zilongwang/ReadingBank huggingface dataset:
CSBG Program Contact Kentucky DCBS Division of Policy Development 275 E. Main St., 3W-B Frankfort, KY 40621-0001 (502) 564-7514, ext.4238 Pearl Turner CSBG Supervisor Louisiana Department of Office of Workforce Development, CSBG P.O. Box 94094 Baton Rouge, LA 70804-9094 (225) 342-3292 Louis Martin Acting Associate Director Massachusetts Division of Community Services, Department of Housing & Community Development 100 Cambridge Street, 300 Boston, MA 02114 (617) 573-1438 Reginald Stanfield
published by Prentice Hall, 2008; and using the required software jGRASP (java development toolkit). Week Topic Reading Assignments 1 Java Programming Language Program Development Object-Oriented Programming Chapter 1 2 Character Strings Variables & Assignment Chapter 2 3 Primitive Data Types/Expressions Data Conversion/ Interactive Programs Chapter 2 (continued) 4 Creating Objects/ Packages The String, Random, and Math Classes Chapter 3 5 Formatting Output/Enumerated Types Wrapper Classes Test 1 Chapter 3 (continued) 6 Anatomy of a Class Encapsulation Chapter 4 7 Anatomy of a Method Constructors Chapter 4 (continued) 8 Boolean Expressions If-statement & switch-statement Chapter 5 9 While, do, and for statements Iterators Chapter 5 (continued) 10 Identifying Classes & Objects Class Relationships Chapter 6 11 Interfaces/ Method Design/ Method Overloading Chapter 6 (continued) 12 Test 2 Elements/Array of Objects Command Line Arguments Chapter 7 13 Variable Length Parameter Lists Two-Dimensional Arrays Chapter 7 (continued) Week Topic Reading Assignments 14 The ArrayList Class Chapter 7 (continued) 15 Course Review Exam Note: Homework (projects/programming assignments) is assigned on an ongoing throughout the semester to correspond to the topics being discussed in class.
3-4 App bar – components, adding items/spinners, responding to events; Alert dialogs; Application life cycle – lifecycle callbacks Homework, quizzes, projects as needed 5-6 Application life cycle – saving and restoring state Multiple activities – creating, starting, sharing data between activities Homework, quizzes, projects as needed 7-8 REST APIs – connecting, querying, getting and parsing results in JSON format Midterm Exam, homework, quizzes as needed 9-11 Introduction to HFOSS and open source tools. Student presentations Homework, quizzes, projects as needed, Research Presentations 12-13 Working in an open source project; Databases – relational databases, creating, updating, querying, and deleting tables Homework, quizzes, projects as needed 14-15 Complex database queries; Google maps – creating map app, connecting to Google Play Services, manipulating the map Homework, quizzes, projects as needed
CSC 253 IT Systems Presentation Schedule Date Time Member 1 Member 2 Project Title Tuesday, Dec 4 9:30 – 9: 43 Anthony Cucci Mitchell Burda Replacing computers in a high school 9:43 – 9: 56 Vivian Azar Jonathan Fernezan D2L mobile app 9:56 – 10: 09 Wyatt Blizard Yau Lam Setting up an Internal Network for an Organization 10:09 – 10: 22 Karen Lapkiewicz Craig Long Redoing/updating the computers and technology in a library 10:22 – 10: 35 Peter Shively Jacob Dierolf Inventory System for a toy store 10:35 – 10: 48 Reed Ellis Kevin Lumley Fruit cataloguer Thursday, Dec 6 9:30 – 9: 43 Julian Hart Kyle Thompson Setting up Kutztown OAS App for the University 9:43 – 9: 56 Ryan Kreider Derek Domsicz Developing a common database for a growing business 9:56 – 10: 09 Fox Philip Jani Online ordering system for food places at KU 10:09 – 10: 22 Sebastian Mystkowski Michael Carhart Company-wide PC refresh 10:22 – 10: 35 Hannah Moyer Nichole Beyer Implementing a new time clock system for a company 10:35 – 10: 48 Nicholas Razzi Justin Harris Adding facial recognition software on campus for security purposes
Appendix 2 Indicators of Need Matrix [Tiers 1 - 4] Development of the baby, child or young person This includes the child’s health, family and social relationships, including primary attachment, and emotional and behavioural development. Some of the indicators will depend on the child’s age. These are guidelines to support practitioners in their decision-making. This is not intended to be a ‘tick box’ exercise and practitioners should use their professional judgement. Tier 1 Children with no additional needs whose health and developmental needs can be met by universal services. Tier 2 Children with additional needs that can be met through the provision of ‘early help’ - a referral to children’s social care is NOT required. Tier 3 Children with complex multiple needs who need statutory and specialist services. A referral to children’s social care is required. Tier 4 Children in acute need. Require immediate referral to children’s social care and/or the police. The child’s behaviour The child engages in age appropriate activities and displays age appropriate behaviours and self-control. The child is at risk of becoming involved in negative behaviour/ activities. For example, the child is expressing strongly held and intolerant views towards people who do not share his/her religious or political views. The child is becoming involved in negative behaviour/ activities. For example, the child is refusing to with activities at school that challenge their religious or political views. The child is aggressive and intimidating to peers and/or adults who do not share his/her religious or political views. The child expresses strongly held beliefs that people should be killed because they have a different view. The child is initiating verbal and sometimes physical conflict with people who do not share his/her religious or political views. The child is expressing verbal support for extreme views some of which may be in contradiction to British law for example, the child has from time to time espoused racist, sexist, homophobic or other prejudiced views and links The child has connections to individuals or groups known to have extreme views. The child has strong links with individuals or groups who are known to have extreme views and/or are known to have links to extremism. The child is thought to be involved in the activities of these groups.
Other risk factors Y S Other risk factors Y S Other risk factors Y S Shows signs of physical neglect – basic care, malnourishment Shows signs of emotional neglect Socially isolated – lack of positive meaningful relationships in child’s life Behavioural – poor concentration or memory, irritable, unsociable, aggressive behaviour in school or placement Psychological – indications of trauma or numbing Exhibits self-assurance, maturity and self-confidence beyond their years Evidence of substance misuse Low self image/esteem, behaviour including cutting, overdosing, eating disorders, promiscuity Sexually active Not registered with or attending a GP practice Not enrolled at school Has money, expensive clothes, mobile phones or other possessions without plausible explanation Unregistered private fostering arrangement Cared for by adults who are not their parents and quality of relationship is not good Placement breakdown Persistently missing, staying out overnight or returning late with no plausible explanation Truancy/disengaging with education Appropriate adult is not an immediate family member (parent/sibling) Appropriate adult cannot provide photographic ID for the child Possible inappropriate use of internet and forming online relationships, particularly with adults Accounts of social activities with no plausible explanation of the source of necessary funding Entering or leaving vehicles driven by unknown drivers Adults loitering outside the child’s usual place of residence Leaving home/care setting in clothing unusual for the individual (inappropriate for age, borrowing clothes from older people) in various locations One among a number of unrelated children found at one address Having keys to premises other than those known about Going missing and being found in areas where they have no known links
3 Ch. 2 Ethical Theory Writing Workshop How to write effectively, accurately, and succinctly Materials to be provided Individual presentations Reading: Moor's "Just Consequentialism and Computing" (Ethical Theory) Individual presentations 4 Ch. 4 Professional Ethics Professional Ethics Reading: Ch. 4, Tavani Individual presentations Professional Ethics Reading: Ch. 4, Tavani Individual presentations 5 Ch. 5 Privacy Professional Ethics Reading: Nissenbaum's "Computing & Accountability" Individual presentations Privacy Reading: Ch. 5, Tavani Long paper – Initial draft due 6 Ch. 5 Privacy Privacy Reading: Ch. 5 Individual presentations Privacy Reading: NONE Individual presentations 7 Reading: Nissenbaum article "A Contextual Approach to Privacy Online" Long paper – Revision comments due Individual presentations Ch. 6 Security Individual presentations 8 Ch. 6 Security Jake Hansen Security Reading: Ch. 6, Tavani Individual presentations Security Reading: Ch. 6, Tavani Individual presentations 9 Ch. 6 Security Ch. 8 Intellectual Property Security Wrap-up discussion Current Issue to be assigned Long paper – Revised draft due Individual presentations Intellectual Property Reading: Ch. 8, Tavani Individual presentations 10 Ch. 8 Intellectual Property Property Reading: Raymond, "The Cathedral and the Bazaar" (29 pages) Individual presentations Reading: Ch. 8, Tavani Individual presentations 11 In-class ethics bowl organization and preparation Veterans Day Holiday 12 Class cancelled rescheduled for ethics bowl 11/19 (6-9pm) No Class Ethics Bowl Competition 6-9 pm
format global if import in int max min not open or ord return str str.lower str.upper try while append index insert remove reverse sort String Methods split isalpha isdigit islower isupper isspace isalnum find replace
CMPS 5363 – Cybersecurity: Principles & Management Terminology & People – Cybersecurity & Cyberwar (Part 3) Part 3 - Terminology .secure model Authentication Scale Resilience DNS Changer virus Intrusion tolerance Business contingence plan Fault tolerance (171) Distributed control Silent failure Metrics Redundancy Holistic White List (176) Declaration of Independence for Cybersecurity Graft/Grafting 1967 Outer Space Treaty Red line The Pirate Bay BitTorrent (194) Peer-to-peer WikiLeaks Federal Risk & Authorization Management Program (FedRAMP) Digital currency BitCoin Linden Dollar Money laundering Anti-Bot Code of Conduct Security Standards Consortium Red Team Test Bed Honeypot Cyber Range (212) Cyber Shock Wave Zero Day Sale (221) Transparency Disclosure Accountability HIPPA “Low-hanging fruits” (232) Liability Cyber Insurance Cryptology mathematics Black Hat Hacker Cyber Academy (239) Whitelist Strong password Password Manager Multi-factor Authentication Part 3 – People Julian Assange Part 3 – Organizations Internet Systems Consortium Internet Service Provider (ISP) Center for Disease Control (CDC) Cyber CDC International Telegraph Union (ITU) (181) International Telecommunications Union (ITU) (183) Council on Europe’s Convention on Cybercrime CERT – Computer Emergency Response Team National Institute of Standards & Technology (NIST) (201) Federal Reserve North American Electricity Reliability Corp. (NERC) SANS TRUSTe Information Sharing & Analysis Centers (ISACs) Infragard (225) Securities & Exchange Commission (SEC) Payment Card Industry Data Security Standard (PCI-DSS)
1 01/09 - - - Snow Day (class cancelled) - - - 01/11 Intro, Syllabus, Number Systems & Gates Main Memory Representing Information as Bit Patterns Brookshear – Section 1.1 Brookshear – Sections 1.2, 1.3, 1.4 2 01/16 The Binary System, Conversion Techniques Conversion Handout 01/18 - - - Snow Day cancelled) - - - Assignment p.32: 1 – 5 01/23 Addition Two’s Complement Notation Storing Integers, Excess 8 Notation, Fractions Brookshear – Sections 1.5, 1.6, and 1.7 3 01/25 Introduction to Programming/C++ J&B – Chapter 1 01/30 C++ Syntax J&B – Chapter 2 4 02/01 Program J&B – Chapter 3 02/06 Program Input (cont’d) J&B – Chapter 3 5 02/08 Data Types & Output J&B – Chapter 4 02/13 Data & Output (cont’d) J&B – Chapter 4 Lab 1 Due 6 02/15 Review for Mid-Term Study Sheet 7 02/20 Mid-Term Exam (Closed Book) Pen/Pencil only 02/22 Mid-Term Exam (Open Book) Study Sht. / books / pgms 8 02/27 Intro Selection/Conditionals J&B – Chapter 5 03/01 03/04 thru 03/11 - - - Spring (college open) - - - - 9 03/13 Repetition/Loops J&B – Chapter 6 03/15 10 03/20 Nested Logic J&B – Chapter 6 03/22 Nested Logic (cont’d) Lab 2 Due 11 03/27 Loops & Loop Controls J&B – Chapter 7 03/29 Loops & Loop Controls (cont’d) 12 04/03 Machine Language Brookshear – Chapter 2 04/05 Arithmetic/Logic Instructions Brookshear – Chapter 2 13 04/10 Selection/Conditionals Selection and Loops Functions (introduce and demonstration) J&B – Chapters 5 - 7 Lab 3 Due 04/12 14 04/17 Functions (Value Returning) and w/ Value and Reference parameters J&B – Chapter 8 & 9 04/19 Arrays J&B – Chapter 11 15 04/24 Arrays (cont’d) Study Sheet
Constitution and Statutes Committee Agenda April 3rd, 2017 John E. Sapp Conference Room – 6:30 PM Chair: Senate President Pro-Tempore Thoren Perego I. Call to Order II. Initial Roll Call – Vice Chair Miller III. Student Remarks IV. Approval of Minutes – March 13th, 2017 V. Approval of Agenda VII. Remarks of the Chair – IX. Continued Business SB-17S-3108: Review Date for Resolutions (2) – Senator Adamson X. New Business A. Senator Emily Kazdin Absence Point Appeal Hearing B. Senate Policies and Procedures Revision Project XI. Announcements XII. Final Roll Call – Vice Chair Miller XIII. Adjournment
Princes Risborough School Community Sports Centre (CSC) Sports Centre Booking Form Details Name of Hirer/Club/Organisation Primary Contact Name Second Contact Name Address Telephone Work: Home: Mobile: Facility Required Space Required and Activity Start/ Finish Time Dates Required Agreed cost per hour/session Number of Periods/ Sessions Cost Total Amount
Child Abuse and Neglect CSC Direct Service/Individual Contributor Management 25 Community Engagement: a part series NPF Management Senior Executive Coping with Stress NPF Administrative Direct Service/Individual Contributor Management Senior Executive Critical and Creative Thinking CSC Administrative Direct Service/Individual Contributor Management Senior Executive Cultural Competency CSC Administrative Direct Service/Individual Contributor Management Senior Executive 20 Cultural Competency/Bridges Out of Poverty Reflective Practice CSC Administrative Direct Service/Individual Contributor Management Senior Executive 17 Interpersonal Skills: Customer Service CSC Administrative Direct Service/Individual Contributor Management Senior Executive Interpersonal Skills: Conflict Resolution CSC Administrative Direct Service/Individual Contributor Management Senior Executive Dynamics of Family Relationships (RFP needed) CSC Direct Service/Individual Contributor Management Senior Executive Interpersonal Skills: Myers-Briggs Type Indicator (MBTI) CSC Administrative Direct Service/Individual Contributor Management
follow the same rules when deciding how to use limited medical resources. Strongly Agree Disagree Strongly Agree Disagree People who do jobs that keep society running (transportation workers, utility workers, etc.) should be at the front of the line for treatment. 1 2 3 4 Strongly Disagree Strongly Agree Disagree Elderly patients should get more medical care than younger people because they have important wisdom and experience. 1 2 3 4 Strongly Disagree Strongly Agree Disagree Doctors and nurses should be free to make their own decisions about which patients will get treatment and which ones will not. 1 2 3 4 Strongly Agree Disagree Strongly Agree Disagree More medical care should go to save young and middle-aged adults because they care for children and elders and make up society’s workforce. 1 2 3 4 Strongly Agree Disagree Strongly Agree Disagree The best way to decide who should be treated is to do a lottery or draw straws. 1 2 3 4 Strongly Disagree Strongly Agree Disagree INTRODUCTORY SLIDES
Evaluation Your Table Number: ________ The table introductions and community hopes and fears exercise helped me feel comfortable and got my table’s conversation started. Strongly Agree Somewhat Agree Undecided Somewhat Disagree Strongly Disagree The first survey gave me a good idea of what today’s program would be about. Strongly Somewhat Agree Undecided Somewhat Disagree Strongly Disagree The introductory slide presentation helped me understand what Crisis Standards of Care is about. Strongly Agree Somewhat Agree Undecided Somewhat Disagree Strongly Disagree The earthquake and deadly scenarios were a good way to discuss how decisions about limited medical resources should be made. Strongly Agree Somewhat Agree Undecided Somewhat Disagree Strongly Disagree When I took the second survey, I had a better understanding of the statements. Strongly Agree Somewhat Agree Undecided Somewhat Disagree Strongly Disagree The session helped me understand the difficult decisions that healthcare providers might have to make in a disaster. Strongly Agree Somewhat Agree Undecided Somewhat Disagree Strongly Disagree Overall, the program gave me a chance to express my ideas. Strongly Somewhat Undecided Somewhat Disagree Strongly Disagree Overall, the program gave me a chance to hear other people’s views. Strongly Agree Somewhat Undecided Somewhat Disagree Strongly Disagree I recommend that my friends and family attend an actual Community Conversation on Crisis Standards of Care if they have the chance. Strongly Agree Somewhat Agree Undecided Somewhat Disagree Strongly Disagree Which parts of this session did you find most valuable?
Changes and supplements as well as termination notices need to be made in writing. If the Contractor is a partnership or a consortium, this agreement must be, signed by all partners or consortium members. Should one or several provisions of this agreement turn out to be invalid, the remainder of this agreement remains valid. In this case, the parties will strive to come to an agreement to their original intensions. -------------------------------- ---------------------------------- For the Principal For the Bidder/Contractor Place…………………… Witness 1 : ……………………………… Date …………………… Witness 2 : ………………………………
(replaces Q2) also an approved adopter- Fostering for Adoption (FFA) U6 NEW Foster placement (replaces Q2) Placement with other foster carer - not long term or Fostering for Adoption (FFA) K1 Placements in residential settings Secure unit (regardless of whether inside or outside LA boundary). K2 Placements in residential settings Homes & hostels subject to Children’s Homes Regulations (regardless of whether inside or outside LA boundary). H5 Placements in residential settings Residential accommodation not subject to Children’s homes regulations. P1 Placed with own parents Placed with own parents or other person
with parental responsibility. P2 Other placements in the community Independent living, e.g. in flat, lodgings, bedsit, B&B or with friends, with or without formal support. P3 Other placements in the community Residential employment. R1 Placements in residential settings Residential care home. R2 Placements in residential settings NHS/Health Trust or other establishment providing medical or nursing care. R3 Placements in residential settings Family Centre or Mother & Baby Unit. R5 Placements in residential settings Young Offender Institution or prison. S1 Placements in residential settings Residential school, except where as a
OOTH Any other ethnic group REFU Refused NOBT Information not yet obtained Code Category Hollybank PR5 Voluntary/third sector provision. Birtenshaw Hall PR5 Voluntary/third sector provision. Spring Hill PR5 Voluntary/third sector provision. Wilsic Hall School PR4 Private provision Lamb House PR5 Voluntary/third sector provision.
CSD 4th – 5th Grade Literacy Block (Dual Immersion) Literacy Component of Time Class Configuration Focus of Instruction Reading 30 minutes Whole Group Cooperative Groups & Partners Concept Development Oral Vocabulary Comprehension Fluency Vocabulary Language Arts 30 minutes Whole Group Cooperative Groups & Partners Word Work Grammar Writing Skill-Based Instruction Additional instruction with Teacher while students engage in Practice Stations and/or Independent Activities that preview, review, reinforce, or extend Rotational Time: 30 minutes 10 minutes per group Small Groups M T W Th F Focus of Instruction Group 1 Accurate & Fluent Monitoring for Meaning Identifying, summarizing, and extending main ideas Self-monitoring and fix-up strategies and awareness of reading for understanding Teaching important words directly and word-learning strategies Group 2 Accurate & Slow Rate Fluency Building Building automaticity (word, phrase, sentences, etc.) Repeated readings Grouping words to make meaning, pacing punctuation Reading for main idea, summarizing, and/or text elements Group 3 Inaccurate & Slow Rate Decoding & Reinforce/Preteach Missing decoding skills Missing sight words skills Missing multi-syllabic decoding skills Applying skills to connected text at instructional level Building fluency at independent level Deliberate practice applying phonics to new text and writing Group 4 Inaccurate & Fluent Self Monitoring & Reinforce/Preteach Self-monitoring Challenge student to read a portion of the text with 2 errors Teach student to adjust rate of reading Content Integration Science core support Social Studies core English Language Development 30 minutes Whole Group Content Guided Reading Groups Inquiry and Research Accessing informational and literary text in content areas Writing in the content areas (application of reading) Making meaning in the content areas (comprehension of concepts)
Fig. 12 Exemple de peu de figura que segueix la numeració de l’enunciat (llegenda). Heu d’instal·lar els correctors ortogràfics en català, espanyol i anglès en el vostre paquet d’eines office. I sobretot, corregir qualsevol error mentre escriviu. Si treballeu això estalviareu molta feina als vostres companys i instructors. References Modify or add new references to this section. Follow the same format. http://epsc.upc.edu/projectes/ed/. Comment: Course wed page where to find a lot of resources for the course. Specially, materials from previous editions. Read the section on theory about digital systems. [visited 12/2009] Brown,S., Vranesic, Z., “Fundamentals of digital logic with VHDL design”, McGraw-Hill, 2005. Comment: Figure 1. 7 contains an example of design flow for logic circuits and Figure 2.29 the structure of a typical CAD/EDA system. An image to define a concept map: Study plan to solve the exercise Establish a study plan, a task distribution scheme and other requirements to succeed in producing a good solution when working cooperatively: flux diagrams, concept maps, schematics, tables, pictures, etc. (This section is mandatory. It must be filled in order to get a mark.) Topics and activities checklist Topics Activities Group member in charge Comments 1 2 3 The FSM architecture. Design of a 4-bit binary counter a) State diagram and timing diagram a) CLK and CD signals. a) Specify FSM coding styles using ATTRIBUTE statements. a) The very specific CSD style to write FSM in VHDL. a) The diagram netlist tool. a) Gate-level simulations using VHO and DSO files. b)
HANDBOOK POLICIES AND PROCEDURES Communication Sciences & Disorders (CSD) Department Speech and Hearing Clinic (SHC) College of Health and Human Sciences (CHHS) Western Carolina University (WCU) The CSD Department is accredited by the: Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA) North Carolina State Department of Public Instruction (NCSDPI) National Council for the Accreditation of Teacher Education (NCATE) Western Carolina University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia telephone number 404-679-4501; www.sacscoc.org) to award bachelor's, master's, education specialist, and doctor's degrees. Revised Fall 2016
P4 Arithmetic circuits for 2C integer numbers: subtraction, comparison, etc. and gate-level simulations Objectives After studying the content of these projects, you will be able to: Use standard arithmetic blocks for integer numbers based on two’s complement (2C) convention: subtractors, adders, comparators, multipliers, etc. arithmetic operations in two’s complement format (2C). Explain the range of an N-bit number in 2C and the meaning of an overflow operation result. Design combinational circuits in a hierarchical way using multiple combinational circuits as components. Explain why a XOR gate can be considered a programmable gate that can be both, an inverter or a buffer. Perform VHDL gate-level simulations to calculate propagation delays and the maximum speed of computation of a given circuit. Discuss the main features of a CPLD or FPGA. Implement circuits in the PLD device (CPLD or FPGA) populating a laboratory training board. Addition and subtraction in two’s complement Draw the symbol and the internal schematic of a 6-bit two’s complement adder/subtractor and determine the range of the operants and the result. Explain how the overflow (OV) flag works.
Now, let’s try it. Click on the Create Tab, and then click on the Query Design Icon to display a new Query By Example (QBE) Grid. Double click the Client table selection and then click the Close Button Double click on the ClientID, FirstName, LastName, City, and State fields to add them to the grid. Add Ascending in the Sort row underneath State field on the QBE grid. the Run icon to run the query If your is correct, you will see the following dynaset. Name the query, State Sort Query. You can also sort the information you display on your list using two fields for the sort order. For example, you can sort the list in ascending order by city, and then by state. The main sort has to be to the left of the minor sort. Therefore, because we want to sort by State first and then by City, we must show the sort in the order below. Notice, we are only sorting with the second City field. We are not showing that City field in our list. Field ClientID FirstName LastName City City Table Client Client Client Client Client Sort Ascending Ascending Show x x x x x Criteria Or Or Now, let’s try it. Click on the Create Tab, and then click on the Query Design Icon to display a new Query By Example (QBE) Grid. Double click the Client table selection and then click the Close Button Double click on the ClientID, FirstName, LastName, City, State, and then add the City field again to add them to the grid. Add Ascending in the sort row underneath State field on the QBE grid. Add Ascending in the sort row underneath the second city Field on the QBE grid. Take off the show checkmark on the last City field on the QBE grid.
How to use this assessment tool This assessment tool can be completed by accessing LBH LSCB website. The completed risk assessment, including the CSE analysis should be attached to a referral to CSC , discussed as part of a multi-agency meeting, recorded in child/young person's case file. This tool is not intended to be used directly with the child who is the subject of concern. It is for use by those working with children who should answer the questions based on information known to them or acquired from other relevant workers. Where a question cannot be answered directly by the worker completing the tool, consideration should be given to contacting other workers involved with the child. Questions can be left unanswered when the information is not known to the worker completing the tool and where they feel it inappropriate to contact another worker. It should be noted, however, that the tool is less reliable when questions are left unanswered. In Section 2, this assessment categorises the risk of CSE in three levels – low, medium and high. To assess the level of risk, where a risk factor is present a discussion with a Team Manager and CSE Prevention Manager should take place to agree the level of Risk before progressing. 2.2 Do I need the consent of the young person to make an assessment? You do not need to have the agreement of the young person to complete the assessment form. 2.3 Do I need the consent of the young person to share the assessment? In deciding whether is a need to share information, professionals need to consider their legal obligations, including whether they have a duty of confidentiality to the child. Where there is such a duty, the professional may lawfully share information if the child consents or if there is a public interest of sufficient force. This must be judged by the professional on the facts of each case. Where there is a clear risk of significant harm to a child, or serious harm to adults, the public interest test will almost certainly be satisfied. However, there will be other cases where practitioners will be justified in sharing some confidential information in order to make decisions on sharing further information or taking action – the information shared should be proportionate. 2.4 Do I need to involve parents and carers in this assessment?
FISCAL YEAR 2017 CORRECTIONAL OFFICER PAY TABLE EFFECTIVE 7/1/2016 STEP2 STEP3 STEP4 STEP5 STEP6 STEP8 STEP9 STEP10 STEP CO01 34,323.02 35,467.09 36,611.16 37,755.24 38,899.31 40,043.37 41,187.44 42,331.52 43,475.58 44,619.65 1,144.07 CO02 37,429.68 38,677.31 39,924.93 41,172.56 42,420.18 43,667.80 44,915.42 46,163.05 47,410.67 48,658.29 1,247.63 CO03 40,817.54 42,178.09 43,538.64 44,899.19 46,259.74 47,620.28 48,980.83 50,341.38 51,701.93 53,062.48 1,360.55 CO04 45,086.06 46,588.67 48,091.29 49,593.90 51,096.52 52,599.13 54,101.74 55,604.35 57,106.96 58,609.58 1,502.61 CO05 49,648.54 51,303.05 52,957.57 54,612.08 56,266.60 57,921.11 59,575.62 61,230.14 62,884.65 64,539.17 1,654.51 Move to next step after 1 year Move to next step after 1 year Move to next step after 1 year Move to next step after 1 year Move to next step after 1 year Move to next step 1 year Move to next step 1 year Move to next step after 1 year Move to next step after 1 year * Note: steps may vary slightly due to rounding
8) Relationship with Carers 0 Significant positive relationship between child, parent/carer. 1 General positive relationship with parent/carer – age appropriate disagreements. 2 General positive relationship with parent/carer – ineffective parenting evident. 3 Neutral relationship with parent/carer – ineffective parenting – no concern for child displayed. 4 Poor relationship with parent/carer no concern for child displayed – highly critical of child – no warmth displayed. 9) Accommodation 0 No concerns about accommodation - lives with parent/carer – child feels safe. 1 Some concerns about longer term stability of accommodation/overcrowding. 2 Unstable or unsuitable accommodation with a safe adult or carer. 3 Frequent addresses/placement changes child living with parents/carer or LAC. 4 Temporary Accommodation / sofa surfing. 5 Homeless. 10) Risk to 0 No concerns. 1 Positive relationship and influence with peers. 2 Difficulty making or maintaining positive relationships with peers. 3 Some concerns negative influence on peers / other child. 4 Concerns that child may be inadvertently exposing other children to risk. 5 Knowingly placing other child at risk of CSE.
Semester-wise Course Distribution First Semester (1st Year 1st Semester) Course No. Course Title Credit Hours Contact Hour/ Week Prerequisite Courses ENG-1111 English Reading and Speaking 3 3 N/A ART-1111 Bangladesh Studies 3 3 N/A MATH-1111 Differential and Integral Calculus 3 3 N/A CSE-1111 Introduction to Computers 2 2 N/A CSE-1112 Introduction to Computers: Sessional 1 2 N/A EEE-1111 Electrical Circuits I 3 3 N/A EEE-1112 Electrical Circuits I Sessional 1 2 N/A Total 16 17 Second Semester (1st Year 2nd Semester) Course No. Course Title Credit Hours Contact Hour/ Week Prerequisite Courses MATH-1213 Linear Algebra and Complex Analysis 3 3 N/A CSE-1213 Computer Programming 3 3 N/A CSE-1214 Computer Programming: Laboratory 1 2 N/A CSE-1215 Discrete Mathematics 3 3 N/A EEE-1213 Electrical Circuits II 3 3 EEE-1111 EEE-1214 Electrical Circuit Simulation Laboratory 1 2 EEE-1112 Total 14 16 Third Semester (1st Year 3rd Semester) Course No. Course Title Credit Hours Contact Hour/ Week Prerequisite Courses ENG-1311 English Writing & Listening 3 3 N/A MATH-1315 Differential Equations and Fourier Analysis 3 3 MATH-1111 EEE-1315 Electronics I 3 3 EEE-1213 EEE-1316 Electronics Circuit Simulation Laboratory 1 2 EEE-1214 CSE-1315 Data Structures 3 3 CSE-1213 CSE-1316 Data Structures: Sessional 1 2 CSE-1214 Total 14 16 Fourth Semester (2nd Year 1st Semester) Course No. Course Title Credit Hours Contact Hour/ Week Prerequisite Courses ACC-2111 Principles of Accounting 3 3 N/A MATH-2111 Co-Ordinate Geometry and Vector Analysis 3 3 N/A CE-2110 Engineering Drawing 1.5 3 N/A CSE-2117 Computer Algorithms & Complexity 3 3 CSE-1315 CSE-2118 Computer Algorithms & Complexity Sessional 1 2 CSE-1316 Total 11.5 14
Ninth Semester (3rd Year 3rd Semester) Course No. Course Credit Contact Hour/ Week Prerequisite Courses CSE-3311 System Analysis, Design and Development 3 3 N/A CSE-3312 System Analysis, Design and Development: Sessional 1 2 N/A CSE-3315 Compiler Design & Construction 3 3 CSE-3227 CSE-3316 Compiler Design & Construction: Sessional 1 2 N/A CSE-3317 Java Programming 3 3 CSE-2213 CSE-3318 Java Programming: Sessional 1 2 CSE-2214 CSE-3321 Software Engineering 2 2 N/A Total 14 17 Tenth Semester (4th Year 1st Semester) Course No. Course Title Credit Hours Contact Hour/ Week Prerequisite Courses EEE-4127 VLSI I 2 2 N/A EEE-4128 VLSI I Laboratory 1 2 N/A CSE-4111 Management Information System 3 3 N/A CSE-4113 Computer Graphics 3 3 CSE-1213 CSE-4114 Computer Graphics Sessional 1 2 CSE-1214 CSE-4119 Artificial Intelligence 3 3 N/A Total 13 15 Eleventh Semester (4th Year 2nd Semester) Course No. Course Title Credit Hours Contact Hour/ Week Prerequisite Courses CSE-4211 Web Technologies 3 3 CSE-3219 CSE-4212 Web Technologies Sessional 1 2 CSE-3220 Specialized course One course from Option I 3 3 CSE-4800 Project / Thesis (Proposal) 1 2 Total 8 10 Twelfth Semester (4th Year 3rd Semester) Course No. Course Title Credit Hours Contact Hour/ Week Prerequisite Courses Specialized course One course from Option II 3 3 EEE-4801 Project / Thesis (Finalize & Submission) 3 6 Total 6 12
Action plan What actions have been agreed to improve the practice? What needs to happen? Who will do it? By when? How will you know when it has been done? How do you know if it has worked? Please ensure you keep a copy of this discussion and plan for your records.
CSE CHAMPIONS June 2017 Name Agency/ Organisation E-mail address Angela Lousteau Victim Support Ann Kavanagh BHR Hospitals Botterill David LBBD Education Carla Robinson Grafton School Carly Appleton Riverside School Carmeleta Ffrench-Young Northbury School Carolyn Thorpe Beacontree School Cathy Stygal The Tuition Centre Cherrelle Hinds Eastbrook School Cindy Grove William Bellamy School Colloetta Lesforis Dagenham Park School Craig Stone Eastbury Primary School Debbie Woodward Goresbrook School Dennis Steven LBBD, Children in Care Service Dewu Richard Deputy Manager, LBBD, CMT, CSC Drozd Sonia Drug Strategy Manager, LBBD Fox Lorraine LBBD, Children’s Services Gallagher Jill LBBD, Early Intervention Service Gary Anderson Beam County School Hall Judith LBBD, Access to Resources Hussain Sadia LBBD Early Intervention Janet Cassford LBBD Virtual School Jason O'Byrne Southwood School JO'Byrne@southwood.bardaglea.org.uk John Sulivan Greatfield School
A) Oscillatory B) over damped C) damped D) critically damped 7 ) Given a unity feedback system with G(s)=K/s(s+4), the value of K for damping ratio of 0.5 is A) 1 B) 4 [ ] C) 16 D) 64 8) Due to the derivative control, the rise time is [ ] A) Reduced B) increased C) not effected D) zero 9) The effect of addition of pole at origin, increases the system [ ] A) Order B) Type C) Order and type D) none 10) The type 2 system has __________at the origin. [ ] A) No net pole B) net pole C) simple pole D) two poles 11) The position and velocity error constants of a type-2 system are [ ] A) Constant, constant B) constant, infinity C) zero, constant D) infinity, infinity 12) Velocity error constant of a system is measured when the input to the system is unit [ ] A) Parabolic B) ramp C) impulse D) step 13) In case of type-1 system steady error for parabolic input is [ ] A) B) infinity C) zero D) 10 14) For a second order over damped system, the poles are [ ] A) Purely imaginary B) complex conjugate C) real & equal D) real & unequal 15) Position error constant of a system is measured when the input to the system is unit [ ] A) Parabolic B) ramp C) impulse D) step 16) For Type-1 system the steady error due to step input is equal to [ ] A) Infinity B) Zero C) One D) Constant 17) The positional error of the open loop transfer function G(s)= 10/((s+2)(s+3)) with unity feedback system. [ ]
Contents: Introduction: 2 Why we are working with Gloucestershire secondary schools to raise awareness of child sexual exploitation among children and young people, their parents and carers. Assembly plan & supporting materials for children and young people: 3 - 4 How to use the assembly plan the Easter break Please give us your feedback Supporting materials: posters and social media posts/text message/newsletter article/email Resources for parents and carers: 5 - 7 Social media posts planned for CSE Awareness Day 18 March 2018 Communicating with parents and carers through your school channels Supporting materials: postcard and social media posts/text message/newsletter article/email.
SECTION 1 SECTION 2 SECTION 3 Drug type Living Situation General Health 2 Alcohol 0 No problems with accommodation 0 Young person reports no significant health problems 2 Amphetamine 1 Problems with accommodation, insecure, or inadequate housing 1 Teeth problems 2 Cannabis 2 Looked after by Local Authority 1 Stomach Problems 4 Cocaine 6 Homeless 1 Regular headaches 4 Crack 1 Difficulty sleeping 4 Ecstasy Adult Support 5 Chronic fatigue 4 Heroin 0 Has supportive relationships with more than one adult 5 Severe sleep problems 4 LSD 1 Has supportive relationship with one adult 5 Self neglect 4 Magic Mushrooms 2 Has no supportive relationships with adults 10 Extreme weight loss 4 Solvents / Gas / Aerosols 10 Blackouts and / or memory loss 2 Other – Please list (including misuse of prescribed drugs). Score 2 each Occupation 10 pregnant Drug/Alcohol use - Frequency 0 In education / employment / training 10 Fitting 1 Occasional drug / alcohol use 1 Truanting from school / at risk of school exclusion / drug or alcohol related absences from work 10 Accidental / planned overdose 2 Regular drug / alcohol use 2 School excluded / unemployed Injection Criminal Involvement Psychological Heath 0 Not Injecting 0 No criminal involvement 0 Young person reports no significant 5 Currently / Recently injecting 1 At risk of involvement in the criminal justice system 1 Low self esteem Drug / Alcohol Use - Intoxication 2 Involved in criminal justice system or committing more more serious crimes 1 Mild anxiety 0 Drug/ Alcohol use without loss of consciousness or aggression Sexual Behavior 1 Shyness 2 Drug / Alcohol use with loss of consciousness or aggression 0 Age appropriate / safe sexual behavior 5 Eating disorder / marked change in eating pattern (e.g loss of appetite / binging) Contact with Other Drug / Alcohol Users 2 Inappropriate / unsafe sexual behavior 5 Frequent bouts of unhappiness / depression 0 No Drug / Alcohol friends 6 Commercial sex / abusive sexual relations 5 Self harm 1 Some friends who use drugs / alcohol and some who don’t 5 Severe anxiety / panic attacks 2 All friends use Drug / Alcohol 10 Suicide attempts Family Drug / Alcohol Use 10 Severe paranoia 0 No known family drug / alcohol misuse 10Hallucinations (when not under the influence) 2 Known drug / alcohol misuse among close family member(s) / careers TOTAL SECTION 1: 5 Significantly affected by someone else’s drug / alcohol misuse TOTAL SECTION 2: TOTAL SECTION 3:
Medium risk As indicated above, the indicators are a guide to assisting the exercise of professional judgement. In relation to the medium level indicators, professional judgement should determine whether the case meets the threshold for referral to Children’s Social Care or other multi agency procedures. You should always consult with your Champion or other designated Safeguarding professional Any Standard Risk Indicators and one or more Medium Risk Indicators Getting into cars with unknown adults Associating with known CSE adults Being groomed on the internet Clipping- (offering to have sex for money or other payment and then running before sex takes place) Disclosure of a physical assault with no substantiating evidence to warrant a child protection enquiry, then refusing to make or withdrawing a complaint Being involved in CSE through being seen in hotspots (i.e. Houses, recruiting grounds) Having an older boyfriend/girlfriend Non school attendance or excluded due to behaviour Staying out overnight with no explanation Breakdown of residential placements due to behaviour
always consult with your Champion or other designated Safeguarding professional Self-harming that requires medical treatment Repeat offending Gang member or association RISK BEHAVIOURS Y/N COMMENTS High Risk All cases should be referred to Children’s Social Care. Appropriate multi agency intervention will be undertaken in each case Any Low or Medium Risk indicators and one or more High Risk Indicators Child under 13 engaging in sexual activity Pattern of street homelessness and staying with an adult believed to be sexually exploiting them Child under 16 meeting different adults and exchanging or selling sexual activity Removed from known ‘red light’ district by professionals due to suspected CSE Being taken to clubs and hotels by adults and engaging in sexual activity
Consider an alternative placement that gives the young person a feeling of more independence and responsibility. Consider a placement that has continuity of and extra support for evening shifts. Consider extended stay with a family member in a different city to the cycle. Consider specialist placement options. Achieve normality. Enforce bed times. Enforce waking Promote attendance at school. Encourage young people to eat together at meal times. Make school a more attractive to go. Tackle bullying, truancy and peer pressure. Provide ‘Personal, Social and Health Education’. Encourage engagement with alternative and educational provision Provide funding for after school activity Provide specialist support through other agencies. Sexual, Drug and Alcohol Counselling and other Services. Therapeutic Services. Advocacy Services. Mentoring Services. Child and Adolescent Mental Health Services (CAMHS). Involve Education Welfare. awareness of “Drop In” support groups. Refer to Youth Services. to Voluntary Sector for support. Positive activities Consider Barnardo’s 4 A’s Model (Access, Advocacy, Assertive outreach and Affection).
CSE & Learning Disabilities Task & Finish Summary Report for CSE Sub Group, June 2017 Task Action Outcome Recommendations Objective 1: Gather information on what current practice is taking place in Special School’s in relation to keeping safe/ SRE. Questioners sent out to seven Special Schools (SS). 3/7 SS replied. Our information gathering suggests every School has a different approach to SRE, keeping safe work and general preventative work around the subject area. Some exceptionally good practice and some less so. Specialist School Nursing Team in Bdfd have have developed a wealth of communication tools that can used by external services on request. SRE key emphasis on teaching our children/ young people about what is public and private, from a young age and this to be emphasised throughout their educational life. Consistent district wide approach to SRE, keeping safe work for children and people with LD. Objective 2: Coordinate a one day conference to (1) raise the profile of the findings and recommendations and (2) share good practice in the form of workshops. 2 half day workshops planned and delivered. 22/5/17 Workshop delivered in Keighley: 50 participants attended. 23/5/17 Workshop delivered in Bradford: 60 participants attended. Feedback available in Appendix 1. RSE Additional training which is delivered by Specialist Schools Nurses Team to be made available to all professionals not just School staff. Staff who attend CSE training can be signposted to this training to enhance their learning and vice versa. District approach to rolling out the DICE parenting programme Trial
A diagram that shows the static structure of an object-oriented model: the object classes, their internal structure, and the relationships in which they participate Object diagram A graph of objects that are compatible with a given class diagram Operation A function or a service that is provided by all the instances of a class. Encapsulation The technique of hiding the internal implementation details of an object from its external view.c Constructor operation An operation that creates a new instance of a class. Query operation An operation that accesses the state of an object but does not alter the state Update operation An operation that alters the state of an object. Class-scope operation An operation that applies to a class rather than to an object instance.
employees' flexible spending accounts after the end of the benefit year, those funds will be forfeited and applied toward the costs of operating the plan. 5. Administration of Plan. will be a monthly administrative cost paid by the employer for portions of this plan (Medical Reimbursement and Dependent Care accounts). The administrative cost shall be set during the open enrollment period. H. Opt-out Program Employees wishing to participate or continue in the benefit opt-out provision must follow established District rules each year regarding written proof of other insurance coverage. A Medical Insurance Waiver From must be submitted to the District’s Human Resource Department, Benefits and Risk Management Specialist, during the Open Enrollment period. Employees who do not provide the required documents within the specified open enrollment period each year will lose their ability to participate in the benefit opt-out provision for that benefit year. Benefit opt-out participation may be limited by the insurance provider.