zilongwang/ReadingBank huggingface dataset:
Behaviour and attitude: As a trainee following an ITT programme at Edge Hill University, Faculty of Education, you are expected to demonstrate consistently high standards of personal and professional conduct. You will maintain the highest standards of ethics and behaviour. For all aspects of the programme you are following, you will: Demonstrate high standards of honesty and integrity pupils/learners in all settings, and others, including fellow trainees and all staff in the Edge Hill University Partnership, with humility and dignity Show respect for the rights of others including individual liberty and mutual respect and tolerance of those with different faiths and beliefs Show due regard for the ethos and values of the university and any other setting. You will follow the policies, procedures and codes of practice and conduct, including safeguarding pupils’ well-being, in accordance with statutory provision Demonstrate professional behaviour and relationships towards all staff, pupils/learners and trainees in both formal and informal contexts. You will observe proper boundaries, appropriate to a teacher’s professional position Take responsibility for your own learning and development, ensuring a professional and accountable approach to all aspects of the programme Show an active willingness to engage with, listen to and act on feedback and advice from trainers across the Edge Hill University Partnership Actively reflect on your learning and teaching experiences in order to target set, action plan, improve, achieve and attain highly Participate and actively engage in the learning and teaching experience Ensure that the requirements of all elements of the programme are carried out in line with the guidance in module, course and programme documentation, and at briefings. This includes subject specific codes of practice
Commission Review Yes No 312.9. demonstrate self-supervision through realistic self-evaluation of pastoral functioning. Handbook Page Review Comments Compliance Initial Review Yes No Center Response Yes No Follow up Review Yes No Commission Review Yes No Standard 313 The Certified Educator CPE center designs its Certified Educator CPE curriculum to facilitate achievement of the following objectives: 313.1 to develop supervisory students’ knowledge in theories and methodologies related to CPE supervision drawn from theology; professional, applied clinical and organizational ethics; the behavioral sciences; and adult education. Handbook Page Review Comments Compliance Initial Review Yes No
Commission Review Yes No 315.3 meaningful pastoral relationships. Handbook Page Review Comments Compliance Initial Review Yes No Center Response Yes No Follow up Review Yes No Commission Review Yes No 315.4 self-supervises own on-going pastoral practice. Handbook Page Review Comments Compliance Initial Review Yes No Center Response Yes No
Initial Review Yes No Center Response Yes No Follow up Review Yes No Commission Review Yes No Standard 318 Competence in CPE program design and implementation: 318.1 develops and organizes programs of CPE based on program educational principles appropriate to experiential learning. Handbook Page Review Comments Compliance Initial Review Yes No Center Response Yes No Follow up Review Yes No Commission Review Yes No 318.2 manages CPE programs effectively. Handbook Page
Handbook Page On-Site Location Review Comments Compliance Initial Review Yes No Center Response Yes No Follow up Review Yes No Commission Review Yes No 308.6.5 program evaluation by the students. Handbook Page On-Site Location Review Comments Compliance Initial Review Yes No Center Response Yes No Follow up Review Yes No Commission Review Yes No
Submission of Section 11 declarations Agencies are required each year, to complete a self evaluation which should provide the evidence for their self declaration. The declarations are collated by Devon Safeguarding Children’s Board on behalf of the Peninsula. Each declaration should include the following: A copy of the completed self evaluation tool (template 2); The self declaration; A copy of the agency’s training needs analysis for the current year; A copy of the agency’s current improvement plan. Declarations will not be accepted/signed off unless accompanied by all of these documents which should be fully completed. Multi Agency Presentations Following submission of the declarations, an extraordinary QA sub-group will take place, at which time, agencies will be expected to present their findings and improvement plans. This event will provide an opportunity for all agencies to review the findings against case audits and reviews that have already been completed, the staff survey and performance information to ensure there is a robust challenge process in place. A template is attached (template 3) for agency presentations. Following this event, a report (template 4) will be provided to the Executive from the QA Sub-Group Chair, outlining the findings and making recommendations to the Executive as follows: The declaration is approved; The declaration is approved on the condition of further evidence/action being included; There is a recommendation for peer review to further analyse the declaration and supporting evidence; The declaration is not sufficient and requires completing again. Feedback to Agencies Following submission of the self declarations and presentations, agencies will receive formal feedback from the in respect of their submissions and improvement plans. This will include any suggested further areas for improvement (template 5). Review of Section 11 and Other Quality Assurance Activity Agencies will be expected to feedback on the progress of their improvement plans on a quarterly basis to the Safeguarding Board Executive meetings. They may also be required to provide evidence of improvements.
of conduct are expected throughout their professional careers commencing with their initial training. As part of their professional training, social work students must undertake periods of practice learning which requires them to work directly with service users and carers. During these periods students are expected to adhere to the NISCC Code of Practice, and to also act in accordance with the relevant legislation, policies and procedures that govern and direct the work of the profession they are entering. In circumstances where a reasonable cause for concern is raised with regard to the conduct and/or practice of a student, the university provider will consider this under their ‘fitness for practice procedures’. This is a document based on a defined set of principles and details the procedures for investigation and decision–making in matters where the conduct and/or practice of students does not appear to meet the required standard (For further details of Fitness for Practice Procedures please refer to or to the NIDSWP, Student and Practice Teacher Toolkit 2015. In addition, the NISCC Rules for the Approval of the Degree in Social Work (2003) require programmes to have in place procedures for termination of social work training. This is in order to protect the interests of service users and carers as well as student’s interests, and to ensure that students deemed unsuitable to practice as social workers are prevented from being awarded a Degree in Social Work. Similarly the interests of those providing practice learning opportunities should also be safeguarded. This section of the protocol details the process to be followed to determine if discontinuation of a PLO is appropriate. Any process to investigate concerns or allegations regarding the conduct and/or practice of a social work student while undertaking work based practice learning must take into account university procedures relating to fitness for practice, NISCC procedures relating to registration
Template Data Mapping Schedule Record Type Type of Personal Data Held Does this data include sensitive personal data? Where did I source this data? What am I doing with this data? basis for processing Who do I share this data with Do I use any data processors to process this data? Do I transfer this data outside of Ireland? Where is the data stored? Security Measures How long do I hold this data for? e.g. Personnel Files e.g. Bank account details, disciplinary records, references e.g. Sick occupational health reports e.g. Instructing Solicitor e.g. Preparing for case e.g. Processing is necessary for the establishment, exercise or defence of legal claims or whenever courts are acting in their judicial capacity; e.g. The relevant court e.g. colleagues, any support staff and/or devils No/ yes e.g. Filing cabinets, files on secure folder on laptop e.g. Locked cabinets and encrypted laptop e.g. 7 years from end of employment
Part 3 – Agreed actions for next review Part 4 – Participant comments Part 5 – Employer Representative comments on progression and achievement Part 6 – Reviewer comments Participant Signature Date Reviewer Name Reviewer Signature Date Employer Representative Name Employer Representative Signature* Date Employer Representative Position Assessor Name Assessor Signature** Date *The employer representative signature is mandatory (see Rule 3.2.7) **An Assessor signature is mandatory where unit achievement is recorded
UU/QUB: Part - Time Route First PLO Student and Programme PLO Commencement and End dates Submission for students Hand-in dates for Practice Teacher Report and Summary Matrix UGR Level 2 Part–time route (1st PLO) 85 days 20th August ’18 – 10th April ‘19 UU/FE: Recall days 5th October 2018 2nd November 2018 11th January 2019 22nd February 2019 QUB: Recall Days 4th October’17 22nd November’17 17th January’18 28th February’18 Reflective Practice Assignment (RPA) QUB – 11thApril ‘18 UUM – 24th April ‘19 Student must submit copies of Reflective Practice and Evidence Based Project assignments to Practice Teacher by: 24th April ’19 Case Study UUM – 10th ‘19 QUB – 25th April’18 - Practice Teacher Report - Completed matrix to be submitted to University by: 24th April ’19 Note Bank holidays: 27th August; 25th & 26th December; 1st January; 18th March.
UU and QUB RGR 2 Student Level and Programme PLO Commencement and End dates Submission dates for students Hand-in dates for Practice Teacher Report and Summary Matrix RGR Level 2 (1st PLO) 85 days 8th January – 10th May 2019 UU/FE: Recall days 4th & 5th February’19 8th & 9th April’19 QUB: Recall Days 6th Feb’19 27th Feb ‘19 20th March ‘19 10th April’19 Reflective Practice Assignment (RPA) QUB - 10th May ‘19 UU – 24th May ‘19 Student must submit copies of Reflective Practice and Case Study assignments to Practice Teacher by: 24th May’19 Case Study QUB – 24th May’19 UU – 10th May ‘19 Practice Teacher Report Completed matrix To be submitted to University by 24th May’19 Note Bank holidays: 18th March; 22nd & 23rd April; 6th May
UU and QUB RGR 3/UGR 3 Student Level PLO Commencement and Ending dates Submission dates for students Hand-in for Practice Teacher Report and Summary Matrix UGR and RGR Level 3 (Final PLO) 100 days 8th January – 31st May 2019 (practice component of 90 days + 10 study days ) QUB: Recall Days 13th February ‘19 13th March’19 17th ‘19 UU: Recall Days 15th February ‘19 8th March ‘19 26th April ‘19 Practice component of PLO finishes 17th May 2019 Reflective Practice Assignment (RPA) QUB – 17th May 2019 UU – 31st May 2019 Student must submit copies of Reflective Practice and Evidence Based Project assignments to Practice Teacher by: 31st May 2019 Evidence Based Project UU- 17th May 2019 QUB – 31st May 2019 - Practice Teacher Report - Completed matrix to be submitted to University by: 31st May 2019 Note Bank holidays: 18th March; 22nd & 23rd April; 6th May PART TIME ROUTE UU/QUB UGR FINAL PLO
APPENDIX 7 What activities make a person eligible for an enhanced criminal record check? An individual will be eligible for an enhanced criminal record check, if he / she engages in work which is included in the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended) and is ‘work with children’ and / or ‘work with adults’ as defined in the Police Act 1997 (Criminal Records) Regulations 2002 (as amended). Such work includes the following: CHILDREN COLUMN A An enhanced criminal record with barring information COLUMN B An enhanced criminal record check without barring information Frequency Criteria: once a week or more; four days or more in any 30 day period; overnight between the hours of 02:00 & 06:00. ((iii) only applies to work of a ‘Specified Nature’ (see below)) Children – Regulated Activity Each of the following situations MUST also satisfy one of the Frequency Criteria: Specified Nature: Teach, train, instruct, care for or supervise children (unsupervised – where supervised see Column B); or provide advice / guidance on physical, emotional or educational well-being. Specified Establishment Work in a ‘specified establishment’ where there is opportunity for contact with children, (e.g. a nursery school, school, Further Education Establishment, children's homes, childcare premises) - but Work of a ‘Specified Nature’ (as defined in Column A) where that work is supervised. Work of a supervised volunteer (or occasional or temporary contract work) in a ‘Specified Establishment’ (as defined in Column A). Any activity that involves people in certain defined positions of responsibility (e.g. trustees of a children’s charity or school governors). Work done infrequently if done frequently would be regulated activity relating to children (either as defined now or as defined prior to 10 September 2012). Obtaining information in respect of any person who is aged 16 or over and who lives in the same household as an individual who is engaged in activity which used to be regulated activity as defined prior to 10 September 2012, where the activity normally takes place on the premises where the relevant individuals live.
POSSIBLE LITERACY & NUMERACY STRATEGIES Comprehension/reading strategies – build on prior knowledge & focus on SLO’s Preview text Anticipation exercise /notebook Verbal visual square School dictionary – model good practice & encourage students to use it Skim – get the gist Scan – specific information Visualise – pictures, symbols Highlighter – select important text Post-its – summarise – record main points information Cloze tests – discuss possible solutions – finding main idea in a paragraph pair, share Mindmaps – recall/summarise SQ3R – to in detail, survey, question, read, review, recall BUG – answer questions, box what you are to do, underline important words and go back over to make sure you answered the question -checklist of strategies mastered Speaking & listening – oral text types Oral reports & presentations Storytelling and Anecdotes Arguments and Informal Debates Discussions Extended Conversations Partner and Group Work – pair share, placemat exercise Interviews Meetings Interest Talks – guest speaker & accompanying worksheet Writing genres – Note: check out the format used by other subject departments as they may be different Letter - of application, thank you........ E-mail – protocol and etiquette Recount – diary of work placement Report Persuasive - advertisements Procedure Explanation Dictionary, thesaurus, spelling strategies, grammar, punctuation, proofreading Numeracy strategies Investigate possible useful resources on Play to enhance mental arithmetic Agreed common use of calculator LUVE 2 C U problem solving approach: Look carefully @ problem, underline key visualise problem, estimate answers, choose information to use, calculate answers, u are great!
1.3 Enrolment profiles 1.3.1 Entry Qualifications name % % Nat Dip % HE/HND % UG Qual % EU/Non UK Qual % PG Qual % Prof % Uni Credit % formal qual % Other % Not Known Total (number of students) 1.3.2 Disability name % Dyslexia % Deaf % % % Mental % Unseen % Multiple % Not Known % Care % Not Listed % None Total (number of students) 1.3.3 Ethnicity name % % % Asian % Chinese % Other Ethnic /Mixed Ethnic % Known (number of students)
2. Progression and achievement 2.1 Progression Programme Year Full-time Year Part-time Number of students enrolled % Pass year % W/D % Fail year with retake % Fail Number of students enrolled % Pass Year % % Fail year with retake % Fail A 1 1 2 2 3 3 4 4 B 1 1 2 2 3 3 4 4 C 1 1 2 2 3 3 4 4 2.2 Achievement
2.2.1 Undergraduate qualifications – Degree name % First % Upper second % Lower second % Third % % Exit Diploma % Exit number of Passes Total number of Deferred number of Fails 2.2.2 Undergraduate qualifications – Other name % % Merit % Pass % No % TBC Total number of Passes Total number of Deferred Total number of Fails 2.2.3 Postgraduate qualifications – Masters name % % Merit % Pass % P/G Diploma % P/G % No % TBC Total number of Passes number of Deferred Total number of Fails 2.2.4 Postgraduate qualifications – Other
name % % % Pass % Exit PGDip % Exit PGCert % No % TBC Total number of Passes Total number of Deferred Total number of Fails 3. First destination statistics name % Entered Work % graduate level jobs % Further Study % N/A % Continue in or Return to PrevEmp % Returning O/seas % Seeking % % Not (number of students)
4. Academic Misconduct Cases handled locally / Cases handled by MU (delete as appropriate) Alleged Cases Upheld Cases Examination Plagiarism Collusion Other Total number of alleged cases Level 0/1 2 Level 3 Level 4 Examination Plagiarism Collusion number of alleged cases Level 0/1 Level 2 3 Level 4
BABCP recognised relevant core professions Arts Therapists – HCPC Registered Counselling – Accredited with the BACP, IACP, COSCA, or FDAP (NCAC), or Registered Member CPC Medicine – Psychiatrist or General Practitioner, MBChB or MBBS, and usually PG training with membership of MRCGP, MRCP or MRCPsych Occupational Therapy – BSc (Hons) Occupational Therapy, MSc Occupational Therapy, or Dip C.O.T and HCPC Registered Probation Services – DipPS Psychology – 1st degree plus a post-graduate qualification (MSc or Doctorate) in an applied area such as clinical, counselling, educational, forensic, health psychology. HCPC Registered as Practitioner Psychologist (HCPC registration alone insufficient) Psychotherapy / Psychotherapeutic Counselling with UKCP Registration Registered Nurse – Mental Health (RMN), or Learning Disability (general nursing and enrolled nursing is insufficient) Social Work – CQSW, DipSW or BA/BSc Hons Social Work Teacher of Special Education / Needs – CertEd, B. Ed, or BA/BSc with PGCE, plus additional specialist training in Special Education, with additional counselling / psychotherapy training
evidence (statements of informants, documents from public administration, etc.) (Articles 391bis-391decies CPP). Such investigation may be used in special proceedings (such as summary proceedings or plea-bargaining) as evidence equal to the investigation by the prosecution. Are there provisions for support services (including counselling, use of interpreter, interim compensation and other measures) at the time of complaint? The Italian system presents an evident lacuna in relation to support services for the victims of Support centres are almost entirely non-existing, with only a few exception represented by private non-profit organizations. No counselling service is provided for victims who approach the authorities to lodge their complaints. Even the right to use an interpreter and to obtain copy of the essential documents in a language that the individual can understand are rights recognized as such only in relation to the accused (Article 143 CPP). This gap is so evident that the Supreme Court of Cassation has recognized the admissibility of a special complaint (querela) even where translated with the assistance of unqualified personnel at the time it was lodged. The victim as such cannot request interim measures in the investigation phase. The status of the Italian discipline on the matter is therefore unsatisfactory and seems in contrast with the relevant obligations arising from the EU legislation. Are there provisions for witness protection during the investigation? Victims who give their testimonies during criminal proceedings can benefit from the witness protection programme established by the Decreto legge 15 gennaio 1991, n.8 as amended by the Legge 13 febbraio 2001, n. 45. According to Article 16bis of the Decreto, in order to qualify as a protected witness the individual must be either a victim of the crime or a person who has information on the crime, and must not be subject to any restrictions for public security reasons. Moreover, the information provided by the witness must be ‘reliable’. If the individual who provided such information to the authorities is exposed to serious and imminent threat due to his testimony, the witness, his close relatives, and those who are endangered by his declarations are entitled to a number of protective measures. Pursuant to Article 16ter of the Decreto, these measures aim at both protecting the physical integrity of the witness and his family and ensuring financial assistance in order to grant them a reasonable standard of living. These measures may also entail the change of location and identities of their beneficiaries. The protective measures are suggested trial.
Sending The preferred option for transferring personal information between parties is to use encrypted electronic communications as defined above in the section Electronic Data Transfer – Mandatory Data Encryption. If this is not available hardcopy documents can be exchanged either be posted using double envelopes or hand delivered. Disposal Prior to disposal of information providers should check the retention and archiving requirements. Hardcopy document that are no longer required should be shredded or disposed off via a confidential waste contractor. For electronic storage media these should be destroyed or overwritten sufficient that the data cannot be retrieved. CD/DVD’s shredded Memory sticks – destroyed or formatted in a way that data cannot be recovered. Data Loss or Compromise Any incident of data being loss or compromised must be reported promptly to SDS Compliance Team.
Appendix 8: Shipper Label DELIVER IMMEDIATELY HUMAN BLOOD PRODUCTS FOR TRANSFUSION Do Not Refrigerate This Shipper Deliver To: Attention to: [Insert Name and Position] [Insert name of Transfusion Laboratory] [Insert location/building name] [Insert name of Hospital][Insert address] [Insert Phone Number] [Insert Fax Number] CONTENTS Autologous Blood Red Cells Platelets Thawed FFP Frozen Plasma Components Clotting Factors Immunoglobulins Albumin Packed Time: Valid to Time: Packed Date: Despatch Date: Time: Signed: Delivered From: [Insert Name and Position] [Insert Hospital Name] [Insert Address] [Insert Phone Number] [Insert Fax Number]
Comments on particular strengths or developmental needs (optional if rated Pass): 4 Psychological interventions Please rate the trainee’s ability to make theory-practice links and adapt interventions within differing theoretical models to individual needs. Please give an overall rating for interventions: (Please circle) N/A Pass Referral Fail Comments on particular strengths or developmental needs (optional if rated Pass): 5 Evaluation and quality improvement work Please rate the trainee’s ability to evaluate their own clinical practice, to conduct appropriate research and use departmental evaluation and auditing procedures, to be critically appraise research literature relevant to their clinical work, and use research skills appropriately in their work. Please give an overall rating for evaluation and quality improvement: (Please circle) N/A Pass Referral Fail Comments on particular strengths or developmental needs (optional if rated Pass): 6 Communication and Teaching Please rate the trainee’s ability to design communications (written and oral, formal and informal) that are appropriate to the audience, carry them out in a manner that is both timely and accessible, and to monitor their effectiveness. Please give an overall rating for communication and teaching: (Please circle) N/A Pass Referral Fail Comments on particular strengths or developmental needs (optional if rated Pass): 7 Organisational and systems influence and leadership Please rate the trainee’s knowledge of the organisational setting, ability to work collaboratively with other professionals and colleagues, and contribution to influencing psychological thinking in services and about developments, for instance, through co-working, provision of supervision and consultation, initiating, co-ordinating or leading on a development. Please give an overall rating for organisational/systems influence and leadership work: (Please circle) N/A Pass Referral Fail
Addition Cause and effect Comparison and consequently equally also thus similarly furthermore so compared in addition hence an equivalent too as a result in the same way again because/as likewise the following therefore as with and then accordingly what is more since Contrast/balance moreover but as well as whenever however as long as nevertheless Announcing/opinion alternatively It would seem Emphasis to turn to one might consider/ all yet suggest/propose/ in particular despite this image/ deduce/infer notably on the contrary to conclude specifically as for especially the opposite Summary significantly still in brief more importantly instead on the indeed on the other hand throughout in fact whereas in all otherwise overall Sequence /Time although to sum up initially apart from in summary first(ly) then Persuasion (Assuming Illustration so far the reader agrees) for example after (wards) of course for instance at last naturally such as finally obviously as once clearly as revealed by secondly evidently thus next surely to show that subsequently certainly to take the case of meanwhile at length Restriction in the end only (if) eventually unless except (for) save for
Appendix 9-2-3: Sample RCS Submission ABC Village Associates Smithville, State 55555-2255 April 18, 2000 HUD Field Office Smithville, State 55555-2255 Reg: RCS Submittal Cover Letter for ABC Village Associates 1. Mr. has reviewed the content of the RCS and concluded that the RCS includes all material required by Chapter Nine and the Owner’s Checklist in Appendix 9-2-2. 2. The appraisers’ (Joseph Jones and Sharon Allen) narratives and Rent Grid accurately describe the subject project and properly treat non-shelter services and their funding sources as required by Section 9-12 and Appendix 9-1-2. 3. There is no family relationship or identity-of-interest between the principals of the subject’s Ownership or management agent entity and the principals that manage/ own the projects used as comparables. 4. Mr. Owner certifies that: a) neither the selection of the appraiser nor the appraiser’s compensation was/is contingent upon the appraiser reporting a predetermined rent nor direction in rent; and b) to the best of the Owner’s knowledge, the appraiser meets Section conditions regarding absence of financial, employment, and family relationships. 5. Mr. Owner certifies that the fee paid for the RCS is the only compensation the appraiser will receive for the RCS work and there is no side agreement or other consideration. 6. The following person is our point of contact for HUD/CA’s decision letter, or to address any questions that the HUD/CA staff may have on the RCS. Owner’s Point of Contact: Mr. Owner Phone: (000) 555-2222 Email: Owner@abcvillage.com
Total Units: 75 Project Occupancy: 94% Charges in Addition to Rent: Subsidies and Restrictions at Project: None Other Comments: Date Information Verified: 3 / 22 / 00 Park View Apartments 17 Park Avenue Lexington, ST 00456 Management Agent: 123 Management County: Gloucester Contact: Janet Spence Contact Phone: (000) 555-5555 Neighborhood: Residential Unit Type No. of Units Used as Comp in RCS? (Y/N) Average Rent Interior Size (SF) Any Rent Restrictions? (Y/N) 0 / 1 30 Y $525 550 N 1 / 1 30 N Total Units: 60 Project Occupancy: 80% Charges in Addition to Rent: Garage parking available for $65 Subsidies and Restrictions at Project: One-bedroom units are restricted to households earning less than 60% of median income. Rent is based on requirements of low-income housing tax-credit regulations. Other Comments: Elderly project Date Information Verified: 3 / 20 / 00
Appendix 9a Travel and Subsistence Costs Application Form Approval Period 1 April 2017 to 31 March 2018 (Arran/Isle of Aran, Argyll & Bute, Western Isles, Highland, Moray, Orkney and Shetland) Provider name Apprentice name Home address Off job training Provider name Provider address Details of journey(s) Type of transport (Bus, Ferry etc) with to and from addresses. Capture number of journeys (Blocks/ Weeks etc.) Please add a separate line for each mode of transport No. of Blocks/ Cost Total £ Details of accommodation (Name and Address of lodgings) Start/End Dates No. of Nights Stay Cost per Total Cost Total £ Declaration I certify that the information is correct. I will notify any change of circumstances as appropriate. I attach receipts ( If appropriate) Apprentice signature Date Agreed Provider signature Date
Part 4 – Additional Items 4.1 Any Other Business 4.2 Date of Next Meeting Drafted: [date] Agreed by Chair: [date] Circulated: [date] Confirmed: [date] Date Published on MyUniHub: [date]
Admonish word 1 Commandeer word 2 Diffuse word 1 Efface Although admonished, he commandeered the lead anyway and sailed on to victory. sentence battle The players were diffused by Rodrick’s moves, but completely effaced by Sam’s triple jump shots. sentence battle commandeered word winner 1 While he tried to commandeer the entire game, he was completely effaced by the entire team. sentence battle effaced word winner 2 effaced word winner 1 word 2 Muddle word 1 Predispose word 2 He was predisposed to losing, but muddled through and his team won the game. sentence battle muddled word winner 1 Even muddling through their problems couldn’t give Team Lexicon the win; they were completely effaced by Team Verbose’s moves. sentence battle effaced WORD WINNER Relinquish word 1 Salvage word 2 While Duke was winning at first, they relinquished their advantage to the Tarheels who managed to salvage their pride and win the game. sentence battle By muddling through their errors, they were able to salvage the game. sentence battle salvage word winner 2 muddling word winner 2 • Toll Free 800-221-5175 • Copyright ©2014 William H Sadlier, Inc. All rights reserved.
NET CASH INFLOW/ (OUTFLOW) FROM OPERATING ACTIVITIES 5,784 CASH FLOWS FROM INVESTING ACTIVITIES Payments Purchase of Property, Plant and Equipment and Capital Works 218,236 Investing Payments 218,236 NET CASH INFLOW/ (OUTFLOW) FROM INVESTING ACTIVITIES -218,236 CASH FLOWS FROM FINANCING ACTIVITIES Receipts Capital Injection from Government 214,821 Financing Receipts 214,821 Payments Distributions to Government 688 Repayment of Finance Lease 1,769 Financing Payments 2,457 NET CASH INFLOW/OUTFLOW FROM FINANCING ACTIVITIES 212,364 NET INCREASE/ (DECREASE) IN CASH HELD -88 CASH AT THE BEGINNING OF THE REPORTING PERIOD 29,848 CASH AT THE END OF THE REPORTING PERIOD 29,760 Statement of Income and Expenses on Behalf of the Territory Expenses on this statement are those which are administered by an agency on behalf of the Territory, and over which an agency has no discretion in applying to an alternate use. Income on this statement represents taxes, fees and fines that are collected on behalf of the Territory and transferred to the Territory Banking Account for redistribution across Government. The agency has no discretion over the use of Territorial income collected. Payments for expenses on behalf of the Territory is appropriation to fund Territorial expenditure such as grants. The income amounts transferred to the Territory Banking Account are as Transfer Expenses in this statement. Example 9 provides an example of an agency Statement of Income and Expenses on Behalf of the Territory. Example 9 Statement of Income and Expenses on Behalf of the Territory Prior Year Budget Prior Year Est. Outcome Budget Year Var Forward Year 1 Estimate Forward Year 2 Estimate Forward Year 3 Estimate $'000 $'000 $'000 % $'000 $'000 $'000
Purchase of Property, Plant and Equipment and Capital Works 0 Investing Payments 0 NET CASH INFLOW/ (OUTFLOW) FROM INVESTING ACTIVITIES 0 CASH FLOWS FROM FINANCING ACTIVITIES Receipts Capital Injection from Government 0 Financing Receipts 0 NET CASH INFLOW/ (OUTFLOW) FROM FINANCING ACTIVITIES 0 NET INCREASE/ (DECREASE) IN CASH HELD 0 CASH AT THE BEGINNING OF THE REPORTING PERIOD 119 CASH AT THE END OF THE REPORTING PERIOD 119 201213 Comparative Figures
4.1 Initiate a) Define project objectives b) Define scope c) Define success criteria d) Define stakeholder and stakeholder analysis 4.2 Identify Assess 4.4 Plan responses 5. Organisation and control a) Define the risk management plan b) Define roles and responsibilities of those involved in the risk management process c) Define the contents of a risk register d) Define the contents of a risk report e) Define risk reviews
Analyse dependencies between activities and events and their implications for the organisation Estimate durations, appropriate techniques based on information available, for the activities and identify critical dates relevant to events Create a schedule of major phases or tranches, using appropriate techniques, including milestones and review points sufficient to inform the direction of work and monitoring of progress Determine and apply techniques for the choice, capture and analysis of relevant data which is sufficient to monitor progress and control the direction of work Evaluate progress against the baseline schedule, and prepare appropriate reports for stakeholders Develop, implement and update resource allocation plans (other than finance) for change initiatives, taking account of availabilities and scheduling Explain the nature and deployment of tangible and non-tangible resources, including the capabilities and responsibilities of personnel Determine, appropriate techniques, what resources will be needed to carry out activities and to deliver events required
APPENDIX A (x) Evidence Matrix – APM Project Professional Qualification – Portfolio Management (elective module) Syllabus learning outcomes and assessment criteria Evidence Assessor comment Recommend how financial and other resources should be allocated amongst projects, programmes and business as usual activities in a portfolio Determine how change initiatives (current and/or proposed) address an organisation’s strategic objectives by: categorising the change initiatives to aid in their comparison and evaluation, mapping intended outputs, outcomes and benefits of the change initiatives to the strategic objectives, identifying the change initiatives’ governance arrangements and states of progress. Identify gaps changes required by the strategic objectives are not yet addressed within
Exhibit Cases & Miscellaneous Furniture The following is a list of the exhibit in Paulina June & George Pollak Library. Pictures and brief descriptions are provided for the benefit of the exhibitor. You may request a specific case(s) for your exhibit in the Exhibit Description of the request Form. While we cannot guarantee you will receive any specific case(s), we will make every effort to do so. Cabinet Footprint: 59.5” x 25” Total Height: 82” Height of Vitrine: 49” Security: Vitrine fits onto pedestal and screws closed Available: 1/1 No lights, can be painted Pedestal Footprint: 36” x 36” Total Height: 47” Display Surface: 48.5” x 48.5” Height of Vitrine: 10” Security: Vitrine fits onto pedestal w/out lock Available: 2 Notes: One with acrylic top, one without; can be painted Pedestal Display Surface: 42” x 24” Height: 38” Vitrine: None Available: 1 Notes: Wheels; can be painted Pedestal Footprint: 40.8” x 25” Height: 40.25” Available: 1 Notes: Scuffs & scratches; can be painted Standard Bookcase Footprint: 35.75” x 15” Height: 42.75” Composition: Metal w/Veneer Available: 3 Pedestal Footprint: 24” x 12.5” Total Height: 36” Available: 1 Notes: Scuffs & scratches; can be painted Pedestal Footprint: 25” x 17” Height: 39.25” Display Surface: 33.5” x 22” Available: 1 Pedestal Footprint: 37” x 26” Height: 43” Height of Vitrine: 16” Security: Screws Available: 1 Pedestal Footprint: 24” x 24” Total Height: 66.5” Height of Vitrine: 24” Security: Screws Available: 1
Literature Stand Total Height: 24 ½” Shadow: 16”x16” Available: 2 Notes: Four-sided rotating stand accommodates pamphlets or 8.5” x 11” pages (2 sections per side) Sign Stands Total Height: lowest: 44” Highest: 67 ½” Available: 2 Notes: Telescoping; holds 11” x 17” in portrait orientation Stanchions Total Height: 38 ½” Available: 4 Notes:
Academy website: Backwell CE Junior School Church Lane Backwell Bristol North Somerset BS48 3JJ Telephone: Email: Academy website: West Leigh Infant School Westfield Drive Backwell BS48 3NG Telephone: Academy website: Flax Bourton CE Primary School Station Road Flax Bourton Bristol BS48 1UA Telephone: Email: Academy website: Yatton Schools High Street Yatton Bristol BS49 4HJ Telephone: 01934 833524 Academy website: Northleaze CE Primary School Brook Close Long Ashton Bristol BS41 9NG Telephone: 01275 540077 Email: Academy website: Wraxall CE Primary School Bristol Road Wraxall North Somerset BS48 1LB Telephone: 01275 854216 Email: Academy website: The Whiteoak Academies of Hannah More Infants and Juniors Whiteoak Way Nailsea Bristol BS48 4YZ Telephone: 01275 851127 Academy website: Chew Valley School Chew lane Chew Magna Bristol BS40 8QB Telephone: 01275 332272 Academy website:
In-Year Admission Application Form This Application Form must only be used in order to apply for a place required during the academic year at one or more of the schools affilliated to the Lighthouse Schools Partnership In-Year admission applications are coordinated across the Lighthouse Schools Partnership. Therefore you may indicate more than one preference on this application Form and return it to your most preferred school (Full contact details are set out at the end of this application Form). Please complete one Application Form per child and enter all the required information. A decision will be issued to the applicant in writing within 10 school days of receipt of the completed Application Form. Applicants are encouraged to to the Lighthouse Schools Partnership Admission Arrangements before completing this Application Form (the Admission Arrangements are available to download from the school websites or upon request). Section 1: Your requirements The Lighthouse Schools Partnership In which Year Group is this place required? On what date is this place required? (dd/mm/yyyy) School use only: Insert the date on which this application was received at the school Please indicate one or more schools in order of preference 1,2,3 etc. Gordano School High Down Junior School High Down Infant School Portishead Primary School St Mary’s Church of England Primary School St Peter’s Church of England Primary School Section 2: Your Child’s details (the child who is the subject of this application) Please the required detail or circle ‘Yes’ or ‘No’ throughout First Name Middle Name(s) Last Name Male Female Date of (dd/mm/yyyy) Registered Nationality
Your strengths Where there is needed growth/experience List specific action steps to be taken in order to achieve growth How you will be – and to whom you will be accountable – for your growth/development. Note: This cannot be yourself. Calling – In 3-5 sentences, discuss anything you’ve learned your understanding of your calling and how that understanding has moved/shifted/been strengthened/been called to question during this past year. Spiritual Disciplines and Practices – In 3-5 sentences, describe your relationship with God at this time. What spiritual disciplines have you been practicing? How is it Sabbath – In 3 -5 sentences, discuss your current Sabbath practice. Is it working for you or should it change? Ministerial Skills – In 3 – 5 sentences, discuss your thoughts on your ministerial skills – what have you improved, what areas do you still need experience, etc. (Example areas of ministry include: leadership, preaching, teaching, youth, older adults, community outreach, evangelism, counseling, administration, finance, conflict, etc.) Ministerial Ethics – Does your life/lifestyle reflect the character of Christ? How are you doing in the areas of confidentiality, professionalism, decision making, and doing the right things? Understanding of My Church and Denomination – In 3 – 5 sentences, discuss any changes in your thoughts on this topic. Physical and Mental Health –Reflect on your exercise, sleep, thought life and eating habits. Discuss any changes you would make to the following sentence: “If I were to be perfectly honest about my physical and mental health currently, I would tell you….” Relational and Social Health – In 3 – 5 sentences, discuss how you are doing on balancing your relational and social health with ministry/school life. Did you create a ministerial support team of fellow students and current people in ministry? Financial Health – How are your finances currently? Any positive or negative changes over this past year? Conflict Management –On a scale of 1-10, how comfortable are you in facing and managing individual and group conflict? What have you done this past year to improve your conflict management skills? Time Management – In 3 -5 sentences, describe any changes to your time management skills. How can you improve your time management skills? Application to Mentor Due May 2 of the year of Internship*
Appendix A: Customizable Tables Response Plan Checklist The checklist, Table A (below), reflects the steps that are required in a complete investigation, though additional steps may be performed. “In-house” for any steps that your lab currently performs. Check “Referral” for any steps that you would need to refer to another laboratory. Specific Legionella tests performed by your laboratory are recorded in Table D. Table A: Checklist Laboratory Response Step Referral Notes Legionella Isolation Clinical Specimens Environmental Samples Isolate Characterization (e.g., qPCR/MALDI-TOF/Antibody-based) Species L. pneumophila Serogroup
you offered the opportunity to be on the supported self-management pathway? Yes □ No □ I don’t know □ yes to question 15 then did you choose to go on the supported pathway? Yes □ No □ I don’t know □ not applicable □ If you feel able, please you share any further comments or thoughts you have about the end of treatment information and appointment with your Breast Care Nurse? Thank you for taking the time to complete this questionnaire, we value your comments and they will be used to guide service improvement in the future. (Questionnaire adapted from Parapet Breast Unit at Heatherwood and Wexham Park Hospitals NHS Foundation Trusts)
Appendix IV: Early Breast Cancer Stratified Follow-Up Subgroup Members Sharon Cavanagh (Chair) – Living with and Beyond Cancer and AHP Lead, London Cancer Rebecca Roylance – London Cancer Breast Pathway Director and Consultant Medical Oncologist, Barts Health NHS Trust Patricia Dean – Patient Representative Katie Sutton - Macmillan Project Lead-Cancer Follow-Up Redesign, University College of London Hospital NHS Foundation Trust Claire Grainger – Breast Cancer Nurse, Princess Alexandra Hospital Kate Kavanagh - Cancer Commissioning Manager (BHR & West Essex) NEL Commissioning Support Unit Antony Pittathankal – Consultant Breast Surgeon, Clare Stephens – General Practitioner, Barnet Alex - Consultant Radiologist, Barking, Havering and Redbridge University Hospitals NHS Trust Rob Stein – Consultant Medical Oncologist, University College London Hospitals NHS Foundation Trust Ros Crooks – Consultant Breast Radiologist, Whittington Hospital NHS Sarah How – Pathway Manager, London Cancer Philip Lunn - Divisional Operations Director, Homerton Hospital
Employee/Student: Report the incident to your supervisor and Shop personnel immediately. Supervisor: Complete the and fax immediately to (734) 936-1913. If the employee requires medical treatment, they should be referred to one of the University’s designated treatment facilities. Send a copy of the form with the employee as authorization for medical treatment. Complete the . TREATMENT FACILITIES U-M Occupational Health Services – Campus and UMHS Employees Mon-Fri 7:30 am – 4:30 pm C380 Med Inn Building 1500 Medical Center Drive, Ann Arbor (734) 764-8021 University Health Services – University Students (non-life threatening conditions) Mon-Fri 8:00 am – 4:30 pm, Sat 9 am – 12 pm Contact for current hours as they may vary 207 Fletcher Street, Ann Arbor (734) 764-8320 UMHS Emergency Department – after clinic hours or on weekends 1500 East Medical Drive, Ann Arbor (734) 936-6666 Safety is the responsibility of everyone involved … … from project conception to project completion.
APPENDIX A: MINDLESSNESS INVENTORY 1 – Rarely 2 – Sometimes 3 – Often 4 – Very 5 – Most of the time Using this scale rate how often each of the following happens: 1 2 3 4 5 Breaking things, spilling things, clumsiness, accidents because of carelessness, inattention or thinking something else. Failing to notice subtle or not-so-subtle feelings of physical discomfort, pain, tension etc. Forgetting someone’s name as soon as you hear it. I listen to someone with one ear while doing something else at the same time. I get so focussed on goals that I lose touch with what I am doing right now. I get lost in my thoughts and feelings. Being preoccupied with the future or the past. Eating without being aware of eating. Having periods of time you have difficulty remembering the detail of what happened (not dissociative state) – running on automatic. Reacting emotionally in certain ways – feeling like an emotion just “came out of nowhere.” I daydream or think of other things when doing chores. I do several things at once rather than focussing on one thing at a time.
6. AU-2 Audit Events The system continuously logs for the following: Successful and unsuccessful account login attempts Account management events Object access, policy change Privilege functions, process tracking System events For web applications, the system also continuously logs the following: All administrator activity Authentication checks Authorization checks Data deletions Data access Data changes permission changes These event logs are reviewed on a regular basis as described in the Modification Statement column to the right. Inherited Partially-Inherited Describe here the frequency with which event logs are reviewed. 7. AU-8 Time Stamps The logs generated above are time synchronized and time-stamped in coordinated universal time (UTC). Inherited Partially-Inherited 8. AU-9 Protection of Information The event logs are protected from unauthorized access, modification, and deletion. Inherited Partially-Inherited 9. AU-12 Audit Generation All information system and network components generating logs as described in AU-2 above. Inherited Partially-Inherited 10. CA-2 (1) Security Assessments, Independent Assessors An independent assessor has assessed the system with focus on the “Required” security controls. Inherited Partially-Inherited 11. CA-5 Plan of Action and Milestones (POA&M) A POA&M for the system exists and is updated at least monthly in accordance with the FedRAMP Tailored Continuous Monitoring Guide. Inherited Partially-Inherited
58. SI-12 Information Handling and Retention Information in the system is retrained in compliance with the National Archives & Records Administration (NARA) Records Schedule. Information within the system is maintained, protected, and destroyed in compliance with all applicable Federal laws, Executive Orders, directives, policies, regulations, standards, and operational requirements. Inherited Partially-Inherited 59. Citizenship n/a Staff members with access to the system include: Check boxes to the right. Check all that apply: US Persons Non-US Persons 60. Geography n/a All components of the system reside: Check boxes to the right Check one: Fully within the United States Partially or outside the United States
SAC component site Favourable Unfavourable recovering Unfavourable no change Unfavourable declining Destroyed, part destroyed Asham Wood 100 0 0 0 0 Ebbor Gorge 80.22 19.78 0 0 0 Rodney Stoke 73.59 10.87 0 15.54 0 Cheddar Wood 6.7 90.09 0 3.21 0