zilongwang/ReadingBank huggingface dataset:
Develop and deliver a programme across a range of sustainable fundraising sources including; individual giving, merchandise, corporates, advertising, special events, celebrities, major giving, participation and community fundraising and legacies. Support the fundraising team on the development of robust and compelling cases for support. The Stonewall Team In our most recent (October 2017) staff survey: 94% of staff said they were proud to work for Stonewall 91% of staff enjoy working with the people at Stonewall 89% of staff said that they enjoy what they do We are working hard to build a Stonewall team that reflects the communities we serve; the diversity this brings makes us stronger as an organisation and more effective in what we do. We continue to focus on diversifying our team and embedding inclusion across all we do. As of October 2017: 56% of staff identify as female 14% of our staff identify as trans or non-binary 16% of our staff were from Black, Asian and Minority Ethnic (BAME) communities 25% of our Trustees were from Black, Asian and Minority Ethnic (BAME) communities 13% of our staff considered themselves to be disabled 43% of our staff have disclosed a mental health challenge 27% of our staff identify as heterosexual 18% of our staff identify as bi 70% of our were aged 34 and under Director of Fundraising: Role Description The Director of Fundraising is responsible for effectively leading the Fundraising department. You will empower a team of professional fundraisers and provide strategic leadership to generate and drive sustainable growth in voluntary income over the short and long- term. Key responsibilities and duties Review and develop the fundraising strategy to support the delivery of the organisational goals, driving significant growth in overall income from a diverse range of sustainable funding sources. Contribute to the overall leadership of Stonewall as a member of the senior management team and motivate colleagues across the organisation and embed responsibility for fundraising into every team. Lead the team to deliver, monitor and report on fundraising operational business plans and budget, including achieving planned income and expenditure levels as well as other agreed KPIs. Lead the team to develop and deliver a programme across a range of sustainable fundraising sources including; individual giving, merchandise, corporates, advertising, special events, celebrities, major giving, participation and community fundraising and legacies.
Position description modified using template supplied by Community Child Care Co-operative Position Title: Director, Lilly Pilly Preschool Responsible to: Management Committee, Lilly Pilly Preschool Date: Last updated April 2014 Staff who report to this position: Teachers, Diploma Trained and Certificate III Trained Educators, Support Workers Qualifications: Diploma in Children’s Services/Degree in Childhood Teaching or equivalent Award/Agreement: Other Requirements: Current First Aid Certificate, Anaphylaxis and Asthma Management training Working with Children Check DEC approved child protection training certificate Acceptance of role of Nominated Supervisor under the Children (Education and Care Services National Law Application) Bill 2010 and Education and Care Services National Regulations. Job Summary As the Director and Nominated Supervisor, you are expected to oversee the operations of the service, lead, and support a team which provides high quality early childhood education and care to children. This includes: Developing relationships that support and partner with families; Ensuring the service is compliant with the Education and Care Services national law and regulations and other relevant legislation; Ensuring that the policies of the organisations are implemented; Ensuring the organisation’s Quality Improvement Plan is implemented and that the organisation works towards exceeding the National Quality Standard for Early Education and Care. Ensuring that the service and staff acts on the organisation’s commitment to continuous improvement wherever possible. Key Accountabilities
During face-to-face visits with the individual, the support coordinator shall review, according to the Support Monitoring Guidelines, the areas of Environment/Safety, Health, Supports and Staff, Money and Individual Rights each time they visit a person in a setting funded by the Division (group homes, ISL’s, foster homes, day supports and employment); see Appendix A for examples. The guidelines provide a framework to promote effective and efficient provisions of services and supports in enabling the individual to achieve his or her personal goals. The descriptors for the five (5) areas (indicators) and interpretive guidelines are not an all-inclusive list, as other issues or areas of concern should be documented if they are present. In addition, if there is a concern in an area that does not require inclusion into support monitoring; the support coordinator is still expected to address the situation for the best interest of the individual in a way that is supportive of the individual/family as well as for the provider agency. SUPPORT TYPE OK (Y/N) All Support Monitoring With Support Funded by DMH or SB/40 Issues Identified/Comments: ENVIRONMENT/SAFETY – Security/Processes Emergency Drills Policy/Procedures Staff Trainings Documentation HEALTH – Procedures Health Policy/Procedures (Except self-directed) Documentation Staff Training Medication Adaptive Equipment Health Policy/Procedure HEALTH – Attaining Wellness Weight Nutrition Appearance/Hygiene Follow-up Care SUPPORTS & STAFF – Individual Support Plan Implementation
Website: E-Mail: admissions@lit.ie FIRST YEAR DIRECT ENTRY APPLICATION FORM 2015/’16 SURNAME: OTHER NAME(S): TITLE (if desired) Date of Birth: (e.g. Ms., Mr., etc.) (ddmmyyyy) HOME ADDRESS: Tel. No.: (Note: If you have a different address for correspondence, please provide on separate sheet) COUNTRY NATIONALITY: OF BIRTH: Mobile Phone No.: : E_Mail (If different from Address: Contact Tel. No.) CAO NO. (if you applied for PPS courses through CAO NO. this year) Do you have a Disability/Specific Learning Difficulty? Disability/SLD If relevant, please tick () this box COURSE CHOICES: Preference Course Code Course Title 1. 2. Republic of Ireland Examination Details
The evaluation generated extensive feedback from trial participants about their reasons for choosing direct funding and the benefits they experienced. This feedback could be used to guide improvements in Lifetime Care support to people who do not receive direct funding, for example regarding flexibility of support and control over support arrangements.
Table 2.1: Demographic profile Trial participants Comparison group Data comparison group Years Years Age (at December 2014) Range 24-68 24-79 20-90 Average 41 48 41 n=11 Per cent n=9 Per cent n=106* Per cent Gender Men 8 73% 4 44% 84 79% Women 3 27% 5 56% 22 21% Type of injury Spinal 9 82% 8 89% 106 100% Brain 2 18% 1 11% - - Location Regional 10 91% 7 78% 77 73% 1 9% 2 22% 29 27% Household composition Living with family, partner, others 9 82% 8 89% 74 70% Living alone 1 18% 1 11% 32 30% Cultural background CALD** 2 - 2 - n/a - Economic participation Not in paid work or retired 7 64% 5 56% n/a - Employed or 4 36% 1 11% - - Looking for work after study - - 3 33% - - *includes comparison group **CALD – culturally and linguistically diverse To provide context, 2.1 also presents demographics of the larger data comparison group, which included all Lifetime Care scheme participants who were more than two years post-injury, had a spinal cord injury and received attendant care. Main differences to the trial participants and comparison group were that the larger data group included a higher proportion of men and of people who lived alone, and a wider age range. employed
Direct Object Pronons The direct object of the sentence is the noun that receives the action of the verb. For example: I see her dog. –the dog is receiving the action of being seen, therefore it is the direct object. subject v erb direct object…………………………………………………..………… In English, we could replace the words, ‘her dog’ with the word ‘it’. ‘It’ is a direct object pronoun. In Spanish, direct objects must agree in number and gender with the noun they are replacing. Direct object pronouns go before the conjugated verb (CHALLENGE: or after and attached to an infinitive if possible). There are 4 direct object pronouns: Lo (it, him) – masculine singular La(it, her) – feminine singular Los (them) – masculine plural Las (them) – feminine plural You would use them like this: ¿Tienes mi libro de ciencias? Do you have my science book? Sí, lo tengo. Yes, I have it. What direct object pronoun would you use for the following nouns / noun phrases? Tu gato___________lo__________ Mis calcetines ______los__________ Sus sudaderas _______las_________ Los pantalones de Paco _______los______________ Su casa______la_________
11.2 Provide details of any previous and/or current assessments of the GM plants, or products derived from them, by any other regulatory authority in Australia. Include assessments by other regulatory agencies such as FSANZ, APVMA, NICNAS, TGA and Department of Agriculture (Biosecurity). Also provide details of any adverse consequences associated with use of the GM plants or GM products covered in these assessments, including identifying references and reports of assessments. 11.3 Provide details on approvals for human food and/or animal feed use or environmental release of the same GM plants in other countries. If the GM plant(s) has been released overseas, provide details of the approvals (ie countries and type of release/approval), including when and if they are still current. Also provide details of any adverse or unintended consequences associated with the GM plants or their products following their approval in other countries, including identifying references and reports of assessments. 11.4 Have the GM plants been refused an approval, or had an approval for environmental release, or for use in human food or animal feed suspended or revoked in any country? Yes No If yes, provide details including the country, date and rationale for refusal, including identifying references and reports of assessments. Part 12: Spread and Persistence of the GM Plants in the Environment Characteristics that influence the persistence (establishment, survival and reproduction) and spread (dispersal of the plant or its genetic material) of a plant species impact on the degree of its invasiveness. The degree of invasiveness of a plant species in a particular environment gives an indication of the likelihood of it causing harm in that environment. The information required in this Part helps to establish whether plant characteristics relating to spread and persistence might be altered in the GM plant or any of its hybrids compared to the parent species. In the preparation of the risk assessment, this information will contribute to the estimation of the exposure of people or the environment to the GM plant. In the preparation of the risk management plan, this information is used when considering any limits and/or controls proposed in Part 10. Potential adverse effects, ie harms, due to exposure of the GM plant to people or the environment are considered in Part 13.
Zoom in/explore connotations Use triplets to do this – it is a really effective way of exploring the small detail and shows a higher level of understanding. E.G. “angel” suggests winged messenger from heaven, great beauty and purity which creates connotations of Juliet as heavenly and delightful. Check you work – do you have triplets for meaning? If not – add them. Use the example to help. Timing Not something I can do a lot about. You will have to work on this one. Do you have a stock phrase to help you get started? If not – think about the wording of the question – Can you start with the author’s name? Can you link to the key idea in the question? Can you make a statement that will help guide you through your answer? Do you spend too much time exploring the extract – be brutal – only use what you think you understand – think about where the extract comes in the play – what does this tell you about the characters and their motives? Spelling – Learn these Shakespeare Celestial Imagery Soliloquy Look cover check Split into syllables Write, write, write till you can’t forget… Use advanced vocabulary to describe the character/ analyse Think about what words you would use to describe characters in advance – E,g – Romeo – naïve, young, reckless, romantic, determined, foolish, arrogant, unwieldy, unrequited, emotional, misguided, impatient, impetuous etc. Do this as an exercise for all the characters. Be more academic in your style Don’t use slang. Do use a tentative style – could, may, might Do use words that show inference – suggests, implies, infers, demonstrates…
DIRTY BIRD PIZZA Instructional Food Service OCC Categories: lunch Locations: Game ON Serving Size 13 oz (369g) ervings Per Container 1 Nutrient Descriptors Good Source of Fiber High in Calcium High in Carbohydrates High in Iron High in Protein High in Vitamin A High in Vitamin C Nutrition Facts Amount per Serving % Daily Value Calories 820 Calories From Fat 430 Total Fat 48g 73%* Saturated Fat 15g 68% * Trans Fat 0g Polyunsaturated Fat 0g Monounsaturated Fat 5g Cholesterol 60 mg 21% * Sodium 950mg 39%* Total Carbohydrate 68g 23%* Dietary Fiber 4g 16%* Sugars 6g Protein 28g Vitamin A 30%* Vitamin C 20%* Calcium 45%* Iron 40%* * Percent Daily Values are based on a 2000 calorie diet. Ingredients: bread flat individual (UNBLEACHED UNBROMATED ENRICHED FLOUR VITAMIN), REDUCED IRON, THIAMIN (B1 VITAMIN), RIBOFLAVIN (B2 VITAMIN), FOLIC ACID], WATER, AND OLIVE OIL. CONTAINS 2% OR LESS OF EACH OF THE FOLLOWING INGREDIENTS: CALCIUM PROPIONATE (A PRESERVATIVE), DEXTROSE, FUMARIC ACID, GUAR GUM, VEGETABLE OIL, LACTIC ACID, NATURAL FLAVORS, SALT, SESAME FLOUR, SODIUM BICARBONATE, SORBIC ACID (A PRESERVATIVE), SOY FLOUR, SOY PROTEIN CONCENTRATE, SOYBEAN OIL, SUGAR, VEGETABLE L-CYSTEINE, VEGETABLE MONO AND DIGLYCERIDES, WHEAT ENZYEMS, WHOLE WHEAT FLOUR, AND YEAST.), CHIMICHURRI MAYO (mayonnaise, vinegar cider (DISTILLED VINEGAR (DILUTED WITH WATER TO 4% ACIDITY) NATURAL FLAVOR, CARMEL COLORING.), cilantro, parsley curly, lime juice fresh, jalapeno, garlic peeled, SALT PLAIN (SALT, CALCIUM SILICATE, DEXTROSE, POTASSIUM IODIDE), PEPPER BLACK GROUND), cheddar white, gouda, cilantro GROUND Contain’s: Eggs, Milk, Soy, AND WHEAT
Dirty Birds 2012 Phone Tree Mr. Grimshaw (843) 568-5808 Sara Stamatiades (843) 860-5871 Leff (843) 330-1222 Annie McDermott (843) 697-3832 Zoe Lewis (843) 324-4507 Jake Tucker (843) 991- 7619 Andrew Roop (843) 408-5811 Maxx Bradley (843) 817-4404 Joshua Dasburg (843) 709-3480 John Baldwin (843) 743-4423 Duncan Nowling (843) 437-8344 **Hey kiddos! So if you don’t know how phone tree technology works, listen up: Mr. Grimshaw will call Sara and CJ and then they will call the name below theirs. Then the people they call will get in touch with the person whose name is under theirs. And so on. But if the person you are in charge of calling does not answer their phone, leave a message and then call the next person on the list so everyone is informed. Thanks!** CJ Shepard (843) 822-3004 Alison Murray (843) 557- 9063 Zach Hilliard (843) 469-6543 Whitney Martin (843) 345-7921 Callie Hartsell (843) 814-2561 Ella Condon (843) 412-0937 (843) 513-5253 Harsh Sharma (843) 864-7527 Edward Leber (843) 452-2474
Organization Presentation does not follow any guidelines from for Oral Presentations. Missing 2 (TWO)…intro, body, OR conclusion, and used suggestions from Hints... Missing 1 (ONE)…intro, body, OR conclusion, and used suggestions from Hints... Contains introduction, body, conclusion, and several suggestions from Hints for Oral Presentations. Content Knowledge Student does not display an understanding of the information presented. Presentation lasted under 3 minutes. Student demonstrates basic knowledge – is uncomfortable with the topic. Presentation lasted under 3 minutes or over 4 minutes. Student demonstrates slightly more than basic knowledge. Was thorough but did not go the extra mile (lacked) abundant knowledge. Student demonstrates (more than required) abundant knowledge with explanations and details. Presentation lasted between 3 to 5 minutes. Visual Visual was related to the presentation BUT was very poor quality. Visual reinforced the presentation and was of very good quality. Visual reinforced the presentation and was of very high quality. Visual reinforced the presentation, used a variety of tools, went “above and beyond,” and was of the highest quality. Delivery Student mumbles, incorrectly pronounces terms, speaks too quietly, and entire report is read from notes OR is unprepared to present. Student’s voice is, at times, unclear, many mispronounced terms, and student reads mostly from notes. Student’s used a clear voice, correct pronunciation of terms, made some direct eye contact, occasionally refers to notes. Student used a clear voice, correct pronunciation of terms, made constant direct eye contact with audience, and sounded like an expert teacher of his/her subject. Audience Response Did not hold the audience’s attention for the entire presentation and/or audience lost interest. Held the audience’s attention some of the presentation. Some portions the audience was bored. Held the audience’s attention the entire time. Interesting presentation, but lacked enthusiasm. Held the audience’s attention the entire time, and kept and captured their attention. Had pizazz /maybe some sort of “hook!” Ex. (2-5’s and 3-4’s) ___22__ x 4 = ___88/B___ __________ x 4 = _____________ Grade)
Director Marcine Townes Director, Student Scheduling Kathleen Kronmiller Academic Coordinator Karen Johnson Administrative Assistant Erin Clark Administrative Coordinator Office of Immunization and Surveillance 991-8360 991-8360 991-8360 991-8560 Admissions Linda Berardi-Demo Associate Dean for Admissions and Enrollment Kelli Kennedy Director of Admissions Lisa Cifelli Academic Director Sheila Joshua Office Manager Wanda Trottie Admissions Coordinator Kareem Johnson Interview Coordinator Admissions Main Number 991-8265 991-8220 991-8201 991-8260 991-8558 991-8204 991-8202 215-991-8225 215-843-1766 Financial Planning Michael Clancy Director 991-8595 Queen Lane Campus Drexel Central/Registrar’s Office G27 Dennis Callahan (QL/CC) Associate Registrar (Ops/Academics) Julie Thomas Program Manager, Academic Records Cindy DeLone Director of Graduate and Professional Student Financial Aid Lisajane Braconnier Assistant Director, Health Professions Financial Aid 991-8208 762-1442 991-8209 991-8258 571-4545 991-8212 895-2010 215-843-5243 leb93@drexel.edu Center City Campus Drexel Central/Registrar’s Office NCB, Suite 1142 Cindy DeLone Manager Director of Graduate and Professional Student Financial Aid Amy Nickerson Associate Registrar (Scheduling) Erik Breitenstine Program Manager (HUH/Allegheny Records) (Scheduling Back-up) 762-1593 571-4545 762-8996 762-7601 762-3452 215-762-4313 University City Campus Registrar’s Office Curtis 251 Joseph Salomone Ex. Dir/University Registrar Bryan Becker Associate Registrar 895-4948 895-1475 Administrators Office Phone (215) Fax (215) E-Mail
Graduate School of Biomedical Sciences & Professional Studies Blanche Young, Ph.D. Loretta Walker, PhD DPMS Program Director Thelicia C. Hill, DPMS & PMED Prog. Acad. Adm. Martha Kaplan Administrative Manager Christy Oldham IMS & MMS Acad. Admin. 762-1576 762-7125 762-4674 762-8219 762-1449 762-8651 Security Drexel ( Dispatch)Communication Center Q/L Security Desk 215-895-2822 991-8102 849-5865 Facilities Office Ray Stoffel Dennis Kane John Caruso 991-8484 991-8500 C - 215-783-2672 991-8115 Environmental Serv. Dave Gizinski Account Manager Bart District Manager 991-8145 Cell Cell (267) Bookstore Lesa Regester 991-8110 Lane Cafeteria 991-8147 Dragon Card Office 991-8105
In addition, communicators/interpreters can be arranged by the College, when necessary, to support deaf or partially deaf students through an external agency. 2.3.3 Technology and Equipment In order to anticipate the needs of students with learning or other disabilities, the College has a range of computer hardware and software, as well as adaptive technology and equipment for use by students with learning difficulties and disabilities. The identification of a need for additional specialist equipment and/or technological support may result in the College acquiring such resources for the duration of any individual student’s course, if it is assessed as being essential to enable them to access the curriculum. Equipment currently available includes: coloured overlays specialist software including ‘My Study Bar’ laptop computers, notebooks and Ipads and receivers adjustable tables hoist and plinth talking and spirit level 2.4 Examination and Assessments The College provides the following educational facilities and support in addition to those educational facilities available for use by all students. 2.4.1 Students with specific learning difficulties (dyslexia) The College will make an application to the relevant Awarding Body advising them of the student’s disability/additional learning need and providing them, if required, with a copy of a specialist report. The of access arrangements for the examination or assessment will vary from student to student and Awarding Body to Awarding Body, but may for example include additional time and/or a reader or scribe. appropriate, the College may also arrange an Educational Psychologist‘s report for those College students with a specific learning disability who are progressing into Higher Education, as well as supporting them through the DSA process.
4.1 Raise employee awareness of disability and access issues and improve skills to provide quality service to people with disability. Ongoing 4.2 Improve the awareness of new Authority employees about disability and access issues. Ongoing 4.3 Provide training for direct service employees (including front desk reception employees) to provide a quality service to people with disability. Completed and reviewed as required Outcome 5: People with disability have the same opportunities as other people to make complaints to the School Curriculum and Standards Authority. Strategy Timeline 5.1 Review the various complaints processes to ensure they are clearly stated and easily accessible to meet the needs of people with disability. Continually monitored 5.2 Ensure employees are trained and motivated to provide pro-active service so they can facilitate the receipt of complaints from people with disability. Continually monitored Outcome 6: People with disability have the same opportunities as people to participate in any public consultation by the School Curriculum and Standards Authority. Strategy Timeline 6.1 Commit to ongoing monitoring of the DAIP to ensure implementation and satisfactory outcomes. Continually monitored 6.2 Improve awareness and access for people with disability to the established consultative processes of the Authority. Continually monitored Outcome 7: People with disability have the same opportunities as other people to obtain and maintain employment with the School Curriculum and Standards Authority. Strategy Timeline 7.1 Enhance the employment of people with disability and medical conditions through the provision of employment practices and continuing employee disability awareness programs. January 2012 and ongoing 7.2 Review guidelines for employee interviews and employing people to ensure they meet Equal Employment Opportunity principles. February 2012 and ongoing 7.3 Members of employment panels to undertake Equal Opportunity awareness training and be made aware of direct and indirect discrimination practices. March 2012 and ongoing 7.4 Ensure that all employees are provided with reasonable accommodation to carry out the duties of their job, if required. As required 7.5 Provide entry level employment and pathways through on-the-job training opportunities (e.g. work experience placements for people with disabilities, casual work). June 2012 and ongoing
Support the mainstreaming of disability equality Year 1 13 Work strategically to promote best practice in the New Children’s Hospital build. Work collaboratively with the design team to promote best practice: Sensory friendly waiting Scope Changing places changing area Year 1 - 5 14 We will work with colleagues in estates and service areas to collaboratively promote accessible facilities guidelines Guidelines to include autism and mental health Mystery Shopper exercise Year 3 15 We will work with colleagues in estates, service areas and the Trust volunteer co-ordinator to develop options for improved way finding. Enhanced service user experience Year 3 16 We will work with colleagues in ICT and patients records to seek options to improve the communication of reasonable adjustments in patient journey Enhanced service user experience Year 2
Increased staff disclosure and staff supported Robust equality monitoring statistics to ensure meaningful analysis to support decision making and benchmark workforce profile We will work in partnership with disabled people and Occupational Health Services to ensure that disabled people are supported to continue in employment. Promotion of revised best practice guidance on employing persons with a disability Development and delivery of bespoke equality and human rights training to Occupational Health staff Awareness campaign to highlight the benefits of referral to Occupational Health - for staff and for managers. Improved support for disabled staff More robust reasonable adjustment process Year 1-3 We will review the Employment of Persons with a Disability Policy in partnership with disabled people and trade union representatives and extend the associated guidance. Guidance updated to take account of any new research and to ensure issues relating to hidden disabilities / autism / mental health / negative attitudes and stereotypes is included Promotion of guidance across health and social care Year 1 We will develop guidance on supporting people with autism in employment in partnership with representative organisations. Co designed guidance produced which will raise awareness among staff of reasonable adjustments for people with autism Year 2-4
I urge anyone with an interest in the accessibility of passenger transport in Queensland to read the Disability Action Plan in conjunction with these other plans. To connect and enable genuine participation in the community, people with disability need accessible and inclusive transport. The development and release of the Disability Action Plan is a reflection on Transport and Main Roads’ dedication and determination to achieving this aim and eliminating discrimination from all forms of passenger transport in Queensland. Neil Scales Director-General Department of Transport and Main Roads Contents Our vision for transport in Queensland (page 4) Key achievements in Queensland since 2007 (page 4) Overview (page 5) Strategic Framework (page 6) Priority 1 – Building an accessible transport network (page 7) Priority 2 – Enhancing the customer experience (page 9) Priority 3 – Improving the accessibility of information (page 10) Priority 4 – Working in collaboration with partners and stakeholders (page ) Implementation (page ) Our vision for transport in Queensland
Image: A park visitor with his family using a Parks Victoria TrailRider all terrain wheelchair at Wilsons Promontory National Park Improved park access information Comprehensive online park access information has been provided for 38 of Victoria’s most visited parks. A dedicated park access webpage has been created on the Parks Victoria website to better assist visitors to plan their park visit. Provision of accessible visitor facilities Parks Victoria has provided special equipment in its accessible accommodation at Wilsons Promontory National Park and Cape Conran Coastal Park to help make the visitors’ stay more comfortable. A Changing Places facility, to provide people with severe disabilities access to a public toilet, was constructed at Arthurs Seat State Park near the Eagle Skylift. New recreational facilities and activities Parks Victoria has installed a range of new recreational facilities in parks including an accessible canoe launcher at Kings Billabong Reserve in Mildura and an accessible fishing platform and boardwalk at Tidal River. An inclusive and interactive playscape for children of all abilities has been constructed at Brimbank Park. Special online resources have been developed for this park and Serendip Sanctuary to assist families with children on the autism spectrum and other cognitive disabilities. In partnership with Sports and Recreation Victoria, Parks Victoria has also developed a bushwalking program for blind and vision impaired visitors in selected parks.
Measures to promote positive attitudes towards disabled people and encourage the participation of disabled people in public life Measures Timescale Indicators/target Performance (Measures as regards the provision of training and guidance for and office holders on the disability equality legislation and disability awareness must be included paragraphs 5.7- 5.16 of Guide) (Other effective and appropriate action measures must be included here – see Chapter 5 of Guide) (Insert here the timescale over which the action measures will be taken–see paragraph 4.22 of Guide) (P e r f o r m a n c e indicators or targets must be inserted here see paragraph 4.24 of Guide) Signed by: _________________ _________________ Chair Chief Executive
Fabris, Erick and Katie Aubrecht. “Chemical Constraint: Experiences of Psychiatric Coercion, Restraint, and Detention as Carceratory Techniques,” in Disability Incarcerated, edited by L. Ben-Moshe et al. Palgrave, 2014. Pages 185-199. Harvard Civil Rights-Civil Liberties Law Review, Mika’il DeVeaux, “The Trauma of the Incarceration Experience” Accessed May 19, 2016 Honeycutt, Todd and Mann, David R. “Crime and Parenthood: Factors Affecting the Outcomes of Adolescents With and Without Disabilities.” Working Paper 3. Princeton, NJ: Mathematica Policy Research, March, 2015. Accessed May 4, 2016 Indiana Department of Education, “What the ‘Every Students Succeeds Act’ Means for Youth in and Returning from the Juvenile Justice System”, Accessed May 19, 2016 Talila. “Deaf Inmates: Communication Strategies & Legal Considerations, Talila A. Lewis.” Corrections Today May/June 2015. Meronek, Toshio. Invisible Punishment of Prisoners With Disabilities.” TheNation.com. 6/23/13. . Accessed May 4, 2016. Petersilia, Joan. “Doing Justice? Criminal Offenders with Developmental Disabilities.” Policy Research Program, University of California, 2000. . Accessed May 4, 2016. Perry, David. “How to End the School-to-Prison Pipeline? Stop Treating Disabled and Minority Students as Criminals.” Pacific Standard. March 24, 2016. . Accessed May 4, 2016. David and Lawrence Carter-Long. “The Ruderman White Paper on Media Coverage of Law Enforcement Use of Force and Disability.” March 2016. . Accessed May 4, 2016. Peiyun She and C. Stapleton, “A Review of Disability Data for the Institutional Population.” Cornell University Institute for Policy Research, May 2006. . Accessed May 1, 2016
This pamphlet will provide managers and supervisors with the information necessary to determine essential job functions as addressed in the . WHY ESSENTIAL FUNCTIONS? The Americans with Disabilities Act (ADA) is a federal law that establishes guidelines to ensure that people with disabilities enjoy the same employment opportunities and benefits available to persons without disabilities. This may require an employer to provide a reasonable accommodation to a qualified individual with a disability. An employee is required under the to perform the essential functions of his/her job with or without a reasonable accommodation. Reasonable accommodations may include modifying existing equipment or facilities, restructuring the job, providing assistive devices and/or altering work methods. WHAT ARE “ESSENTIAL FUNCTIONS?” Essential Functions are the duties of a position that must be performed by the incumbent with or without a reasonable accommodation. Functions may be considered essential for several reasons: the employee is actually required to perform that function; the job exists to perform that function; the function requires specialized skills or expertise and the person is hired for that expertise; there are only a limited number of employees available to perform the function; the amount of time spent performing the function; the consequences of the function not performed; or the terms of a collective bargaining agreement. ••• In determining whether a function is essential consider: the supervisor’s judgment as to which functions are essential; a written job description prepared before advertising or interviewing applicants; and other commonsense indicators such as the actual work experience of present or former employees in the job. Marginal duties that are not considered essential can often be reassigned to other employees without interfering with the performance of the essential functions of the job. ••• IDENTIFICATION OF ESSENTIAL FUNCTIONS By accurately identifying the essential job functions, you will have taken the first step in responding to requests for accommodation and clarifying possible areas of confusion. LOOK AT EVERY JOB All positions should have written job descriptions that include the essential functions of the position. resources such as job descriptions and personal observations, supervisors and managers should carefully examine each position in their area in order to: determine essential functions on a basis; and ensure that essential job functions are identified and clearly documented for job; and distinguish between essential and marginal functions. For more information on the Commonwealth’s Disability-Related Employment policy, see Management Directive 205.25.
For example: An employer does not shortlist a person for interview, even though they are for the job, because last year the job applicant said they thought the employer had discriminated against them in not short listing them for another job. Reasonable Adjustments Employers have a legal duty to make reasonable adjustments to any practice, provision or criterion, or to physical features of their premises to ensure that a disabled person has the same access, as far as reasonable, to everything that is involved in getting and doing a job as a non-disabled person. If schools do not make reasonable adjustments to ensure that all steps of the recruitment process are barrier free, there is potential legal risk in addition to risk to school’s reputation. The first requirement under the duty involves amending the way things are done (i.e. a provision, criterion or practice). For example: School has a policy that designated car parking spaces are used only by employees and not by visitors. A job applicant who has a mobility impairment who needs to park close to the interview location is given a designated car parking space for their interview. This would represent a reasonable adjustment to the school’s car parking policy. The second requirement involves making changes to overcome barriers created by the physical features: For example: Clear glass doors at the end of a corridor present a hazard for a visually impaired job applicant. Adding stick-on signs or other indicators to the doors so that they become more visible is likely to represent a reasonable adjustment. Finally, the third requirement involves providing extra equipment or providing someone to assist the disabled person (which equality law calls an auxiliary aid or auxiliary service) For example: A job applicant attends for an interview. School arranges for a member of staff to meet them and generally accompany them, so they can be shown to the toilets, the cloakroom and the interview room as and when necessary. Making reasonable adjustments applies at all stages of the recruitment process from the application form to the interview stage i.e. if an applicant asks for information about the job and the application form in an alternative format which they require because they are a disabled person then you must provide this, so long as it is a reasonable adjustment, which it is likely to be. Likewise, if an applicant requires reasonable adjustments to participate in an interview or assessment process, then these must be accommodated where possible. Furthermore, it is not only a matter of making reasonable adjustments to the recruitment process, but also bearing in mind that adjustments may be necessary for the job itself. qualified
Name Department/Office Address Phone Email Adrienne Mc Gill An Garda Síochána, HR Directorate Athlumney House IDA Business Park Navan Co. Meath 046 - 903 6830 Martina Cullen Office of the Attorney General Government Buildings Merrion St Dublin 2 01 – 6314003 James Barrett Central Statistics Office Skehard Road Mahon Co Cork 021 – 453 5133 Michelle Coughlan Chief State Solicitors Office Osmond House Little Ship Street Dublin 8 01 – 417 6210 John Maher Office of the Comptroller & Auditor General 3A Mayor Street Upper Dublin 1 01 – 8638648 Samantha Lee Office of the Comptroller & Auditor General 3A Mayor Street Upper Dublin 1 01 - 8638683 Courts Service 12–24 Phoenix Street North Smithfield Dublin 7 01 8886080 Nuala Casey Department of Agriculture, Food & the Marine Personnel Section Eircom Building 057 869 4150
Old Knockmay Road Portlaoise Co Laois Roisin Brennan Department of Culture, Heritage & the Gaeltacht 23 Kildare Street Dublin 2 01 6313982 Marcella Luz Department of Children & Youth Affairs 43 – 49 Mespil Road FREEPOST F5055 Dublin 4 01 6473142 Hugh Clarke Conor Lawlor Department of Communications, Climate Action & Environment *Temporary DLO until 2018 29-31 Adelaide Road Dublin 2 01 – 6782180 01 - 6782187 Audrey O’Reilly Department of Defence Office of the Secretary General Station Road Newbridge Co Kildare 045 – 492244 Jack Hogan Department of Education & Skills Cornamaddy Athlone 09064 - 83617 Catriona Barrett Department of Housing, Planning, Community & Local Government Personnel Section Custom House Dublin 1 01 - 8882587 Derek Barry Department of Finance Government Buildings Merrion Street Dublin 2 01 – 6767571
John Toal Office of Public Works Jonathan Swift Street Trim Co. Meath 046 – 9426086 Paula Cowan Houses of the Oireachtas Personnel Section Kildare House Kildare Street Dublin 2 01 6183073 Sarah McHugh Office of the Ombudsman 18 Lower Leeson Street Dublin 2 01 6395604 Chris Ramsay Ombudsman for Children’s Office 52 Strand Street Great Dublin 1 01 8656825 Pauline Stafford Ordnance Survey of Ireland Phoenix Park Dublin 8 01 8025300 Brenda Hession President’s Establishment Áras an Uachtaráin Phoenix Park Dublin 8 01 6171000 Frances Cassidy The Probation Service Human Resources Haymarket Dublin 7 01 8176563
Therese Meegan Property Registration Authority Human Resources Chancery Street Dublin 7 01 8048191 None at Present Public Appointments Service HR Unit Chapter House 26/30 Upper Abbey Street Dublin 1 01 8587567 Aoife McMorrow Revenue Commissioners Corporate Services Division HR Operation 3rd Floor, Ship St. Gate Dublin Castle Dublin 2 01 8589218 Adrienne Murray Revenue Commissioners 3rd Floor Ship Street Dublin Castle Dublin 2 01 8589276 Deirdre Dalton State Examination Commission Cormaddy Athlone Co. Westmeath 090 6442700 Judy Conway State Laboratory Backweston Campus Young’s Cross Celbridge Co. Kildare 01 5057046
Meetings in 2015 - 15th January, 5th March, 11th June & 10th September DLO Work Plan 2015 Action How When Advertise/ promote DLO and services available to people with a disability in the Department Internal intranet E-mail as appropriate Throughout 2015 Provide reasonable accommodations to staff with a disability who request and fulfil the requirements Liaise with staff member, line-manager as appropriate, relevant professionals and provider of service/ equipment Throughout 2015 Record Accommodations provided Add to the list available on Moodle for the information of other DLOs Throughout 2015 Compile and submit 3% return to D.PER Update records from previous years to include staff with a disability who have left and new staff with a disability or any staff who have acquired a disability including a record of any new Census forms received. Liaise with any Monitoring Committee. 2015 Participate in the DLO Network Attend meetings and input any experience/ information Represent the DLO network at relevant events during the year 15/1/2015 - DES 5/3/2015 - DCYA 11/6/2015 - 10/9/2015 - CSO Promote and Participate in the Willing Able Mentoring (WAM) programme Identify suitable placement Advertise via Identify suitable candidate Pay sanction, contract, Excluding Orders Mentoring Manage placement, reasonable accommodations. January 2015 – and for the duration of the placement Promote and Participate in the JSI day Notify staff of the day, host participants 22nd April 2015 Promote “World Mental Health Day” Notify of the day, provide information regarding mental health and the CSEAS service 10th October 2015 Promote “International Disability Day” Update staff about the DLO role and the supports available in the workplace and raise awareness of disability issues. 3rd December 2015 Attend relevant NDA, AHEAD, IASE and other events regarding Disability Attend organised/ advertised events on Disability to increase awareness Throughout 2015 Record events with a view to inclusion in the DLO annual report for 2016 Include articles by staff with disabilities, WAM/JSI participants, any events attended etc Throughout 2015 up guidelines for Mentoring Following on from joint AHEAD/DLO Network event in December 2014, draft up guidelines for mentoring – specifically for staff with a disability Throughout 2015
Element: Engage people with disability about their needs ACTION HOW TO DELIVER DONE / TO Enable access to information Make websites comply with accessibility standards Create online and hard copy document in accessible formats Train staff to develop accessible material Provide access maps and guides (web based or app based) Identify and engage with people Identify people with disability in the community and their needs Establish a disability advisory committee Create other ways to engage more broadly with the community Empower people in decision-making Actively empower people with disability to make decisions about specific issues which affect them and issues more broadly in the community
B: A Element Action How to deliver Done/to do Engage people with disability about their need Enable access to information Make websites comply with accessibility standards Create online and hard copy documents in accessible formats Train staff to develop accessible material Provide access maps and guides (web based or app based) Identify and engage with people Identify people with disability in the community and their needs Establish a disability advisory committee Create other ways to engage more broadly with the community Empower people in decision-making Actively empower people with disability to make decisions specific issues which affect them and issues more broadly in the community Plan, implement and measure outcomes Set targets Establish baseline measures for social and economic participation and set targets based on community need Develop data collection methods to evaluate the actions delivered and outcomes for the community Develop and integrate action plans Develop robust, implementable plans with priorities Consider regional action planning if appropriate Set review periods for the action plan to monitor progress and consider changes required Plan for disability inclusion more broadly as part of ageing, health, housing and infrastructure development Deliver accessible infrastructure Develop local standards and codes which go beyond compliance Plan for universal access infrastructure Conduct regular infrastructure and building audits with people with disability to identify areas for improvement Conduct site visits with decision-makers to provide a lived experience of the issue Deliver sufficient, accessible disabled parking Attract visitors and residents by creating specific attractions with universal access
Assistance with planning (limited or extensive) is provided to assist people with a disability to identify their goals, needs and aspirations, and the range of informal, community-based and disability supports that can assist them to meet them. Assistance with planning is proactive and takes place, in most circumstances, as a person enters the disability service system, prior to the receipt of disability supports. It is also available to a person who is already in receipt of disability supports and who is at a point of significant change in their life, needing an extensive planning process to identify new goals, needs or aspirations. Support plans are required for any person in receipt of an ongoing disability support. Support plans document a person’s goals and needs and how the disability service provider(s) will support them to meet those needs. 9 Assistance with planning The following sections of the Act refer to assistance with planning: Section 53 (1) A person with a disability or a person on their behalf may request the disability service provider to provide assistance with planning. (2) The disability service provider must within a reasonable period of receiving the request for assistance arrange for the assistance to be provided. Section 55 (1) If a person with an intellectual disability or a person on behalf has requested disability services from a disability service provider, the disability service provider must offer assistance with planning in accordance with the principles specified in section 52. (2) If an offer of assistance with planning under sub-section (1) is accepted, the disability service provider must arrange for the assistance to be provided within a reasonable period after the offer is accepted. 9.1 What is assistance with planning? Guided by the note in the Act, assistance with planning: is a proactive approach that is undertaken with people with a disability and their families assists a person to plan earlier and build strong links with the community supports a person to identify their goals and needs and the range of informal, community-based and disability-funded supports required to meet those identified needs. Assistance with planning takes place without reference to any required support responses, enabling a person to develop a vision for the type of life they would like to lead. In determining how this vision may be achieved, assistance with planning considers available community and informal supports, complemented by disability supports where required. The degree of assistance with planning required by an individual will depend on the person’s needs, and may be limited or extensive: