zilongwang/ReadingBank huggingface dataset:
APPENDIX THREE In lesson misconduct guidance: A student is misbehaving within a lesson (other strategies may be used) Positive behaviour within the classroom should be encouraged and regularly celebrated e.g. positive on the board, achievement points, stickers or certificates This is low level disruption This is persistent/continued low level disruption within one lesson This is a behaviour incident This is poor behaviour over 2 or 3 lessons showing no improvement despite earlier sanctions This is a serious incident and you need support Conversation with the student Move within the classroom Remove from classroom to work in another supervised room and provide work LM score recorded, comment and behaviour point on SIMS LG Callout LM score recorded, comment and behaviour point on SIMS LM score recorded, comment and behaviour point on SIMS LM score recorded, comment and behaviour point on SIMS Contact home and place on Subject Report LM score recorded, comment and behaviour point on SIMS If disruption continues, look to ‘persistent low level disruption’ Department break or lunchtime detention issued Department after school detention issued Inform HOD and HOY and have a 2 week review Department after school detention issued Review with student at the end of detention Contact home Improvement? Take off Report Refer to HOD and contact home No improvement? HOD to refer to HOY for internal isolation If incident is particularly concerning, the HOD may dialogue with HOY for escalated consequences
Conduct when travelling to and from school High standards of behaviour are required from all pupils and students on the journey to and from school. Pupils and students should be mindful of members of the public when using public areas, including the pavement, bus stop or station platform. Disorderly behaviour on the journey to or from school will not be tolerated and any found to be bringing the school into disrepute in this way will be severely sanctioned. Appendix 3 – NBS Behaviour Stack Appendix 4 – Consequences Incident Category Incident Type Consequence (logged on SIMS) E Dealt with by member of staff Low level Disruption Minimum Consequences Verbal warning D Dealt with by member of staff Followed up by Subject Leader/Form tutor Uniform/Jewellery Failure to complete homework on first occasion Talking in class/out of seat Disrupting the learning of others Lack of equipment Lateness (less than 5 minutes) Inadequate classwork Eating/chewing/drinking in class/corridor Use of Mobile phone/electronic device Being out of bounds within School grounds Log on Uniform Card 1 Behaviour point + Minimum Consequences Verbal warning Note in student diary Extra work Reporting at lunchtime or after school
Detention Phone call home C Dealt with by member of staff Followed up by Form Tutor/ Subject Leader Repetition of Category D incident Cussing/ Name calling Littering/Spilling liquids in classroom/corridor Refusal to attend subject teacher detention 2 Behaviour points + Another comment and relocation to another part of the classroom. Minimum Consequences Detention Phone call home B Dealt with by SLT /Progress and Well Being Coordinators Repetition of Category C incident Not being in possession of uniform card Persistent lateness to school/late to lesson (more than 5 minutes) Arguing Verbal abuse towards another student/staff member Jostling/Play-fighting Graffiti Selling (food, drink, clothing, electronic devices) 10 Behaviour points + Minimum Consequences A further comment, relocation to another classroom and detention. Progress and Well Being Coordinator detention SLT detention 10 Behaviour Points Internal exclusion Fixed term exclusion
Classroom Playground Dining Hall Assembly Toilets Trip Coming to school Corridor Gym Library 2) What took place? Another pupil teased me Another pupil took my things I did something wrong Another pupil annoyed me Another pupil hit/kicked me Another pupil insulted me Another pupil swore at me An adult told me off Something else 3) Who was involved in the incident? Me A friend Another pupil An Adult Someone else 4) What did you do? Hit back Told an adult Cried Broke something Told my teacher Shouted Talked it through Told a friend Ran away Walked away calmly Lost my temper Ignored it 5) How did you feel? 6) How upset did you get? Extremely Very Mildly A little Not at all 7) How well did you control yourself? Extremely Very Mildly A little Not at all 8) What could you do differently next time Pupil Signature:______________________________ Teacher Signature:________________ Date:____________ Pupil’s Name: Pupil’s Class Date: Break Time Lunch Time 2) Who was involved in the incident? 3) What did you do?
Appendix 2 – Maintaining Positive Behaviour Stage Level Who is responsible? Strategies and/or sanctions available Documentation Misbehaviour Work-related Stage 1 Misbehaviour or a work issue of a routine nature. Relevant member of staff/class teacher in conjunction with HOD. At this stage, it is a departmental issue Low-level sanctions such as: Verbal warning Note in student planner Private detention (break or lunch time) School detention Low-level sanctions such as: Private detention (break or lunch time to catch up on missed work) Note in student planner Note in planner (seen by parents and FT) Name in school detention book (seen by HOY) Stage 2 Repeated misbehaviour or continued issues with work Referred to Form Further low-level sanctions Review of behaviour in other subjects Communication with parents HOY informed Further low-level sanctions Review of work in other subjects Involvement of Learning Support Coordinator Communication with parents HOY informed Planner School detention book Email 3 No improvement in behaviour or work over a prolonged period. A serious offence that warrants immediate attention of HOY (e.g. bullying, vandalism) HOY/Form Tutor School detention Head’s detention Communication with parents Meeting with parents Deputy Head (Pastoral) informed and possibly involved Headmaster informed Communication with parents Meeting with parents Weekly report Deputy Head (Pastoral) informed School detention book Copies of letters kept on file Outcomes/actions from meetings shared with relevant staff Stage 4 Worrying and/or deteriorating work situation. A serious offence that warrants the immediate attention of the Deputy Head (Pastoral) (e.g. theft, racist behaviour) Deputy Head (Pastoral)/HOY in consultation with Headmaster Meeting with parents Head’s detention Fixed term exclusion Internal exclusion Involvement of external agencies (Educational Psychologist, counsellor) Involvement of police Meeting with parents Home/school contract Involvement of external agencies (Educational Psychologist, counsellor) Notes from parental meeting on file. Incident reports/witness statements Letters on file Report to governors? Stage 5 A serious offence that warrants the immediate involvement of the Headmaster (e.g. violence, theft, drugs) Headmaster/Deputy Head (pastoral) Meeting with parents Fixed term exclusion Permanent exclusion Incident reports/witness statements Letters on file Headmaster’s report to governors
children so that differentiated provision can be put in place. The school uses the principles identified by the ‘Thrive’ approach. Thrive Understanding children’s emotional development and adults attuning to the children’s needs. class activities that help to promote the children’s emotional well being based on whole class assessment. Individual action plans where appropriate with school and home activities. Social, Emotional Aspects of Learning (SEAL) In assemblies, lesson time and in groups the school actively teaches the emotions and feelings around a number of key areas. This helps to recognise emotions in ourselves and how we might react to certain circumstances. It also helps us to identify how others may act towards us and to provide strategies to manage the situations enabling teachers to directly teach about the consequences of our actions. The key themes are: Term 1 New Beginnings Getting on and Falling Out Anti-Bullying Term 2 Going for Goals Good to be Me Term 3 Relationships Changes Circle Time class will timetable at least one session of Circle Time each week to develop the SEAL theme but to also address situations in the class. Circle time may include: Team building activities Discussion Role-play Work with puppets Empathy with others Class Charters
Determination Enrichment Parents/Carers are responsible for: Supporting and encouraging their children to meet the expectations of the five areas of the P.R.I.D.E Student Charter Ensuring that their children arrive on time to school every day, wearing full school uniform and are ready and prepared to learn Working cooperatively with the school when there are concerns about their children’s’ behaviour or attitude to learning Contacting their children’s Form Tutors if they have any concerns Further reference: Appendix A – P.R.I.D.E. Student Charter Appendix B – School Dress Code Appendix C – The Role of the Form Tutor Appendix D – Rewarding Positive Behaviour and Achievement Appendix E – Classroom Expectations Appendix F – Around School Expectations Appendix G – What happens if I don’t follow the classroom expectations Appendix H – Sleuth Practice Appendix I – Negative Behaviour Referral Route Appendix J – Restorative Practices Appendix K – Detentions Appendix L - Buddy System/On-Call procedures Appendix M – Confiscation and search Appendix N – Use of force Appendix O – Exclusions Further policy reference: Anti-Bullying Policy Permanent Exclusion Policy Use of reasonable force guidelines
Introduction to RIDS-eBSP This guide has been developed to support you to use the new online RIDS interface called RIDS-eBSP. The intended audience for this guide is: disability support professionals – including support workers, team leaders and behaviour specialists Authorised Program Officers (APOs). Please contact the system administrator at the Office of Professional Practice for further assistance in using RIDS-eBSP on (03) 9096 0223. We would like to acknowledge the RIDS user reference group and the disability service providers that contributed to this process for all their assistance and feedback in the development of RIDS-eBSP. What am I supposed to do in my RIDS role? Service recorders Report restrictive interventions Go to the ‘RI Transaction’ tab. Search for a person with a disability’s profile. Select the administration type such as ‘Routine’ or ‘PRN’. Follow the prompts to report one or multiple restrictive intervention events. Submit the change to the service setting authority for endorsement. If all interventions are entered for the or there is a ‘nil report’ – go to ‘End of Month Process’ to complete the monthly report. End-of-month process If all interventions are entered for the month and authorised, or there is a ‘nil report’ for your service: Go to the ‘Reporting’ tab. Select ‘End of Month Process’. Select ‘Complete Monthly Reports’. Report a BSP Go to the ‘Person Profile’ tab. Search for a person with a disability’s profile. Require access? See Person Summary Section . ‘Add BSP’ or select from the ‘BSP Summary’ to edit. Enter the BSP details (dates and independent person).
8 How the person will be encouraged to use the replacement behaviour The reinforcer for the replacement behaviour must be: specifically stated, be effective, given frequently, Every time TJ uses his cards properly, staff will immediately give him ‘thumbs up’, and give a token for 5 mins extra time on the computer, and immediately perform the preferred action written on the card. 2 1 0 9 What to do when the behaviour of concern occurs and how to the situation Interventions must be legal, ethical, safe and the least restrictive. Ensure safety by stepping back 2m from TJ, prompt him to use the replacement behaviour, attempt to meet his need, re-direct him if this doesn’t work, offer relaxation, debrief with him when he is calm, incident will be discussed with other staff at end of shift, changes made to strategies if necessary. 2 1 0 10 Behavioural Goals How much and by when will the replacement behaviour increase and the behaviour of concern decrease When TJ needs to protest he will give the correct card to staff without kicking, 3/4 of the time for three consecutive weeks within three months. The goal is to reduce kicking within two months. 2 1 0 11 Team Coordination List of all people involved in the development of the BSP, their role/relationship and specific tasks are described in the BSP. TJ, CA, TM, DL and parents FT and RT created BSP. CA responsible for card making, teaching and recording, TM and DL to arrange fortnightly meetings to be attended by all. 2 1 0 12 Communication and review of behavioural goals How will the team monitor replacement and other behavioural changes? CA will make recordings of behaviour and card use, to be kept on file and reviewed by CA, TM and parents every two weeks, decisions on changes to strategies to be decided by all if agreed progress towards behavioural goal is not occurring or a critical incident occurs. 2 1 0 Scoring The BSP QEII has a total achievable score of 24, with a total of 2 for each of the 12 components, where: 2 means the component has been addressed in the BSP completely. 1 means the component has been partially addressed in the BSP. 0 means the component has not been addressed correctly or not included in the BSP. Please note that there is no partial scoring for replacement behaviours. That is, the replacement behaviour/s must serve the same function as the behaviour of concern to score 2. escalate
<Other goals> De-escalation List what staff should do when a behaviour of concern occurs to ensure the safety of all, to avoid escalating the behaviour and minimising its impact on all people in the least restrictive way. For each behaviour or groups of behaviours, clearly state what the staff should do at each stage of behaviour escalation before the use of a restrictive intervention is considered. The strategies listed need to work for the person involved, the different places the behaviours may occur in and the staff who may have to use them. Assess safety Describe how staff should assess the safety of everyone before intervening <Assess safety> Prompt the replacement behaviour If safe to do so, how should the staff prompt the person to use the replacement behaviour being taught? <Prompt the replacement behaviour> Other The following de-escalation strategies may be useful: Active listening, validation, provide need/want, remove engage the person, apologise, provide verbal direction/ verbal redirection, remove others, or leave.
Key:- IEP – Individual Education Plan ADHD – Attention Deficit Hyperactivity Disorder ASD – Autistic Spectrum Disorder ELSA – Emotional Literacy Support Assistant CAMHS – Children Adolescent Mental Health Services PHSE – Physical, Health, Social & Education TA – Teaching Assistant PASS – Pupils Attitudes to Self and School ELT – Educational Leadership Team SLT – Senior Leadership Team High Expectations, Support, Challenge Part of Ambitions Academies Trust
PUBLIC Behaviour Support Service Acting Head of Service Alison Hemstock Peripatetic South Team Behaviour Support Service SEN Support Services, Grange Street, Alfreton DE55 7JA Tel: 01629 532512 Senior Teacher Behaviour Support Teacher Business Services Assistant Richard Sammels-Moore Sian Mansey Chris Clarke Megan Clarke Linda Cheale Dan Hallsworth Claire Morley Graham Mortimer Louise Rhodes Suzann Banks Peripatetic North Team Behaviour Support Service SEN Support Services School Road, Chesterfield, S41 8LJ Tel: 01629 537270 Peripatetic North Team Area Education Offices Kents Bank Road Buxton SK17 9HR Senior Teacher Behaviour Support Teacher Business Service Assistant Business Service Assistant Behaviour Support Teacher Fiona Crosbee Mick Binns Sue Hinde Sally Hodson Caroline Jones Bev Llewellyn Julie Milnes Jo Smalley Margaret Page Rachael Voutsinas Adele Thornton Richard Storm
PUBLIC Nurture Team Nurture Team Manager - Janet Stuart Nurture Team South SEN Support Services Grange Street, Alfreton DE55 7JA Nurture Co-Ordinator Nurture Teacher Specialist Learning & Teaching Assistants Suzanne Meikle-Janney Kirsten Maskell Linda Warren Johanna Gill Millward Nurture Team North SEN Support Services Centre, School Road, Chesterfield, S41 8LJ Nurture Team Manager Nurture Teacher Specialist Learning & Teaching Assistant Janet Stuart Sally Lee Shayne Woodhouse-Roe Nurture Team Buxton Area Education Offices Kents Bank Road Buxton SK17 9HR Nurture Teacher Specialist Learning & Teaching Assistant Sarah Asante Julie Arnfield
Positive Play Support Programme Positive Play Support Programme Manager - Sharon Urben Positive Play Support Pilsley Road Danesmoor Chesterfield S45 9BN 862854 Positive Play Support High Peak and Dales NE and Amber Valley South Derbyshire PPSW (Danesmoor) Chesterfield & NE NE & Amber Valley Business Services Assistant Miss Dee Bailey Mrs Jayne Bowler Mrs Louise Gough Mrs Paula Haynes Mrs Amanda Kirby Miss Neale Mrs Joanne Garner
Behaviour Traits from a carers point of view. When ………does …….. (When Jo bites me) This is what I do … (I push her off) People might think it means this … (that I don’t care for her) I am trying to……… (defend myself)
Aboriginal Engagement and Community-Based Participatory Research If 'yes' was answered to any of the above questions, complete the following: Outline the process to be followed for consulting with the appropriate community: Describe the organizational structure and community processes required to obtain approval within the specific community(ies): Describe any customs and codes of research practice that apply to the particular community(ies) affected by the project: Describe how the research plan will consider mutual benefit to the participating community(ies), support capacity building through enhancement of the skills of community personnel and the recognition of the role of elders and other knowledge holders: Describe how the community representatives will have the opportunity to participate in the interpretation of the data and the review of research findings before the completion of any reports or publications: Describe how the final project results will be shared with the participating community(ies): Part 4: Recruitment and Consent Participant Recruitment Indicate the expected number of participants and provide a brief rationale for the number: * Describe the criteria for including participants: * Describe the criteria for excluding participants: * Provide a detailed description of the method of recruitment, such as how and whom will identify and contact prospective participants: * If the project involves vulnerable, distinct, or cultural groups, or if the project is above minimal risk, describe the research team's experience or training in working with the population: Explain any relationship between the researchers and the participants, including any safeguards to prevent possible undue influence, coercion or inducement: * Provide the details of any compensation or reimbursements offered to the participants: Consent Process Describe the consent process: Specify who will explain the consent form and consent participants: * Explain where and under what circumstances consent will be obtained from participants: * Describe any situation where the renewal of consent might be appropriate and how it may be obtained: * If deception of any kind will be used, justify its use, describe the protocol for debriefing and participants upon completion: *
to behaviour management theorists note on epistemological issues (who wrote it? what evidence is there for the theory? In which country is it applicable? Which age ranges? What is the date? Etc.). Behaviourist Behaviourist v cognitivist Cognitivist Constructivist
CONDUCT OUTSIDE THE SCHOOL GATES Teachers have a statutory power to discipline pupils for misbehaving outside of school premises. Head Teachers have a specific statutory power to regulate pupils' behaviour in these circumstances to such an extent as is reasonable. The school will deal with conduct outside the school gates in one or more of the following ways as is appropriate to the incident Speak with the pupil Speak with the pupil and parent Apply sanctions in keeping with the sanctions normally used in school. Arrange for pupil to make amends, written or verbal Involve PCSO or police The teacher may also discipline for misbehaviour at any time, whether or not the conditions above apply, that: Could have repercussions for the orderly running of the school or a threat to another pupil or member of the public or could adversely affect the reputation of the school. ALLEGATIONS AGAINST MEMBERS OF STAFF Every care is taken to avoid allegations against members of staff by Employing staff who are fully committed to safeguarding and the welfare of the pupils. Ensuring the Positive Behaviour Management policy is read implemented and reviewed with staff regularly. Ensuring staff are aware not to put themselves in positions of vulnerability e.g. 1:1 situations, and ensuring working practices guard against this. All allegations against members of staff will be dealt with The Head Teacher will listen to the allegation The Head Teacher will listen to the member of staff accused of misconduct. Any or all of the following may follow. Reference to the guidance provided on ‘Dealing with Allegations against Teachers and Staff’ Liaison with parents Liaison with external agencies Involvement of HR for the Authority. Involvement of Union representation An investigation into an allegation will not always require immediate suspension. MALICIOUS ACCUSATIONS AGAINST STAFF Where a pupil is found to have made a malicious accusation against a member of staff, any or all of the following may follow. Liason with parents Liaison with external agencies. Ensuring the member of staff has access to support
While the tenor of humanistic theory is generally wishy-washy liberal, its approach also underlies the more committed stance of “” (Mezirow) and “conscientization” (Freire). Its most fertile ground is with intrinsically motivated learners. It is not as potent now as it was in the '70s, when it often seemed to be used as an excuse for the abrogation of the realistic authority of the teacher—or perhaps we have just become more mature in our use of it. As the politicised variants show, it poses considerable challenges not only to approaches to teaching, but also to the construction of the curriculum as a whole. As society has become more fragmented and "post-modern", these challenges have become even more problematic. Figures in Humanistic models of Learning Carl Rogers (1902-1987) Principally known as the founder of person-centred psychotherapy and almost the inventor of counselling, also a leading figure in the development of humanistic approaches to education. Maslow Abraham Maslow wanted to understand what motivates people. He believed that people possess a set of motivation systems unrelated to rewards or unconscious desires. Maslow (1943) stated that people are motivated to achieve certain needs. When one need is fulfilled a person seeks to fullfil the next one, and so on. Constructivism Jerome Bruner A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given". As far as instruction is concerned, the instructor should try and encourage students to discover principles by themselves. The instructor and student should engage in an active dialog (i.e., socratic learning). The task of the instructor is to translate information to be learned into a format appropriate to the learner's current state of understanding. Curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned. Constructivism is the label given to a set of theories about learning which fall somewhere between cognitive and humanistic views. If behaviourism treats the organism as a black box,
Suttons Primary School Individual Behaviour Plan Name: DOB: Nature of concern: Agencies involved: Strengths: Effective strategies to date: Appendix 3 Short term targets Teaching strategies Who? When? Where? Rewards Consequences / Sanctions AGREED BY: Class teacher: Pupil: Headteacher: Parent/Carers: Date: Review Date: Appendix 4 School Mentor Referral Form Pupil: Class: Date of Birth: Issue/Concern (tick as appropriate) Support/advice to parent Behaviour in School Behaviour at Home Attainment/Motivation Family relationships Relationships in School Cultural Integration Bereavement/Loss
Re-integration into school Primary/Secondary Transfer Health Bullying Attendance/Punctuality (please indicate) Reason(s) for Referral: Other area(s) of concern: Preferred Outcome: Referrer: Position: Date of referral: Parent / Carer …………………………………………Contact details…………………………………………………… Our School Golden We are kind. We listen. We look after property. We work hard. We are gentle. We are honest.
Please highlight issues in the below 1 2 3 Late to lesson Failure to comply with direct instructions Smoking on school premises No equipment Walking out of class without permission Dangerous behaviour risking health and safety Persistent talking Swearing Bullying Shouting out in class Poor standard of work Misuse if ICT and other equipment Out of seat without permission Refusal to work Disrespectful towards staff Appearance/ jewellery/ make-up Use of mobile phone/ personal sound system Racist or sexist comments Chewing Gum Dropping litter and refusal to pick up Verbal aggression Failure to comply with a request Failure to complete homework (will be completed in detention) Physical aggression Action taken Section A To be completed by staff Yes/No No further action taken Verbal reprimand Sent out of class to Head Teacher for 5 minute cool down period Detention issued: Break (10mins) Lunch (20mins) After School (30mins)* Withdrawn from lesson. Worked with: SLT member sent for *24 hours notice required, alternatively parents can give verbal permission over the phone. A formal notification slip/letter should be sent home via the Head Teacher. Section B To be completed by SLT Yes/No Verbal reprimand Detention issued: Break (10mins) Lunch (20mins) After School (30mins)* call to parents/carers Formal letter sent home PLP/PEP reviewed and agreed with pupil and parents/carers Mainstream school inform
Adequate support and counselling is sought (if necessary) procedures have been established for accepting the child back into the service. CONSIDERATIONS: Education and Care Services National Regulations National Quality Standard Other Service policies/documentation Other r73, 74, 76, 155, 156, 157,168. 1.2, 2.3, 3.1, 3.2, 5.1, 5.2, 6.1, 6.3 Confidentiality Enrolment & Orientation Providing a Child Safe Environment Interactions with Children Management of Incident, Injury and Trauma Child Protection Children (Education and Care Services National Law Application) Act 2010 UN Convention on the Rights of the Child My Time, Our Place. ENDORSEMENT BY THE SERVICE: Approval date: ________________________________________________________________ Date for review: ________________________________________________________________
SchoolsWorld, ‘Manage that class’, Inspirations, viewed 14th April 2015, < >. SchoolsWorks, ‘Teaching with Bayley – Praise and Preparation’, Inspirations, viewed 14th April 2014, < > SchoolsWorld, ‘The Need for Structure’, Inspirations, Viewed 5th May 2015, < > SchoolsWorld, ‘Too Much Talk’, Inspirations, Viewed 5th May 2015, < >
Following this a letter will be sent to advise parents that it is their responsibility to attend a meeting in school at the earliest opportunity. The purpose of the meeting will be to discuss the incident, plan appropriate sanctions and agree any future actions. All Red Cards will be logged on CPOMS by a member of the management. All incidents of behaviour judged to be serious or very serious will be logged in Incident Books and all orange and red cards logged on CPOMS in order for half termly monitoring and evaluation by specific members of the Inclusion Faculty to take place and reports produced for scrutiny by the GB.
SECTION C Out of Classroom 33. Routines for movement around school site clear 5 4 3 2 1 0 34. Break-time rules understood by pupils 5 4 3 2 1 0 35. systems adopted by all staff 5 4 3 2 1 0 36. rewards/sanctions system clear 5 4 3 2 1 0 37. Behaviour policy adopted by ancillary 5 4 3 2 1 0 38. Problem site identified and overcome 5 4 3 2 1 0 39. Suitable activities/equipment available for break-times 5 4 3 2 1 0 40. is an effective system for resolution of pupil conflicts 5 4 3 2 1 0 Other specify)…………….. SECTION D Classroom rules and routines Agree Disagree
Alzheimer’s and Dementia National Webinar Series: The Interprofessional Approach to Alzheimer’s Disease and Dementia Care New Jersey Institute for Successful Aging (NJISA), DHHS/ACL This is a five-part webinar series for health professionals reviews assessment and management approaches to Alzheimer’s disease and dementia. Webinar Free required) Alzheimer’s and Dementia UCLA Alzheimer’s and Dementia Care Video Series UCLA This is a collection of brief videos which focus on problematic behaviors experienced by persons with dementia. The videos provide investigation into and tools for responding to the behaviors. Videos Free Alzheimer’s and Dementia This Caring Home Cornell Medical College This is an interactive, virtual home which provides tips on home safety and enhancing the quality of life for persons living at home with dementia. Multimedia Free Alzheimer’s and Dementia Assessing Risk and Managing Behaviors in Persons with Dementia Geriatric Mental Health Partnership (GMHP) (2015) This webinar provides tools and techniques for assessing risk and managing behaviors in older adults with dementia. Webinar Free Alzheimer’s and Dementia ADRC Dementia Training: Aging Services and Supports for People Living with Dementia – ADRC Dementia Training Portland State University This is a multi-part webinar series based on the input of Oregon ADRC partners. The modules cover a range of topics including: Implementing Person-Centered Dementia Support; Decision Support Through Person-Centered Planning; and Supporting People with Intellectual Disabilities and Dementia. Webinar Free Alzheimer’s and Dementia Behavioral Disturbances of Dementia: Interventions to Reduce the Use of Psychotropic Medications Geriatric Mental Health Partnership (GMHP) (2013) This webinar describes behavioral issues, triggers and strategies for reducing problem behaviors in older adults with dementia. It also covers the proper use of anti-psychotic medications. Webinar Free
Counseling on Access to Lethal Means (CALM) Suicide Prevention Resource Center (SPRC) This online course explains the importance of means restriction as a component of suicide prevention and offers tools to ask clients about their access to lethal means. Online course Free 2.0 CEUs available *According to the U.S. Surgeon General’s National Strategy for Suicide Prevention, a “gatekeeper” is defined as: individuals in a community who have face-to-face contact with large numbers of community members as part of their usual routine. They may be trained to identify persons at risk of suicide and refer them to treatment or supporting services as appropriate. Examples include clergy, first responders, pharmacists, caregivers, and those employed in institutional settings, such as schools, prisons, and the military.
to the enduring regulation of stand-alone power systems and to address regulatory gaps relating to the transfer of customer supplies from services to stand-alone power systems. Discussions to date have encompassed the regulatory arrangements that currently apply to stand-alone energy systems in each jurisdiction. There are also a number of reviews of regulatory frameworks either currently being conducted or due to commence in 2018. Outcomes from these will form a valuable input into the EMTPT process. also held a workshop on 29 November 2017 with the AER and AEMC, facilitated by Houston Kemp. The workshop focused on decision-making mechanisms for customers transitioning from the grid to stand-alone power systems, and the protections available to customers both during and after this transition. Again, commonalities between this work and the AEMC’s recent final rule on alternatives to network services put forward by Western Power were noted. The EMTPT work program will allow for further consideration and, if appropriate, progression of the AEMC’s recommendations. EMTPT anticipates providing a further progress update on this work in early to mid-2018. Battery storage At the July 2017 Energy Council meeting, Ministers noted the findings of a cost-benefit analysis and the Finkel recommendation for improved information on distributed energy resources (DER), including battery storage systems. Ministers agreed to initiate, through a rule change, the development of a national register for DER (solar generation and batteries) to be administered by the Australian Energy Market Operator (AEMO). This Rule change has been submitted to the AEMC. Energy Council expects the register to commence by the end of 2018. As part of preparing for the commencement of the register, officials are working with AEMO to prioritise development of a standard format for collection of data on DER. As an interim measure ahead of establishing the national register, officials will work with stakeholders, including network businesses, installers, AEMO and the Clean Energy Regulator to increase data collection of DER, particularly storage equipment, which can be fed into the register once it is established. Network Regulation – Optimising network incentives KPMG was appointed to provide advice on existing and alternative regulatory frameworks that may improve flexibility and encourage innovation and efficiency in electricity network investment. A draft report was delivered to EMTPT on 13 December 2017. The final report is due 2018 and will be delivered to COAG Energy Council before being made public.
Food storage areas Rodents are attracted to any area where they can access food; pests such as pantry moths can get into dry goods Ensure bulk stored products are not in direct contact with walls or floors Check that non-absorbent open shelving is used in accordance with HACCP (hazard analysis critical control point) Check that pest proof storage containers are used where possible Remove excess cardboard Ensure floors are free of spillage Waste materials Items such as food waste and empty soda bottles can attract pests such as rodents and fruit flies Ensure that waste is properly disposed Ensure that waste containers are in good condition Ensure that compost containers are and close properly; replace as needed Loading docks/ dumpster areas Spilled food is attractive to rodents; open dumpsters frequently attract yellow jackets Sweep these areas as needed Report leaking dumpsters or trash containers Ensure these areas are as far from building entrances as practical Compost containers are to be cleaned by Physical Plant at least twice a year at Food Service and Hospitality Services areas Ensure that cooking oil containment structures are cleaned at least twice a year Vegetation Vertebrate pests can easily jump from tree branches to buildings; mulch next to buildings is inviting to termites, ants, mice, and rats Ensure that vegetation, shrubs and wood are kept >12 in. away from structures Keep tree limbs and branches away from structures; contact Landscape as needed to address Food preparation areas These are critical areas to keep clean to prevent health issues associated with pest presence (e.g., cockroaches, rodents) Clean surfaces of grease deposits in food preparation and serving areas regularly Ensure trash and compost is removed daily Thoroughly clean around and under appliances and furnishings in areas that are rarely moved (e.g., refrigerators, freezers, shelve units) to remove accumulated grease, dust, etc., at least monthly
Attachment to the Application for Admission to the Master’s Program Business Administration – Completed Courses within the Framework of the Bachelor’s Degree Beilage zur Zulassung zum Masterstudium Betriebswirtschaft – Absolvierte Lehrveranstaltungen im abgeschlossenen Bachelorstudium Personal Information Persönliche Daten Last Name Familienname Name/s Vorname/n Student ID Matrikelnummer Academic Degree/s Akademische/r Grad/e Program Code Studienkennzahl Name of Program Studium B Phone Number Telefonnummer Email E-Mail edu.uni-graz.at Previous University Besuchte Hochschule Place and Country of the Previous University Ort und Land der besuchten Hochschule Name of Completed Program Absolvierte Studienrichtung Curriculum of Completed Program (English or German) (Insert Link) Curriculum des abgeschlossenen Studiums (Englisch oder Deutsch) (Link einfügen) https:// A) Business Administration (Basic and Advanced Levels) A) Betriebswirtschaftliche Fächer (Grundlagen und Vertiefung) Accounting Accounting Course Title Titel der Lehrveranstaltung Course Type LV-Typ ECTS ECTS Finance Finance Course Title Titel der Lehrveranstaltung Course Type LV-Typ ECTS ECTS
Marketing Marketing Course Title Titel der Lehrveranstaltung Course Type LV-Typ ECTS ECTS Production and Logistics Produktion und Logistik Course Title Titel der Lehrveranstaltung Course Type LV-Typ ECTS ECTS Management Management Course Titel der Lehrveranstaltung Course Type LV-Typ ECTS ECTS B) Basic Scientific Skills B) Wissenschaftliche Basiskompetenzen Mathematics for Business Administration Wirtschaftsmathematik Course Title Titel der Lehrveranstaltung Course Type LV-Typ ECTS ECTS
1 The learner will know what is meant by ‘impulse buying’ and ‘shopping around’ The learner must know: Assessment Requirements Evidence Location 1.a What is meant by ‘impulse buying’ and ‘shopping around’ Learners should state what is meant by ‘impulse buying’ and ‘shopping around’. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2 The learner will know how supermarkets seek to maximise sales
8. Multidisciplinary Responsibility All staff in the practice involved in patient care should be aware of the incident and the issues or changes arising. Major incidents often arise from a systems failure over a period of time or a culmination of minor lapses rather than from the single action of an individual. Investigate and correct any deficiencies in practice systems or risk control measures which may have contributed to the error. 9. Clinical governance Being open requires the support of clinical governance frameworks through which patient safety incidents can be investigated and analysed to find out what can be done to prevent their recurrence. These findings should will be treated as learning points and discussed. The risk and the resultant actions will be incorporated into the practice Risk Management Framework [*] 10. Confidentiality The practices confidentiality policies must comply with the patient's, their family's and carers' rights, and also staff rights to privacy and confidentiality. Details of a patient safety incident must be considered as confidential. The consent of the individual concerned should be sought prior to disclosing information beyond the clinicians involved in treating the patient. Rules of confidentiality apply. 11. Continuity of care Patients are entitled to expect that they will continue to receive all usual treatment and continue to be treated with dignity, respect and compassion. If a patient expresses a preference for their healthcare needs to be taken over by another team, the appropriate arrangements should be made for them to receive treatment elsewhere. An Open Culture A culture of openness is where: • Staff are open about incidents they have been involved in. • Staff are accountable for their actions. • Staff feel able to talk to their colleagues about an incident. • Organisations are open with patients, the public and when things have gone wrong and explain what lessons will be learned. • Staff are treated fairly and are supported when an incident happens. See also Blame Free Culture Policy [*] Resulting Death It is important to consider the emotions bereaved relatives. The patient’s family and carers will probably need information on the processes that will be followed to identify the cause(s)
The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. At this level, it is imperative that learners only work under close supervision for all tasks. context 3.c Offer help to other group members when it is requested Final Tutor Feedback (Strengths and Areas for Improvement):
When shopping in stores, it is important to remain vigilant in not losing or having stolen in an unknown manner pocketbooks, or wallets that may contain credit/debit cards, cash, etc. This can occur due to the distracting activities of the shopping crowd. Men may place wallets in the front pocket to deter pickpockets, and women may select smaller purses that are easier to carry. Gifts can easily be stolen or misplaced when shopping in stores, so the following are some suggestions: 1. Do not buy so much that you cannot easily carry your purchases. One tip is to consolidate gifts and receipts into one bag. Smaller, more expensive gifts such as jewelry may be especially prone to loss or theft. When shopping with a companion, he or she can bring the car up to the door to prevent safety issues in navigating the parking lot, especially at night. 2. Some people actually forget items at the cash register in the bustle of the season, so it is important to check your bags before leaving the cash register to ensure that you have everything. The key to safety in shopping during the holiday season is to plan ahead, use only well-known, trusted, and established stores or websites. Be vigilant of your surroundings and your actions, and use a dose of common sense. Consult your local CPA for additional information.
Together in Belfast 9 March 2016, Radisson Blu, Belfast Time Session 10:00 – 10:20 Registration and refreshments 10:20 – 10:30 Welcome : taking steps together and here to help Hear from Target Ovarian Cancer about how we can help and how you can get involved 10.30 – 10.40 Ann Adair shares her experience of ovarian cancer 10:50 – 11:50 Workshops AM A selection of workshops delivered by local providers and Target Ovarian Cancer Mindfulness Margaret McManus Coping with anxiety Dr Máire Kelly Campaign for change Target Ovarian Cancer Relaxation: Aromatherapy Imelda McColgan 12:00 - 12:50 Lunch 13:00 – 14:00 Ask the experts Hear from Dr Ian Harley, Consultant Gynaecological Oncologist, Dr Aya Clinical Research Fellow at Queen’s University Belfast, Patricia Rogers, Gynae-Oncology Clinical Nurse Specialist and others about newest developments and how they can support you and don’t be shy to ask them your questions too! 14:10 – 14:30 Refreshments 14:40 – 15:40 Workshops PM A selection of workshops delivered by providers and Target Ovarian Cancer Mindfulness Margaret McManus Coping with anxiety Dr Máire Kelly Campaign for change Target Ovarian Cancer Relaxation: Aromatherapy Imelda McColgan 15:50 – 16:10 Closing Remarks and Feedback 16:10 – 16:40 Target Ovarian Cancer will be available for half an hour after the event for those with any remaining questions or who would like to talk to us.
ETHICS TEACHER TRAINING COURSE 8-11 June 2015, Beirut REGISTRATION FORM To be submitted to: Deadline: 20 March 2015 1) PERSONAL INFORMATION Family Name (surname): __________________________________ First Name (given name): __________________________________ Gender: Male Female Date of birth (day/month/year): __/ __/ ____ Current nationality: ____________________________________ Permanent address: Street, number: ____________________________________ ZIP code: : __________ Country: ________ Mailing address (if different from permanent address): Street, number: _____________________________________ ZIP code: : ___________ Country: _________ E-mail address: __________________________________________ Telephone (include country code): _________________ 2) ACADEMIC INFORMATION English language skills: Native speaker Excellent Good Fair Speak Write Read Understand Education (please indicate the higher degree obtained): Start date (month/year): ___/ _____ End date (month/year): ___/ _____
EXAMPLE 1.0 dd/mm/yyyy ‘NA’ if no model yet developed e.g. scope updated with new project timeline Joe Bloggs Governance record Please use this table to record any official sign off for the project, model and documentation at its different stages. Item Filename and version number Date of sign off Authorised by: Comments/links Scope Please insert either the document name and version or model name and version number dd/mm/yyyy Joe Bloggs Include any particular conditions of sign off, links to extra evidence etc. Spec QA Log Assumptions Log Model Model Scope Summary statement Please summarise the key purpose of the model, ideally just in one or two sentences
Credit Release 3. Up to an additional15% of the total anticipated Waters of the U.S Credits (55% cumulative total) when all of the following have occurred: The Bank Sponsor has submitted the annual report (Section IX.B). Year 2 Performance Standards have been attained, as required by the Development Plan. The Bank Sponsor has funded a minimum of 55% of the Endowment Amount per Section VI.E.1.a.iii. Credit Release 2 has occurred. A minimum of two years of monitoring have been conducted since all requirements for Credit Release 2 have been met. Credit Release 4. Up to an additional 15% of the anticipated Waters of the U.S Credits (70% cumulative total) when all of the following have occurred: The Bank Sponsor has submitted the annual report (Section IX.B). Year 3 Performance Standards have been attained. The Bank Sponsor has funded a minimum of 70% of the Endowment Amount per Section VI.E.1.a.iv. Credit Release 3 has occurred. A minimum of one year of monitoring has been conducted all requirements for Credit Release 3 have been met. Credit Release 5. Up to an additional 15% of the total anticipated Waters of the U.S Credits (85% cumulative total) when all of the following have occurred: The Bank Sponsor has submitted the annual report (Section IX.B). Year 4 Performance Standards have been attained.
Discussion of Adaptive Management actions for reasonably foreseeable events and possible thresholds for evaluating and implementing Adaptive Management; Monitoring and Reporting requirements and schedule; Rights of access to the Bank Property and prohibited uses of the Bank Property as provided in the [Choose one: Conservation Easement or Grant Deed]; and Procedures for amendments and notices. Include a reference to the Historic Properties Treatment Plan (Exhibit if applicable. D-6. Bank Closure Plan Provide Bank closure plan. See Section VIII.D “Exhibit E” - Real Estate Records and Assurances The Property shall provide each member of the IRT the following, with the understanding that the Bank will not be deemed established and authorized to sell Credits until the Bank Property has been protected in perpetuity by acceptance and recording of the [Choose one: Conservation Easement or Grant Deed] and all of the other requirements for Bank establishment set forth in the BEI have been met: E-1. Preliminary Title Report, Legal Description, and Parcel Map(s) Parcel map(s) and a legal description, as well as a Preliminary Report which includes pertinent exceptions (e.g., excepted or reserved easements or rights, liens, encumbrances and other matters affecting title), of the Property and Bank Property E-2. Property Assessment and Warranty Property Assessment and Warranty prepared in accordance with the approved template.