zilongwang/ReadingBank huggingface dataset:
Procurement capability Has the organisation adopted a capability assessment methodology and established a capability development plan? Note if: comply, under development or do not comply Market analysis and review policy Sourcing Has the organisation adopted a methodology for gaining information and understanding the market? Note if: comply, under development or do not comply Aggregated purchasing demand Does the organisation apply processes to identify aggregated supply opportunities? Note if: comply, under development or do not comply Asset disposal Has the organisation developed an asset disposal process? Note if: comply, not comply or under development Market approach policy Market approach Has the organisation adopted processes that satisfy standards of probity? Note if: comply, under development or do not comply Evaluation, negotiation and selection Has the organisation developed processes to identify the optimal supplier for the required goods/services? Note if: comply, under development or do not comply Critical incidents Does the organisation have a procurement process in place to operate during periods of critical incidents? Note if: comply, not comply or under development Contract management and contract disclosure policy Contract Management Has and the organisation developed a framework for the contract management of individual procurement activity aligned with the Contract management planning strategy? Note if: comply, under development or do not comply Contract disclosure Does the organisation have a process in place to address contract disclosure requirements? Note if: comply, under development or do not comply
(Insert local facts, data, description of the program or other accomplishments) (insert local quote) “Our students and instructors should be very proud of the work they are doing. We’ve set a very high bar for our teacher prep program and CAEP Accreditation validates the hard work we are doing,” said local program administrator. “Our students and their families are investing in an education program that is designated as nationally accredited for teacher preparation.” (Local Program) joins 42 other providers to receive CAEP Accreditation in fall 2017. They join the 34 providers previously accredited. Overall, 101 preparation providers from 33 states and the District of Columbia have received CAEP Accreditation. The class of fall 2017 is listed below. Angelo State University (TX) Avila University (MO) Baker University (KS) Bard College (NY) Christopher Newport University (VA) College of Staten Island/CUNY (NY) Dallas Baptist University (TX) Fort Hays State University (KS) Franciscan University of Steubenville (OH) Friends University (KS) Harris-Stowe State University (MO) Howard University (DC) Indiana University - Bloomington Louisiana State University in Shreveport Lyon College (AR) Malone University (OH) Montana State University-Billings (MT) Niagara University (NY) Northern Arizona University Northern Michigan University Ouachita Baptist University (AR) Roosevelt University (IL) Southeastern Oklahoma State University Southern Adventist University (TN) Southern University and A&M College (LA) Tennessee State University The University of Vermont Thomas More College (KY) University of Arkansas - Fort Smith (AR) University of Charleston (WV) University of Denver (CO) University of Detroit Mercy (MI) University of Florida University of Holy Cross (LA) University of Louisiana at Lafayette University of North Texas University of Saint Francis (IN) Vanderbilt University (TN) Washington and Lee University (VA) Wayne State College (NE) Wayne State University (MI) Xavier University of Louisiana Youngstown State University (OH) ### The Council for the Accreditation of Educator Preparation () advances excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning.
module content – additional suggested learning material Type of material (eg journal paper, video) Title Virtual location (eg website, link) Time allocated (hours, minutes) Pre-module learning In-module learning Post-module learning additional information Is a certificate awarded? Yes / No Certificate awarding body Faculty Declaration of Interest I confirm that I will ask the module faculty to provide a declaration regarding any interest they may have relating to the event, and make each faculty’s declaration available on the module. Yes / No Evaluation I confirm that participant evaluation of the module will be conducted and the results will be provided to the RCSEng. Yes / No Commercial Sponsorship I confirm that the educational programme of the activity is not inappropriately influenced or biased by commercial organisations. Yes / No Any further relevant information
Responsible Date Date Review Dates A. Orientation Plan All employees Executive Leadership Team, Managers, Supervisors July 2016 August 2016 September 2016 B. Review of Policies/Procedures Develop review process policy Executive Leadership Team, HR Manager/s October 2016 November 2016 December 2016 Review existing polices/develop new policies Managers, Supervisors December 2016 January 2017 February 2017 C. Review QI Activities Human Resources Hiring additional QI Team Members HR Manager January 2017 February 2017 March 2017 Food Safety Inspection Reports QI Team FSP Manger, Supervisors, March 2017 June 2017 September 2017 E. Review of Health Indicators Five priority indicators (Review of WA State Health Indicators) Executive Leadership Team, Managers, Supervisors, Assessment Staff March 2017 April 2017 May 2017 F. Review of PHEPR After Action Reports G. Review of Public Health Standards Report H. QI Evaluation Executive Leadership Team January 2017 February 2017 March 2017 I. QI Plan Executive January 2017 February March 2017
National Network of Public Health Institutes (NNPHI) www.nnphi.org/api Accreditation and performance improvement resources. www.nnphi.org/npjpsp/resources Public health improvement webinars and training. www.nnphi.org/phpit Public health performance improvement toolkit. Public Health Quality Improvement Exchange (PHQIX) https://www.phqix.org/ Online community for learning and sharing about quality in public health. Searchable; forum for online dialogue and sharing (uploading) example documents (including example QI Plans). Public Health Accreditation Board (PHAB) http://www.phaboard.org/ Non‐profit organization that oversees public health agency accreditation. Accreditation standards, measures, and requirements; training, resources, accreditation. Public Health Foundation (PHF) http://www.phf.org/focusareas/pmqi/pages/default.aspx Performance management and quality improvement website, including Turning Point framework. TRAIN/Ohio TRAIN www.train.org; www.ohiotrain.org Searchable public health‐related continuing education opportunities offered by affiliates from across the country, including Ohio. University of Minnesota http://www.sph.umn.edu/programs/certificate/piph/ Public Health Certificate in Performance Improvement. List of Appendices Include list of appendices here. Some templates for the examples below are included in the User & Resource Guide. EXAMPLE: Appendix X:Commonly Used QI Tools Appendix X: Summary of QI Projects Appendix X:QI Team Charter Template
Pre-Review Self-Assessment Processes Please answer these questions if you utilized the pre-review self-review process offered by MDARD or MDEQ. Strongly Disagree Disagree Neutral Agree Strongly Agree Not Applicable The Self-Assessment process was useful. 1 2 3 4 5 NA The Self-Assessment process was user-friendly. 1 2 3 4 5 NA The Self-Assessment process helped my agency successfully prepare for our review. 1 2 3 4 5 NA Materials were provided in advance with sufficient time to conduct activities. 1 2 3 4 5 NA I was satisfied with the Self-Assessment process. 1 2 3 4 5 NA Please provide any additional feedback you have on the self-assessment process Off-Site Review Processes Please answer these questions regarding the off-site/virtual review process used by Communicable Disease, BCCCP, and/or the QIS. Strongly Disagree Disagree Neutral Agree Strongly Agree Not Applicable The guidance for submitting documentation was clear. 1 2 3 4 5 NA I feel like the level of interaction with the reviewer(s) prior to and during the review process was appropriate. 1 2 3 4 5 NA I am satisfied with the off-site/virtual review process. 1 2 3 4 5 NA Please provide any additional feedback you have on the off-site/virtual review process
OLRB Case No.: __________ ACCREDITATION – RESPONDING PARTY’S (TRADE UNION’S) LIST OF EMPLOYERS (with Bargaining Rights in a different Geographic Area and Sector) List (alphabetically arranged) of all employers for whom the Responding Party Trade Union is entitled to bargain as of the Application Date in a different geographic area and sector than the one applied for. Name, address, telephone number and facsimile number of Employer Source of Bargaining Rights Relevant Date Area (Use additional pages if necessary) 1. 2. 3. 4. 5. 6. 7. 8. This list has been prepared by me or under my instruction and I confirm that it is accurate. Name: Date: Signature: (INCLUDE ADDITIONAL PAGES WHERE NECESSARY)
Faculty/Division/College/ Department/Centre Undergraduate/ Graduate Program Name Co-operative Education Program Start Date [Year/Month] Type of Co-op: Alternating or Internship (Provide link to Standards and Rationale document) Mandatory or (if indicate if selective (Institution’s choice) or Optional (Student’s choice) Typical academic program length (Yrs) and Number of Semesters (Provide link to program length calculation document) Total Program Full time Enrollment and Total Student Enrollment (xxx/xx) Note: removed from Submittal Cover page i List of Program Options (e.g., major, minor, discipline) Credentials Awarded (B.Sc., M.Eng., Ph.D., Diploma, etc.)
Program Type: Co-op (Internship) CAFCE Criteria CAFCE document reference Our Program(s) - Narrative Supporting Materials 11) One continuous work period (typically with one employer) The total amount of co-op work experience is normally at least 30% of the time spent on academic study, but for programs of two years or less, the total amount may be a minimum of 25%. For programs to meet the 25% requirement, a work term is defined as a minimum of 12 weeks and/or 420 hours of full-time, paid experience. Guiding Principle 6 Appendix 11 12) The work period is preceded by an academic period which is of sufficient duration, typically at least 50% of the program length. Co-op Manual Page 11 5.1.4 Appendix 12 13) Both academic and work terms are full time and the program begins and ends with an academic term. Guiding Principles 6 and 7 Standards B1 – B4 Appendix 13 Demonstration of institutional commitment to co-operative education is required. The accreditation review team looks for evidence of institutional commitment, supported by approval from the highest academic body within the institution and formal recognition of co-op in the institution's calendar (or equivalent official document). Please provide the following: Demonstrate the commitment of your institution for co-operative education and provide samples for each of the following (with pages appended and referenced): CAFCE Criteria CAFCE document reference Our Program(s) - Narrative Supporting Materials
*Curtis Anderson, MS Program Management Officer Department of Veteran Affairs Salt Lake City, UT *Diane Bedecarre, AA, BA, MS, RN-BC Director of Strategic Initiatives, Informatics Office of Nursing Services San Francisco, CA Planning Member for ANCC *Steven H. Brown, MD Director, Health & Medical Informatics Office Office of Health Information Nashville, TN *Elizabeth Sears Chapman, MS Program Analyst Office of Informatics and Analytics Chaplin, SC *Clayton Curtis, MD VHA-HIS Liason and IT Informatics VHA Office Boston, MA *Mike Lincoln, MD Health & Medical Informatics Office Office of Health Information Ann Arbor, MI *Kathleen Lysell, Psy.D. Clinical Psychologist Pacific Island Healthcare System Honolulu, HI Planning Member for APA *Margaret “Molly” Manion, MSN Nursing Informatics Specialist Office of Informatics and Analytics Lebanon, PA *Diane Montella, MD Clinical Informatist Nashville VAMC Nashville, TN Planning Member for ACCME *John Petek, MSW, LCSW, BCD Chief Social Work Service Long Beach VA Medical Center Long Beach, CA *Adelaide Quansah, BSBA Health Systems Specialist Office of Information Analytics Elkton , MD *Lynnette Rynearson, CPhT Inpatient Quality Control/Admin Coordinator VHA Salt Lake City Health Care System Salt Lake City, UT *Miguel Santos III, MDE, KCP, eISD National Project Manager Employee Education System Long Beach, CA *Melissa Silva, EdD Senior Instructional System Developer Allen Corporation of America Fairfax, VA +Nancy Staggers, PhD, RN, FAAN Professor, Informatics, Biomedical Informatics School of Nursing, University of Maryland Adjunct Professor, Biomedical Informatics University of Utah Professor, College of Nursing, University of Utah *Georgia Stefanidis Pharmacy ADP Coordinator New York Harbor Healthcare System Brooklyn, New York Planning Member for ACPE
Faculty and Planning Committee Listing * Denote planning committee member + Denotes faculty , *Khamkay (Kai) Chitaphong, LCSW National Director Veterans Integration to Academic Leadership VA Mental Health Service VA Central Office Washington, DC Planning Member for , , , Planning Member for , , , *Krista Stephenson, RN, MSN VA Deputy National Suicide Prevention Coordinator Mental Health Services, Patient Care Service Department of Veterans Affairs VA Central Office *+Patricia Watson, PhD Assistant Director for Terrorism and Disaster Programs, National Center for Child Traumatic Stress Education Specialist, NCPTSD Department of Veterans Affairs
PHYSIOLOGY COURSE Student Learning Outcome numbers Course or credit Institution/ Credit Hours Course Description VPP 601 Physiology TAMU/F/1982 4 Recent phases of physiology, modern experimental methods. 1-99 VPP 602 Physiology 4 Recent phases of physiology, modern experimental methods. 100-192 BICH 603 Biochemistry TAMU/F/1982 3 The biochemical properties of macromolecules found in living matter; proteins, enzymes and nucleic acids. 71-79 VPP 617 Respiratory Physiology 3 Gas exchange, regulation of respiration, responses to various gases, reflexes associated with respiration and the mechanical factors of breathing in health and disease. 124-133 BIOL 559 Modern Topics in Biology Adams State 3 Provides opportunity for individual research/study into problems of special interest in Biology. BIOL 505 A Problems in Biological Instruction: Renal Physiology UWashington, 1 Designed to provide instructors with the opportunity to expand their understanding of renal anatomy and physiology, including advanced problem solving workshops. 134-155 BIOL 505 B Problems in Biological Instruction: Respiratory Physiology UWashington, 2 Designed to provide instructors with the opportunity to expand their understanding of respiratory anatomy and physiology, including advanced problem solving workshops. 124-133 BIO 380T Current Concepts in Biology: Vertebrate Physiology II UTexas, Austin/F/2007 3 Vertebrate systems physiology: body fluids, cardiovascular system, respiration, digestion, metabolism, and endocrinology. 1-192 SLO Coursework Crosswalk – Outcome View In this view, student learning outcomes for the course being taught by the instructor are listed on the left, the relevant graduate courses or credits are listed in the middle, and an explanation of how the two are related is listed on the right.
Graduate Coursework (credits on transcript) Teaching while a graduate or postdoctoral student (credits on graduate transcript or credit value) Postgraduate Teaching (3 credits for each semester ) Postgraduate Courses or Experience (Continuing education credits or units awarded) Research or Clinical Experience in Anatomy (3 credits for each peer-reviewed journal article published or per year of practice) Human anatomy Primate Evolution Biomechanics Evolutionary Biology Functional Anatomy Vertebrate anatomy (comparative vertebrate anatomy) Veterinary anatomy Surgical anatomy Human gross anatomy Neuroanatomy or Neuroscience Biological anthropology Kinesiology Embryology (developmental biology) Cytology Histology (Microscopic anatomy) Organology Osteology Paleopathology Pathology Other? Specify: PHYSIOLOGY- RELATED COURSEWORK DOCUMENTATION OF COURSEWORK & CALCULATION OF CREDITS
Graduate Coursework (credits on transcript Teaching while a graduate or postdoctoral student (credits on graduate transcript or credit value of course) Postgraduate Teaching (3 credits for each semester ) Postgraduate Courses or Experience (CE credits or units awarded) Research or Clinical Experience in Relevant Area (3 credits for each journal article published or per year of practice) Dental Anthropology Medical Anthropology Epidemiology Microbiology Nutrition Cell biology Public health Biochemistry Pharmacology Graduate level course on pedagogy Pharmacophysiology Statistics Other? Specify:
Information about how emergency plans are authorised, maintained, communicated, tested and made available to the workforce and emergency services yes no Evidence of how the museum works with the emergency services, and of any other relevant emergency plans yes no An effective procedure for reviewing the emergency plan yes no 1.10 Organisational approach to environmental sustainability Please outline the museum’s approach to environmental sustainability. (max. 200 words) The museum's Environmental Policy Statement and approval are required. The online form will allow you to provide the Environmental Policy Statement and approval by electronic attachment, or indicate that a hard copy will be sent to the assessing organisation. The preferred method is electronic attachment Date the environmental policy statement was last reviewed Section two – collections ‘Accredited museums manage collections effectively and make them and the information they hold about them available to everyone.’ In order to demonstrate effective collections management, we will ask you to provide the relevant policies, plans and other information which are outlined in the guidance. These include: 2.1 Satisfactory arrangements for the ownership of collections 2.2 Collections development policy 2.3 Documentation policy 2.4 Care and conservation policy 2.5 Documentation plan 2.6 Care and conservation plan 2.7 Documentation procedures 2.8 Expert assessment of security arrangements
Accreditation of Building Career Skills – NVQ Level 1 Name of the institute TVEC registration number Whether its separate or in-built to trade course (number of hours/duration) Number of tutors and their highest qualification to teach English Whether institute maintains tutors’ daily records Whether you implemented a course plan and weekly time table Continuous assessment conducted/student attendance maintained Separate (HRS) In-built (HRS) Yes no Course plan Weekly time table Assessments Attendance Following documents are required: C.V of tutors (every institute) Tutor’s record (every institute) Time table (every institute) Assessment records (every institute) Student attendance 90% required Signature of the Director (Training/Academic): Date: : N.B – All documents will be retuned back to the institute after verification
Bench tops and trolleys Wipe down with detergent and water. Dry with cloth. Daily, and as required Nurse on roster Examination couch Wipe down with detergent and water. Dry with cloth. Daily and as required Nurse on roster Equipment Damp cloth wipe. As required Nurse on roster Clinical waste bin Empty all orange clinical waste bags into ‘hazardous’ large bin. Daily, and as required Nurse on roster Consulting rooms Carpets area Spot vacuum debris areas. Thoroughly vacuum, detail corners, edges and door tracts. Daily Weekly Cleaner Smooth floors Spot clean, using a vacuum and damp mop removing all marks and stains. Thoroughly vacuum/sweep to remove all traces of dirt. Thoroughly mop entire surface. Daily Weekly Cleaner Bench tops and trolleys Wipe down with detergent and water. Dry with cloth. Daily As required Cleaner Owner of room Examination couch Wipe down with detergent and water. Dry with cloth. Daily As required Cleaner Owner of room Sink Wipe down with disinfectant cleanser. Dry with cloth. Daily Cleaner Toilets Flooring Thoroughly vacuum/sweep to remove all traces of dirt. Thoroughly mop entire surface. Daily Cleaner Toilets Scrub toilet bowl with toilet brush and disinfectant cleanser. Wipe lid, seat and outer bowl with disinfectant cleanser. Dry with cloth. Daily Cleaner Sinks Wipe down with disinfectant cleanser. Dry with cloth Daily Cleaner Mirrors Wipe down with glass cleaning solution. Daily Cleaner Bench top, hand rail, sanitary unit Wipe with detergent and water. Dry with cloth. Daily Cleaner Sanitary units Empty and replace. Every 6 weeks Contractor Supplies Restock toilet paper, liquid soap, etc. Daily Cleaner
Related contacts Organisation Contact for Contact details Central Immunisation Clinic Adverse event following immunisation (AEFI) Phone: 9321 1312 Contact your local See the See Prevention and Control Program – Communicable Disease Control Directorate Vaccine ordering of government funded vaccines Phone: 9388 4835 Fax: 9388 4877 Email: Prevention and Control Program – Communicable Disease Control Directorate Cold chain breach Quality Improvement and Change Management Unit Safe storage of medications
ACCREDITATION APPLICATION – Form L SUPERVISION OF COUNSELLING PRACTICE RECORD Name Membership No. Page no. L_ (S/vision Session number) Date Time Hr-min Con- tact code Venue Issues raised (include secure Client codes) Supervisor signature Total brought forward hrs ( ) Total hours this page h ( ) Total taken forward hrs (
Complete ADR Form related to Income Tax, Payroll Taxes and VAT 8 48 Write Tax Opinions related to Tax Disputes, Business Models and Investment and Estate Planning 7 48 OR Workplace Experience Component: SARS Name of Module Resources Available to Deliver Training Yes / No NQF Level Credits Check Registered Taxpayers and Identify Potential Examinations / Audits 7 48 Examine or Audit Taxpayers’ Income Tax, Payroll Tax and VAT Returns 8 78 Formulates a Response to an ADR Form related to Income Tax, Payroll Taxes and VAT 8 48 Write Tax Opinions related to Tax Disputes, Business Models and Investment and Estate Planning 7 48 B4: Training Programme Please provide details about how you plan to run the Training Programme in your Organisation. Provide, for example details of how learners will be placed in specialist units or how they will rotate in the organisation. Attach detailed training plan. B5: Registered Tax Practitioners How many of the staff members in your organisation are registered with SARS as Tax Practitioners?
Table 2: Summary of Underpinning Knowledge State the ratio/percentage or credits for each of the components listed below Year of Study Semester Mathematics Fundamental Science Engineering Science Design and Synthesis Complimentary Total General Discipline Specific For Semester One Semester 1 Semester 2 Two Practical 1 Practical 2 Three Semester 3 Semester 4 Total for Qualification: Semester – Academic (at Engineering Technology Programme Education Provider) Practical – Experiential Learning Reference: 3.1.1.1 To address 2.6.2 Selection Criteria Table 3: Summary of Selection Criteria used
*Projects, publications and papers over last five years. Reference: 3.1.1.1 To address: 2 Resources Influencing Effectiveness – Facilities & Equipment Table 6: Resources Summary Type of Facility Description Application (Indicate subject and learning activity) Time used by a Student (Give a range of time if necessary) Laboratory Library/media center Computer Industrial Visit Experiential P1 Industrial Based ⁯ □ P2 Industrial Based □
Thinking about your interactions with the Federal Safety Officer(s) who have conducted audits, to what extent do you agree or disagree that the officers were …? Category Yes % No % Total % Professional 188 98.43% 3 1.57% 191 100.00% Knowledgeable 184 98.40% 3 1.60% 187 100.00% Collaborative 165 88.71% 21 11.29% 186 100.00%
Product name . Length of cycle assessment Key processes in assessment cycle Timing Format of assessment (onsite/desktop/short notice) Other information Self-assessment Mid-cycle or periodic assessment Organisation-wide assessment Product name . Length of cycle assessment Key processes in assessment cycle Timing Format of assessment (onsite/desktop/short notice) Other information Self-assessment Mid-cycle or periodic assessment Organisation-wide assessment Supporting documentation Communication or promotional material for NSQHS Standards Communication or promotional material for TRP Standards Other supporting documentation, please list:
EXECUTED by [insert Accrediting Agency company name and ABN] by or in the presence of: ………………………………………………. Signature of Director ……………………………………………….. Print name of Director ……………………………………………….. Office Held ……………………………………………… Date ) ) ) ………………………………………………. Signature of Witness ……………………………………………… Print Name of Witness ……………………………………………… Date
Execution by the Recipient: SIGNED, SEALED AND DELIVERED by [insert name of Recipient] in the presence of: Signature of Witness Print name of Witness ) ) …………………………………………… Signature of Recipient
Frequently asked questions for Quality Assured Lifelong Learning on the Credit and Qualifications Framework for Wales for social care, early years and childcare in Wales. The Care Council for Wales has been leading on an exciting project that has been exploring the accreditation of quality assured lifelong learning in social care, early years and childcare, which will form part of the Credit and Qualifications Framework for Wales. The project has included a number of pilots across a wide range of services and the Care Council are now ready to open up the opportunity for others to engage in the accreditation of quality assured lifelong learning. A guide for the accreditation of quality assured lifelong learning is available from our website, this provides basic information that will help you decide whether accreditation is for you. The FAQ sheet builds upon the guide and should help with any additional unanswered questions. Finding out about Quality Assured Lifelong Learning What is the Credit and Qualifications Framework for Wales (CQFW)? The Credit and Qualifications Framework for Wales (CQFW) was introduced in Wales in 2003. It “envisages embracing all types of learning within a common recognition framework” and underpins five key goals: “Enabling everyone to develop and maintain essential skills; Encouraging people to become lifelong learners; Supporting the development of skills in businesses and educational institutions; Encouraging workers to gain new skills; and Helping people within their communities to develop new skills.” It brings all recognised learning into a single structure that includes higher education, lifelong learning and general and vocational education and training. You can find more information about CQFW from:
Accrediting Agency Name Accrediting Agency Contract Number Accreditation Package Name Contract Start Date Contract Expiry Date Accreditation Status Accredited Not Accredited Accreditation Pending Accreditation Certification Start Date: Accreditation Certification Expiry Date: Accreditation Cycle Phase 2014 (Insert Date) 2015 (Insert Date) 2016 (Insert Date) 2017 (Insert Date) Interim Accreditation Organisation Wide Survey Mid Cycle Review Other Assessment 1 (If applicable + state what type) Other Assessment 2 (if applicable + state what) Section C: Declaration by Chief Executive/Authorised Person Chief Executive or Authorised Person Confirmation of Information
Objective: By: Objective: By: Objective: By: Activities, Tasks and Events What are the Activities, Tasks, and Events that need to occur to meet the above Objectives? 30-, 60-, 90- day plan. Complete each Objective below with as much detail as possible. OBJECTIVE: Activities, Tasks, and Events Customer Contact Your Responsibility Date Status OBJECTIVE: Activities, Tasks, and Events Customer Contact Your Responsibility Date Status OBJECTIVE: Activities, Tasks, and Events Customer Contact Your Responsibility Date Status
OBJECTIVE: Activities, Tasks, and Events Customer Contact Your Responsibility Date Status OBJECTIVE: Activities, Tasks, and Events Customer Contact Your Responsibility Date Status OBJECTIVE: Activities, Tasks, and Events Customer Contact Your Responsibility Date Status OBJECTIVE: Activities, Tasks, and Events Customer Contact Your Responsibility Date Status
(Amended 2-10-99) EXHIBIT 1 Key to *: Assistant Directors, Assistants (Exec. or Adm.), Coordinators in all areas fit into the following classifications according to the position the job answers to: Level I if answering to President or Vice-President Level II if answering to Provost or Dean level position Level III if answering to Dean level position or below Secretaries in all areas fit into the following classifications according to the position the job answers to: Level III if answering to President or Vice-President Level IV if answering to Provost, Dean level position, or below Academic Support Instruction Cont. Ed) Student Services Administration Records Financial Aid Institutional Support Services Maintenance/ Grounds/Cust/ Security Bookstore Housing Food Services Industrial Training Level I E 1& 2 * Nurse * * * * * * Supervisor Asst. Supervisor Level II E 2&3 * * Graphic Artist * * * Accountant Purch. Agent * Analyst Programmer Technician * Supervisor Asst. Supervisor Level III E 3, 4, & 5 Manager * Manager Staff Coach Graphic Artist Superintendent * Manager * Manager Evaluator * Manager * Secretary Manager Treasurer Asst. Acct. Purch. Agent * Manager Operator Technician * Supervisor Asst. Supervisor Manager Mechanic1 Specialist1 Manager Manager Manager Manager Level IV E 5 & 6 Secretary Clerk Specialist Secretary Printer Clerk Specialist Secretary Clerk Recruiter Secretary Clerk Evaluator Secretary Clerk Secretary Clerk Cashier Secretary Clerk Operator Secretary Clerk Clerk Clerk Clerk Clerk Level V E 6 & 7 Employee2 Clerk Technician Employee Receptionist Clerk Technician Employee Receptionist Clerk Technician Employee Receptionist Clerk Technician Employee Clerk Technician Employee Clerk Technician Employee Receptionist Clerk Technician Employee Receptionist Clerk Technician Employee Receptionist Clerk Technician Employee Receptionist Clerk Technician Employee Receptionist Clerk Technician Employee Receptionist Clerk Technician Categories to include skilled workers, i.e., painters, carpenters, electricians, etc. Employee includes custodians, grounds workers, food service workers, bus drivers, and other general employees
Evaluation Criteria The method for measuring pupil progress, as required by EC Section 47605(b)(5)(C), at a minimum: Criteria Criteria Met Utilizes a variety of assessment tools that are appropriate to the skills, knowledge, or attitudes being assessed, including, at minimum, tools that employ objective means of assessment consistent with the measurable pupil outcomes. Yes Includes the annual assessment results from the Standardized Testing and Reporting (STAR) program. NA Outlines a plan for collecting, analyzing, and reporting data on pupil achievement to school staff and to pupils’ parents and guardians, and for utilizing the data continuously to monitor and improve the charter school’s educational program. Yes The petition does present a reasonably comprehensive description of the method for measuring pupil progress. Comments The ISLA petition presents a reasonably comprehensive description of the method for measuring pupil progress, including pupil progress reporting, analysis of data, and reporting to parents. ISLA describes a variety of assessments aligned to the eight state priorities to track and measure pupil progress (Attachment 3, pp. 119–153). 4. Governance Structure EC Section 47605(b)(5)(D) 5 CCR Section 11967.5.1(f)(4) Evaluation Criteria The governance structure of the charter school, including, but not limited to, the process … to ensure parental involvement …, as required by EC Section 47605(b)(5)(D), at a minimum:
Evaluation Criteria The procedures …, to ensure the health and safety of pupils and staff, as required by EC Section 47605(b)(5)(F), at a minimum: Criteria Criteria Met Require that each employee of the school furnish the school with a criminal record summary as described in EC Section 44237 and comply with EC Section 44830.1. Yes Include the examination of faculty and staff for tuberculosis as described in EC Section 49406. Yes Require immunization of pupils as a condition of school attendance to the same extent as would apply if the pupils attended a non-charter public school. Yes Provide for the screening of pupils’ vision and hearing and the screening of pupils for scoliosis to the same extent as would be required if the pupils attended a non-charter public school. Yes The petition does present a reasonably comprehensive description of health and safety procedures. Comments The SCS petition presents a reasonably comprehensive description of health and safety procedures. The petition states that SCS’s health and safety policies is available any time upon request and/or as required by the Memorandum of Understanding and is summarized by the following (Attachment 3, pp. 110–113): Procedures for background checks Role of staff as mandated child abuse reporters Tuberculosis risk assessment and examination Immunizations Medication in school Vision, hearing, and scoliosis screening Diabetes education Suicide prevention policy Emergency preparedness CPR training Blood-borne pathogens Air pollution emergencies Bomb threats Drug free/alcohol free/smoke free environment
teaching trainees are expected to attend. The table below can be adjusted to show this information: ACCS Parent Specialty: ACCS Teaching (regional, monthly) Departmental teaching (local, usually weekly) Novice Anaesthetic Programme (regional, 8 week block x 2 per year) Basic Level Anaesthetic Teaching (regional, monthly) CMT Teaching (regional, monthly) Anaesthetics YES YES – only for current post YES - only for first Anaesthetics post YES - only during Anaesthetics post, otherwise in own time/study leave (this includes during ICM block) NO Emergency Medicine YES YES – only for current post YES - only for first Anaesthetics post NO NO Acute Medicine YES YES – only for current post YES - only for first Anaesthetics post NO YES - only during Acute Medicine post, otherwise in own time/study leave Portfolio Trainees should ensure they are registered with their parent specialty College and that they have access to the relevant e-portfolio which they should use throughout their training in ACCS. They should ensure they provide your details as Educational Supervisor to allow you the necessary access to their e-portfolio. Details on enrolling for e-portfolio can be found via the relevant College websites: Anaesthesia: Emergency Medicine:
8 What would be different if you were able to replay this event? 9 How would you feel? 10 How would others feel? 11 Focussing on what you would have done differently, what do you need to make sure that you are able to be different in the future? Reminder: have you identified with question 11 something that can be done differently? This is the learning need. Trainer Comments: Trainer name Trainer Signature
Table 7. Graduation Rate Indicator for the Surrounding Schools Where Pupils Would Otherwise be Required to Attend An asterisk (*) indicates that the school cohort consists of less than 11 students, the minimum size for any reporting. The performance level (color) is not presented or included for accountability purposes when there are less than 30 students in any year used to calculate status and change. School Name Alta Vista Alternative High Alta Vista Alternative Junior High La Cuesta Continuation High (see note 5) Open Alternative Olive Grove Charter School: Santa Barbara County-District-School Code N/A Performance Level (Color) Red N/A N/A N/A N/A Current Status (%) 58.2 (Very Low) N/A N/A N/A N/A Change (%) -0.2 (Maintained) N/A N/A N/A N/A Notes for the new California School Dashboard: Using Graduation Rate data of all grade 12 students in each of these schools. Any school that has no grade 12 student will be shown as ‘N/A’. Performance Level: The five Performance Levels are Blue (highest performance), Green, Yellow, Orange and Red (lowest performance). Current status: Status is based on the most recent year of data for that indicator. Change: Change is the difference between performance from the most recent year of data and the three-year weighted average, when available. Alternative schools are not included in the Fall 2017 Dashboard. These schools will receive a Dashboard in the Fall of 2018. Source files: California Department of Education, Academic Accountability Unit, May 2018
School 2015-16 ELA 2015-16 Math 2016-17 ELA 2016-17 Math EPAF 63 19 23.68 4.88 Public Service Community at Diego Rivera Learning 69 13 66.48 14.64 Communication and Technology at Diego Rivera Learning 42 15 35.19 7.41 Green Design at Diego Rivera Learning Complex 42 12 71.11 20 Crenshaw Science, Technology, Engineering, Math and Medicine Magnet 33 7 31.9 2.14 George Washington Preparatory High 24 6 33.32 3.27 EPAF 2016–17 ELA CASSPP Results by Subgroup (Percent Meets/Exceeds Standards) School All Socioeconomically Disadvantaged African American Hispanic/ Latino Pupils with Disabilities ELs EPAF 24 19 27 Not Applicable (NA) NA NA Public Service Community At Diego Rivera Learning 67 67 NA 68 NA 0 Communication and Technology at Diego Rivera Learning 35 35 NA 34 0 0
Green Design at Diego Rivera Learning Complex 71 70 NA 73 NA NA Crenshaw Science, Technology, Engineering, Math and Medicine Magnet 32 31 28 43 10 0 George Washington Preparatory High 33 33 30 36 NA NA EPAF 2016-17 Math CASSPP Results by Subgroup (Percent Meets/Exceeds Standards) School All Socioeconomically Disadvantaged African American Hispanic/ Latino Pupils with Disabilities ELs EPAF 5 6 6 NA NA NA Public Service Community At Diego Rivera Learning 15 14 NA 15 NA 0 Communication and Technology at Diego Rivera Learning 7 7 NA 8 0 0 Green Design at Diego Rivera Learning Complex 20 20 NA 21 NA NA Crenshaw Science, Technology, Engineering, Math and Medicine Magnet 2 2 2 4 0 0 George Washington Preparatory High 3 3 3 3 NA NA
Table 4. Math Academic Indicator for the Surrounding Schools Where Pupils Would Otherwise be Required to Attend An asterisk (*) indicates that the school had less than 11 test scores, the minimum size for any reporting. The performance level (color) is not presented or included for accountability purposes when there are less than 30 students in any year used to calculate status and change. School Name Public Service Community at Diego Rivera Learning Communication and Technology at Diego Rivera Learn Green Design at Diego Rivera Learning Complex Crenshaw Science, Technology, Engineering, Math and Medicine Magnet George Washington Preparatory High Executive Preparatory Academy of Finance County-District-School Code Performance Level (Color) Grades 3-8 N/A N/A N/A N/A N/A N/A Current Status (points) Grades 3-8 N/A N/A N/A N/A N/A N/A Change (points) Grades 3-8 N/A N/A N/A N/A N/A N/A Performance Level (Color) Grade 11 Orange Red Orange Red Red N/A Current Status (points) Grade 11 -94.8 (94.8 points below: Low) -117.5 (117.5 points below: Very Low) -97.6 (97.6 points below: Very Low) -176.3 (176.3 points below: Very Low) -142.9 (142.9 points below: Very Low) -152.8 (152.8 points below: Very Low Change (points) Grade 11 -2.5 (Maintained) -15.5 (Declined Significantly) 29.4 (Increased Significantly) -20.3 (Declined Significantly) -5.6 (Declined) -73.4 (Declined) Notes for the new California School Dashboard:
Supervisor’s address: Supervisor’s phone: Email: Supervisor’s Qualifications: Supervision was: Individual Session duration (minutes): No of sessions: Group (max. 12 people) Session duration (minutes): No of sessions: Session duration (minutes): Number in Group: This report relates to the period: to The details reported on this page give an accurate description of our supervision arrangements. The applicant has demonstrated a capacity to provide professional supervision to counsellors and/or psychotherapists and I see no obstacle to listing the applicant as an Accredited Supervisor. Total supervision on supervision hours: Supervisor’s signature: Date: Total hours of supervised client contact as a supervisor: Applicant’s signature: Date: * Please complete additional tables if you have more than one supervisor. Copy this page if required. Supervisor’s name: Supervisor’s address: Supervisor’s phone: Email: Supervisor’s Qualifications: Supervision was: Individual Session duration (minutes): No of sessions: Group (max. 12 people) Session duration (minutes): No of sessions: Session duration (minutes): Number in Group: This report relates to the period: to The details reported on this page give an accurate description of our supervision arrangements. The applicant has demonstrated a capacity to provide professional supervision to counsellors and/or psychotherapists and I see no obstacle to listing the applicant as an Accredited Supervisor. Total supervision on supervision hours: Supervisor’s signature: Date: Total hours of supervised client contact as a supervisor: Applicant’s signature: Date: * Please complete additional tables if you have more than one supervisor. Copy this page if required. PART 5: Applicant declaration I, : (print name) confirm that: Please tick: I have professional indemnity insurance cover in place and agree to maintain continuous cover for the duration of my registration.
ACCS Teaching Program 2016 – 2017 Date Title Venue Attenders Topic 5/8/2016 Year 2 introduction ARU Chelmsford Emily Simpson All Year 2 ACCS 16/8/2016 Introduction to ACCS for CT1 Peterborough Hospital Cilla Reid ACCS CT1s only 22/09/2016 ACCS training day Addenbrooke’s, Cambridge Diane Williamson All ACCS Year 1 Trainees 25/10/2016 ACCS EM Broomfield, Chelmsford Organiser - Ahmad Aziz ACCS EM Trainees Decision making, clinical reasoning Prioritisation of patient safety in clinical practice principles of medical ethics and confidentiality Consent Legal framework for practice 15/11/2016 ACCS training day King’s Lynn Harith Altemimi Basildon Organiser – Saad Abdulla All ACCS Year 1 Trainees Split session: Dizziness and vertigo Collapse black out Syncope & pre-syncope palpitations
15/12/2016 ACCS training day Peterborough Cilla Reid All ACCS Year 1 Trainees Anaphylaxis Chest pain Cyanosis Breathlessness Poisoning 17/1/2017 ACCS training day Great Yarmouth James Crawfurd TBC All ACCS Year 1 Trainees Split session Abdominal pain Swelling masses Constipation Diarrhoea Haematemesis and melaena Jaundice Pelvic pain 21/02/2017 ACCS EM Peterborough Catriona Thompson ACCS EM Trainees Team working and patient safety Complaints and medical error Ethical research Evidence and guidelines 14/3/2017 ACCS training day Addenbrookes Adrian Boyle All ACCS Year 1 Trainees Atraumatic limb pain and swelling Oliguria Pain Falls 12/4/2017 ACCS training day TBC Luton Hema Muniswami All ACCS Year 1 Trainees Split session Sepsis Rash Delirium
Cough Fever Sore throat Red eye Painful ear 10/05/2017 ACCS EM Rachel Hoey Watford ACCS EM Trainees Teaching and training 14/6/2017 ACCS training day WSH, Bury St Edmunds Organiser - Alain Sauvage (awaiting response) Catherine Hayhurst All ACCS Year 1 Trainees Fits / seizures Weakness and paralysis Headache Unconscious Catherine will cover: Aggressive disturbed behaviour Suicidal ideation Confusion TBC TCB Preparation for anaesthetics 12/7/2017 ACCS Presentation day Peterborough Cilla All ACCS Trainees Presentation of work done by ACCS trainees
14 Second-Half Session Dates (Session 442), October 17 – December 14 First Day of Classes for second half ACCT/BUAD courses Monday, October 17 Last Day to Add or Drop second half ACCT/BUAD courses w/out a “W” Tuesday, October 25 Last Day to Drop ACCT/BUAD courses with a “W” Monday, November 21 Final Exams Wed., December 7 – Wed., December 14 Regular Session Dates (Session 001), January 11 - May 11 Last Day to Add or Drop w/out a “W” Friday, September 9 Last Day to Change from P/NP to Letter Grade Friday, October 7 Last Day to Drop with a "W" Friday, November 11 Final Exams Wed., December 7 – Wed., December 14 STUDENT LEARNING OBJECTIVES OBJ 1 Heavy Technical, Conceptual, Knowledge Students will expand their critical thinking and problem solving skills learned in introductory and intermediate accounting courses. OBJ 2 Heavy Research, Analysis, and Critical Thinking Students will use academic/professional literature to build their knowledge of and analyze complexities of business internal and external accounting requirements. OBJ 3 Light Ethical Decision Making Students will apply ethical principles and professional standards in decision making. OBJ 4 Light Communication Students will continue to strengthen their ability to communicate ideas clearly and strategically, after considering the relevant audience, situation and purpose of the communication. OBJ 5 Medium Leadership, Collaboration, and Professionalism Students will demonstrate leadership skills and the ability to work cooperatively and productively to accomplish established goals.
internal and external accounting requirements. OBJ 3 Light Ethical Decision Making Students will apply ethical principles and professional standards in decision making. OBJ 4 Light Communication Students will continue to strengthen their ability to communicate ideas clearly and strategically, after considering the relevant audience, situation and purpose of the communication. OBJ 5 Medium Leadership, Collaboration, and Professionalism Students will demonstrate leadership skills and the ability to work cooperatively and productively to accomplish established goals. ACCT 462 Spring 2017 – Class and Assignment Schedule DATE TOPICS READINGS DAF* CASES Jan 9 Financial Reporting and the Institutional Environment Ch. 1 Jan 11 Improper Timing of Revenue via Bill-and–Hold and other contingent sales Ch. 3 Sunbeam Jan 16 NO CLASS—MLK DAY Jan 18 Contingent Sales Ethics Ch. 3 Ch. 2 Sunbeam Peter Madoff Case Ch2 Hand-in Jan 23 Holding Books Open after end of period Multiple Element Contracts Fictitious Revenue Improper Valuation of Revenue Cash Flow Statements Ch. 4 Sensormatic Xerox CUC/Cendant Insignia Beazer Homes Case Ch3 Hand-in Jan 25 1 Use of Business Combinations for improper accounting Ch. 5 WorldCom Jan 30 Improper Capitalization of Expenses Ch.5 WorldCom Exercises 37 & 38 Ch 5 hand-in Feb 1 MID-TERM EXAM
Feb 6 Improper Use of Off-Balance Sheet Arrangements to overstate earnings and understate liabilities Ch. 7 Enron Feb 8 Improper Use of Off-Balance Sheet Arrangements; continued Ch. 7 Enron Exercises 37 & 38 Ch7 Hand-in Feb 13 Mortgage Crisis Ch 9 CountryWide Feb 15 Feb 20 Mortgage Crisis Improper Deferral of Expenses Failure to Record Expenses Overstating Ending Inventory Understating Reserves for Bad Debts Failure to Record Asset Impairments Ch 9 Ch 6 Ch 6 Ch 6 Ch 6 Livent Livent Rite Aid AHERF/Allegheny Lockheed Quiz Feb 22 Feb 27 President’s Day No Class Inadequate Disclosure in MD&A Related Party Transactions Improper Use of non-GAAP measures Foreign Corrupt Practices Act Violations Roundtrip Transactions Ch. 8 Ch. 8 Ch. 8 Ch 8 Edison Schools Adelphia Adelphia BellSouth Krispy Kreme Mar 1 FINAL EXAM *DAF: Detecting Accounting Fraud: Analysis and Ethics. Cecil W. Jackson. Pearson/Prentice Hall. 2015.
ANSWERS: B D C B C B D A C A B A A C A D B D A C B C A B B C B B B B D A A D C C B A B E D A D B C B A B A B