524 No 07 Aug 2014 Amos Kango Hall Flagstaff Building Working electronic devices using Arduino. 400 Learners 200 Public members 25 Educators 10h00 to 12h00 T Mazibu 0813675692 No Meteorology 13h00 to 13h45 Weather Services B Silangwe 0825723060 No Science Talks by local scientists 12h00 to 13h00 Dr N Galada 0723935970 No Alternative Energy Sources 14h00 to 14h30 B Rubuluza 0829246524 No The Science of Water to 15h30 B Rubuluza 0829246524 No National Science Week programme 2 August to 9 August 2014 Name of grant holder organisation: BREARD Foundation
Nationality: (please provide details if you hold dual nationality) Former nationality: Are you related to, or a close friend of, a member of staff, governor or pupil of this school or company? Yes No If yes, please state the name(s) of the person(s) and relationship: Do you hold a current driving licence? Yes No Do you have regular use of a vehicle? Yes No Have you lived or worked overseas for a period of three months or more in any one country in the past ten years? If yes, please provide further details, including (mm/yy) and which countries you have lived in: Did you complete your teacher training outside of the UK? If yes, please provide further details, including (mm/yy) and which countries you trained in: Please state your notice period: For teaching roles only: Do you have Qualified Teacher status (QTS)? Yes No DfES reference number (also known as a Teacher Reference Number TRN):
From dd/mm/yy): To (dd/mm/yy): Name and full address of employer Nature of role (Teaching or non-Teaching) Current or final salary and reason for leaving Position held and description of typical duties From dd/mm/yy): To (dd/mm/yy): Name and full address of employer Nature of role (Teaching or non-Teaching) Current or final salary and reason for leaving Position held and description of typical duties From dd/mm/yy): To (dd/mm/yy): Name and full address of employer Nature of role (Teaching or non-Teaching) Current or final salary and reason for leaving
Jackie Robinson Derek Jeter, New York ollow the steps in the diagram below to Essay Organizer Yankees™ help you write your essay. In baseball, you have to follow bases as you run. Likewise in an essay, each step is important and should be followed to complete the essay. SECOND BASE YOUR MAIN IDEAS: Make sure your main ideas relate to your topic. THIRD BASE FIRST BASE CREATE AN OUTLINE: As you write your outline, remember that each main idea needs details to support it. HOME PLATE WRITE TOPIC SENTENCES: Use the details from your outline to help you. Now you’re ready to begin writing your essay! Start Here CHOOSE A TOPIC: Try to be as specific as possible when you make your topic choice. BEGIN WRITING YOUR ESSAY! Try writing a few “practice” sentences to get your mind ready to go. Use the outline you created on base to keep you on the right track. Your essay should begin with a good topic sentence. Creating a strong topic sentence can help guide your essay writing. ESSAY CONTEST IN PHYSICAL EDUCATION! an essay about a barrier you have faced. In the essay, explain how you used one or more of Jackie Robinson’s nine values to face your barrier. Use the organizer above to help you develop your ideas. Be sure to view the values & barriers printout.
THURSDAY, OCTOBER 11TH 2017 WEAR PINK TO “SAVE THE TA-TAS” 4PM – 8PM FEATURING: SPECIAL GIVE AWAYS SPECIAL LIVE CLASSES HANDS ONLY CPR TRAINING OTHER UNANNOUNCED SPECIALS ALL GUESTS WELCOME FOR A $5 DONATION! RETRO FITNESS OF RAMSEY WILL BE ACCEPTING DONATIONS TO HELP FIGHT BREAST CANCER. ALL PROCEEDS WILL BE DONATED TO LIVING BEYOND BREAST CANCER
? TCH every 3 week regimen docetaxel/carbo day 1 with trastuzumab (8 load 6) day 1 x 6 q21d then maint trastuzumab q21d Extrapolated from BCIRG 006 study $X $X
“They need us to be strong and healthy for them for as long as possible.” Aunty Joan (laughing): “That’s true. That mob would be useless without us, I think! (SFX: crashing sounds as a stray footy knocks over all of the teacups, shouted apologies) Val (laughing): “I think you’re right, Joan. They definitely need us older ones to keep them in line!” Narrator: “Well, don’t just sit there. Throw that footy back, and help us clean up this mess! “And please do think about what Val and Aunty Joan were saying there – because breast screening is really important. “Breast cancer is the most common form of cancer for women in Australia, and having a free BreastScreen test every two years is the best way to detect it early. “A breast screen test can find problems even before you can feel them – which means the best possible chance for our elders and older people to be healthy and strong mothers, aunties and grandparents in the future. “Breast screening is done in private, and is free for all women aged 50 to 74. “So if don’t put it off any longer – call 13 20 50 to make an appointment at your nearest BreastScreen Australia clinic, or visit one of the mobile clinics when it comes to your community. “But anyway, I’m going to head down and show those boys how to kick straight. It’s been nice catching up with you. “Make sure you think about what Aunty Joan and Val have been talking about, and have a yarn about it to your family, friends, or local doctor or health worker.”
Primary: 70-74 years 1 group (Syd) - 1 (Adel) 2 depths (Syd 1 group (GCoast) 2 depths (T’gon/ GCoast) 1 remote ph depth) 2 depths (Syd u/ Logan m-l) 1 depth (T’gon) 1 remote ph 3 groups 9 depths Primary: 65-69 years - 1 (G’Coast) 1 (Syd) 2 depths (Syd u /Adel m-l) 1 group (T’gon) 1 depth (GCoast) 1 remote ph 1 (Adel) 1 depth (Syd m-l) 2 depths (G’Coast/ T’gon) 4 groups 7 depths Secondary: 50-64 years 1 group (Adel m-l) - 1 group (Syd) 1 depth (Adel u) 1 (GCoast) 2 depths (Syd u /Logan m-l) 2 depths (GCoast/ T’gon) 2 groups 6 depths Secondary: 40-49 years 1 (Syd u) 1 depth (T’gon) 1 group (Logan) - 1 group (Syd) - 2 groups 2 depths Secondary: 75+ years 1 depth (Adel m-l) 1 depth (GCoast) 1 (Syd m-l) - 1 (Logan m-l) - 4 depths TOTAL 2 groups 2 depths 1 group 2 depths 4 groups 6 depths 2 groups 6 depths 2 groups 6 depths 6 depths 11 groups 28 depths As mentioned, in order to understand the differences by socio-economic group in some groups in metropolitan areas, the group/depth was specified as either mid-to-low socio-economic status (shown in the above table as ‘m-l’) or upper (u), with the remainder falling out as was relevant to each location. ATSI and CALD representation ATSI Females aged 50-74 Regular Screeners Under-Screeners and non-Screeners TOTAL NSW: Sydney 1 paired depth 1 1
1 paired depth Vic: Shepparton 1 paired depth 1 group 1 group 1 paired WA: Kunnunurra 1 depth 2 depths 3 depths TOTAL 1 depth 2 paired depths 2 groups 2 depths 2 groups 3 depths 2 paired depths CALD Females aged 50-74 years Regular Screeners and non-Screeners TOTAL Italian (65-74 years) - Metro (Melb) 1 1 1 group 1 depth Chinese Metro (Sydney) 1 (65-74years) 1 group (50-64 years) 1 group 1 depth Arabic Regional (Shepparton Vic) 1 depth (65-74 years) 1 group (50-65 years) 1 group 1 depth TOTAL 3 depths 3 groups 3 3 depths Health Professionals A of n=20 in-depth interviews with Health Professionals were also conducted. This included n=9 face to face interviews with GPs, n=1 face to face interview with an ATSI community health professional and n=9 in-depths (2 face to face and 7 telephone in-depths) amongst BreastScreen staff across the majority of States, in metropolitan, regional and rural locations. Below is a summary of this component of the research: Health Professionals Regional/Rural/ Remote GPs 5 in-depths 4 in-depths 9 in-depths BreastScreen (nurse counsellors, radiographers, radiologists etc) 6 in-depths (combination of face to face and phone in-depths) 3 in-depths 9 in-depths ATSI Community health professionals 1 in-depth (La Perouse) 1 in-depth (Kununurra) 2 in-depths TOTAL 12 in-depths 8 in-depths 20 in-depths
STAGE FOUR (Bay #2) 10 pistol, 10 rifle, and shotgun as needed Procedure: Rifle is loaded with 10 rounds and staged safely. Both pistols are loaded with 5 rounds each and holstered. Shotgun is held with both hands. Shooter starts at Position 4 with both hands holding the shotgun and when ready says “No cancer here!” At the beep with shotgun engage the four knockdown targets (K1, K2, K3, K4) in any order with as few rounds as needed. Move to Position 5. Next with rifle engage the six rifle targets (T1, T2, T3, T4, T5, T6) as follows: (T1, T3, T3, T5, T6, T6, T4, T3, T3, T2). Move to Position 6. Last with pistols engage the six pistol targets (T1, T2, T3, T4, T5, T6) using the same instructions as the rifle. STAGE FIVE (Bay #3) 10 pistol, 10 rifle, and 4+ shotgun
Breast cancer survivors may experience issues with the areas listed below. If you have any concerns in these or other areas, please speak with your doctors or nurses to find out how you can get help with them. ☐Anxiety or depression ☐Insurance ☐Sexual Functioning ☐Emotional and mental health ☐Memory or concentration loss ☐Stopping Smoking ☐Fatigue ☐Parenting ☐Weight changes ☐Fertility ☐Physical functioning ☐Other ☐Financial advice or assistance ☐School/work A number of lifestyle/behaviors can affect your ongoing health, including the risk for the cancer coming back or developing another cancer. Discuss these recommendations with your doctor or nurse: ☐Alcohol use ☐Physical activity ☐Other ☐Diet ☐Sun screen use ☐Management of my medications ☐Tobacco use/cessation ☐Management of my other illnesses ☐Weight management (loss/gain) Resources you may be interested in: Other: comments: Prepared by: Delivered on:
BMJ open, 2(2). Andrew, N., & Harvey, K. (2011). Infant feeding choices: experience, self‐identity and lifestyle. Maternal & child nutrition, 7(1), 48-60. Kendall-Tackett, K. (2014). Social Connectedness Versus Mothers on Their Own. Ancestral Landscapes in Human Evolution: Culture, Childrearing and Social Wellbeing, 104.. Skafida, V. (2012). Juggling work and motherhood: the impact of employment and maternity leave on breastfeeding duration: a survival analysis on Growing Up in Scotland data. Maternal and child health journal, 16(2), 519-527. Hauff, L. E., & Demerath, E. W. (2012). Body image concerns and reduced breastfeeding duration in primiparous overweight and obese women. American Journal of Human Biology, 24(3), 339-349. Stuebe, A. M., & Bonuck, K. (2011). What predicts intent to breastfeed exclusively? Breastfeeding knowledge, attitudes, and beliefs in a diverse urban population. Breastfeeding Medicine, 6(6), 413-420. Gerard, A. (2001). Breast-feeding in Norway: Where did they go right?. British Journal of Midwifery, 9(5), 294-300
Breast SSG Chairperson Sheik Ahmed Consultant Plastic Surgeon Royal Cornwall Hospitals NHS Trust NSSG Recruitment Clinical LeadCH Duncan Wheatley Consultant Oncologist Royal Cornwall Hospitals NHS Trust Patient Champion & Information Lead Patient and Carer Representatives Northern Devon Healthcare NHS Trust John Groome Karen Hillman Amy Barrow Consultant Surgeon Clinical Nurse Specialist Breast Care Nurse MDT Lead Plymouth Hospitals NHS Trust Udaiveer Panwar Jim Steel Cant Saed Ramzi Elaine Hyett Cheryl Brown Pat Coghill Sandra Sarah Laine Consultant Oncologist Director Breast Screening Consultant Surgeon Consultant Surgeon Consultant Surgeon Clinical Specialist Clinical Nurse Specialist Clinical Specialist Breast Support Nurse MDT Lead Royal Cornwall NHS Hospitals Trust Ahmed Iain Brown Philip Drew Duncan Wheatley Kerstin Stepp Sarah Zee Josephine Brand Catherine Rule Consultant Plastic Surgeon Consultant Surgeon Consultant Surgeon Consultant Oncologist Consultant Clinical Nurse Specialist Clinical Nurse Specialist Breast Screening Administrator MDT Lead Royal Devon & Exeter NHS Foundation Trust Douglas Ferguson Dunn Mary Allen Sisse Olsen Dawn Peters Sara Green Consultant Surgeon Consultant Surgeon Consultant Oncoplastic Breast Surgeon Consultant Oncoplastic Breast Surgeon Clinical Nurse Specialist Clinical Specialist MDT Lead
Gillian Gray Sandra Cookson Katherine Bonnin Chris Hamilton Peter Bliss Anne McCormack Hwang Andrew Goodman Jenny Forrest Kate Scatchard Anne Hong Carole Brewer Rachael Currie Russell Davies Bavin Ian Chandler Clinical Nurse Specialist Clinical Nurse Specialist Clinical Nurse Specialist Consultant Oncologist Consultant Oncologist Consultant Oncologist Consultant Oncologist Consultant Oncologist Consultant Oncologist Consultant Oncologist Consultant Oncologist Consultant Clinical Geneticist Consultant Radiologist Consultant Radiologist Consultant Radiologist Consultant Histopathologist Devon NHS Foundation Trust Mike Green Peter Donnelly Kember Laurie Jill Bishop Consultant Surgeon Consultant Surgeon Cancer Director Clinical Nurse Specialist Clinical Nurse Specialist MDT Lead Peninsula Cancer Network Liz Boylan Peninsula Cancer Network Manager Peninsula Network Support CCG Managers for Cancer NHS NEW Devon CCG Western Locality Lynne Kilner NHS NEW CCG Eastern Locality Yash Patel NHS NEW Devon CCG Northern Locality Sara Wright NHS South Devon & Torbay CCG Emma Herd NHS Kernow CCG Andy Gordon 2.4 Network Meetings Meetings will be held at twice per annum. Liz Boylan, Peninsula Cancer Network Manager and the Network Admin Support Assistant will provide managerial and administrative support at group meetings. 2.5 Reporting Arrangements Notes of the meetings will be circulated to all Group members, Cancer Service Managers and other interested parties. They will also be published on the Network website: A Peninsula Network Annual Report will be produced to support the Peer Review process.
Breast Carcinoma histologic types Ductal carcinoma in-situ (DCIS) Radiology Histology IHC (p63) Treatment Paget’s disease Lobular carcinoma in-situ (LCIS) Radiology Histology Therapy
Based on a previous study, the constructs such as self-identity and moral norms can be added to the traditional TPB in order to include psychological variables that also contribute to the intention and behavior (). Therefore, we hypothesized that the extended model of TPB may provide more comprehensive information than the standard TPB to better predict the behavioral outcomes. Thus, the current study aimed to use the modified TPB framework to identify the factors determining the EBF, as well as the roles of socio-demographic factors in predicting the long-term breastfeeding behavior among Iranian mothers in a representative population. Methods This study was a longitudinal study in pregnant women who were followed up for six months after the child birth. Data were collected from September 2015 to March 2016 in Qazvin, Iran. There were 1445 women recruited during their third trimester of pregnancy. Maternal care is routinely delivered to all pregnant women by a health care referral system in Iran. There are fourteen health centers in Qazvin city, all of which provide maternal care in their affiliated areas. The clinical information of the pregnant women is normally kept by their health care centers. We invited the pregnant women in their last trimester and 91% of them accepted to participate. Their health records were obtained from the health centers. All participants provided consent forms. Women who were illiterate and with systemic diseases and breast abnormalities were excluded from the study. Several questionnaires (described below) were used to collect the data and the participants were asked to complete the questionnaires
Affirm her feelings Educate and document __________________________________ ____________________________________ Employee Signature/date Evaluator Signature/date
Thursday Friday Other Useful Information Angram Bank Family Centre Kinsey Road, High Sheffield, S35 4HN Tel: 0114 2846204 07837 304070(Donna) Support Drop In 12.30pm – 2.30pm Baby Massage 11am – 12pm (Bookable) Chancet Wood Family Centre Chancet Wood Drive Sheffield, S8 7TR Tel: 0114 2416968 (Valley Park Family Centre) Support Drop In 10am – 11am Contact our Facebook page for support and information Breastfeeding in Sheffield Christ Church Community Hall 63 Sheffield Road Hackenthorpe Sheffield, S12 4LR Support Drop In 10am – 12noon Tel: 07972166353 (Mandy) 07800566277 (Jo) Stocksbridge Linked Centre 648 Manchester Road, Stocksbridge, Sheffield, S36 1DY Tel: 0114 2836930 Baby Massage 1pm-2.30pm (Bookable) Independent, confidential, non-judgmental breastfeeding support and information Open 9.30am – 9.30pm every single day of the year Fulwood Old Chapel 8 Whitley Lane Fulwood Sheffield, S10 4GL Tel: 0114 2053471 (Sharrow Family Centre) Breastfeeding Group 10am – 12noon Trinity Church Chapel Street Woodhouse Sheffield, S13 7JW Tel: 0114 2053635 (Shortbrook Family Centre) Support Group 10am – 12noon Visit For information about your breastfeeding journey Stocksbridge Linked Centre 648 Manchester Road, Stocksbridge, Sheffield, S36 1DY Tel: 0114 2836930 Support Drop In 10am – 12noon Infant Feeding Support Workers Work closely with Midwives and Health Visitors. They are available to offer information and support to all families during the Antenatal and Postnatal period around feeding, caring and bonding with your baby. They can call you, or you can come along to your local Family Centre and meet them Wybourn Family Centre 224 Manor Oaks Road Sheffield, S2 5EE Tel: 0114 2727796 Support Group 10am – 11.30am Baby Massage Sessions Most Family Centres run Baby Massage Sessions in the week, for information on the sessions please ring the centre to put your name on the waiting list as most courses are bookable.
224 Manor Oaks Road Sheffield, S2 5EE Tel: 0114 2727796 Support Group 10 – 12am Granville Road Sheffield, S2 2RL Tel: 0114 2727796 (Wybourn Children’s Centre) Support Group 10 – 12am 0300 100 0212 Burngreave Children’s Centre 19 Spital Street Burngreave Sheffield, S3 9LB Tel: 0114 2525220 Breastfeeding Drop In/Baby Massage 11.30 – 1pm Burngreave Children’s Centre 19 Spital Street Sheffield, S3 9LB Tel: 0114 2525220 Breastfeeding Café 10 – 11.30am La Leche League Tel: 0845 120 2918 Early Days Children’s Centre 71 Palgrave Road Parson Cross Sheffield, S5 8GS Tel: 0114 2503060 Support Group 12.30 – 2.30pm Jacks Bar, The Beauchief Hotel 161 Abbeydale Road Sheffield, S7 2QW Tel: 0114 2507373 (Sharrow Children’s Centre) Support Group 1 – 2.30pm National Childbirth (NCT) Sheffield & Rotherham Tel: 0844 2436259 The Curator’s House Café The Botanical Gardens Clarkehouse Road Sheffield, S10 2LN Tel: 0114 2507373 (Sharrow Children’s Centre) Breastfeeding Café 10 – 11.30am Brightside Children’s Centre Jenkin Road Brightside Sheffield S9 1AS Tel: 0114 2619867 Advice and Support 1.30 – 2.45pm Valley Park Children’s Centre Norton Avenue, Gleadless Valley Sheffield, S14 1SL Tel: 0114 2416968 Support Drop In Group 10 – 12am Baby Massage 1 – 2pm Angram Bank Children’s Centre Kinsey Rod, High Green Sheffield, S35 4HN Tel: 0114 2846204 Support Group 12.30 – 2.30pm Stocksbridge Children’s Centre 648 Manchester Road, Stocksbridge, Sheffield, S36 1DY Tel: 0114 2836930 Support Drop In 9.30 – 11.30am
experiences ranging from career exploration and awareness, internships, school-based enterprises, community-based instruction and more. According to guidance from the Tennessee Department of Education, “WBL is a proactive approach to bridging the gap between high school and high-demand, careers in Tennessee. It is progressive learning and exposure that begins in elementary schools and continues through postsecondary education and training.” That’s exactly what we want to accomplish through rich WBL experiences: build a bridge to postsecondary education, training and employment. Graph description: There is a graph showing the levels from a base line labeled with Exploration and Immersion. The graph is labeled and moves upward starting with Industry Awareness, Career Awareness, Career Exploration, Career Preparation, and topping out with Career Training. While a student may have a disability, it does not change the fact that they want the same postsecondary opportunities and successes that students without disabilities desire. As Carter, Austin, and Trainer (2012) reported in their research and publication of Predictors of Postschool Employment Outcomes for Young Adults with Severe Disabilities, previous work experience is the most significant predictor for postsecondary work experience. That is to say, participating in paid or unpaid work experiences during the high school years leads to an increased likelihood a young adult with a disability will work after leaving school. In a more anecdotal form from one WBL Coordinator Training, a Career and Technical educator said, “We are all working towards the same goal for our students! To prepare them for the career they desire after high school, regardless of the presence of a disability.” That statement carried a tremendous amount of weight and embraces the Department’s priority message that “All Means All”. To help accomplish this goal, the Department has developed the WBL Leadership Council. This body is comprised of certified WBL coordinators from each of the eight CORE regions of the state. Each CORE region has at least two special educators and two career and technical educators. Their charge is to provide initial WBL Coordinator
Key Responsibilities Engagement With the Strategy Manager, develop existing and new relationships with key stakeholders within Guy’s and St Thomas’ NHS Foundation Trust and Guy’s and St Thomas’ Charity Establish a new staff steering group, made up of Guy’s and St Thomas’ Trust staff, who will help influence the programme, identify key healthcare challenges and co-produce small pilot projects Increase engagement with residents of Lambeth and Southwark through effective marketing Content & Marketing Publicise Performing Arts projects, activities and events through a range of marketing strategies with bespoke target beneficiaries Increase engagement with programme activities including; promotion of bespoke project opportunities (e.g. the GSTFT Staff Choir) through a variety of marketing strategies Liaise with Guy’s and St Thomas’ Charity Fundraising and Communications team to develop our partnership and supply relevant information to support their own strategies Refine our branding and crediting agreement with Guy’s and St Thomas’ Charity alongside the Strategy Manager and Charity staff Ensure Breathe AHR’s branding is consistent across all areas including Charity and Trust communications Develop and implement a digital content strategy for the Performing Arts Programme Contribute to the company’s website and social media sites Co-ordinate the production of new films and online content in liaison with the Performing Arts Strategy Manager and/ or Project Manager Contribute to the Breathe AHR e-newsletter Press & Publications Actively seek out press opportunities for the Performing Arts Programme in liaison with the Performing Arts Strategy Manager and/ or Project Manager Actively seek out culture and health journals Breathe can contribute to through interviews, case studies, research and articles General Administration Input to and maintain key databases including stakeholder maps and contact databases Compile suitable mailing lists and organise postal mail-outs as required Equality and Diversity Carry out all duties with an understanding of and commitment to equal opportunities. In addition, undertake any other duties or responsibilities which may reasonably be requested by Strategy Manager or other senior team members. Conditions of Employment: The annual leave entitlement is 27 days per annum (pro-rata)
: Planning - Professional development opportunities are planned with teacher learning needs in mind, and in response to data available about teacher practice and student learning. : Participation - Teachers participate in program-specific professional development designed to meet needs. All teachers participate in professional development focused on 21st century skills. Teacher Leadership - Teachers are leaders in their professional community, and guide/lead professional development that meets the needs of the professional community. Arts & Humanities Administrative / Leadership Support and Monitoring Home : Shared Vision - School Councils and administrators have developed a shared vision for insuring quality Arts & Humanities instructional programs. : Time and Resources - School leadership will provide adequate resources, facilities, and instructional time to support high quality Arts & Humanities instructional programs. : Policies and Monitoring - The SBDM Council and School Leadership shall establish and monitor implementation of policies concerning a school’s Arts & instructional program. : Principal Leadership - Principals are the primary leaders of all program efforts, and support teacher leadership through shared and distributed leadership actions. Arts & Humanities Curriculum and Instruction Demonstrator 1
Marie Curie Terms & Conditions Job Title Bereavement Services Co-ordinator Criteria Essential Desirable How Assessed Experience Experience of supervision and support to a of volunteers Experience of working within a context of End of Life/ Bereavement and loss. Experience of working with clients who have complex needs. Experience of co-ordinating a service and/or managing a project Ability to plan, co-ordinate and deliver appropriate education Excellent teaching and presentation skills Experience of managing people Experience of working with families Experience of facilitating group work Application form/interview/CV Knowledge Understanding of specialist palliative care. Understanding of bereaved related theories Good understanding of Marie Curie ‘Standards for Bereavement Care. Understanding of models of supervision Understanding of and research Understanding of clinical governance Application form/interview/CV Qualifications/ Education/ Training Professional Counselling Qualification - DipHE Counselling / Foundation degree in Counselling Professional membership of BACP or IABACP or Accredited or working towards accreditation. Minimum of 450hrs qualified Counselling experience. To show a commitment to professional development through on-going training. Cognitive Behavioural Therapy (CBT) Level 5 Application form/interview/CV Skills/Abilities Team Working: Excellent interpersonal skills Application form/interview/CV
In addition: FOR CLINICAL TRIALS – SUBMIT: • 5 COPIES OF THE INVESTIGATOR’S MANUAL • 5 COPIES OF MCC APPROVAL • 5 COPIES OF THE FINANCIAL AGREEMENT • OF PAYMENT OF BREC REVIEW FEES 1 Proof of PI and Co–PI current HPCSA registration YES NO N/A 2 Permission from hospital manager/clinics submitted YES NO N/A 3 For degree purposes YES NO N/A 4 Roles of PI & given YES NO N/A 5 CV of PI submitted YES NO N/A 6 CV's of submitted YES NO N/A 7 GCP/ethics training certificate of PI YES NO N/A 8 GCP/ethics training certificates of YES NO N/A 9 Funding amount specified YES NO N/A 10 Funder specified YES NO N/A
life could bring an emotional imbalance to the nurse’s experience, which was harder to resolve and rationalise. 3.4 Ways to break significant news Participants describe working in partnership with the patient to understand what it is that patients want from them by listening carefully to the patient’s needs: ‘...if you do listen, you do try to understand, then very often you can work as a partnership and that’s when best care takes place, because you can, you can work at their pace. You can make plans for how they would like things to be and that empowers them, you know, rather than taking the power away and telling them what’s going to happen.’(7:310-314) The above participant describes the skill of listening to the patient and forming a picture of what is best care for the patient such as not rushing them and working alongside the patient at their pace. To participant 7 knowing how the patient would like their care to be she describes as empowering and enables her to develop a plan of what the patient would like to happen rather than telling them what to do. Participant 5 cited principles of BSN, including giving a warning shot, leaving hope, choosing an appropriate time and trying not to disclose all in one go and especially not lying to the patient. According to participant 5 unexpected, significant news delivered without hope, could lead to severe distress: ‘...we all know the right ways of doing things, warning shots, and giving information but, and not lying to people, but I think sometimes not completely destroying all hope for them.’(5:71-73) Participant 6 identified several qualities and skills that contribute to BSN such as: being compassionate, talking in “simple language”, being human and having a plan: ‘I like to think I do it with compassion and I do it sort of slowly but I speak very clearly about it. ... I’m not sort of wrapping it up in all sorts of words, ... so I think people are able to sort of maybe take it on board as, as much as they possibly can because it’s sort of I put it in a simple language.’(6:49-55) Participant 6 describes being compassionate but also being clear when she delivers the significant news so it is not complicated by too many words and it is presented simply. Most of all she does it slowly so she is not rushed and it gives the
Footpath No. 7 ( - to Low Road). Starts from the - by a stile opposite Footpath No. 6 and runs south south westwards to enter Low Road by a stile. Footpath No. 8 (Low Road to A47 Trunk Road) Starts from Low Road by a field gate near the Old Carpenter's Shop and runs southwards to the northern boundary of the A47 Trunk Road. March 2012 Footpath No. 8a ( to ) Starts at southern boundary of the at TG0444 1362 and runs westwards to enter of Ballard’s Bridge. March 2012 Footpath No. 9 ( - to Low Road). Starts from the - by a stile south east of The Lodge Public House, and runs south south westwards to enter Low Road. Footpath No. 10 ( - to Bridleway 4). Starts from the - by a field gate east of the Fox and Goose Public House and runs north eastwards to join Bridleway 4. Footpath No. 11 (). Starts at the junction with , of Pound Farm, on a bend and runs in a westerly direction for approximately 110 metres. This part of the path has an average width of 14 metres. The path then runs in a north-westerly direction through North Tuddenham Common and then curves round to the a distance of approximately 450 metres. This part of the path has an average width of 3 metres. The path continues in a south westerly direction between the ditches for approximately 520 metres to join . This part of the path has an average width of 14 metres. The footpath has a total length of approximately 1080 metres. Footpath No. 12 Lane). Starts at opposite Elsing Road Farm and, passing between some low roofed barns, runs just south of west for approximately 240 metres. This part of the path has an average width of 3 metres. The path then runs in a westerly direction and gradually bends to the south of west, a distance of approximately 440 metres. The width of this part of the path varies between 2.5 and 4.5 metres. The path continues in a south westerly direction for approximately 90 metres to join just south of a small development of bungalows. This part of the path has an average width of 6 metres. The footpath has a total length of approximately 770 metres.
to be made. However, parents may make an application at any time. In special circumstances, the Director of Children’s Services has discretion to grant permission for pupils to travel in transport provided by the education authority, where spare places are available, at no additional cost to the authority. Pickup Points home to school transport is provided, some pupils will require to walk a reasonable distance from home to the transport pick-up point but this should not exceed the authority’s agreed limit of 1.6 kilometres (1 mile). It is the parent's responsibility to make sure that their child arrives at the pickup point on time and behaves in a safe and acceptable manner while boarding, travelling in and leaving the vehicle. Children who misbehave can lose their right to home to school transport. Placing Requests You should be aware that if we grant your placing request, we do not have to provide a school bus pass or any other help with transport. Assisted support needs Renfrewshire Council provides home to school transport for children assessed to attend any school because of assisted support needs. The educational psychology service will normally carry out the assessment. Seat belt and wheelchair restraints are provided in the vehicle used to transport pupils to school and units. Playground supervision An adult presence is provided in playgrounds at break times, as required by law. Pupils leaving school premises at breaks Schools have a duty to look after the welfare of their pupils. This means that the staff should take the same care of pupils as a sensible parent would take, and includes taking reasonable care of pupils’ safety during intervals and lunchtimes, where they are engaged with them. Renfrewshire Council recommends that pupils should not leave school grounds at intervals. Primary pupils should only leave at lunch times when they are going home for lunch, with their parents’ agreement. Parents should encourage their children to follow these rules in the interests of safety. Equalities Renfrewshire Council is committed to ensuring that all employees, customers and partners are treated fairly and with respect at all times. We are committed to promoting equality and tackling discrimination through the way services are planned, delivered and purchased. The council promotes and encourages a culture whereby equality of opportunity exists across all the protected characteristics of age, disability, race, gender reassignment, pregnancy and maternity; religion and belief; marriage and civil partnership, sex and sexual orientation.
Scenario States, Modifiers and Triggers- PATIENT #2 (Neonate) Patient State Patient Status Learner Actions, Modifiers & Triggers to Move to Next State 1. Baseline Rhythm: sinus HR: 40/min BP: ?/? RR: 20/min 58% T: 36.5oC Flat. Not crying. Minimal respiratory effort. No meconium Learner Actions - Dry & warm - Position airway - Consider suctioning (mouth then nose) - Stimulate - Check HR start PPV with 21% O2 (rate 40-60/min) - Initiate SpO2 monitoring - Check cap sugar: 5.2 Modifiers Changes to patient condition based on learner action - PPV O2 65%, HR 45 Triggers For progression to next state - 1 min 2. 60 Second Mark 2. 60 Second Mark HR:45 RR: bagging rate O2: 65% *same as above if no BMV started Unchanged. Learner Actions - Re-check HR at 60 sec - CPR at 90 sec - Change to 100% O2 - Maintain 3:1 ratio for CPR (120 events/min) - HR/RR q1min - Epi 0.01mg/kg IV after 1st HR check if still <60 after CPR - Prepare for intubation Modifiers - 2 min O2SAT 65% - 3 min 70% Triggers - 4 min 3. HR >60 3. HR > 60 HR 80 RR 40 O2SAT 75% BP 55/30 Appears less grey. Learner Actions - Intubate - Obtain iv/io access - Prepare for UVC placement - IVF bolus (20ml/kg =50ml) - Check cap sugar (if not yet) - Send blood work, including blood cultures Modifiers - 5 min O2SAT 80% Triggers - 7 min 4. HR >100 (set to slowly return to normal)
Address of the centres and nodal officers of EBSP. S.No. Name of the state Location Name of the Nodal Officer Address number Email ID 1. Andhra Pradesh Acharya NG Ranga Agril. Univ., Guntur Dr. M. V. Ramanna Nodal Officer (EBSP) ANGRAU, Vijaya Durga Towers, M.G. Inner Ring Road, Guntur-522 509 (AP) 09989625215 2. Bihar Bihar Agriculture University, Sabour Dr. Rafat Sultana Assistant Professor & Nodal Officer (EBSP) of Plant Breeding & Genetics Bihar Agricultural University Sabour 813210 (Bihar) 07870062045 3. Karnataka University of Agrilcultural Sciences, Dharwad Dr. S.L. Madiwalar Special Officer & Nodal officer (EBSP) Seed unit, University of Agricultural Sciences Krishinagar, Dharwad-5, Karnataka 9448497353 0836-2441884 4. Madhya Pradesh ICAR- Station Phanda Bhopal Dr. P.K. Katiyar Nodal Officer (EBSP) Indian Institute of Pulses Research, Kanpur 208024 09005688164 5. Madhya Pradesh Rajmata Vijayaraje Scindia Krishi Vishwavidyalaya, Gwalior Dr. V.S. Kandalkar Nodal Officer (EBSP) College of Agriculture, Gwalior 9425087311 vsntkandalkar@gmail.com 6. Madhya Pradesh Jawaharlal Nehru Krishi Viswa Vidyalaya. Jabalpur Dr. D. K. Mishra Director and Farms & Head (Plant Breeding & Genetics) Deptt. of Genetics and Plant Breeding JNKVV, Jabalpur 482004 9424705597 0761-2681021
7. Maharashtra Vasantrao Naik Marathwada Krishi Vidyapeeth, Parbhani Dr. D.K. Pulses Breeder & Nodal officer (EBSP) Vasantrao Naik Marathawada Krishi Vidyapeeth, Parbhani 431 401 07588562608 arsbadnapur@gmail.com 8. Maharashtra Mahatma Phule Krishi Vidyapeeth, Rahuri Dr. N.S. Kute Nodal Offcier (EBSP) Pulses Improvement Project Mahatma Phule Krishi Vidyapeeth (MPKV) Rahuri-413 722 (MS) 02426/233447 (o) 07588513398 (M) 9. Odisha Orissa University of Agriculture & Technology, Ganjam Dr. K. Pradhan Nodal Officer (EBSP) Centre for Pulses Research, OUAT, Berhampur Dist- Ganjam Odisha 09437560075 09238171235 0674-2397740 10. Rajasthan Sri Narendra Agril. Univ., Jobner Dr. R.V. Singh ADR (Seeds) & Nodal officer (EBSP) Rajasthan Agriculture Research Institute Jaipur-303329 (Rajasthan) 09461046553 01425-254039 11. Rajasthan Agriculture University, Kota Dr. Pratap Director Research & Nodal officer (EBSP) Agriculture University, Kota Borkhera, Post Box No. 20, G.P.O. Nayapura, Kota 324001 (Rajasthan) 09414331136 0744-2321206 0744-2324204 12. Uttar Pradesh ICAR- Indian Institute of Pulses Research, Kanpur Dr. P.K. Katiyar Nodal Officer (EBSP) Indian Institute of Pulses Research, Kanpur 208024 09005688164