zilongwang/ReadingBank huggingface dataset:
Chief Officials’ Meeting Major meetings (Not televised - 2013) Agenda Welcome and introductions including any Chief changes Information updates Latest version of schedule Stadium plans Routes from Call Room Route to Mixed Zone Personal implements Accreditation International oversight (IF Delegate) Competition rules and conditions IAAF – Particular issues UKA – Particular issues IPC – Particular issues Media partners’ technical requirements Field event line ups Holds for sprint starts / races Always pass questions / issues to UKA media rep (if present) Height progressions & Take-off boards Call room and call times Schedule Confiscation procedure re mobiles etc Field - collect athletes - briefings Start lists / Technical lists / Result Sheets Who generates, who collects, no of copies, etc Seeding – details of who and how Number bibs Routing of athletes Presentation / Exit from Field of Play During HJ / PV – processes Radio allocations and communication systems Starter’s signals protocols Results confirmation and incident reporting Doping Control information. Presentation Technology – providers & systems Start procedures – IAAF / UKA / IPC rules. Ceremonies. Text screen / Video screen Umpire positions Judges’ & Timekeepers’ seating Removal of Starting Blocks Officials’ behaviour Clean Competition area No bags in arena – share for waterproofs if necessary. Chairs / Stools Don’t dawdle in the centre Delegate someone to lead the clearance of the event site Officials’ access & egress Run-up markers only if possible - No shoes / Cans / Bottles. Dress code – uniform distribution
Police Chiefs/Sheriffs who are UST graduates – as of November 2015 Stacy Carlson, Golden Valley Michael Goldstein, Plymouth William Hutton, Washington County Sheriff Ramona Dohman, MN DPS Commissioner Michael Aschenbrener, Mendota Heights Keith Hiller, Owatonna Rick Mathwig, Roseville Jeffery Potts, Bloomington Manila Shaver, West St. Paul Philip Johanson, Anoka Correy Farniok, Orono Scott McNurlin, Goodhue County Sheriff McDonald, Eagan Paul Hoppe, Wyoming John Harrington, Metro Transit Marieo Foster, University of DC Brian Lindquist, Farmington Thomas Smith, St. Paul Edwin Belland, Medina Dan Meyer, North Branch Eric Werner, Maple Grove Rick Peterson, Forest Lake Bill O’Rourke, Prior Lake Tim Leslie, Sheriff, Dakota County Todd Sandell, Richfield John Banick, Crystal Brad Wise, Coon Rapids Mike Reynolds, Hopkins Chris Olson, Blaine Jon Rechtzigel, Apple Valley Eric Guenther, Mundelein, IL RETIRED CHIEFS Tim Dolan, Minneapolis John Harrington, St. Paul Mona Dohman, Maple Grove Dave Thomalla, Maplewood Lynne Bankes, White Bear Lake David Jess, Chief Maple Grove Bob Hawkins, Burnsville David Schwartz, Forest Lake David Farrington, Burnsville Michael Sommer, Mounds View Scott Bechthold, Brooklyn Center Kevin Daly, MN State Patrol
President Sagers reported for those not at the annual banquet – Chief McCollum received the Dan Packer Chief of the Year Award. Pat McElligott reported assisted living and nursing you call and we’ll show up, going to start charging if just an assist up, etc. Not private residences, just facilities. There being no further business, the meeting adjourned at 10:00 a.m. Submitted by: Denise Menge Recording Secretary 2015 Meeting Schedule: Jan. 8, 2015 (1st is a Holiday) – General – Tacoma FD – 2124 Marshall Ave. Feb. 5, 2015 – Business - Graham Fire & Rescue – 23014 70th Ave E 5, 2015 – General –Buckley Fire Department – 611 So. Division April 2, 2015 – Business – Browns Point / Dash Point – May 7, 2015 – General – Orting Valley Fire & Rescue – 401 Washington Ave SE June 4, 2015 – Business – East Pierce Fire & Rescue - July 2, 2015 – NO MEETING Aug. 6, 2015 – NO MEETING Sept. 3, 2015 – Business - CPFR hosting @ Puyallup Library 324 So Meridian Oct. 1, 2015 – General – Gig Harbor – Bujacich Rd NW Nov. 5, 2015 – Business – WPFR - Dec. 3, 2015 – NO MEETING – ANNUAL BANQUET
CSIRO is Australia’s national science agency and one of the largest and most diverse research organisations in the world. We focus on mission-directed research to answer the big questions for industry and society. What we do CSIRO was formed as an independent statutory authority in 1949 and has a proud history of achievement through the excellence and adoption of its science and research. Our research covers practically all aspects of human activity and the interaction with natural and built environments. This scientific embrace includes our air and water, our diverse landscapes, oceans and climate, agriculture, information and communication technologies, energy, health, space technologies and exploration, manufacturing, materials science, minerals exploration and processing, and more. We are committed to complementing our science capabilities with outcome focused research that will generate economic, environmental and social benefits for Australia in a global context. Our vision is to continue to be a world-class research organisation vital to Australia’s future. Our people CSIRO employs approximately 5,500 full-time equivalent staff. There is a real passion among our staff to make a difference, to explore new ideas and to play a part in something that is bigger than them alone. Our goals and values go beyond our science. We know we will be successful when our people always go home safely; our collaborators and partners realise lasting value from our science and involvement; our people share a sense of discovery; and we remain a trusted advisor to government, industry and society. People are the heart of our organisation and we pride ourselves on recruiting the best talent.
Experience of working effectively with a wide range of people, including building and maintaining good relationships X A thorough knowledge and experience of Health and Safety issues relating to adventurous activities X A general knowledge of Health and Safety issues relating to the provision of activities and a residential environment X A pro-active approach, self-motivated and enthusiastic with initiative and commitment to achieving results, working efficiently without constant supervision and promoting the organisation at all times X Discretion and judgement, and experience of dealing with sensitive information X Good IT and time management skills X Flexible approach to work including willingness to take on tasks outside the normal remit and to work irregular hours, travel and make overnight stays away from home. X Empathy with the of young people X
Fig. S4. Sedimentary Mn concentrations in the IFs (A) and shales (B) screened for Cu isotope trends in this study. References Bekker A, et al. (2004) Dating the rise of atmospheric oxygen. Nature 42:117–120. Eriksson PG, Altermann W, Catuneanu O, van der Merwe, Bumby AJ (2001) Major influences of the 2.67-2.1 Ga Transvaal basin, Kaapvaal craton. Sedimen Geol Canfield DE (2005) The history of atmospheric oxygen: Hommage to Robert M. Garrels. Annual Rev Earth Plan Sci 33:1–36. Canfield DE, et al. (2013) Oxygen dynamics in the aftermath of the Great Oxidation of Earth’s atmosphere. Proc Natl Acad Sci U.S.A. 110:16736–16741.
PROJECT LISTS Projects are presented in order of application ID by State NEW SOUTH WALES (NSW) Application ID Grant Recipient Name Project Title Project Description Place on Australia’s National Heritage List Funding ($ GST excl.) Funding ($ GST incl.) CHIG-1 Wakool Indigenous Corporation Willandra Lakes Region - Welcome to Country We wish to design and construct "Welcome to Country" signs for the Muthi Muthi Traditional Owners of the Willandra Lakes Region. We wish to record our Dreaming Stories of the Willandra Lakes so that visitors to the region can hear our Elders speak about country. Willandra Lakes Region 10,000.00 11,000.00
CHIG-27 Duffys Forest Residents Association inc Educational & Interpretive Signage at Duffys Track & Slade Lookout, Ku-ring-gai Chase National Park Research will be undertaken to provide information for the development and installation of interpretive & education signage in Ku-ring-gai Chase National Park (KCNP). Signage will provide historical information about Duffys Wharf track, Slade Lookout Trail and the traditional lands of the Guringai People. This knowledge will raise awareness within the community of the unique heritage value of KCNP and improve visitor enjoyment to the Park. To reach the broader community and tell the story of these trails, the historical information obtained during the research will be made permanently available on the Duffys Forest Residents Association website. Ku-ring-gai Chase National Park, Lion, Long and Spectacle Island Nature Reserves 10,000.00 11,000.00
Anyone taking medication to fight a virus. People who have received blood products or immune globulin in the last 3-5 months. People who have had a live vaccine (MMR, Varicella) within the past month. Children under 12 months of age. Pregnant women. Women should avoid pregnancy for 3 months after the vaccine. How is the vaccine given? By injection (a needle) into the layer beneath the skin. How might a person feel after receiving the vaccine? Most people have no serious side effects from the vaccine. The most common side effects are short- term mild side-effects like those that happen with other needles: Redness, tenderness, and swelling at the injection site side effects may include: Irritability, headache, fever Nausea, vomiting, coughing Take paracetamol medication regularly as needed ,(dosage appropriate to the patients age ) as this will help relieve these symptoms. Some people may get a chickenpox-like rash where the needle was given or a generalized rash shortly after. It is unlikely that a chickenpox-like rash will spread to other people, although this could occur. Any rash should be covered to prevent spread. No serious reactions to the chickenpox vaccine were reported in a study of almost 90 000 people. Allergic reactions like hives, wheezing, or swelling of the face and mouth are extremely rare. If these symptoms occur, seek medical attention immediately
31246: Integrated Family Services – Indigenous The table below shows how Integrated Family Services – Indigenous (31246) maps to the new funding model from 1 October 2018. OLD activity number OLD activity name OLD sub-activity name NEW activity number NEW activity name NEW sub-activity name Change in total units Change in total funding 31246 Integrated Family Services – Indigenous Entry – Child FIRST 31434 Intake and Access Intervention (10 hours) 0.0 $0 31245 Integrated Family Services Number of Service Hours 31434 Intake and Access Number of Service Hours NA NA Integrated Family Services – Indigenous Entry Individual, Child and Family Support Brief Intervention (10 hours) – Family Services 0.0 $0 31246 Integrated Family Services – Indigenous Short Response 31435 Individual, Child and Family Support Foundation (40 hours) – Family Services 0.0 $0 31246 Integrated Family Services – Indigenous Long Response 31435 Individual, Child and Family Support Sustained (110 – Family Services 0.0 $0 31246 Integrated Family Services – Indigenous Intensive Support (200 hours) (Non KPOM) 31435 Individual, Child and Family Support Intensive (200 hours) – Family Services 0.0 $0 Integrated Family Services Number of Service Hours Individual, Child and Family Support Number of Service NA NA 31246 Integrated Family Services – Indigenous Brokerage Intensive (200 31437 Flexible Funding Family Services Flexible Funding – Packages 0.0 $0 31246 Integrated Family Services – Indigenous & Family Alliance (Non KPOM) 31436 System Enablers Child and Family Alliance 0.0 $0 Integrated Family Services – Indigenous Program Development (Non KPOM) 31436 System Enablers Program Development 0.0 $0
31218: Placement Prevention Programs The below shows how Placement Prevention Programs (31218) map to the new funding model from 1 October 2018. OLD activity number OLD activity name OLD sub-activity name NEW activity number NEW activity name NEW sub-activity name Change in units Change in funding Placement Prevention Programs Family Preservation Services 31438 Specialised Interventions Family Preservation Services 0.0 $0 31218 Placement Prevention Programs Innovative Support Services 31218 Placement Prevention Programs Innovative Support Services 0.0 $0 31218 Placement Prevention Programs Intensive Case Management Services 31218 Placement Prevention Programs Intensive Case Management Services 0.0 $0 Total 0.0 $0
School refers to information in relation to risk assessments for various activities and risk assessment tools provided on BCE’s Health and Safety Portal on the BCE Intranet. The Health and Safety Team at BCE provides support to our school, if requested, to help us carry out risk assessments and develop and implement a risk management plan. In addition, a dedicated Workplace Health and Safety Officer (“WHSO”) is employed at St Joseph’s Tobruk Memorial School (who is required to complete a Certificate 4 in Workplace Health and Safety within 12 months of commencing the role). The WHSO’s role is to co-ordinate risk assessments at our school and support the Principal in carrying out the health and safety responsibilities under legislation. BCE provides training and updates to the WHSO. BCE has developed a Contractor Induction Manual to give contractors information on BCE’s Workplace Health and Safety Contractor Management System at BCE schools, so that contractors working at St Joseph’s Tobruk Memorial School play their role in maintaining a safe environment for students. Risk Management for Excursions and Fetes The Principal is responsible for approving all excursions. The Principal has reference to BCE forms and fact sheets to assist in identifying, assessing and managing risks associated with excursions, for example, the BCE OH & S Fact Sheet: Excursions, OH & S Standard - Risk Management Form and the Risk Assessment Template Form. The Principal completes the Risk Assessment Template Form prior to each excursion. This form specifies that in carrying out a risk assessment, student protection risks must be assessed and managed. In developing a high-risk strategy/plan St Joseph’s Tobruk Memorial School takes the following into consideration. Establishes the context of the activity or event including: the nature of the activity and your objectives in conducting it the environment or location of the activity the stakeholders involved in the activity including children and young people identify the specific risks and identify the control measures that are already in place and whether additional controls are required. Addresses the following issues, if relevant: Transportation Toileting/change room procedures Ensuring appropriate supervision of children and ratios of adults to children Ensuring appropriate supervision of volunteers A policy in relation to photographs Managing medications and allergies Managing illness/injury Emergency/lockdown procedures Relevant consent forms, including emergency contact details Procedures applying to visitors Any risks presented by the physical environment Accommodation and supervision requirements.
on the foregoing Findings of Fact, the Court makes the following: CONCLUSIONS OF LAW 1. To the extent the foregoing Findings of Fact better represent Conclusions of Law, they are incorporated by reference herein. 2. North Carolina is the home state of the child(ren). 3. This Court has jurisdiction over the subject matter and parties in this action. 4. The best interest and welfare of the child(ren) would be served by placing custody and visitation with the parties as stated below. 5. The parties are fit and proper persons to have the custodial roles as assigned to them below. 6. The parties are able to comply with the provisions of this Other: NOW, THEREFORE, IT IS HEREBY ORDERED, ADJUDGED AND DECREED as follows: 1. Legal Custody (Check one.): ___ SOLE LEGAL CUSTODY of the child(ren) is granted to Plaintiff/Defendant. ___ JOINT LEGAL CUSTODY of the child(ren) shall be shared by both parties. In exercising joint legal custody, the parties shall share in the responsibility and confer in good faith on major decisions concerning the health, education and welfare of the minor children.
How would your performance help celebrate Leeds being a child friendly city? Why should we choose you to perform? If you have a link to photographs of your act or sound/video clips/Facebook page etc, please include it here: Please return your form to: Alternatively you can send video files and photographs on CDRom in the post (with your completed form) to: Jane Kaye Child Friendly Leeds, Children & Families Service 7th Floor West Merrion House Merrion Way Leeds LS2 8BB If you would like to discuss this opportunity or have any questions, please get in touch with Jane Kaye on 0113 378 3577 or email My working days are Tuesday, Wednesday and Thursday, Please make sure we receive your completed form and photographs/videos/sound clips by 10am on Wednesday 26th September 2018
Child has undergone FGM Potential Indicators – This is to help consider whether a child/ Young Adult has had FGM and assess risk to other children Yes No Suspected Brief details Ask more questions - if one indicator leads to a potential area of concern, continue the discussion in this area. Consider risk – if one or more indicators are identified, you need to consider what action to take. If unsure whether the level of risk requires referral at this point, discuss with your named/designated safeguarding lead. Significant or Immediate risk – if you identify one or more serious or immediate risk, or the other risks are, by your judgement, sufficient to be considered serious, you should look to refer to Children Services/Police in accordance with your local safeguarding procedures. If the risk of harm is imminent, emergency measures may be required and any action taken must reflect the required urgency. Girl is reluctant to undergo any medical examination Girl has difficulty walking, sitting or standing or looks uncomfortable Girl spends long periods away from the classroom with bladder or menstrual problems Girl finds it hard to sit still for long periods of time, which was not a problem previously Girl presents to GP or A&E with frequent urine, menstrual or stomach problems Noticeable behavioural changes following long summer holiday or prolonged absence from school Girl has spoken about having been on a long holiday to her country of origin/another country where the FGM is prevalent Increased emotional and psychological needs e.g. withdrawal, depression Girl avoiding physical exercise or requiring to be excused from PE lessons without a GP’s letter Significant or immediate risk Girl asks for help Girl confides that FGM has taken place Mother/Family disclose FGM has taken place Family/child are known to children’s social care and FGM is identified within a family
 Dealing with unregistered carers;  Many changes of management personnel;  Significant vacancies in professional stream (eight FTE at the time of our visit);  Workload issues especially in relation to the fact that reducing the backlog of investigations has in effect relocated the bottleneck to the next stages of referral and case management process. Further information about the Joint Protocol which was developed in 2003 and revised at the end of 2006 was provided by the CE. The Senior Manager of Alice Springs Child Protection services noted in early 2011 that the protocol had not been actioned or implemented satisfactorily. A process for updating and the protocol is currently being undertaken that will involved DCF staff and NGOs, which will need to be accompanied by staff training to ensure ownership, knowledge and participation in its use will occur. Feedback from community agencies informed about this process has been positive. Visit to Youth Hub The Committee also visited the Youth Hub and met John Adams, the Youth Services Coordinator (DCF) and was also welcomed to the site by the Minister for Central Australia, Mr Karl Hampton. The Hub is an important component of the overall Alice Springs Youth Action Plan which was launched in 2009 to help make the community safer and help young people stay out of trouble. The CPEMRC was very impressed with what they saw and heard during this visit. The Youth Hub aims to provide a safe place for young people to meet, get information, learn new things and have fun. It provides a point for the coordination of youth services. Key elements of the Youth Hub include:-  An integrated presence and approach between government and the non- government sector to deliver support and services to the youth sector and their families;  Youth related services to be available on site include: the Department of Children and Families Family Responsibility Support Centre, Youth at Risk Team and Streetworks Outreach Service;
3 11:30 – 12.00 Northern Territory Commissioner for Public Employment – Telelink ~ Ken Simpson PH: 8999 4104  Remote area conditions  Workforce 4 12:00 – 1.30 Reporting and Evaluation  Performance Management Evaluation Framework External Monitoring & Reporting Sub-Committee - Sven Silburn, Jacqui Reed, Hytten  Community Safety and Wellbeing Teams  Strategic Investment Framework Fran O’Toole and Danyelle Bodaghi, DCF 5 1:30 – 2.00 Lunch 6 2.00 – 3.00  Foster Care Reforms Sue Trembath, DCF 7 3.00 – 4.00 Committee planning and discussion  Endorsement of TOR  Items for follow up  3rd committee meeting proposed dates 8 4:00 – 4.15 Afternoon Tea/refreshments 9 4.15 – 5.15  Meeting with representatives of the NTFC Advisory Council 10 5.15 – 6.00  Day 2 planning and Agenda
Other – please describe: If the concern is associated with an injury please give details here and draw location of injury on the body map. If the cause for concern is any of the other above reasons or are in addition to an injury please give details here: Did the pupil say, sign or gesture anything? If so please give exact details including any response you made to the pupil. Are there any other details relevant to your concerns? E.g .Have there been any changes in the pupil’s life? Have you taken any other action not described above? Have you discussed your concern with anyone else? Yes No If yes please state who: Reporters signature: Date: Received by DCPC: Date: Action agreed with DCPC:
CHILD PROTECTION COMMITTEE (CPC) School: PAG-ASA ELEMENTARY SCHOOL School Address: Pag-asa, Kalamansig, Sultan Kudarat School I.D.: 131044 JINNIE PATINDOL BARABAT SPG President PTA President JESS ISAH ALI Chairman on Committee on Education TARCELA R. ARELLANO THERESA R. EJEMPLAR Guidance Councilor PES Teachers’ Asso. President Formulated and Reviewed by: REYNALDO D. NAVARRO Head Teacher I Noted: JONATHAN R. GORIEZA District In-Charge of Contents Page Vision 1 Mission and Core Values 2 Introduction 3 Resolution No. 2 Series of 2014 4 Preamble 5 Article I-Scope & Limitation 6 Article II-The Teacher & Pupil 7-8 Article III-The Parent & Child 9 Article IV –The & Its Co-Learner 10 -11 Article V-VI-Disciplinary Action 12 & Effectivity Vision
We dream of Filipinos who passionately love their country and whose competencies and values enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution the Department of Education continuously improves itself to better serve its stakeholders. Page 1 ARTICLE V DISCIPLINARY ACTION Section 1. Any violation of the provisions of this policy be sufficient ground for the imposition against the offender of disciplinary action consisting of suspension, expulsion and reprimand. ARTICLE VI EFFECTIVITY Section 1. This policy be effective upon the approval of the concern officials and its members of the association of Parents Teachers Association (PTA), Brgy. Child Protection Committee or the Brgy. Committee on Education, Supreme Pupils Government President as representative of pupils in the school, Faculty Club President, Guidance Councilor, and School Head. Page 12 ARTICLE IV
ARTICLE II THE TEACHER AND PUPIL Section 1. A teacher shall recognize all of his/her learners as human being and must have an equal treatment as to what capacity he/she has. Section 2. Under no circumstances that a teacher be prejudiced nor discrimination of races or capacity that the learners have. Section 3. A teacher shall not engage into a malicious act against his/her pupils. Section 4. A teacher shall not lead the pupils indulged into drunkenness and any prohibited drugs that can harm them and shall liable to any act stated. Section 5. A teacher shall not inflict corporal punishment and any malicious words that can affect the mental capability on the offending pupils and create evidence such physical and psychological effect to pupils. Page 6 Section 6. A teacher protect his/her children inside or outside of the school premises to any assaulting person. Section 7. A teacher shall ensure the total development of the pupils and extending the adequate assistance of counseling to those problematic pupils and their difficulties. Section 8. A teacher shall not collect any amount/funds or other money related coming from the pupils which against also to the no collection policy during enrolment period. Page 7
(NAME OF GROUP / ORGANISATION) has a responsibility to protect and safeguard the welfare of children and young people they come into contact with. The need for guidelines and procedures is important to ensure that this is done with understanding and clarity. The person with lead responsibility for safeguarding within the organisation is: The lead for safeguarding has completed additional training to fulfil this role (list training including dates) Safeguarding Children – A Shared Responsibility – Awareness, Recognition & Responses – date Safeguarding Thresholds Training – date Safeguarding Children – A Shared Responsibility – Working Together Effectively – Processes, Principles and Dilemmas – date All staff and volunteers should be made aware of this policy, and be able to demonstrate an understanding of their responsibilities for safeguarding and promoting the welfare of children, including how to respond to any child protection concerns and how to make a referral to local authority children's social care or the police if necessary. (Describe process for staff being aware of this information) Contents
The Queensland Government has committed to implementing the child and family reforms recommended by the Queensland Child Protection Commission of Inquiry (QCPCOI) in its 2013 final report Taking Responsibility: A Roadmap for Queensland Child Protection. The reforms are being delivered as part of the Supporting Families Changing Futures reform program released in April 2016. The review of the Child Protection Act 1999 (the Act), was a recommendation of the QCPCOI. The review identified priority reforms. The Child Protection Reform Amendment Bill 2017 implements stage one priority amendments to the Act to provide for: a contemporary information sharing regime focused on children’s safety and wellbeing the safe care and connection of Aboriginal and Torres Strait Islander children with their families, communities and cultures permanency and stability for children in out-of-home care, now and throughout their lives, including after-care support. The Bill also includes other amendments, including minor and technical amendments, to enable the Act to better reflect current practice and to address identified legislative issues. Cabinet approved the introduction of the Protection Reform Amendment Bill 2017 into the Legislative Assembly. Attachments
Information about the Family Yes No Don’t know Has previous professional involvement resolved any of the above problems? o □ ∆ Does the family acknowledge any child protection concerns? o □ ∆ Is there evidence of violence within the family? □ o ∆ Are any children under 18 years of age living away from home? □ o ∆ Have children previously been removed from this family or from adults who are presently members of this family? o ∆ Are any children being ‘looked after’ by the local authority? o ∆ Have been previous child protection concerns, including any investigations? o ∆ Number of significant risk indicators - Number of risk indicators □ - Number of areas of non-indicated risk o - Number of where insufficient information exists ∆ -
Information about Each of the Adults in the Home Name Relationship Yes No Don’t know Was s/he a victim of as a child? □ o ∆ Was the over a long period? □ o ∆ Did s/he witness abuse as a child? □ o ∆ Did s/he witness family violence as a child? □ o ∆ Did s/he have a difficult childhood? □ o ∆ Was/he in care? □ o ∆ Did s/he have multiple carers as a child? □ o ∆ Did s/he present difficult behaviour as a □ o ∆ Did s/he present difficult behaviour as an adolescent? □ o ∆ Has previous professional involvement resolved any of these issues? o □ ∆ Is s/he 18 years of age? □ o ∆ Does s/he present difficult behaviour? □ o ∆ Has s/he had employment difficulties? □ o ∆ Is s/he unemployed □ o ∆ Has s/he a history of alcohol or drug □ o ∆ Is the alcohol or drug of long standing? □ o ∆ Has s/he had failed attempts to detoxify? □ o ∆
Information about Each Child Yes No Don’t know Is the child non-attending at school or arriving late for school? □ o ∆ Is the child ever inappropriately dressed? □ o ∆ Does the child ever look tired or neglected? □ o ∆ Does the child have responsibilities beyond her/his age? □ o ∆ Has the child ever been reported because of child protection concerns? o ∆ Have other professionals expressed concerns about the child’s welfare? o ∆ Has the child ever complained about the care received at home? o ∆ Number of significant risk indicators - Number of risk indicators □ - Number of of non-indicated risk o - Number of areas where insufficient information exists ∆ -
To receive this publication in an accessible format, email <childsafeorgs@dhhs.vic.gov.au>. Authorised and published by the Victorian Government, 1 Treasury Place, Melbourne. © State of Victoria, Australia, Department of Health and Human Services, September 2018. In this document, ‘Aboriginal’ refers to both Aboriginal and Torres Strait Islander people. ‘Indigenous’ or ‘Koori/Koorie’ is retained when part of the title of a report, program or quotation. ISBN 978-1-76069-575-0 (online/pdf/MS word) Available at <>
APPENDIX Child Safe Standard 6: Risk Assessment Risk Event or Environment Existing risk management strategies or existing controls Likelihood Consequence Current risk rating New risk management strategies or treatments Who is responsible? Target risk rating No organisational culture of child safety – lack of leadership, public commitment and frequent messaging safety code of conduct Strategies developed to embed culture of child safety Unlikely Major Medium Strategies to organisational culture of child safety are reviewed Statement of commitment to safety is publicly available Principal, School Council Low Inappropriate behaviour is not reported and addressed Child safety code of conduct Clear Mandatory reporting procedures Performance management procedures Unlikely Severe Low Strategies to embed organisational culture of child safety are reviewed Refresher training for – see eLearning mandatory reporting module Principal, Staff Low Unquestioning trust of long term employees and contractors or norms Strategies developed to culture of child safety Clear child safety reporting procedures Possible Major Low Refresher training for staff – see eLearning mandatory reporting module Child Safe Policy provided to all persons entering school site. Principal, Office Staff Low Recruitment of an inappropriate person WWCC or Victorian Institute of Teaching registration Unlikely Major Low Processes updated to require: Criminal history search Pre-employment reference check includes asking about child safety Principal, Selection Panels Low Engagement with children online Child safety code of conduct Strategies developed to embed culture of child safety Unlikely Moderate Medium Train students and staff to detect inappropriate behaviour Ensure appropriate settings on all student technologies Principal, Staff, School Community Low
Unknown people and environments at excursions and Child safety code of conduct Strategies developed to embed culture of child safety Unlikely Moderate Low Assessment of new or changed environments for child safety risks Ensure Code and strategies apply in all school contexts child safety reporting procedures Principal, Whole Staff Low Ad-hoc contractors on the premises (eg maintenance) Adequate monitoring Unlikely Moderate Medium Child safe environments Information and awareness for visitors, staff, volunteers and contractors Child Safe Policy provided to all persons entering school site. Principal, Office Staff Low
Workforce Development – Child Sexual Exploitation pathway May 2016 The Cambridgeshire Child Sexual Exploitation (CSE) Workforce Development Offer Introduction The following table outlines the Workforce Development offer to support staff who work with Children and Young People who may be vulnerable to or at risk of CSE. The courses are offered at three different levels and workers should discuss with their line managers to identify the most appropriate option for their needs. The levels broadly cover awareness of CSE, how to offer support to vulnerable young people to prevent CSE and strategies/resources to use with young people at risk of CSE. In addition some staff may be required to undertake Return Interview training (also offered by the Workforce Development team) Courses can be booked via: for Workforce Development Team courses
Broadcast & Non-Broadcast Performance Daily Record Sheet Name of Production Chaperone/Tutor Name Production Company Name Chap./Tutor Licensing Authority Prod. Contact Name/No Location Local Authority Date of Performance Children’s Licensing Authority Place of Performance Children’s Names & Licence No. 00 -15 15 30 -45 45 00 -15 15 30 -45 45 00 -15 15 30 -45 45 00 -15 15 30 -45 45 00 -15 15 30 -45 45 00 -15 15 30 -45 45 00 -15 15 30 -45 45 Children’s & Licence No. 00 -15 15 30 -45 45 00 -15 15 30 -45 45 00 -15 15 30 -45 45 00 -15 15 30 -45 45 00 -15 15 30 -45 45 00 -15 15 30 -45 45 00 -15 15 30 -45 45 P = Pick Up A = Arrive O = Other (make up / costume/rehearsal) M = Meal R = Rest P = Performance T = Tutoring S = Standby W = Wrap D = Departure Chaperone Signature:
Definitions Child sexual exploitation is a form of child abuse. ‘Working together to safeguard children 2013’ provides the following definition of sexual abuse. ‘Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, include assault by penetration; rape or oral sex, or non-penetrative acts such as kissing and touching outside of clothing. They may also include, non- contact activities such as involving children looking at, or in the production of sexualised images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. The 2009 statutory guidance; ‘Safeguarding Children and people from Sexual exploitation’ provides the following definition; Sexual exploitation of young people under the age of 18 involves exploitative situations, contexts and relationships where young people (or a third person or persons) receive ‘something’ (e.g. food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of them performing, and/or another or others performing on them, sexual activities. Child sexual exploitation can occur through the use of technology without the child’s immediate recognition; for example being persuaded to post sexual images on the Internet/mobile phones without immediate payment or gain. In all cases, those exploiting the child/young person have power over them by virtue of their age, gender, intellect, physical strength and/or economic or other resources. Violence, coercion and intimidation are common, involvement in exploitative relationships being characterised in the main by the child or young person’s limited availability of choice resulting from their social/economic and/or emotional vulnerability’’
The RBM calculations focus on closure of the CDBS. They assume that closing the CDBS will lead to savings which are exactly equivalent to the regulatory costs associated with participating in the program. The costing only relates to private sector regulatory costs: public sector dental services were excluded. The regulatory costs of participating in the CDBS apply to dental practices and patients and there are no costs for community organisations. There is no up-to-date data on the number of private dental practices operating in Australia. The number of private dental practices involved in the CDBS was estimated using Australian Institute of Health and Welfare (AIHW) workforce data, advice from the Department’s dental advisers about the structure of the industry and the likely ratio of employed dentists to dental practices, and departmental data on the number of dentists participating in the program. As of 2012, there were 10,254 employed private dentists in Australia. The calculations assumed the number of private dental practices in operation is 60% of this figure, i.e. 6152. 88% of dental practitioners participated in CDBS in 2015. By applying the same percentage to the number of practices it was calculated that there are 5414 private practices participating in the program. Public dental services were excluded. In 2015, 780,150 children utilised the CDBS as private patients which we used as the basis for calculating the regulatory costs to the individual. Public patients using the program were excluded. The key requirement for participating in the CDBS include checking eligibility and cap balance during dental visits, documenting informed financial consent between the dental provider and patient, and invoicing either by bulk billing or non-bulk billing methods. The average amount of time taken for dentists or their staff to perform these procedures was calculated based on advice from our dental advisers. Salary rates were sourced from Payscale.com and the standard non-wage labour on-costs multiplier was applied. As both dentists and patients take part in these processes, similar timings for patients were applied, less the time for administrative tasks that are only undertaken by dental practices such as record keeping. The cost of patient time was calculated using the recommended cost of leisure time. Additional time for patients who are not bulk billed and need to seek reimbursement from Medicare via the various claiming channels available was also estimated. There are no offsets required for the proposed Public Dental Scheme as government-to-government regulation falls outside the Regulatory Burden Measurement Framework.
Reason if copy of assessment NOT provided to child/young person/parent/carer Date copy of assessment provided to involved agency(ies) (To add additional rows, right click in the final row, click ’Insert’, ‘Insert Rows Below’) Agency involved/named worker Date provided
(d) a Residential zone that is adjacent to a school, library or a cluster of community uses (e.g. community hall, open space, park) to contribute to the cluster of such uses. Note – Refer to the definitions of Centre zone and Residential zones contained in Schedule 1.2 PO2 The location of the use does not: (a) adversely impact on external traffic movement; or (b) introduce non-local traffic into local residential streets. AO2.1 The Child care centre is located with access to a collector or sub-arterial road as identified on the Transport network overlay maps contained in Schedule 2. PO3 The site has sufficient area and frontage to accommodate: (a) buildings and structures; (b) setbacks; (c) access, parking, manoeuvring and circulation; (d) pedestrian access; (e) landscaping; (f) adequate provision for both external play areas and internal activity areas, including sleep areas; (g) and recyclable material management and other service functions. AO3.1 No acceptable outcomes are provided. PO4 Development is located, designed and operated to ensure that users are not exposed to unacceptable levels of contaminants. AO4.1 Development is located where soils are not contaminated by pollutants which represent a health or safety risk to users. Design PO5 Site layout and building design: (a) maintains the amenity of adjoining properties and the locality; AO5.1 Buildings, structures, car parking and vehicle manoeuvring areas: have a minimum landscaped setback of 3 metres from all road frontages.
Child Care Facilities in River East Transcona School Division Location Address Phone Email Ages Hours Languages Brazier Street Nursery School Incorporated 649 Brazier 204-667-4828 khoare@mts.net Preschool, School Age M-F 09:15AM - 11:15AM S,S 01:15AM - 03:15AM English Bright Future Day Care Inc 898 Henderson Highway 204-667-2930 brightfuturedaycare@mts.net Preschool, School Age M-F 06:45AM - 6:00PM English Can You Imagine School-Age Care & Education Centre 96 Carmen Avenue 204-795-5298 Preschool, School Age Canterbury Park Before And After School Program Gym, Rooms 12,13 and14 in Wayoata School 605 Wayoata Street 204-777-0386 cpsap@mts.net Preschool, School Age Weekdays 07:00AM - 6:00PM English Care-A-Lot Nursery Inc. 829 Watt Street 204-669-0436 carelot@mts.net Preschool, School Age Weekdays 07:00AM - 6:00PM English Dawn & Dusk Before And Child Program Inc. 3,4,5,9,gym and film room 1020 Louelda Street 204-654-1594 Preschool, School Age Dr. F.W.L. Hamilton Before And After School Program Rooms 1 and 15 3225 Henderson Highway East St. Paul, MB 204-292-8236 School Age East Transcona Before And After Program Inc. 500 Redonda Street 204-221-1639 etba@shaw.ca Preschool, School Age English Ecole Regent Park School Age Center Rooms 2,3 gyms ,art room,kitchen &foyer 411 Moroz Street 204-224-0840 ecsac@mts.net School Age English
Ecole Centrale School Age Center Inc. Rooms 101,104,116&118,ecole Centrale 604 Day Street 204-224-3877 Preschool, School Age English Emu School Age Centre Inc. Gym, Rooms 101 and 102 25 Regina Place 204-222-9517 Preschool, School Age Henderson Early Learning Child Care Centre 1490 Henderson Highway 204-996-9253 Preschool, School Age Kinderworld Day Care Inc. 1511 Gateway Road kinderw2@mts.net Infant, Preschool, School Age English Kimberly Kids Before & After School-Age Program Lower 2 levels @ Grace Lutheran Church 211 Kimberly Avenue (Ave) 204-661-9474 School Age English Laugh 'N' Learn School Age Centre Inc. 400 Donwood Drive 204-668-3050 lnl1@mymts.net Preschool, School Age English Learning Tree Day Nursery 7-1575 Regent Avenue (Ave) W 204-667-3361 ltday@shawbiz.ca Preschool, School Age English Little Learners Inc. 323 Emerson Avenue (Ave) 204-654-365 School Age Maple Leaf Kids Korner Before & After School Program Inc. Rooms 32C, 11B 251 McIvor Avenue (Ave) 204-654-2043 mlkorner@mts.net Preschool, School Age Weekdays 07:00AM - 6:00PM English Munroe Childhood Education Centre Inc.- Polson Stage/Family Resource/Rm 18 & 21/Kinder 491 Munroe Avenue (Ave) 204-479-0505 munroesa@shawbiz.ca School Age Weekdays 07:00AM - 6:00PM English Oakbank Kids Korner Inc. 644 Willow Avenue (Ave) Oakbank, MB 204-444-2644 obkk@mts.net Infant, Preschool, English
Transcona Jaycees Day Care Centre 1800 Winona Street 204-222-3113 tjdcc@mts.net Preschool, School Age Weekdays 06:30AM - 6:00PM English Valley Gardens N.A.S.P. 218 Antrim Road 204-669-6932 Preschool, School Age Westview Community Day Care Inc. Rooms 11,12,16,17,18,gym, music room 600 Hoka Street 204-777-5139 wvdc@mts.net Preschool, School Age Weekdays 07:00AM - 5:45PM English Ymca-Ywca Before And After School Program-Princess Margaret Rooms 27 & 28 367 Hawthorne Avenue (431) School Age
Fairlane Children's Centre Incorporated 369 Fairlane Avenue (204) 889-0855 fcci@mts.net Infant, Preschool, School Age Weekdays 07:00AM - 6:00PM English Heritage Park Children's Programs Inc. Rm 4/5/6/7 47 Heritage Boulevard (204) 831-5950 Infant, Preschool, School Age Horizons Children's Centre Inc. 2nd floor, Rm. 1-6 367 Hampton Street (204) 837-2015 horizons@mts.net Infant, Preschool, School Age Weekdays 07:00AM - 6:00PM English, some sign language abilities with 3 year olds Lakewood Children's Centre Inc. 55 Kay Crescent (204) 832-5802 lwcc@mts.net Preschool, School Age Weekdays 06:45AM - 6:00PM English Linwood Child Centre Inc. Rms. 1A/3A/4A 266 Linwood Street (204) 832-6540 linchild@mts.net Infant, Preschool, School Age Weekdays 07:00AM - 6:00PM English Mfrc Child Care Centre Building 125 630 Wihuri Road (204) 837-3653 loisjohnson@mts.net Infant, Preschool, School Age Weekdays 06:30AM - 5:30PM English Peek-A-Boo Infant Child Care 3138 Portage Avenue (204) 832-9000 peekaboocc@lycos.com Infant, Preschool, School Age Weekdays 06:45AM - 6:00PM English Sigfusson Nurseries Athlone In-School 110 Athlone Drive (204) 885-6476 Preschool, School Age Weekdays 07:00AM - 6:00PM English Sigfusson Nurseries Bannatyne In-School RM 21, 22&23 363 Thompson Drive (204) 832-5786 School Age Sigfusson Nurseries Buchanan In-School Program 815 Buchanan Boulevard (204) 885-4701 School Age St. James Y Family Child Care 3550 Portage Avenue (204) 831-2978 adevenny@ymcaywca.mb.ca Infant, Preschool, School Age Weekdays 07:00AM - 6:00PM English
Total: 122 100% Center Based Programs – 67 Closed (20 Reported, 47 Not Reported) Reason for Closure Number of Programs % Business Not Profitable 10 50% Moved 3 15% Career Change 3 15% Regulatory Reasons (Summary Suspensions, Voluntary Surrenders in lieu of Revocations and Revocations) 2 10% Retired 1 1% Changed Ownership 1 1% Medical Reasons 0 0% Lack of Benefits 0 0% Job Related Stress 0 0% Returning to School 0 0% Total: 20 100%
ECKAN Childcare Site Visit Report Site: ____________________ Teacher: __________________ Observer: _______________ Date: __________ Weekly Lesson Menu Parent Board Portfolios/Assessment (Monthly) Developmentally Appropriate Posted Current Parent Meeting Minutes Portfolio is complete and up to date Individualized Current Policy Council Minutes Assessment is complete and up to date Goals Set Parent Event Invitations Posted Schedule Site Visit Summary: Goals for Growth: Items for Follow Up: Planning for Next Visit: Electronic Signature:
Secondary verification documentation for age only If no documentation listed under the primary age and citizenship category is available, the following are acceptable sources to verify a child’s age: Adoption papers or records (United States or its possessions) Divorce and/or custody decrees Bureau of Indian Affairs or Tribal records Immigration and Naturalization Service records Child support paternity records School records/identification card Core Eligibility: Activity Hours Activity are required for all customers except for customers eligible for DFPS or Former DFPS funding. Low-Income/At-Risk and Transitional Activity Requirements Customers must be in school, or working, or in school and working an average of 25 hours or more per week (50 hours per week for a two-parent family). All deployed parents automatically meet the work requirements. Workforce Solutions must verify activity hours before authorizing financial aid for child care at initial eligibility and at the 12-month eligibility re-determination. During the 12-month eligibility period, reductions in work, training, or education participation are not grounds for terminating financial aid unless there is a permanent cessation of work, training or education and three months of continuing aid have already been provided. In the case of two-parent households, any permanent loss of work, training, or education by one parent is regarded as a reduction in the other parent continues to participate in work, training, or education at any level. A reduction in work, training, or education hours is considered a temporary change in the ongoing status of the child’s parent as working or attending a job training or education program. Exception Individuals experiencing homelessness Parents with children meeting the definition of experiencing homelessness will not be required to demonstrate activity during the initial three months of child care services. Following the initial three-month period, verification of the parents’ participation in work, training, or education at any level is a requirement for aid to continue. provided