zilongwang/ReadingBank huggingface dataset:
2 McCoy E1 - Educational Program Student Served # # % K # K % 1 # 1 % 2 # 2 % 3 # 3 % 4 # 4 % 5 # 5 % 6 # 6 % - Total Enrollment - In District - Out of District - EL - SPED - FRPM 9
ACTIONS TO ACHIEVE GOAL The school will provide varied opportunities for students to become interested in school and learning through technology based activities, extended day and enrichment activities. MEASURABLE OUTCOME Decrease Chronic Absence rates, to 10% for McCoy and maintain 7.3% for Chacón METHODS OF MEASUREMENT Chronic Absence Rate STATE PRIORITY #6— SCHOOL CLIMATE School climate, as measured by all of the following, as applicable: Pupil suspension rates Pupil expulsion rates Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness SUB-PRIORITY – PUPIL SUSPENSION RATES GOAL TO ACHIEVE SUB-PRIORITY Bowling Green Elementary will maintain low suspension rates. ACTIONS TO ACHIEVE GOAL Develop and maintain safe school plan and relationships between and students to facilitate a safe, positive school climate. Social emotional support will be provided through Student Support Center staff. MEASURABLE OUTCOME Maintain suspension rate at less than 1.5%. METHODS OF MEASUREMENT Suspension rate SUB-PRIORITY – PUPIL EXPULSION RATES GOAL TO ACHIEVE SUB-PRIORITY Bowling Green Charter School will maintain low expulsion rates. ACTIONS TO ACHIEVE GOAL Develop and maintain safe school plan and relationships between staff and students to facilitate a safe, positive school climate. Social emotional support will be provided through Student Support Center staff. MEASURABLE OUTCOME Maintain expulsion rate of 0% METHODS OF MEASUREMENT Expulsion rate SUB-PRIORITY C – SCHOOL SAFETY AND SCHOOL CONNECTEDNESS MEASURES (SURVEYS) GOAL TO ACHIEVE SUB-PRIORITY School stakeholders will feel satisfied with the academic rigor, structure, safety and communication of the Charter School. ACTIONS TO ACHIEVE GOAL Bowling Green Charter will administer an annual survey each year and track the families who have responded. MEASURABLE OUTCOME Parents and/or guardians of students at Bowling Charter will be satisfied with the academic rigor, structure, safety and communication of the Charter School. 80% or more of parents will demonstrate satisfaction on these metrics through an annual survey, with 70% or more of families responding.
52 0 0 0 14 3 33 6 2 2 2 1 - Site - African American - American Indian or Alaska Native - 5 - Filipino - Hispanic or Latino - Pacific Islander - White - Two or More Races - Male 9 - Female - EL 9 9 - SPED 9 - FRPM 5 - Foster Youth - Homeless Grade 3 Grade 4 Grade 5 Grade 6 25 9 9 9 24 8 8 8 7 A A A A A A A
Action Key Leader Date implemented How to Measure Establish mechanism so that law enforcement can access information on individuals who may have been committed. Commitment task force (Dr Etherington) 6 months May need 2015 legislation At completion. Amend law to allow Attorney General to review commitment records prior to issuing concealed weapons requests records. Attorney General/ BCI 6 months Children and Adolescent Mental Health Recommended Action Plan Strategic Initiative 1: Increase accessibility to specialized behavioral health services through a more
with a system like STEP at DBR. These services should include access through critical access hospitals using telemedicine. Decrease the number of children inappropriately placed in county or DJS custody. CORE SERVICES Adopt core service standards or grid for children/adolescent mental health through DHS. DHS, ND legislature, Stakeholders *2017 DHS will provide data on provision of NDCC core services by regions (like Quarterly budget summary) starting 1/2015. Next interim to core mental health needs to prepare recommendations to Legislature. (Administrative) PRE-SCHOOL SCREENING/ASSESSMENT Evaluation outcome data on behavioral health screening tools done with Health Tracks and Healthy Steps – monitor referral patterns and unmet needs. Prepare Recommendations to establish routine standardized screening using evidence based practice throughout the state to routinely screen all 2, 3 and 4 year olds at primary care sites. – Pilot project in 2015 Full implementation in 2017. DHS/DPI, Stakeholders, Legislators * 2015 Legislature Evidence system implemented across the state integrated into primary care system. Interim committee monitoring next session. (Administrative and Legislative) WORKFORCE DEVELOPMENT Action Steps Key Leaders Date implemented Outcome LICENSING STANDARDS Establish professional licensing board standards for mental health professionals to allow Various Licensing Boards * 2015 legislative session Reduce barriers for applicants and increase providers.
ALL ACTIONS IN GREEN REQUIRE LEGISLATION or FUNDING IN 2015 ALL ACTIONS IN PURPLE WILL REQUIRE LEGISLATION OR FUNDING IN 2017 ALL ACTIONS IN BLACK ARE ADMINISTRATIVE AND COULD BE STARTED IMMEDIATELY APPENDIX A LIST OF PARTICIPANTS Mari Bell, West Fargo Public Schools Special Education Director (701) 356-2000 Jane Brown, Dakota Boys and Girls Ranch Chief Operating Officer (701) 852-1709 Greg Clark, Prairie St. John’s Director of Clinical Services (701) 476-7800 Brenda Bergsrud, ND Dept. of Veterans Affairs (701) 328-5465 Sharon Buhr, City County Health Board Chair Dr. Mike Dallolio, Trinity Health Director of Psychiatry
Welcome new staff Since last meeting Dr Sarah Atwell left, Claire Hughes ( nurse practitioner) left and Sue Clark (reception). Dr Amy Kang joined for a year (August 2015- July 2016), Olive lake, nurse practitioner, joined last year, 3 new ladies in Reception, Wendy, Debbie and Elaine, who are trained to be helpful, cheerful receptionists as we want to remain a friendly surgery. Dr Richard Wood increased his sessions to 8 sessions a week. New Services the 1st of April this year we have had to give all patients access to their medical records and they can register for’ Patient Access’ by requesting a registration form from reception. This allows patients to view their medical records from the 1st of April onwards, request medication online, view results and communicate with the surgery through Patient Access. The link to Patient Access is available on our website. Any problems and we are happy to help anyone with registering. We do not book appointments through Patient Access as we have a separate appointments system. Patients can sign up for online appointments on this system, please ask at reception. Berryfields Medical Centre has also taken on the responsibility for the Buckingham Lodge Care home on Buckingham Park. This Care home is now just over half way full (can house up to 64 residents) and Dr Amy Kang has mainly been looking after the residents. Update on Premises We still do not have a suitable site to build a permanent surgery. We have started a petition and is was discussed that it will be a better idea to email a letter to patients which can be sent by patients to the relevant MP, John Bercow for Buckingham Park and David Liddington for Berryfields. Berryfields Medical Centre is growing very fast ( registering about 50 patients a week) and at this rate we would need another consultation room every 6-9 months.
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 21 Personal Care Mass on TV Exercise Helping Around the House New England Patriots 1:00 PM 2:30 Winchendon Historic Center Tour Personal Care Evening Small Talk Bedtime Reading 22 Personal Care Mass on TV Gardening Exercise Bingo 2:00 Piano Music in the Lobby with Joann Walking Personal Care Evening Small Talk Bedtime Reading 23 Personal Care Mass on TV 10:00 Arts & Crafts/ Halloween Decorations Exercise Bingo & Tales 3:30 Country Store Opened Visualization Personal Care Evening Small Talk Bedtime Reading 24 “Hair Day” Personal Care Country Breakfast for Men & Victorian Breakfast for Women Mass on TV 10:00 Baking/ Cups of Dirt Exercise 2:30 Yoga Class Open Air Discussion/ R & R 3:30 Clark YMCA (POOL) Bingo Ring Toss Personal Care Evening Small Talk Wii SPORTS Bedtime Reading 25 Personal Care 10:00 Catholic Mass Exercise 2:30 Puppy Party Bingo List It! 3:30 Country Store Opened Afternoon Stretch Personal Care Evening Small Talk Wii SPORTS Bedtime Reading 26 “Hair Day” Personal Care 10:15 YMCA (Silver Sneakers) Exercise Walking Bingo 2:30 Social Hour/ Lou & Jan Bowling Open-Air Discussion/R&R Helping Around the House Personal Care Evening Small Talk Bedtime Reading 27 Personal Care United Parish or Mass on TV Bingo Exercise Afternoon Stretch 1:30 Foliage Ride (weather permitting) 2:30 Animal Craze Cards Trivia Personal Care Evening Small Talk Bedtime Reading 28 Personal Care Mass on TV Exercise Gardening Ring Toss Helping Around the House Coffee Hour/ (TRIVIA) Personal Care Evening Small Talk Bedtime Reading 29 Personal Care Mass on TV Exercise 2:30 Resident Birthday Party/ Peter Sargent Gardening Bingo Walking Group Personal Care Evening Small Talk Bedtime Reading New England Patriots 8:15 PM 30 Personal Care Mass on TV 10:00 Arts & Crafts/ Mason Jar Jack-o-lantern Exercise Bingo Nails & Tales 3:30 Rosary 3:30 Country Store Opened Visualization Personal Care Evening Talk Bedtime Reading National Cat Day 31 “Hair Day” Personal Care Mass on TV 10:00 Baking/ Witches Hats Exercise Open Air Discussion/ R & R 3:30 Clark YMCA (POOL) Noodle Ball Personal Care Evening Small Talk Bedtime Reading Main Events Country Store is open on Tuesday & Thursday - 3:30 PM and by Request.
APPENDIX 2 APPENDIX 3 Safeguarding Basic Training I have read and understood the information in this document Name Signature Date Please tick to show you have read All staff have a responsibility to report child abuse or suspected child abuse. The Broadhurst School Designated Safeguarding Lead is the Headmistress Zoe Sylvester. If she is not available contact the Deputy Designated Safeguarding Lead the Senior Teacher, Miss Jackie Clare You have received a copy of part one of Keeping Children Safe in Education (September 2016) (KCSIE). You have received a copy of the Safeguarding & Child Protection Policy. An updated version is always available in the staff policies file, on the server of our computer network or on our website. The policy explains the different types of abuse: physical, emotional, neglect and sexual. The policy outlines indicators of abuse. These factors should not be considered in isolation but viewed within the context of the child’s overall demeanour and our knowledge of the situation. If you suspect abuse or witness you must inform the Designated Senior Lead immediately. If you are approached by a pupil: Listen but promise to keep confidence. Do not ask leading questions but you can ask: Who? What? Where? When? Do write detailed notes (with names, dates, times and your signature) afterwards about what they told you using the child concern form. Give this record straight away to the Designated Senior Lead. Do not investigate. If you have a concern or are told about a concern and the subject is a member of staff you must inform the Headmistress, Zoe Sylvester immediately who is the Designated Safeguarding Lead. If you have a concern or are told a concern and the subject is the Headmistress you must inform the Senior Teacher immediately (Deputy Designated Lead). The Designated Safeguarding Lead may take the concern to Camden Social Services. If you are concerned that a child is in immediate danger you should always call the Police on 999 and Camden Safeguarding Children Board (CSCB) on 020 7974 6658 / 4127 (Full address details in our policy) You have received a copy of the Staff Code of Conduct. All staff, peripatetic, agency staff, volunteers and work experience students have a responsibility to ensure that children are safe from harm. Some key things that you should ensure are: your bags are securely stored including mobile phones any medication is securely stored
and movement help children to develop socially Music creates joy Music, singing and movement are great ways of working with children. Singing and music create joy and make children want to move their bodies, and as children’s musical is linked with movement, rhythmics are an obvious tool that should be used. Musi-cal forms of play stimulate children’s senses, ideas, language, imagination and their social and emotional developments. Children can develop and reinforce their social experiences through music and movement if they’re given the opportunity to do so in secure surroundings at preschool together with children and adults that they know. This is why this rhythmics material is one of many provided by Free of Bullying. Tolerance, respect, care and courage are the four values in Free of Bullying, and all four are included in the rhythmics exercises. Many of the activities involve trust and games that require cooperation. If not, you can just sing along to the A couple of the very simple songs can performed without accompaniment at all. How to get started: Hold a rhythmics session Ask 12-15 children to participate Make your rhythmics sessions min-utes long (or adapt the time to your group of children) The adults should familiarise with every song and activity in that everything flows smoothly The adults should set a good if you sing along, the children will as Rhythmics activities should take in a location which is quiet and there’s plenty of space Use the music on an everyday basis This material has been developed for children, but it can be used in crèches and early primary school as well. The music is suitable for the individual activities and games. The songs can also be used independently with other games and activities taking place within the preschool. Get the children to play the CD themselves and dance, sing and play to it. The songs can also be used for performances in front of other preschools, or in front of parents at events. Sheet music is provided, with lines and chords to the songs, in case you’d like to play along. You could involve some of discussion boards between games Finish off your rhythmics with a massage or relaxation (page 20) When the children have played the few times, they’re sure to have ideas on how to extend the game. When the create a new activity to go with a song, they feel a sense of “ownership” of the material, so engaging and motivating 2 child
2. It’s good to have friends Når Ida leger med Lasse og Lasse leger med Mads så kan man se det se det, ja de er venner og venner er gode at ha’ Når Adam danser med Shascha og Shascha danser med Niels så kan man se det se det, ja de er venner og venner er gode at ha’ En ven er en man stoler på en ven er sød og rar en ven er en man snakker med En ven er go´ at danse med Når venner hjælper hinanden og store passer på små så kan man se det se det, ja de er venner og venner er gode at ha’ Så kan man se det hør mig si´ det Ja, venner er gode at ha’ 5
Overview Table The scope item Emergency Maintenance consists of several process steps provided in the table below. Process Step, Report or Item Business Role Transaction/App Name Expected Results [page ] 8 Maintenance Technician Confirm Jobs Unplanned job is confirmed incl. time recording, confirming material used. [page ] 10 Maintenance Planner Manage Orders and Notifications in Information Center Maintenance Order is technically completed
Procedure Test Step # Test Step Name Instruction Expected Result Pass / Fail / Comment 1. Log onto SAP Fiori Launchpad Log onto the SAP Fiori Launchpad as a Maintenance Technician. The SAP Fiori Launchpad displays. 2. Access the App Open Confirm Jobs. The Confirmation screen displays. Enter Technical Object On the Confirmation screen. In the Confirm Unplanned Job area, make the following entries: Order Type: YBA1, Maintenance Order Tech. Object: 210100091 Choose Create. 3. Confirm the times On the Confirm Unplanned Job screen. Go to the
Introduction Blake Stevenson Ltd was commissioned by the Breastfeeding Network (BfN) to evaluate the impact of the National Breastfeeding Helpline (NBH) in Scotland. The evaluation included an in-depth analysis of NBH call data, a survey of service users, and interviews with helpline volunteers and internal and external stakeholders. This final report sets out the findings of the evaluation and provides recommendations for future service delivery of the NBH in Scotland. Context The Breastfeeding Network is a Registered Charity, which provides independent information and support for breastfeeding mothers and their families across Scotland, England, Wales and Northern Ireland. BfN aims to inform women, parents and the community about the benefits of breastfeeding, encourage positive attitudes about breastfeeding, and ensure that parents are confident about making informed breastfeeding decisions. The National Breastfeeding Helpline is a phone service, run by BfN in collaboration with the Association of Breastfeeding Mothers (ABM), which is open from 9.30am to 9.30pm every day of the year. The service is based upon the principle of peer support and calls are dealt with by volunteer mothers (trained and supervised by both BfN and ABM) across the UK, who have breastfed and subsequently received training in breastfeeding support. There are specific support services available in Welsh, Polish, Bengali, Sylheti, and a webchat service is also provided. The NBH has been funded by Public Health England since 2008, and the Scottish Government since 2015. In its grant agreement, the Scottish Government set out its key aims and objectives in relation to the helpline. Primarily, these were to: increase capacity to offer peer support on the National Breastfeeding Helpline in Scotland by training new volunteers and supporting existing ones; and raise awareness of the National Breastfeeding Helpline with families and professionals. Policy context in Scotland There is substantial evidence to indicate both short and long term health benefits to mothers and infants of breastfeeding. As a result, there has been a global directive towards improving infant feeding practices, including the World Health Organisation (WHO) 2003 Global Strategy for Infant and Young Child Feeding, and the United Nations Children’s Fund (UNICEF) and WHO’s Baby Friendly initiative.
Source: Zunzi, Apple Daily, 28 October 2012, with English translation. Why is "water" used in this cartoon to represent the new taxes to cool the property market? What does “heat” in the title refer to? Try to find out the message that the cartoonist is trying to convey based on the hints indicated by labels (A) and (B). Expressions and actions of characters or characteristics of objects Meaning conveyed by characters or objects (A) Arch. Expressions and actions of characters or characteristics of objects Meaning conveyed by characters or objects (B) Financial Secretary pours a bucket of on the citizens. 3. In the cartoon, the is poured from a higher level to the people below. What does it represent? The government adopts a free market policy. The government interferes with the free market. 4. Take the levy of new taxes as the government’s measures to cool down the residential property market as an example, analyse the reasons why the following stakeholders may support or oppose the related measures. (Challenge question) Stakeholders For/against Why the stakeholders may support or oppose
Residents who do not own any properties Against Short-term supply in the property market may decline, making it harder for them to buy properties in the short term. For Government intervention has helped reduce property prices, and allow people to resolve their housing problems. Residents who own properties Against They are worried that government intervention in the property market may lead to a decline in property prices. This may lead to a decline of asset of families that own properties. For Short-term supply in the property market may decline. The prices of their properties may rise. Property developers Against measures may lead to a decline in property prices. This would affect Hong Kong’s overall economic performance and the profits of property developers. For Short-term supply in the property market may decline. Property prices may rise and the profits of the developers may also rise. Real estate agents Against Due to the substantial decline in property transactions, real estate agents who rely on commissons will have lower incomes and this will affect their livelihood.
accept expanding the scope of specified persons to cover the media and other sectors, as in their views it would not be sufficient to help protect the right of other members of the public to have access to the personal information of directors. These stakeholders are of the view that the status quo should be maintained, arguing that the existing regime has been working well, with no clear evidence of abuse of the personal information of directors on the Companies Register. 10. Some of stakeholders suggested that new safeguard measures can be introduced under the existing inspection regime to deter abuse, for example, the introduction of a registration system under which all persons who conduct company searches must first provide their personal information to the Companies Registry, such that their identity can be traced in case of complaints so as to deter unscrupulous inspections. Some went further and suggested that the directors with full personal information being accessed may request to be informed of the identity of the person having made the inspection. 11. On the other hand, some stakeholders maintained their support for the new arrangement, underlining the importance of protecting the directors' right to privacy of personal information. They noted that the advocacy of the right to privacy is commonly seen worldwide, and they opined that protecting directors' full personal information does not mean the public will have no recourse against directors or the companies they are with, as, for example, public authorities will continue to have access to the full personal information of directors in case there is a need to do so when pursuing against wrongdoers. 12. ... the new arrangement will not affect our (the government’s) regulatory and enforcement work, and will not compromise the operations of financial institutions on the laundering front. ... we have brought into operation a new legislation on anti-money laundering in April 2012, which stipulates the preventive measures to be put in place by financial institutions and facilitates our financial regulators to combat money laundering and terrorist financing activities effectively. Financial institutions may, under the new arrangement, apart from verifying a director's identity with his/her correspondence address and partial identification number, also apply to the Companies Registry for inspecting the residential address and full identification number of a director upon authorisation by the director concerned in order to perform their role in anti-money laundering. Where necessary, regulators and law enforcement agencies may obtain full personal information of directors from the Companies Registry. ... under the new arrangement, Hong Kong would still be among the most transparent jurisdictions in terms of disclosure of directors’ information on the Companies Register, given
Source 1 Source: Craig Stephens, South China Morning Post, 8 August 2013. In the cartoon in Source 1, what are the hands above the red bag doing? Please put a in the appropriate box and describe the evidence that support your choice. Loosening the rope Tightening the rope Evidence: What do the different items in the cartoon in Source 1 represent? Please put a in the appropriate boxes. The red bag with a symbol on it Recyclable items in Hong Kong Hong Kong Government’s fiscal reserves Hong Kong residents’ personal information on the Internet The hands above the red bag Hong Kong Government Telecommunications network provider Hong Kong residents The single hand on the right Businesspersons from the recycling industry Poor people Direct sellers on your answers to Question 2, which of the following best describes the message in this cartoon? Please put a in the appropriate box(es). Privacy protection vs Information sharing reduction at source vs Consumer rights
Source 1 Source: Heng Kim Song, 2012 Source 2 What does the car in the cartoon in Source 1 symbolise? Please provide evidence to support your answer. Symbolise: Evidence: What is the characteristic of the car in the cartoon in Source 1? What is the irony that the cartoonist hopes to convey with the cartoon? Characteristic: Irony: (a) According to Source 1, why did the United Nations Security Council not adopt all three draft resolutions on the Syrian issue? (b) Based on your answer to the previous question, try to identify the relevant words in Source 2 that explain why the draft resolutions were not adopted.
Experience of recruiting, training and volunteers and their mobilisation Experience of leading on of work and responsibility Experience of working with BME, marginalised and disadvantaged communities Experience of supporting, advising and providing information and advice to individuals and groups Experience of working as a member of a team and on own initiative. Experience of developing, delivering and facilitating group work and/or training Experience of delivering key health promotion messages Experience of engaging with ‘seldom heard’ groups Application & Interview Application Application Interview & Presentation at Interview Application & Presentation at Interview Application & Presentation at Interview KNOWLEDGE Knowledge and understanding of health promotion techniques Knowledge and understanding of volunteering policies, procedures and good practice Understanding and experience of the barriers that people face in accessing appropriate and timely services Understanding and knowledge of health inequalities. Application & Presentation at Interview Application & Interview Interview Application & Interview Interview
How many doses did you administer? Where did the overdose take place? (check one) Apartment/house Healthcare facility School Restaurant Outdoor public space Outdoor private space Other: How recently did you attend an Overdose Response Training? (check one) Within the past week Within the past month 1-3 months ago 3-6 months ago 6 months to 1 year ago Over 1 year ago Which actions did you take to respond to the overdose? (check all that apply) Sternum rub Called 911 or instructed someone else to call 911 Rescue breathing Chest compressions Placed the person in recovery position How confident did you feel in your ability to respond to the overdose? How well do you feel your overdose training prepared you to respond? Did the individual survive? Yes No I don’t know Did the individual experience any side effects after Naloxone? (select all that apply) Vomited Had a seizure Felt sick/feelings of withdrawal Became None Other: Did the individual go to the hospital/emergency department? Yes No Did EMS provide care? Yes No I don’t know Did the individual become conscious before EMS arrived? Yes, they became conscious minutes I administered the first dose of Naloxone Yes, they became conscious minutes after I administered the second dose of Naloxone No Were police officers present? Yes No Don’t know If yes, how would you describe the interaction? Positive Neutral Negative Additional information: Complete to the best of your ability and send to the Overdose Response Program at the Behavioral Health Administration by or fax: 410-402-8601.
Identify possible BfN volunteers and talk to them about training to be a BfN Helper. Undertake further training as required. Abide by all BfN policies. Participate in annual individual Performance Reviews. Work as an effective team member with other colleagues – both paid and voluntary, and take part in team meetings. Provide support to local voluntary Peer Supporters by way of mentoring. Peer Supporter Person Specification Please refer to this document carefully when completing your application form and preparing for your interview. You must demonstrate how you meet the criteria marked ‘A’ on your application form. Requirements Essential Desirable To be tested Qualifications Breastfeeding Helper Registration with The Breastfeeding Network (BfN) Breastfeeding Supporter Registration with the BfN or be currently in training to become a Breastfeeding Supporter, or be prepared to sign up to the next Breastfeeding Supporter training course. Experience of working as a volunteer with BfN offering breastfeeding support to mothers Show evidence of continued professional development since qualification Good general secondary education √ √ for community roles √ √ √ √ AI AI AI AI AI Experience and Knowledge Experience of supporting mothers face to face with breastfeeding Experience of working in a health or community setting in paid or volunteer capacity Experience of home visiting to support mothers Experience of working with diverse ethnic and social groups √ √ √ √ AI AI AI AI
Knowledge of importance and application of the BfN Code of Conduct √ AI Skills and abilities Ability to and write fluently in English Ability to organise and manage work independently Ability to work effectively as part of a team Excellent interpersonal and communication skills Ability to work with people from different cultures sensitively Ability to keep the confidentiality of the mothers and their families IT skills including word and excel Ability to maintain records and reports Awareness and commitment to equal opportunities Ability to run small group antenatal sessions Ability to run breastfeeding groups √ √ √ √ √ √ √ √ √ √ √ AI AI AI AI AI AI AI AI AI AI AI
APPLICATION FORM NAME ADDRESS SUBURB POSTCODE EMAIL PHONE MOBILE DATE OF BIRTH GENDER OTHER DO YOU SPEAK A LANGUAGE OTHER THAN ENGLISH AT HOME? YES NO IF YES PLEASE TELL US WHICH LANGUAGE? DO YOU IDENTIFY AS: ABORIGINAL OR TORRES STRAIT ISLANDER YES NO LGBTIQ YES NO IS THERE ANYTHING THAT MIGHT MAKE IT DIFFICULT FOR YOU TO APPLY OR PARTICPATE AS A BOARD MEMBER THAT WE SHOULD BE AWARE OF? EMPLOYMENT: Full time Part time Casual Self employed Name of main employer: Retired Disability pension Unemployed Home duties Full time study Part time study Volunteer Carer Name of educational institution:
That brings us to her first single, “These Heauxs”. Over airy and atmospheric production, she spits fast and furious verses before dropping a knockout hook, “I ain’t nothin like these heauxs. Don’t compare me to no one.” “I call everybody, ‘Heaux’,” she goes on. “Most of the things I say in the verses are real life events. It’s me talking shit about something that really happened. I’ve been in these situations, and it’s my life.” Then the follow-up banger, “Hi Bich.” Immediately taking up residency in your head, the title chant remains impossible to shake as well as lyrical barbs sharper than her signature acrylic nails. “I just said those words how I said them, and Jesus was born,” she laughs. “‘Bich’ is another term I use.” In the end, Bhad Babie’s story is only just beginning to unfold—and she’s got no shortage of shit to say. “This is what I want to do,” she leaves off. “I take this serious. I don’t want to be just another Instagram person who made a song. I’m going to say all kinds of shit people think but won’t say.”
31. Ethaflex – Sheet 3 mm / 4 mm 3500 Sheet 3500 Sheet 32. Eva Sheet Pelvic (6 mm) 13” – 26” 1500 Pcs. 33. Tricycle (only ISI Mark) 6000 34. Wheel Chair (i) With Belt (ii) Without Belt 1000 35. Eva 6 mm 2000 Sheet 36. Stick (Chhari) Metal 2100 Pcs. 37. Sewing Machine (Hand) (ISI Mark) 220 Nos. 38. Sewing Machine (Feet) (ISI Mark) 250 Nos. 39. Weighting Machine (Libra ) 500 40. Stove Iron 10”, 11” 500 41. Boxes iron 27” x 11” x 15” x 22 Gauge 500 42. Boxes Iron for Tricycles 24”x15”x18” 100 43. Plaster of Paris 2000 Bags of 50 Kg. 44. leather Bhedi 650 Pcs. 45. PP Co-Polymer Sheet 3 mm / 4 mm / 5 mm White 3 mm – 200 4 mm – 700 5 mm – 700 46. Elastic 1½” 5mm White 3000 Mtr. 47. Plastic Plate/Mug/Bowl 350 Gross each 48. Alluminum Crutches (ISI Mark only) Large/medium/Small size Crutches Iron (Without ISI Mark) 10500 Pairs 49. AFO Button 10 mm 7000 Pcs 50. AFO Button 8 mm Pcs. 51. Orthoflex Sheet 8 mm White 500 52. Hearing Aid (ISI Mark) S Cord V Cord 3500 500 3. S. No. Name of Items Quantity Rate Amount 53. M.S. Iron Bolt (No. 4 to 8) 4 dies As per IS 1363 (Part-1) 2002 ISO 4016 – 1999 Property Class 10.9 H.T. IS 1367 (Part-3) – 2002 ISO 898-1 : 1999 2500 Nos. 54 AFO of PP copolomer sheets with material Size Small 1-4No Large 5-10 Nos 15000 55 Thigh Small size 9 to 13 Nos. Large size 14 to 22 Nos with material
A deblocking filter similar to the one used in H.264/MPEG-4 AVC is operated within the inter picture prediction loop. However, the design is simplified in regard to its and filtering processes, and is made more friendly to parallel processing [1]. 3.8 Sample adaptive offset (SAO) A nonlinear amplitude mapping is introduced within the interpicture prediction loop after the deblocking filter. Its goal is to better reconstruct the original signal amplitudes by using a look-up table that is described by a few additional parameters that can be determined by histogram analysis at the encoder side [1]. 4. BLOCK ARTIFACT ANALYSIS Block-based transform coding is popularly used in image and video compression standards such as JPEG, MPEG and H.26x because of its excellent energy compaction capability and low hardware complexity [14]. These standards achieve good compression ratio and quality of the reconstructed image and video after quantization is not very coarse. However, in very low bit rates, the annoying artifacts in image and video compression coding occur and degrade the quality. This artifact is called blocking artifact [14]. Blocking is known as one of the most visual and objectionable artifacts of block-based compression methods [16]. In a coding scheme that uses block-based prediction and transform coding, discontinuities can occur in the reconstructed signal at the block boundaries. Visible discontinuities at the block boundaries are blocking artifacts [15]. Figure 10 : Example of block boundary with blocking artifact [15]
Hypothesis Operationalization Test Result H1 Consumers who feel positively after purchasing items from a fast-fashion label are more likely to purchase items from this label in the future. Positively indicated by feeling of "joyful" and "attractive" after purchasing fast-fashion item. Uses variable "Likelihood_1" One-way ANOVA Results for both tests are statistically significant. H2 Consumers have a negative perception of the when they first hear about unethical practices. Negative perception indicated by factors of "trustworthiness" and "reliability" One-way ANOVA Results are not statistically significant for "reliability". Results for "trustworthiness" are statistically significant. H3A Consumers who read CSR reports, find the fast-fashion brand to be reliable. Determined using "frequency_reading", which indicates how often an individual reads a CSR report One-way ANOVA Results are not statistically significant. H3B Consumers who never read CSR reports (or sometimes read them), are likely to purchase fast-fashion items. Independent samples Results are statistically significant. H4A Consumers who have no knowledge of CSR or CSR reports are more likely to purchase from fast-fashion brands. Indicated by "sustainable awareness" One-way ANOVA Results are not statistically significant. H4B Consumers who are aware of labels publishing CSR reports, have a positive perception of the brand. Positive perception determined using variables "trustworthiness_2" and "realiability_2" One-way ANOVA Results are not statistically significant. H5 Female consumers are likely to keep buying from fast-fashion brands in spite of being aware of unethical practices, than male consumers. Measured using "purchase _of_likelihood_2" One-way ANOVA Results are not statistically significant. Additional implications of the aforementioned results will be addressed further in the discussion section
1.6 Descriptives Likelihood_of_purchase_1 N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Minimum Maximum Lower Bound Upper Bound 4 3.25 .500 .250 2.45 4.05 3 4 disagree 3 4.00 1.000 .577 1.52 6.48 3 5 neutral 26 3.35 .846 .166 3.00 3.69 1 4 agree 55 3.69 .663 .089 3.51 3.87 2 5 strongly 19 4.16 .834 .191 3.76 4.56 2 5 Total 107 3.68 .784 .076 3.53 3.83 1 5 Test of Homogeneity of Variances Likelihood_of_purchase_1 Levene Statistic df1 df2 Sig. .848 4 102 .498
Address 10 Rumour Street, Sutton-in-Ashfield, Notts, NG17 7GH. Telephone 01623 *** *** Anyone named by the person as someone to be consulted about their welfare Name Address Telephone Anyone engaged in caring for the person or interested in welfare Name Faye Wheeldon (Social Worker) Address Lawn View House, Adults Team Central, Station Rd, Sutton-in-Ashfield, Notts, NG17 5GA. Telephone 0115 *** *** Any donee of a Lasting Power of Attorney granted by the person Name Ms Julie Goodmonth (daughter) – Holds both Health and Welfare and Property and Affairs Lasting Powers of Attorney which are registered. A copy of each is held with us. Address Sea View Cottage, Coastal Road, Broadstairs, Kent. Telephone 07971 *** *** Any Personal Welfare Deputy appointed for the person by the Court of Protection Name Address Telephone Any IMCA instructed in accordance with sections 37 to 39D of the Mental Capacity Act 2005 Name Address Telephone
This means the support from the Service that is available to ALL children in mainstream whether they have identified speech and language needs or not. This the Children’s Service is available for individuals or small groups who are considered to require additional support. This service is available to your if needed. He / she may or may not have a Statement of Special Educational Need, EHC plan or a pupil resource Agreement. This the support available to your child through a specialist package of care, such as an Education, Health and Care Plan. This may involve individual support and is typically medium / longer term intervention Learning / curriculum support This is the support from the service, available for teachers and staff members to adapt the curriculum and environment to make sure your child makes the best possible progress in school. Mainstream Schools: The service provides: - liaison meetings between therapists and school Special Educational Needs Co-ordinators (SENCOs) to discuss ways of supporting the development of child’s communication skills The service seeks to work together with parents and carers and our Early Years and Education colleagues to identify how children with speech, language and communication needs can be best supported. The therapist can: - Assess your child’s needs and provide a report - set targets together with teaching and / or parents, including activities and programmes for home or school - Support your move into preschool / primary / secondary school and ensure that information / strategies developed to support your child are shared - liaise with Early Years staff, teaching staff and other health professionals working with your child For Pre-school children and those in Mainstream Primary Schools: - provide spaced appointments to update and demonstrate advice. For children with a high level of need, the therapists can: - assess your child’s needs and provide a report (e.g. for EHC plans or Statement reviews) - set targets and provide an individualised programmes of activities, with outcome measures - liaise with other professionals working with your child and attend multi-disciplinary meeting (e.g. annual reviews, team around the child meetings) In mainstream primary schools: - spaced individual sessions can be provided - some children may attend a block of weekly / fortnight intervention appointments In specialist provisions - regular sessions may be provided if indicated (to a maximum of weekly in term-time)
Diabetes COPD Asthma Mental Health Problems Chronic Kidney Disease Stroke Depression Disease Hypertension Dementia This is one unit of alcohol… …and each of these is more than one unit FAST Scoring system Your score 0 1 2 3 4 How often have you had 6 or more units if female, or 8 or more if male, on a single occasion in the last year? Never Less than monthly Monthly Weekly Daily or almost daily How often during the last year have you failed to do what was normally expected from you because of your drinking? Never Less than monthly Monthly Weekly Daily or almost daily How often during the last year have you been unable to remember what happened the night before because you had been drinking? Never Less than monthly Monthly Weekly or almost daily Has a relative or friend, doctor or other health worker been concerned about your drinking or suggested that you cut down? No Yes, but not in the last year Yes, during the last year Please sign and date below to confirm that the information you have provided above is accurate and correct. Signature ………….……………………………………………………… Date..……………………………………………… Please print your full name if you are signing on behalf of the patient. ……………………………………………………………… Your relationship to the patient…………………………………………………………………………………………………………………………. If you would like this form in an alternative format, for example large print or easy read, or if you need help with communicating with us, for example because you use British Sign Language, please let us know. You can call us on 01458 272473 or email
Select the name of the entitlement system from the Logical system name list. If the entitlement system was added correctly, the Available roles list will contain a list of roles that you can choose to import. If no are visible in the Logical system name list, look for error messages on the page. These may give you the information you need to correct the problem. Setting SAP Authentication options SAP Authentication includes a number of options that you can specify when integrating the SAP BusinessObjects Business Intelligence platform with your SAP system. The options include: Enabling or disabling SAP authentication Specifying connection settings Linking imported users to SAP BusinessObjects Business Intelligence platform license models Configuring single sign-on to the SAP system You can set SAP authentication options as follows: Click the Options tab. Review and modify all below settings as needed. Setting Description Enable SAP Authentication Make sure the box is selected Default system Select the front-end server from the list Concurrent and Named users Specify whether new user accounts will use concurrent user licenses or named user licenses. Other settings are kept as defaults or modified as needed. Update. Importing SAP roles By importing SAP into the SAP BusinessObjects Business Intelligence platform , you allow role members to log onto the system with their usual SAP credentials. In addition, single sign-on is enabled so that SAP users are logged on to the SAP BusinessObjects Business Intelligence platform automatically when they access reports from within the SAP GUI or an SAP Enterprise Portal. There are often many requirements for enabling SSO. Some of these might include using a driver and application that are SSO-capable, and ensuring your server and web server are in the same domain. For each role that you import, the SAP BusinessObjects Business Intelligence platform generates a group. Each group is named with the following convention: <SystemID~ClientNumber@NameOfRole>. You can view the new groups in the Users and Groups management area of the CMC. You can also use these groups to define object security within the SAP BusinessObjects Business Intelligence platform. Consider main categories of users when configuring the SAP BusinessObjects Business Intelligence platform for publishing, and when importing roles to the system: SAP BusinessObjects Business Intelligence platform administrators Enterprise administrators configure the system for publishing content from SAP. They import the appropriate roles, create necessary folders, and assign rights to those roles and folders in the SAP BusinessObjects Business Intelligence platform. Content publishers
ENDS – For further information about Barratt Yorkshire West please contact, Lauren Crennell, Louise Watson-Dowell, or Becca Farnsworth on 0113 2429 174 or email: NOTES TO EDITORS Barratt Developments PLC is a FTSE100 company. Barratt Group sold 17,300 homes in the year to June 2016, making it the biggest housebuilder by volume in Britain. Barratt Group was awarded a maximum five star rating for the eighth consecutive year in the 2017 Home Builders Federation Customer Satisfaction Survey. Site managers working for Barratt won 74 awards for quality workmanship in the 2017 NHBC Pride in the Job Awards. Barratt has won more Pride in the Job awards than any other housebuilder for the last thirteen years.
QUALIFICATIONS OFFICER 1. JOB DETAILS Job Holder: Job Title: Qualifications Officer Reports to: Qualifications Manager Date: 2017 2. JOB PURPOSE To advise and support the Society’s governance structures relating to the award of qualifications. 3. DIMENSIONS Society membership (2017): 7,000 Candidates (2017): 800 Society staff: 100 4. ORGANISATION CHART
SSRI’s Starting Dose (mg) Therapeutic Dose Range (Max dose) P450 Enzyme Inhibition Notes Side Effects Fluoxetine (Prozac) 20 20-40 daily (max 60) Strong 2D6 Mod 1A2 long half-life, slightly activating Lowest risk of discontinuation syndrome among SSRI’s Common: initial activation, nausea, diarrhea and headaches. (if anxious, start with ½ starting dose x weeks) Can also cause decreased libido, erectile dysfunction, insomnia, akathisia, increased risk of falls. Increase GI bleed risk with NSAIDs Paroxetine (Paxil) 20 bedtime 20-40 bedtime (max 60) Strong 2D6 Weight gain, sedating, greatest risk of discontinuation syndrome SSRI’s Citalopram (Celexa) 20 daily 20-40 daily (max 40) -- No drug interactions Escitalopram (Lexapro) 10 daily 10-20 (max 20) Mild 2D6 S-enantiomer of citalopram Sertraline (Zoloft) 50 daily 50-200 daily (max 200) Mild 2D6 Take with food SNRI’s Starting Dose (mg) Therapeutic Dose Range (Max dose) P450 Enzyme Inhibition Notes Side Effects Venlafaxine ER (Effexor XR) 37.5 daily 75-150 daily (max 375) -- Discontinuation syndrome risk similar to paroxetine Same as SSRI + dry activation, constipation, tachycardia and elevated blood pressure, especially at doses > 150 daily Duloxetine (Cymbalta) 30 daily 60 daily (max 120) Mod 2D6 Also approved for fibromyalgia, diabetic peripheral neuropathy Same as SSRI + dry mouth, activation, constipation, tachycardia and elevated blood pressure, especially at doses > 60 daily
IMPROVEMENT after 4-6 weeks (assuming adequately dosed and adherent) using the PHQ-9 PHQ-9 drop from baseline Improvement Antidepressant Plan Psychotherapy Plan* ≥ 5 points Adequate Continue current dose No change 2-4 points Probably Inadequate Consider  Dose vs Augment** OR Switch if not tolerating Consider adding antidepressant if not already taking 1 point or increase Inadequate  Dose vs Augment** OR Switch if not tolerating Strongly consider antidepressant if not already taking Contact therapist re: PHQ-9 score *Reasonable time to improvement may vary depending on the type of psychotherapy **Augment is defined as adding an additional agent to the regimen Potential reasons for inadequate improvement: Inaccurate diagnosis Nonadherence to treatment Unaddressed co-occurring medical, psychiatric or substance use disorders Inadequate dose of medication or frequency of therapy Inadequate duration of treatment Pharmacokinetic/pharmacodynamic factors affecting medication action
Amount of matching funds: € Source of matching funds? 9. Other Grants & Reliefs Does S482 determination apply to this structure?* Have you applied for S482 tax relief? Is VAT recoverable? Have you applied for EU/Exchequer funding/Tax Reliefs e.g. Living City Initiative, Home Renovation Incentive?* Have other EU/Exchequer funding /Tax Reliefs been received/refused? ** * Section 482 of the Consolidation Act, 1997 (formerly Section 19 of the Finance Act, 1982) ** This application will be cross-checked with grant data held by other state agencies (such as the Heritage Council and the DECLG) to verify eligibility for funding under this scheme) 10. Conservation Professional employed on the project Name: Position: Address: Telephone/Mobile Number: Email: Tax Reference Number: Date: If necessary, copy this page to include additional conservation professionals 11. Contractors/Tradespersons employed on the project