zilongwang/ReadingBank huggingface dataset:
Florida College and Career Readiness Standards: Teacher Preparation Program Action Plan Purpose: To create an Action Plan for an Institution’s integration/implementation of the College and Career Readiness Standards (CCRS) into teacher preparation and continuing education program curricula to ensure all adult education staff are fully prepared to teach the CCRS to adult education students by the 2017-18 school year. Directions: Using this form as a template, develop an Action Plan identifying the action items your institution’s teacher preparation and continuing education programs will need to accomplish to ensure all adult education staff are prepared to fully integrate/implement the CCRS in adult education classrooms. Within the Action Plan Steps below, the following must also be addressed: What changes will you make to your assessment system utilized by your teacher preparation and continuing education program(s) that will include how you will assess educators’ understanding and knowledge of the CCRS, in addition to monitoring educators’ understanding and demonstration of all standards included in Florida’s College and Career Readiness Standards? How will your teacher preparation and continuing education program(s) within your institution communicate and collaborate with your institution’s adult education programs to ensure full integration/implementation of the CCRS? Action Steps What will be done? Responsibilities Who Will Do It? Timeline By When? (Day/Month/Year) Resources Resources Available Resources Needed (financial, human, & other) Potential Barriers What individuals or entities might resist? How do we address this resistance? Communications Plan Who is involved? What methods? How often? Evaluation Method How will you determine that your goal has been reached? What are your measures? Budget Step 1: Step 2: Step 3: Step 4: Step 5:
School Name Action Plan – School Year School Vision School Health Goal(s) September October November December January February March April May June Progress Monthly Campaign Priority Area 1 Healthy Eating Daily / Yearlong - Funds Priority Area 2 Physical Activity Daily / Yearlong - Funds Priority Area 3 Mental Health Daily / Yearlong - Funds Implement and Monitor Review and revise school action plan Update action plan progress to date and funds Complete JCSH Healthy School Planner. Send report to School Health Mentor Update action plan progress to date and funds Review and submit commitment letter for next school year Determine leads for each activity Submit fund request form for next school year *Always celebrate successes with school community*
Strategies (policy, environment, education and activities) Tasks Key people Resources required Timeframe of implementation Measure of success Evaluation method/s Strategies are the steps you'll take to implement your objective. Tasks break the strategies down into specific steps. Detail the people who are responsible for doing each task Detail what you need to deliver each task. Include time, money and equipment. Detail when a task starts and when it will be completed. Detail what outcomes you will use to evaluate if the strategy was a success. Detail what methods you will use to evaluate success. Example below: Develop a physical activity policy Form a working group Review current policies (if any) for relevancies Review HWWA policy resources Seek input from staff via consultation Health and Wellbeing Coordinator Working group members Health & Wellbeing Coordinator and working group member time Promotional materials 3 months (Jan – Mar 20xx) Policy created and signed off 80% staff awareness of policy Post implementation awareness survey
Ingram Micro T-Mobile Specialist will contact the reseller sales rep to fill out a “Co-Sell Request Form” provided as needed. Michael will send the completed form to Request form is sent to the local T-Mobile RSM (Regional Sales Manager). The RSM is responsible for the region where the end customer is headquartered. T-Mobile RSM & Ingram Micro T-Mobile Specialist will work with the partner to assess the customer needs and assign the appropriate direct sales representative for consulting and fulfillment. T-Mobile RSM coordinates with reseller partner and T-Mobile direct rep to ensure that customer meetings and request are following process steps to make sure that reseller is compensated properly. At the time of ordering, the T-Mobile direct sales rep will fill out a standard order form with their co-sell dealer code and send to the local RSM and the main reseller partner contact. Any additional customer Terms & Conditions are also completed and returned to the partner at this time. Order is fulfilled by Ingram Micro and the reseller partner using the Co-Sell Dealer Code submitted by the T-Mobile direct rep. Doesn’t require Co-sell With every non co-sell opportunity, you have access to four T-Mobile Field Service Reps who would be happy to assist you with every step of the T-Mobile process. Once the customer has agreed to activating product you will place an order with the Ingram Micro T-Mobile Specialist for the number of sim cards you would need for the activation. Ingram SKU number is DY7411. When the sim cards arrive you will need to capture the sim card numbers and submit them to Michael Mayle at Michael will place the order using Ingram Micro’s online carrier activation portal. The activations are usually completed within 24 hours. After complete, Michael will send you an email confirming activation along with the newly assigned mobile numbers. This completes the activation process. Ingram Micro Mobility Support Resources Kristy Gonciarz Market Development Specialist Sprint Business Solutions 1-800-456-8000 ext 66673 Michael Filbert Market Development Specialist AT&T Mobility Solutions 1-800-456-8000 ext 66054 Michael Mayle
Mayo NIH – Kirschstein NRSA NSF REU Plant Fund Used for awards obtained to remodel/renovate space, new lab setup or for new construction of building. Subawards Coeus Changes to Existing Accounts Incremental Funding Revision – Single Account Revision – Related Accounts Coeus Non-Account Specific Updates Reports Advantage Entry
2.d.ii: Revision – Single Account Search for and select the account in the Award Module Create a new sequence by clicking the “Award New Entry” button Update Mod# field on “Award Detail” tab, is applicable Go to to complete the EB. 2.d.iii: Revision – Related Accounts Search for and select the account that will be receiving an increase in funds in the Award Module Create a new sequence by clicking the “Award New Entry” button Perform the following updates in the referenced tabs: Award Detail Change status to “Hold” Money and End Dates Obligated/Anticipated NOTE: Moving funds between a child/parent is done by making the changes to the child only. Award Detail Change status back to “Active” Save Go to to complete the A1, RB, & EB 2.e: Intra-University Consulting Pay [back to TABLE OF CONTENTS] Search for and select the account in the Award Module Click the “Correct Award” button Enter in Coeus on “Special Review” tab, choose “Intra-University Consulting Pay (ORSPA 310)” from the drop-down box. Select Approved. In the “Protocol No” field enter the person’s ID. The “Appr Date” is the date that FOT approved the IUCP. In “Special Review Comments” enter the name of the person, amount, time period, and copy and paste FOT’s approval from Activation Task. Save 2.f: COI Management Plan [back to TABLE OF CONTENTS] Search for and select the account in the Award Module Click the “Correct Award” button Perform the following updates in the referenced tabs: Special Review Add COI review Investigator
Choosing between Active and Passive Voice Verbs when Writing Usually, effective writing uses the active voice and shuns the passive. Nevertheless, some situations are awkward or inappropriate when expressed in the active voice. Certainly, these situations call for the passive voice. Reasons to use the passive voice: The agent (doer) of the action is unimportant. The pyramids were built thousands of years ago. The agent is unknown. Several robberies were committed during the night. The agent is common knowledge, and mentioning it would be redundant. George Bush was elected in 2000. The writer desires to control focus of sentence. 1) to de-emphasize the agent’s role in the action The alarm was triggered by my son. [Passive construction shifts focus away from the son’s responsibility.] 2) to emphasize the party receiving the action. Jack was kicked by Jill. Reasons to use the active voice: The active voice is shorter and more direct. Compare: Active: The waiter dropped the tray of food. Passive: The tray of food was dropped by the waiter. The active voice is less awkward and clearly states relationship between subject and action. Compare. Passive: Your request for funding has been denied by the review committee. Active: The review committee denied your request for funding. The active voice sentence pattern propels the reader forward through your writing thus avoiding weak prose. from http://www.uark.edu/campus-resources/qwrtcntr/resources/handouts/activepassive.htm Practice 1: Directions: Change the sentences below to the passive voice.
Activity Day & Time Venue Cost Tai Chi Mondays 10.00 - 11.00am £1 In Shape For Life Low Impact Exercise Mondays 10.30am – 12.00pm Hangleton Community Centre BN3 8BW £1 Lunch Club & Boccia Seated Bowls & healthy lunch Mondays 12.00 – 2.00pm The Manor Manor Road BN2 5EA £1 Active Forever Club 50+ Short mat bowls & pong Mondays 2.00 - 3.30pm Centre Windlesham Close BN41 2LL Free Boccia League Oct - May Tuesdays 10.00 - 12.00pm Patching Lodge BN2 0AQ £5 per team In Shape For Life Low Impact Exercise Tuesdays 11.00 - 12.00pm The Manor Manor Road BN2 5EA £1 Social 50+ Pong Tuesdays 11.00 - 12.00pm New Larchwood BN1 9EZ Free In Shape For Life Low Impact Exercise Tuesdays 11.00 - 12.30pm Moulsecoomb Hall BN2 4GA £1 Gentle Exercise to Music Tuesdays 2.00 – 3.00pm Patcham BN1 8WU £1 Pilates Wednesdays 10.00 - 11.00am Manor Road Gym Manor Road BN2 5EA £1
Activity Day & Time Venue Cost Tai Chi Mondays 10.00 - 11.00am Holy Nativity Church Norwich Drive Bevendean BN2 4LG £1 In Shape For Life Weekly fun fitness sessions and healthy living advice Mondays 9.30 – 10.30am Hangleton Community Centre Harmsworth Crescent BN3 8BW £1 Lunch Club & Boccia Seated Bowls & healthy lunch Mondays 12.00 – 2.00pm The Manor Manor Road BN2 5EA £1 Active Forever Club 50+ Short mat bowls Mondays 2.00 - 3.30pm Portslade Village Centre Windlesham Close BN41 2LL Free Boccia League Oct - May Tuesdays 10.00 - 12.00pm Patching Lodge Park Street BN2 0AQ £5 per team In Shape For Life Weekly fun fitness sessions and healthy living advice Tuesdays 11.00 - 12.00pm The Manor Manor Road BN2 5EA £1 In Shape For Life Weekly fun fitness sessions and healthy living advice Tuesdays 11.00 - 12.30pm Moulsecoomb Hall Lewes Road BN2 4GA £1 Social Ping 50+ Ping Pong Tuesdays 11.00 - 12.00pm New Larchwood Waldron Avenue BN1 9EZ Free Tai Chi Tuesdays 2-2:45pm One Church Brighton BN1 4AA £1 Gentle Exercise to Music Seated exercise with equipment Tuesdays 2.00 – 3.00pm Elwyn Jones Court Patcham BN1 8WU £1
Women only Pilates Wednesday 9:30-10:30am St George’s Hall Newick Road BN1 9JL £1 Pilates Wednesdays 10.00 - 11.00am Manor Road Gym Manor Road BN2 5EA £1 Active Forever Social Ping & Short Tennis 50+ Wednesdays 10.30 - 12.00am King Alfred Leisure Centre Kingsway BN3 2WW £2.50 for 1.5 hrs/ £2.00 for 1 hr Gentle Exercise to Music Seated exercise with equipment Wednesdays 10.30 - 11.30am Ravensbourne Court Warren Way Woodingdean BN2 6PR £1 Gentle Exercise to Music Gentle mobility class Wednesdays 12.00 - 1.00pm St Luke's Church Queens Park Road BN2 9ZB £1 Gentle Exercise to Music Seated exercise with equipment Wednesdays 2.30 – 3.30pm Patching Lodge Park Street BN2 0AQ £1 In Shape for Life *NEW* Weekly fun fitness sessions and healthy living advice Wednesdays 12noon-1pm Brighthelm Centre North Road BN1 1YD £2 Gentle Exercise to Music Seated exercise with equipment Thursdays 11.00 - 12.00noon Muriel House Ingram Crescent West Hove BN3 5NS £1 In Shape For Life Weekly fun fitness sessions and healthy living advice Fridays 9.30 - 10.30am Portslade Leisure Centre Chalky Road BN41 2WS £2 In Shape For Life Weekly fun fitness sessions and healthy living advice Fridays 9.30 - 10.30am Hollingdean Community Centre Thompson Road BN1 7BH £1
Republic of the Philippines DEPARTMENT OF EDUCATION Schools Division Office NUEVA VIZCAYA Guide/Tips Data Analysis and Interpretation for Action Research for qualitative data Steps Write a topic sentence stating the problem, with reference to verbatimly captured statement/responses. Write sentence about the THEMES of the qualitative responses through CONTENT ANALYSIS/INDUCTIVE ANALYSIS Write sentences describing FREQUENCIES/PERCENTS OF OCCURENCES OF THE THEMES (when necessary)
Republic of the Philippines DEPARTMENT OF EDUCATION Schools Division Office NUEVA VIZCAYA IMPLEMENTATION PLAN FOR IMPROVEMENT TARGETS Improvement Targets (based on the Action Research Recommendations) Section Code in the Activity/ies Relevant to the Improvement Targets Time Frame of Activity Implementation (may use Gantt Chart) Learner’s Outcome Participation/Access Retention/Drop-out Completion Achievement Teacher’s Performance Curriculum and Instruction Assessment Effectiveness and Efficiency School Division Region And more (refer to QAA/QMS)
17. Does your hospital equip patient rooms with locks? Are bathrooms capable of being locked? Can a patient care unit be secured? 18. Does your hospital tailor training to specific units, patient populations, or job functions? 19. Does your hospital have a Lockdown Plan (full and zoned lockdown capabilities)? Have all staff been trained in the hospital and campus lockdown procedures and the impact on operations? 20. Does your hospital have a Shelter-in-Place Plan? 21. Does your hospital have a process for staff or patients to alert the hospital of any restraining orders or other restrictive court orders? 22. Does your hospital have emergency call boxes within parking lots, garages, and other remote locations? 23. Does your hospital have panic or duress alarm buttons installed in high risk areas? Are the alarms routinely tested? 24. Does your hospital have pre-incident standardized messages for communicating the risks associated with this incident and recommendations to the public and media? 25. Does your hospital have a process to coordinate the release of risk communications and other public messaging through the incident’s Public Information Officer (PIO)? Immediate and Intermediate Response 1. Does your hospital have procedures for evacuation of the immediate hospital areas and to regularly reevaluate the need for further evacuation? Is this evacuation plan coordinated with law enforcement to ensure safety of those evacuated? 2. Does your hospital have procedures to quickly obtain incident specific details (e.g., witnesses, security cameras, surveillance tapes)? 3. Does your hospital designate a person to meet with arriving law enforcement and provide access (i.e., keys, access card), maps and detailed floor plans? 4. Does your hospital have a plan to ensure communications to the incident area? 5. Does your hospital have an evidence collection policy developed in conjunction with local law enforcement and prosecutorial authorities? 6. Does your hospital have 24/7 access to risk management and legal counsel? 7. Does your hospital use social media to disseminate information during and after the event? Are all messages approved through the incident’s Public Information Officer (PIO) and the Incident Commander prior to release? Is information coordinated within the Joint Information Center in cooperation with local, regional, and state emergency management partners?
<ENTER CLUB NAME> Action Sheet – after <insert meeting date> meeting Item Date of Original Agenda Item Name of Original Agenda Item Action By Action Required Status to discuss at next meeting 1 10/11/2017 Fundraiser BBQ Mr Bob Smith Bob to complete risk assessment “Risk assessment nearly complete, just waiting for campus staff to approve it” 2 20/1202017 Ski Trip Ms Jane Smith Jane to collect names of interested students “Only 5 people interested. Idea no longer viable. Suggest removing it from the action sheet” 3 4 5 6
After two years in Brisbane, Australia was abandoned for the second time. After enjoying six months on a temporary nursing assignment in Dallas, Texas, I traveled to Europe to spend a year touring the many splendid places which were previously missed . . . The next three years were spent working in Canada, the United States and Britain. Each new experience was relished. “Was abandoned,” “were missed,” “were spent,” and “was relished” are passive. After two years in Brisbane, I abandoned Australia for the second time. After enjoying six months on a
Active Engagement Strategies The intention of active engagement strategies is to ensure that 100% of students are working with little chance of being off-task, and hopefully, are intrinsically motivated. These activities are a list of the most hard-hitting engagement techniques I use in my class. They have mostly been borrowed from masterful teachers. Strategy Language Skill Steps Mirror Words Credit: Chris Biffle wholebrainteaching.com Listening Speaking Simplify one statement. Say: “Mirror words” or “Espejos” and hold up mirror hands. Students say “mirror words” and show mirror hands. (Practice making it CRISPY) Say sentence or phrases with action, in small chunks. “there is” with action. Students mimic. They say “there is” and do action. Continue with the rest of the sentence. Silent Mirrors (Mirror modification) Listening Say: “Silent mirrors” and put your finger to your mouth in a ‘shush’ actions. Students put finger to their mouth and say “Hmph” Teacher says the word or phrase and does an action. Students mimic the action BUT DO NOT SAY ANYTHING. Magic Mirrors (Mirror modification) Listening Say: “magic mirrors” and hold your hands like jazz hands. Students say “wooop” Teacher says the word or phrase BUT DOES NOT DO THE ACTION. Students invent actions to correspond to what the teacher is saying. Teach, Okay (Mirror extension) Credit: Chris Biffle wholebrainteaching.com Listening Speaking Once students know the sentence that they mirrored, you Clap twice and say “Teach.” They clap twice and say “okay” As they say “okay” they turn to their partner. (CRISPY) Partner 1 always starts. They say it and do the action. Partner 2 is the student. They repeat and do the action. Students continue teaching until time is up. Vocab Actions Credit: Jennifer Sharp Metamora Township High School Listening Teach 3-5 new structures Match an action with the word Levántense (silent standing procedure) Actions Round 1: I say, I do, They do, They DON'T say Round 2: I say, I delay, They do, They don't say Round 3: I say, I do wrong action, They do CORRECT action. Siéntense (silent sitting procedure)
10.6 To make the schedule of departmental audit The status of departmental audit report needs to be ready. The members has checked the status of the report and give their updates. The meeting ended with vote of thanks to the Chair. Sd/- Sd/- Prof. Dr. A. K. Nayak Prof. Himadri Nath Saha Chairman of the Meeting Coordinator (IQAC Cell) Internal Quality Assurance Cell (IQAC) Internal Quality Assurance Cell (IQAC) Sd/- Prof. Sanghamitra Poddar Coordinator (IQAC cell) Internal Quality Assurance Cell (IQAC)
Submission appears unrelated to learning unit. Evidence of teaching skill not present in faculty submission. Submission shows ability to recall correct terms but lacks ability to apply learning content to described teaching situation. Submission shows understanding of how to apply learning content to teaching situation but lacks ability to anticipate the impact this decision will have on student learning. Submission demonstrates correct application of teaching skill and correctly identifies potential impact this will have on student learning. Submission demonstrates correct application of teaching skill, identifies potential impact on student learning and ability to tailor teaching to individual student needs.
Action Taken Report of the 11th meeting of the IQAC Cell of IEM held on February 23, 2018 Agenda No. Agenda Resolution Action Taken Report 11.1 To confirm the minutes of the 10th (X/17-18) meeting held on 17.11.2017 of IQAC The minutes of the 10th meeting of the IQAC Cell were read out and confirmed. The Action Taken Report was read out also and confirmed. Nothing to report. 11.2 To read the action taken report of the 10th meeting (X/17- 18) of IQAC The agenda wise Action Taken Report of the previous 10th meeting of IQAC of the university to be placed in the council for consideration. Nothing to report. 11.3 To report the Feedbacks of the stakeholders and action taken thereon. Feedbacks were taken from the teachers and staffs regarding on the facilities available in the university, quality of the students, infrastructure, positives and negatives in general. The feedback report was taken and based on that action was taken. 11.4 To place the marks obtained in Departmental Self Evaluation reports (in NAAC format) and internal audit observations of all the departments. All the departmental HODs have filled up the reports for their respective departments in NAAC format. The departmental evaluation reports were marked out of 100 following the marking guidelines prepared by IQAC. An internal audit has been performed. The Self-evaluation reports for the departments were taken and marks were given. On the basis of the marks the current condition can be observed. 11.5 To fix a deadline for submission of Evaluation report in NBA format by all the departments. An NBA format evaluation report is to be prepared by all the departments. A deadline is to be decided for submitting that report by each of the departments. The members have submitted the report within deadline.
11.6 To analyze faculty positions after recruitment considering the new Teacher student ratio 1:20. The faculty positions after recruitment is to be analyzed to comply with Teacher Student ratio 1:20. Nothing to report. 11.7 To discuss about the upcoming NBA visit of the CSE Departments. IQAC members asked the CSE departments to submit all the required documents within time. Nothing to report. 11.8 To report API scores of all faculty members department wise. The API score of all the faculty members department wise is to be prepared. The report is taken and analyzed. 11.9 To place Departmental performance analysis. The performance of each department is to be analyzed taking into consideration publications, patent, filled, project proposal submitted, FDP attended, Conference organized etc. The members have analyzed the performance report and suggested their views on it.
Newspaper Hunt Using a newspaper or magazine hunt for the words and/or the letters which make a word, cut them out and stick them in jotter e.g. Stencil/Fancy Writing Use a stencil to write words using different colours of pencils or write you words in a fancy style e.g. Outside Chalk The words are written in the garden or pavement using outside chalk. Lego Words Using lego make the words e.g.
Sports Development Manager Health Development manager Appendix 2 – Summary of Succession Plan for Key Roles Keys duties and skills The following summary is reviewed and updated by the Chair/Director every quarter Role Chair Director Health Dev Manager CYP Dev Manager Sports Dev manager Key Duties Lead board to achieve board responsibilities: Drive the strategy and direction of Active Norfolk Actively promote and further its work through building partnerships Have oversight of the work of the executive, providing input and challenge Lead organisation Principal spokesperson Provide sound financial management Manage relationships with key funders, hosts and stakeholders Provide leadership and clear vision for organisation Maintain detailed understanding of the health sector Develop and maintain relationships with key health partners Support the development of Active Norfolk’s strategy within the health sector Identify gaps in provision and secure funding develop interventions Manage team of project officers Maintain detailed understanding of the education and youth sector Develop and maintain relationships with key youth sector partners Support the development of Active Norfolk’s strategy within the youth sector Identify gaps in provision and secure funding develop interventions Manage team of project officers Lead development of locality based plans Lead the development of charitable enterprise arm of organisation Lead the Delivery of the Primary Role of the CSP as outlined by Sport England Maintain relationship with Sport England as key funding partner Deputise for Director as and when required. Key Skills Strategic Leadership Influencing Dynamic and communicative leader Management experience Management experience Management experience
Collaborative and inclusive with highly developed diplomatic and influencing skills Ability to maintain a strategic overview Ability to forge strong relationships with a wide range of people both internally and externally Sound and well grounded judgement balanced by an entrepreneurial flair Strong interpersonal and relationship management skills Strategic thinking Financial management Strong interpersonal and relationship management skills Strategic thinking Financial management Strong interpersonal and relationship management skills Strategic thinking Financial management Project management Ideal area of succession External recruitment – but existing Board members may apply External Recruitment Promotion of Officer/ Potential Opportunity for Restructure/ External Recruitment. Promotion of Officer/ Potential Opportunity for Restructure/ External Recruitment. Promotion of Officer/ Potential Opportunity for Restructure/ External Recruitment. Current risk of short term need to ? ? ? ? Low- recently recruited.
CONSIDERATIONS: Education and Care Services National Regulations National Quality Standard Other Service policies/documentation Other 145 – 152, 168, 174 – 177, 183. 4.2, 5.1, 7.3 Governance and Management Policy. Enrolment Form. Parent Handbook. Staff Handbook. Personnel files. My Time, Our Place. Network OSHC Code of Conduct. Network Record Keeping Factsheet. Work, Health and Safety Act (2011). Privacy Act (1988). Child Care Service Handbook (DEEWR). Child Care Benefit legislation. ENDORSEMENT BY THE SERVICE: Approval date: October 2017 Date for Review: October 2018
Education and Care Services National Regulations National Quality Standard Other Service policies/documentation Other Reg 97 168, 98 QA2 2.3.3 - Staff handbook - Safe environment policy - The PSC Alliance / Managing Emergency Situations in Education and Care Services - The Business of Childcare, Karen Kearns 2004 - Education and Care Services National Regulation 2015 - National Quality Standards - Managing Emergency Situations in Education and Care Service ENDORSEMENT BY THE SERVICE: Approval date: October 2017 Date for review: October 2018
Security Branch Director As directed, utilize the access control system and closed circuit television to aid law enforcement in the clearing of the hospital. Maintain the external lockdown of the hospital. Planning Section Chief Establish operational periods, incident objectives and the Incident Action Plan in collaboration with the Incident Commander. Begin planning for alternate care sites for evacuated patient care areas that may not be immediately available. Resources Unit Leader Initiate staff and equipment tracking. Situation Unit Leader Document victim information, witness information, and patient movement. Continue to provide situation reports to all parties as requested and as needed. Initiate patient and bed tracking using HICS 254. Logistics Section Chief Refer to the Job Action Sheet for appropriate tasks. Support Branch Director Coordinate the transportation services (ambulance, air medical services, and other transportation) with the Operations Section (Medical Care Branch) and appropriate external Incident Command Post or jurisdictional authority to ensure safe patient relocation, if necessary. Finance/ Administration Section Chief Refer to the Job Action Sheet for appropriate tasks. Time Unit Leader Track hours associated with the emergency response. Extended Response (2 hours - 8 hours) Section Officer Time Action Initials Command Incident Commander With the Public Information Officer, prepare to speak with the media, stakeholders, staff, patients, and visitors as coordinated with the field-level Incident Command Post or jurisdictional authority.
ESF-15 Annex – Emergency Public Information Message Map Templates TOPIC: Active Shooter Threat Stakeholder: General Public Question: What should I know about the threat? Key Message 1 Key Message 2 Key Message 3 Safety is the top priority Law enforcement is responding appropriately Actions you should take Supporting Fact 1-1 Supporting Fact 2-1 Supporting Fact 3-1 Our first priority is safety of the [students/public] at [the location of the threat]. Authorities are investigating the rumor/threat. Stay home; don’t go to the scene. Supporting Fact 1-2 Supporting Fact 2-2 Supporting Fact 3-3 We have systems in place for this kind of situation (e.g., school resource officers, response plans) Law enforcement officers are coordinating with the [school/business] to investigate Turn to reliable sources for additional information. [Name some sources.] Supporting Fact 1-3 Supporting Fact 2-3 Supporting Fact 3-3 We are providing support to the [school/business] as needed. We will share more information as it becomes available Help stop the spread of unverified rumors. ESF-15 Annex – Emergency Public Information Message Map Templates
Telephone List A list of singles who have purchased homes in OTOW over the past 3 years has been received from the OTOW Sales Office The list will be split up amongst the board members A phone script will be developed Calls will be made the beginning of August to announce the formation of the new club Details about the Meet and Greet will be included in the script We are to add names to the list of other singles we know And we are to begin spreading the word for the purpose of compiling an additional list of names to contact too Bank Account Gus and Ed are to go to 3 banks in the immediate area Inquiring as to what kind of checking account they can offer to a Not for Profit organization Cost of the account Minimum open balance requirements, etc. They will report back their findings at the next meeting Website Initial Activities for the Website not discussed in detail. Bring ideas to next meeting Website to be hosted by Go Daddy Cost $200/year Cost includes Malware security Plan to have the website up and running in July Website: activeasinglesotow.com Membership – plan to be able to register on site Link to membership form: membershipactivesingles.com Next Meetings – 6 pm 7/10 at Bev’s 7/24 at Nancy’s 8/7 at Andrea’s 8/21 at Bev’s
Volunteer Application Form Thank you for your interest in becoming a volunteer at Age UK Bristol. Please answer the questions below. If you need more information or help to complete the form, please contact us. We look forward to hearing from you. First Name(s) Surname Preferred Name Address and postcode Telephone Mobile Email Are you over 18 years old? Yes No 1 How did you hear of Age UK Bristol’s need for volunteers? 2 What attracts you to volunteering with us?
Fresh Fruit and Vegetable Program Action Plan School Name: _Healthy Hearts Elementary__________________________ Date: __August 10, 2015____________ Purchasing FFVP must follow proper procurement procedures. Produce must always be graded and inspected according to existing local, State, and Federal guidelines. The FFVP provides schools the opportunity to purchase exotic fruits or vegetables that are not available locally or that are not domestically grown. When purchasing such items always follow proper procurement procedures and the Buy American provision. Schools are encouraged to work with distributors, local grocery stores, retailers, farmers markets, orchards, and growers in the community in order to offer a variety of options. Key Elements Action Deadline for Completion Person/People Responsible Bids Identify vendors/Follow procurement procedures/ Determine produce specifications April – June 12, 2015 Food Service Director Contact Vendors Discuss delivery schedule and method of payment After bid process is complete Food Service Director Ordering Determine what produce will be ordered Monthly Basis Food Service Director and Cafeteria Manager Storage Store deliveries in food service cooler/Purchase one refrigerator Purchase new refrigerator by September 19, 2015 Food Service Director Preparation The produce served should be presented in such a way that it will be easily identified or recognized for what it is. Dicing and slicing into smaller pieces for ease of service is acceptable. Schools must make sure they are following proper Food Safety guidelines during the preparation of produce. Key Elements Action Deadline for Completion Person/People Responsible Equipment Already have knives, cutting boards, etc. Look into purchasing bagging system N/A December 2015 N/A Food Service Director Food Safety Add section to school food safety plan including FFVP Standard Operating Procedure and time/temp plans August 10, 2015 Food Service Director Staffing 2 hours per day on days that snack is served; 1-2 food service staff N/A Food Service Manager at the school will work with staff
Person Specification Job title: Action to Inclusion Project Lead Essential Desirable Experience Significant experience of working 1-2-1 with service users with a range of complex issues including mental health, substance misuse, housing concerns, previous negative experiences of accessing statutory services and social issues such as poverty and social exclusion Experience of chairing, facilitating client groups and meetings Experience of working within the voluntary or statutory sector Experience of working with partner organisations at an operational level Experience of providing accurate and good quality monitoring reports which include both output and outcome measures Experience of managing clearly defined projects within a wider organisation Knowledge and Understanding Understanding of voluntary sector projects, how they are funded, managed, monitored and evaluated Understanding of the barriers to learning, employment and training experienced by people with multiple complex issues
Civic Knowledge: Impact of We the People Owen Appendix B Means and Standard Deviations of Knowledge Measures for Entire Sample Constitutional Principles Wave 1 Wave 2 Bill of Rights Wave 1 Wave 2 Government Inst. Wave 1 Wave 2 Parties and Elections Wave 1 Wave 2 Race Wave 1 Wave 2 N=1,015 x 6.28 6.32 2.91 3.15 7.94 9.05 5.28 5.86 2.62 2.88 s 1.41 1.48 3.23 3.19 2.43 2.59 1.30 1.33
DDCAL Pilot Teams 2016-17 Region 7 – Longview Region 9 – Wichita Falls Region 13 – Austin Region 20 – San Antonio 2017-18 Region 3 – Victoria Region 11 – Ft. Worth Region 14 – Abilene Region 16 - Amarillo Functional Scheme Gross Movement Fine Movement Mouth Movement Visual Perception Auditory Perception Haptic-tactile Perception Smell and Taste Spatial Perception Object Perception Language non-verbal, verbal, comprehension Social Perception Emotional Perception Play and Activities
Enter the path or IBM WebSphere variable of the location where you will place the db2jcc.jar and db2jcc_license_cu.jar library files. Finish and save DB2 JDBC Provider From the “Environment” section as highlighted below, verify that the path for “DB2UNIVERSAL_JDBC_DRIVER_PATH” is saved properly. This path holds the required drivers as mentioned above. Verify, for the path mentioned in “UNIVERSAL JDBC DRIVER PATH”, the file “db2jcc_license_cu.jar” is present Example: C:\Program Files (x86)\ibm\WebSphere\AppServer\universalDriver\lib From admin console navigate to Resources->Data sources. Choose option to create new datasource Data source name => ActiveVOS Datasource JNDI Name => jdbc/ActiveVOS Choose option to "Select existing JDBC provider" and choose provide which you previously had defined
More Action Words... RESEARCH SKILLS formulated gathered identified inspected interpreted interviewed Invented investigated located measured organized researched reviewed searched solved summarized surveyed systematized tested TECHNICAL SKILLS adapted applied assembled built computed conserved constructed converted debugged designed determined developed engineered fabricated fortified installed maintained operated overhauled printed repaired programmed rectified regulated remodeled replaced TECHNICAL SKILLS (CONTINUED) restored solved specialized standardized studied upgraded utilized TEACHING SKILLS adopted advised clarified coached communicated conducted coordinated critiqued developed enabled evaluated explained facilitated focused guided individualized informed instilled instructed motivated persuaded set goals simulated stimulated taught tested trained transmitted tutored FINANCIAL/DATA SKILLS administered adjusted allocated analyzed appraised assessed' audited balanced budgeted calculated computed conserved corrected determined developed estimated forecasted managed marketed planned prepared programmed projected reconciled reduced researched retrieved CREATIVE SKILLS acted adapted began combined composed conceptualized condensed created customized designed developed directed displayed drew entertained established fashioned formulated founded illustrated initiated instituted integrated introduced invented modeled modified originated CREATIVE SKILLS (CONTINUED) performed photographed revised revitalized shaped solved HELPING SKILLS adapted advocated aided answered arranged assessed assisted cared for clarified coached collaborated contributed cooperated called demonstrated diagnosed educated encouraged expedited ensured facilitated familiarized furthered guided helped insured intervened motivated prevented provided referred rehabilitated represented resolved simplified supplied supported volunteered
Plan for completing the Functional Scheme: Decide as a team how and by when you will address all sections of the Functional Scheme. It is recommended that team members work in pairs on each section for better verification of the student’s use of skills across multiple domains and with multiple people. Use the chart below to plan who will be responsible for each section. You may choose the official due date or assign an earlier due date to each section to spread work out across time. CT=Classroom teacher, Para=Paraeducator. Section Name and title of participants responsible for section (suggested roles are listed for reference only) Official Due Date Team assigned due date Gross Movement PT/COMS Fine Movement OT/TVI Mouth Movement OT/SLP Visual Perception TVI/COMS Auditory Perception TDHH/SLP/TVI Haptic-tactile Perception OT/TVI Smell & Taste OT/TVI Spatial Relations TVI/COMS Emotional Perception CT/Para/Parents Object Perception TVI/CT Language: Non-verbal SLP / TDHH / TVI Language: Verbal SLP / TDHH / TVI Comprehension of Language SLP / TDHH / TVI Social Perception CT/Para/Parents Perception through Play & Activity PT/OT Developmentally Impeding Functions CT/Parents Toileting Skills CT/Para/Parents Undressing and Dressing OT/CT/Para/Parents Personal Hygiene OT/ CT/Para/Parents Eating Skills OT/ CT/Para/Parents
and Equipment 0 Investing Receipts 10 0 -100 0 0 0 Payments 30,642 Purchase of Property, Plant and Equipment and Capital Works 21,530 16,763 -22 9,575 9,575 10,080 30,642 Investing Payments 21,530 16,763 -22 9,575 9,575 10,080 -30,642 NET CASH INFLOW/ (OUTFLOW) FROM INVESTING ACTIVITIES -21,520 -16,763 22 -9,575 -9,575 -10,080 CASH FLOWS FROM FINANCING ACTIVITIES Receipts 30,642 Capital Injections from Government 21,530 16,763 -22 9,575 9,575 10,080 30,642 Financing Receipts 21,530 16,763 -22 9,575 9,575 10,080 Payments 616 Repayment of Borrowings 616 631 2 341 341 341 616 Financing Payments 616 631 2 341 341 341 30,026 NET CASH INFLOW/ (OUTFLOW) FROM FINANCING ACTIVITIES 20,914 16,132 -23 9,234 9,234 9,739 326 NET INCREASE/(DECREASE) IN CASH HELD -1,408 0 100 451 -84 495 310 CASH AT THE BEGINNING OF REPORTING PERIOD 1,588 180 -89 180 631 547 636 CASH AT THE END OF REPORTING PERIOD 180 180 - 631 547 1,042
9.7 If we asked, could you provide relevant examples of the instructions, documents, recruitment advertisements or other literature? Yes / No Ethical & Environmental Issues 10.1 Do you have an Ethical Policy or Ethical Procurement Policy Yes/No 10.2 Do you have an Environmental Policy or Environmental Procurement Policy Yes/No 10.3 Please explain what safeguards (if any) you have in place to ensure that products are sourced from Ethical and Environmentally sound suppliers? (max 250 words) Modern Slavery 11.1 For Companies with an annual turnover of, or over, £36 Million, have you published a statement in compliance with the Modern Slavery Act 2015 setting out the actions that you have taken to ensure that there is no trafficking or slavery anywhere in your organisation or supply chain? Yes/No or N/a 11.2 Have your management employees, particularly those in charge of supply chain management, been trained to understand what slavery and human trafficking are and how to mitigate the risk of them in their respective supply chains? Yes/No 13 I declare that to the best of my knowledge the answers submitted in this Questionnaire are correct. I understand that the information will be used to assess my organisation’s suitability to work with ActionAid, and that any contract award may be cancelled prior to commencement, or terminated post-commencement if I have provided false or misleading information. I also confirm that I have been issued with a copy of ActionAid’s Ethical Code of Business Conduct and will adhere to and uphold its provisions in any supply of goods or services to ActionAid.
Stop smoking support Tobacco policies should include guidance on how pupils, teachers, support staff and parents/guardians can access stop smoking support services and information. Whilst schools are not legally obliged to provide stop smoking support, it is likely that those that do will encourage recognition and compliance, both in terms smoke-free legislation and the school’s own tobacco policy. Action. What will you do? Time. When will you do it? Responsibility. Who will lead delivery? Resources. What do you need? Milestones. What steps will you take? Target. What does success look like? Comments Example: Offer non-judgemental, young person specific stop smoking support during school time September 2016 Pupil Support team Appropriate room Support from partnership agency (NHS Lothian or WLDAS/Cloud 9 in West Lothian) Staff time Establish service times Raise awareness/profile of the service Regular catch ups with service providers to monitor uptake. Service is used regularly by pupils.
24/3 HN Networks – Evaluations/Feedback Feedback from the 2017 Events was discussed, which was positive. Suggestions for future events included some recurring themes from previous evaluations – e.g. Graded Units, Assessment workshops etc. New and innovative topics are always welcomed, however, it was suggested that there could be merit in re-visiting previous topics and/or having “back to basics” sessions as there is likely to have been significant turnover in centre staff in recent years. As ever the Events rely on individuals from the sector stepping forward to present/deliver topics and expectations of what can be done need to be realistic. Discussion of past Event content led to the issue of centres’ over-reliance on ASPs. Action: QO to email centres re experience of centre-devised assessment, if any. The use of SOLAR with Administration and IT: Graded Unit 1 and Digital Technologies for Administrators was discussed and it was agreed that a demonstration session on the logistics of marking via SOLAR would be useful. Some assessment material would be required to arrange such a session. A QST member agreed to support a session on Digital Technologies for Administrators. QM and QO will follow-up with SOLAR colleagues regarding securing their input. Action: Discuss possibility of session on marking via SOLAR with SQA e-assessment team Members of the QST were asked to think of possible topics/content for the Network Events in consultation with colleagues. QO QM/QO 10/11/17 21/11/17
to be made visible at the time of discharge to the discharging consultant / co-ordinator Prioritise a review of SnowMed codes to create a single coding system across Salford to allow electronic systems to communicate more readily – developing a smaller subset of codes will support this. IMO – Health Issues Group 12.05.2017 30.10.2017 Will require senior leadership buy-in to prioritise this work To improve the quality of information recorded throughout a patient’s stay in secondary care Test out a “discharge consultant role” to oversee documentation of all changes and investigations (plus rationale) on patient record throughout stay. Olivier Gallieman 12.05.2017 30.10.2017 Will require support to understand measures of success Develop process for training key staff involved in preparing patient documentation (FY1, FY2, pharmacists and ANP’s). To include development of a feedback loop to secondary care teams regarding quality and impact of transfers of care Olivier Gallieman, Liz Lamerton 12.05.2017 30.10.2017 Will require support to understand measures of success and develop a feedback system (could be via Safer Intelligence support for CSB?) Actions to be completed on systems at time they are discussed / ordered by consultant managing patients (e.g. ordering tests). Propose to test this with radiology first Sara Barton (EAU) 12.05.2017 30.10.2017 Possible that this may require additional support to ensure technology to place tests is available at time of discussion. To explore and test use of additional functionality on EPR in relation to medication: Include option (mandatory) when medicines are prescribed to mark Liz Lamerton 12.05.2017 30.10.2017
discharge co-ordinator role (test of change to be focused on small group of practices / neighbourhood model). Roles will include responsibility for: Virtual ward post-discharge for the completion of follow up actions Discharge discussion and planning with the patient drafted, but will require support to develop into innovation fund proposal To improve transfer of electronic information between primary and secondary care Test of change for SIRS2 – does information from current discharge documentation transfer across readily and accessibly Owain Thomas Need to confirm for SIRS2 To improve transfer of electronic information between primary and secondary care Test of change within primary care relating to task management approach to managing patients: Proof of concept that tasks can be sent between existing systems / review of options for new process Secondary care to send tests at time of discharge (linked to discharge co-ordinator role) Understanding and use of electronic task lists in primary care Owain Thomas, Phil Bell (Comms Working Group) 01.08.2017 30.10.2017 To reduce time required of GPs in primary care in relation to managing follow up action tasks Review of practice in primary care – how many GPs are reading all summaries, how many are using task management systems for patients and identify opportunity for improvement (link to productive Caroline Rand (information sub-group) 12.05.2017 30.07.2017 Will feed into action below
and test whether this reduces time to refer. Reduce referrals to the wrong 2o care clinic To test the utility of “symptom-based” as well as “diagnosis” clinics. Testing clinic to produce robust referral pre-requisites to reduce unnecessary referrals. E.g. CXR for breathlessness clinic etc. n/a ? ? Pete Turkington Mentioned that this is already being considered for testing within SRFT. To improve communication and establish clear roles and care continuity between primary and secondary care. Alert GP’s when their patients are admitted or discharged to hospital. To test the utility of push notifications between primary and secondary care systems. Liaise with IM&T and EPR teams to discuss functionality requirements. n/a ? ? Will need SRFT to encourage to prioritise this with IM&T and EPR