zilongwang/ReadingBank huggingface dataset:
NHS Graduate Management Training Scheme Statement of Commitment for London Placements Application to host: General Management – First Placement Informatics – First Placement Human Resources – First Placement General Management – Final Placement Informatics – Final Placement Human Resources – Final Placement Finance – Principal (Second & Final) Placement
defined deliverable work objectives aligned to Quality, Innovation, Productivity and Prevention (QIPP) and provide opportunities to demonstrate return on investment during the placement. Support trainees to complete a case study at the end of their placement demonstrating their return on investment. Are suitably designed to combine the objectives of the NHS Graduate Scheme, the strengths of the participant and the needs of the host trust Provides an opportunity to develop in a real but safe environment Gives the opportunity to innovate, extend and demonstrate skills Offer terms and conditions in line with scheme expectations Provide an appropriate work environment (e.g. desk, IT, phone etc.) and advice on role design Providing competency frameworks, mapped to the KSF, to shape the role Promote opportunities in all locations equally to participants Setting clear expectations around terms and conditions of employment potential host organisations for trainee placements. Checking and approving job descriptions and role outlines for the trainee placements. Working with key stakeholders/ Steering Groups to sign off placements. Working with the national office to support the distribution of trainees through the system. Trainee Development To ensure through Programme and Placement management: A supportive leadership relationship That the participant has a personal development plan That the participant has access to networks and senior figures That local mentoring relationships are identified if appropriate There is access to local learning/ education opportunities That participants prioritise attendance at the appropriate education sessions for their scheme and that they are supported to be released from work, successfully complete the programme and transfer their learning to the workplace To provide development opportunities in line with programme priorities that will include: Structured development or education programme Action Learning sets Support/ advice in finding a mentor Brokerage of national and local links Post scheme and alumni support Establish onward career development links with NHS Organisations during and post scheme To support trainees development through: Alignment with wider new leader networks, mentoring, coaching and Talent Management frameworks/ tracking. Communication and Promotion To raise awareness of and promote the NHS Graduate Training Scheme : Within the organisation so that the wider staff group understands the role of participants Within the organisation to identify and encourage To promote knowledge and awareness of the NHS Graduate Scheme by: Providing clear communication and detail about programme operation Keeping partners informed on To raise awareness and promote the NHS Graduate Training Scheme: Within the LDP and within appropriate networks.
Section 3: Details of Previous Funding 3.1 Have any previous grants or payments been approved in the last two years for these premises? a. Improvement grant (including PCIF / ETTF funding) Yes / No (delete as appropriate) If ‘Yes’ please provide details including dates b. Medical and dental education levy (MADEL) / deanery grant funding Yes / No (delete as appropriate) If ‘Yes’ please provide details including dates c. Other grants (e.g. university grants, s106, community infrastructure levy payment) Yes / No (delete as appropriate) If ‘Yes’ please provide details including dates
Assurance Matters Are the proposals consistent with the contractor’s formal development or action plan agreed for the property? Yes / No (delete as appropriate) Will the works improve the overall level of suitability of the premises? Yes / No (delete as appropriate) If ‘Yes’ please give details. Scheme History Has this scheme previously been presented and/or supported? Yes / No (delete as appropriate) If ‘Yes’ please provide details. Patient Involvement Has this been discussed with patient reference groups (PRGs)? Yes / No (delete as appropriate) If ‘Yes’ please provide details of the engagement that has taken place?
Appendix 2: Diversity Monitoring Questionnaire This section of the application form will be detached from your application form. The information collected will only be used for monitoring purposes in an anonymised format and will help the organisation analyse the profile and make up of applicants and appointees to jobs in support of their equal opportunities policies. Our client recognises and actively promote the benefits of a diverse workforce and are committed to treating all employees with dignity and respect regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We therefore welcome applications from all sections of the community. * Date of Birth * Gender Male Female I do not wish to disclose this Equality Act 2010 * I would describe my ethnic origin as: Asian or Asian British Bangladeshi Indian Pakistani Any other Asian background Black or Black British African Any other Black background Mixed White & Asian White & Black African White & Black Any other mixed background White British Irish Any other White background Other Ethnic Group Chinese Any other ethnic group I do not wish to disclose this Equality Act 2010 * Please select the option which best describes your sexual orientation Lesbian Gay Bisexual Heterosexual I do not wish to disclose this * Please indicate your religion or belief Atheism Buddhism Christianity Islam Jainism Sikhism Judaism Hinduism Other I do not wish to disclose this
Please select the boxes which are relevant to you Ethnicity Please select what you consider your ethnic origin to be. Ethnicity is distinct from nationality. Asian/Asian British Black/African/Caribbean/ Black British Other ethnic group Indian Pakistani Bangladeshi Chinese Any other Asian background Caribbean African Any other Black/African/Caribbean background Arab Any other ethnic group Mixed/multiple ethnic groups White Rather not say White and Black Caribbean White and Black African White and Asian Any other mixed/multiple ethnic background English Northern Irish Scottish Welsh British Irish Gypsy/Irish traveller Any other White background Rather not say Age 10 - 14 15 - 19 20 - 24 25 - 34 35 - 44 45 - 54 55 - 64 65+ Rather not say
Select your first event from the choice below. The first entry fee includes: Event entry fee, Admin fee, Ranking Levy & £10 deposit refund. All other entry fees are £10.00. PLEASE INDICATE YOUR FIRST CHOSEN EVENT First Event Choice £45 Subsequent Events £10 1. Men’s / Women’s* Open Singles 2. Banded Events (Please select one of the following): Both Bands I am eligible for (£20) or Only for my own band or Only for the band above my own or Only for my eligible band played in the morning or Only for my eligible band played in the afternoon 3. Open Doubles Partner..................................................... 4. Mixed Veteran Singles 5. Under 21 Men’s / Women’s* Singles FIRST ENTRY FEE £45.00 SUBSEQUENT EVENTS TOTAL Single Competition Licence Fee (see below) TOTAL £ *Delete Men’s or Women’s as appropriate. Make cheques payable to Table Tennis England. If no email address please enclose a DL (110 x 220 mm) stamped addressed envelope. Note this season the computer ranking levy has been included in the individual event entry fee. NO ENTRY WILL BE ACCEPTED UNLESS THE FOLLOWING UNDERTAKING IS SIGNED I undertake: a. To observe the regulations of the tournament. b. To abide by the decisions of the Referee and Organising Committee. c. To fulfil the schedule of play arranged for me unless prevented by circumstances beyond my control and accepted as such by the referee. IN ORDER TO CONFORM TO GDPR THIS MUST BE COMPLETED Table Tennis England uses the above information only for the purpose of administering the competition. To facilitate the running of the competition, the information will be shared with the appointed event committee/organisers in order that the event can be arranged and delivered. If you would like any further information please refer to the Table Tennis England’s privacy policy which can be found at https://tabletennisengland.co.uk/home/website-privacy-policy/
This is a Computer Ranking Tournament LONDON GRAND PRIX 25th-26th May 2019 We request that where possible you this form must be completed in BLOCK CAPITALS using a ball point pen. A separate entry form must be completed for each player and sent to, Alex Mercer Table Tennis England, Norfolk House, 88 Saxon Gate West, Milton Keynes, MK9 2DL to arrive no later than the closing date. All entrants should ensure that they have read the conditions which apply to this tournament. Competitor’s full name: Known as (e.g Mick): Male / Female Address: Postcode: Date of birth: Telephone: Mobile: Email: If not a member of Table Tennis England, name of National Association: If a member of Table Tennis England, state player licence number: If you do not hold a valid player licence you must pay the appropriate single competition fee (see bottom of this page). County of Affiliation: If you have not got a Table Tennis England computer rating please indicate the level of play you have attained: League / County / International If you play one event the cost will be £45, this included your £10 deposit which is refundable. Each additional event entered will cost £10, including Open doubles event, per player. Example: Men’s singles will cost £45.00; £10 deposit will be refunded Men’s singles, Band 3 and U21’s = £45 + £10 + £10 = £65; £10 deposit will be refunded
Final Salary Leaving Reason Previous Employer's Name & Full Address Position Title and a Brief Description of Your Duties in this Role Employment Details From D M Y To D M Y Final Salary Leaving Reason Previous Employer's Name & Full Address Position Title and a Brief Description of Your Duties in this Role Employment Details From D M Y To D M Y Final Salary Leaving Reason Previous Employer's Name & Full Address Position Title and a Brief Description of Your Duties in this Role Employment Details From D M Y To D M Y Final Salary Leaving Reason SALARY AND NOTICE Please tell us your minimum salary requirement in the event that you are successful. If this falls outside the range shown in the advertisement or further particulars, please state why and give details of any issue we should take into account when deciding the salary in your case.
London Holistic Needs Assessment For each item below, please select yes or no if they have been a concern for you during the last week, including today. Please also select discuss if you wish to speak about it with your health professional. Choose not to complete the assessment today by selecting this box Date: Practical concerns Yes No Discuss Physical concerns Yes No Discuss Bathing or dressing Breathlessness Name: Caring responsibilities Changes in taste Difficulty making plans Changes in weight Hospital/NHS number: Grocery shopping Communication Housing or finances Constipation or diarrhoea Please select the number that best describes the overall level of distress you have been feeling during the last week, including today: Information needs Cough Laundry/housework Dry, itchy or sore skin Preparing food Eating or appetite Transport or parking Fatigue 10 Work or education Feeling swollen 9 Family concerns High temperature 8 Relationship with children Hot flushes 7 Relationship with partner Indigestion 6 Relationship with others Moving around/walking 5 Emotional concerns Nausea and/or vomiting 4 Anger, frustration or guilt Other medical condition 3 Hopelessness Pain 2 Loneliness or isolation Passing urine 1 Memory or concentration Personal appearance 0 Sadness or depression Sleep problems Sexual concerns Sore or dry mouth Worry, anxiety or fear Tingling in hands or feet For health professional use Spiritual concerns Wound care Date of diagnosis: Loss of faith or other spiritual concern Diagnosis: Loss of meaning or purpose in life Pathway point: Regret about the past Adapted with permission from the NCCN Clinical Practice Guidelines in Oncology (NCCN Guidelines®) for Distress Management (V.2.2013). © 2013 National Comprehensive Cancer Network, Inc. All rights reserved. The NCCN Guidelines® and illustrations herein may not be reproduced in any form for any purpose without the express written permission of the NCCN. To view the most recent and complete version of the NCCN Guidelines, go online to NCCN.org. NATIONAL COMPREHENSIVE CANCER NETWORK®, NCCN®, NCCN GUIDELINES®, and all other NCCN Content are trademarks owned by the National Comprehensive Cancer Network, Inc." With thanks to Macmillan Cancer Support. LC/LCA_v2.0_2013.
London. July 1 TBC Philpotts Farm Meadow Walk and Talk: Discover Philpotts Farm on National Meadows Day. A butterfly walk, riverfly monitoring, pond dipping and slow worm discovery. Paul Busby, Thames21 Tel 07554402727, email July 1 All day River Wandle, Morden Hall Park The Big Balsam Hunt: Help us hunt down the invasive Himalayan balsam on the River Wandle and learn about the other invasive non-native plants posing a threat to our lovely river Polly Bryant, South East Rivers Trust Tel 07833 497599, email polly@southeastriverstrust.org July 1 TBC River Wandle, Carshalton Guided Walk: Discover the Source of the Wandle. Ever wondered where the Wandle water comes from? Join us on this guided walk to find out all about the source of the River Wandle, past, present and future! Polly Bryant, South East Rivers Trust Tel 07833 497599, email polly@southeastriverstrust.org July 1 11am-3pm Welsh Harp West Hendon Walk and Talk: Discover Dazzling Dragon/Damselflies. Join Water for Wildlife team to discover the delights of London's dazzling dragonflies and delightful damselflies. Jane Clarke/Catherine Cullen, London Wildlife Trust Tel 07837576786. Email jclarke@wildlondon.org.uk July 2 11am to 2pm Sydenham, Sainsbury’s superstore Walk: A history of river restoration along three miles of the Ravensbourne Catchment, including the River Pool, and a discussion about the natural, social and industrial history of the catchment by partnership co-ordinator Lawrence Beale Collins. Starting at Sydenham on the River Pool, this moves along the river pool until the confluence joins the Ravensbourne and continues to the Cutty Sark at Greenwich. Lawrence Beale Collins Tel 07584172209, email July 2 10am to 2pm Walthamstow Wetlands Tales from the Riverbank: Walthamstow Wetlands with Steve Ayers. Guided walk of the Lea River and Coppermill Stream at the wetlands Rachel Smith, London Wildlife Trust Tel: 07772 085 185, email rsmith@wildlondon.org.uk
St Davids London Country (Location) Wales England Area 46.4sq km 1,572sq km Capital no yes Population 1,841 8,787,892 Climate temperate maritime temperate maritime Annual rainfall 886 mm 583.6 mm Majority religion Christian Christian Tourist Attractions the Cathedral, Bishops Palace and Whitesands Bay shopping, famous landmarks and public parks
Primark is a large department-style store with various locations in Central London. You can find cheap clothes, towels, accessories and shoes for your time in London. Primark is especially helpful for picking up towels for your stay since your flat does not come equipped with these. Oxford Street Primark Selfridges HMV Next River Island French Connection Accessorize Gap The Body Shop H&M Forever 21 Debenhams House of Fraser John Lewis Monsoon Zara Nike Town TopShop & TopMan Urban Outfitters Russell & Bromley American Apparel Esprit Waterstone’s Benetton Mayfair Russell & Bromley Moschino Nicole Farhi Vivienne Westwood Yohji Yamamoto Clarks Issey Miyake Lalique Donna Karan Burberry Anya Hindmarch Bally Emporio Armani Zara Reiss Baroni Bottega Veneta Etro Tod’s Jaeger Cartier Chanel Bulgari Harry Winston Asprey Solange Azagury-Partridge Dior Michael Kors Boutique Hermes Tory Burch Miu Miu Hugo Boss The Dover Street Market Next Calvin Klein Pellini Uomo Fenwick D&G Mulberry Company Coach Longchamp Jimmy Choo Louis Vuitton Chopard Van Cleef & Arpels Ralph Lauren Salvatore Ferragamo MaxMara Prada Regent Street
kindred souls who all share a strong personal vision” (www.doverstreetmarket.com/about/). Entrance to Shops of Camden Market* Parks Hyde Park Kensington Gardens Green Park St. James’s Park Greenwich Park Primrose Hill Regent’s Park Hampstead Heath Kew Garden Hampstead Heath Regent’s Park Monuments Kings Cross Station Royal Observatory, Greenwich St. Paul’s Cathedral Shakespeare’s Globe Somerset House Tower Bridge Tower of London Westminster Abbey London Eye Parliament Square Big Ben Wimbledon Centre Court Piccadilly Circus Neal’s Yard St. Pancras Station The Sherlock Holmes Restaurant The Royal Albert Hall Regent’s Park Zoo Trafalgar Square Leicester Square The Gherkin Millennium Bridge Abbey Road The Changing of the Guard Platform 9 ¾ - in Kings Cross Station Albert Memorial – in Hyde Park Marble Arch British Library Buckingham Palace Chinatown Clarence House Hampton Court Kensington Palace Hogarth’s House Neal’s Yard Kenwood House Parliament and St. Paul’s Cathedral
Anya Hindmarch Bally Emporio Armani Zara Reiss Baroni Bottega Veneta Etro Tod’s Jaeger Cartier Chanel Bulgari Harry Winston Asprey Solange Azagury-Partridge Dior Michael Kors Boutique Hermes Tory Burch Miu Miu Hugo Boss The Dover Street Market Next Calvin Klein Pellini Uomo Fenwick D&G Mulberry Company Coach Longchamp Jimmy Choo Louis Vuitton Chopard Van Cleef & Arpels Ralph Lauren Salvatore Ferragamo MaxMara Prada Regent Street TopShop (intersection of Regents Street and Oxford Street) Nike Town (intersection of Regents Street and Oxford Street) Armani Exchange All Saints H&M Banana Republic COS Jaeger Kurt Geiger Hugo Boss Esprit Reiss Calvin Klein Jeans Guess Anthropologie Russell & Bromley Zara Mango Uniqlo Ted Baker Karen Millen French Connection Michael Kors 7 for All Mankind Hobbs Furla Penhaligon’s Kensington High Street Zara H&M Jigsaw Accessorize Karen Millen Kurt Geiger
Harrods in Knightsbridge* Chelsea (King’s Road) Anthropologie Orla Kiely Comptoir des Contonniers Furla BCBG Max Azria Cath Kidson Whistles Banana Republic L.K. Bennett Ted Baker All Saints Coccinelle Jigsaw Kurt Geiger Karen Millen Monsoon M.A.C. Jaeger French Sole Maje Waterstone’s French Connection Laura Ashley Radley Hobbs Peter Jones Knightsbridge Consists of Sloane Street, Brompton Road, Walton Street and Beauchamp Place Harrods Burberry Mulberry Harvey Nichols Anya Hindmarch Celine Godiva Chanel Prada Penhaligon’s H&M Lulu Guinness Jo Malone Smythson Jigsaw Karen Millen L.K. Bennett Accessorize Russell & Bromley Zara Reiss Salvatore Ferragamo Escada Missoni Louis Vuitton Miu Miu Gianni Versace Fendi Hermes Bulgari Dolce & Gabbana Valentino Yves Saint Laurent Emilio Pucci Chanel Visit for more information on shopping districts and to see what is in each area.
The World Bank Procurement Policy Review Participant List Date: September 22, 2014 Location (City, Country): London, UK Total Number of Participants: 11 No. Participant Name Organization 1 Monica Stephen International Alert 2 Jo Robinson International Alert 3 Tim Wainwright ADD International 4 Dinah McLeod ODI 5 Hafsa Mahtab ODI 6 Muriel Paasch ODI 7 James Sale Transparency International 8 Tehmina Abbas Transparency International 9 Nick Jones Met Office 10 Christopher Miers Dispute Resolution Board Foundation 11 Mark Entwistle Dispute Resolution Board Foundation
PERSONAL SAFETY RISK ASSESSMENT FOR: Division: a) Ref No. from main assessment b) Details of additional action required to control the hazard IF NOT CONTROLLED CONSULT HEALTH & SAFETY LEAD c) Results (A or N) Assessed by Managers Name Date Re-assessment due date
Access: Is there a safe means of access/egress for the lone worker (consider lighting and personal security issues and means of escape in emergency) Entrances in the vicinity of the building and car park are well lit. The Lone Worker should plan how to get to car/public transport after leaving, taking account of potential personal safety issues. Emergencies: Does the Lone Worker have access to emergency warning devices to raise the alarm in event of emergency e.g. fire alarm, motion sensors /manual device (panic alarms). Lone Workers must know local arrangements on how respond in event of fire or other emergency First aid: Are there arrangements are in place to deal with a situation where the Lone Worker becomes ill or has an accident? (Access to First aiders and facilities) First aiders are unlikely to be present. First aid boxes are available and contents checked regularly. In the event of a Lone Worker feeling unwell they should if possible return home or contact the Reid Reception for assistance. Welfare facilities: Is there adequate heating, lighting, access to drinking water and toilets. The Lone Worker should be aware that heating/cooling in the area may be much reduced unless the business need for after hours working has been established.
commented, “I've gone from ‘happy' to ‘grumpy.’ What's next?” “Lonely,” she replied. (W. Jefferson Lyon, in Reader's Digest) Mom says to the child: “Turn that thing off and go play outside! I’m sure the TV will survive being lonely until you get back!” (Pat Brady, in Rose Is Rose comic strip) ******************************************************************
Transfer Course Equivalency Guide Lone Star College Use this checklist to mark the courses taken at Lone Star College. LSC (Coding at Lone Star College) MSU ACCOUNTING (ACCT, ACNT) ACCT _____ 2401 Principles of Accounting I 2143 _____ 2402 Principles of Accounting II 2243 All ACNT courses WE ANTHROPOLOGY (ANTH) All courses ELNA ARABIC (ARAB) All courses ELNA ART (ARTS) ART _____ 1301 Art Appreciation 1413 _____ 1311 Design I - 2D 1113 _____ 1312 Design II - 3D 1123 _____ 1316 Drawing I 1313 _____ 1317 Drawing II 1323 _____ 2316 Painting I 2313 _____ 2326 Sculpture I 2523 _____ 2333 Printmaking I 2153 _____ 2341 Art Metals I 2813 _____ 2346 Ceramics I 2613 _____ 2356 Photography I 2013 _____ 2389 Academic Cooperative NT All other ARTS courses ELNA BIOLOGY (BIOL) BIOL _____ 1322 Nutrition 1333 _____ 2389 Academic Cooperative NT _____ 2401 Human Anatomy & Phys. I 1134 _____ 2402 Human Anatomy & Phys. II 1234 _____ 2421 General Microbiology 2144 All other courses ELNA BUSINESS (BMGT, BUSG, BUSI) BUAD _____ 1301 Business Principles 1033 All other BUSI courses ELNA All other courses WE CHEMISTRY (CHEM) CHEM _____ 1405 Introductory Chemistry 1103 _____ 1411 General Chemistry I 1143/1141 _____ 1412 General Chemistry II 1243/1241 _____ 2389 Academic Cooperative NT _____ 2423 Organic Chemistry I 2003/2001 _____ 2425 Organic Chemistry II 2013/2011 All other courses ELNA CHINESE (CHIN) All courses ELNA COMPUTER INFORMATION TECHNOLOGY (BCIS, COSC, INEW, ITCC, ITMT, ITNW, ITSC,
Integrated analysis and options ranking Table x: Presenting the results of the options analysis Project option 1: Business as usual/ do nothing Project option 2 Project option 3 Project option 4 Project option 5 Analysis period (years) Capital costs ($m) 0.000 0.000 0.000 0.000 0.000 Output costs ($m) 0.000 0.000 0.000 0.000 0.000 Risk and contingency allocation ($m) (a) 0.000 0.000 0.000 0.000 0.000 Cost-Benefit Analysis (of monetary costs and benefits discounted at the appropriate discount rate) Present value of benefits ($m) 0.000 0.000 0.000 0.000 0.000 Present value of costs ($m) 0.000 0.000 0.000 0.000 0.000 Benefit cost ratio 0.000 0.000 0.000 0.000 0.000 Net present value ($m) 0.000 0.000 0.000 0.000 0.000 Other important considerations (see the examples provided) Social, environmental and economic costs / benefits (e.g. small, medium, large) 0.000 0.000 0.000 0.000 0.000 Distributional impacts (e.g. small, medium, large) 0.000 0.000 0.000 0.000 0.000 … Multi-Criteria Analysis (ranking of intangible costs and benefits, if applicable) Criteria 1 Criteria 2
April 17-19, 2002 – Presented “Development of Continuous Auditing: Current Research and Possible Future Developments” at the 4th World Auditing& Reporting Conference at Salford University in England. Mar. 28-29, 2002 – Presented “Continuous Assurance 101” at the Babes Bolyai University in Cluj, Romania. Mar. 25-27, 2002 – Presented “ERP Essentials and Continuous Auditing” at the ISACA Euro CACS 2002 Conference in Budapest, Hungary. Mar. 21, 2002 – Presented a paper on XBRL to the NJSCP as liaison with bankers at the Hilton Hotel in Iselin, NJ. Mar. 4-10, 2002 – Presented a paper at the 4th XBRL International Conference held in Berlin, Germany. Feb. 26-27, 2002 – Attended an AICPA trust committee meeting in Miami, FL. Feb. 11, 2002 – AICPA trust meeting held at Rutgers Business School in Newark, NJ. Jan. 17-19, 2002 – Attended the AAA Mid Year Auditing meeting in Orlando, FL. Jan, 16, 2002 – Attended an AICPA trust committee meeting in Washington, DC. 2001 Dec. 2-4, 2001 – Presented “Continuous Auditing” and “Future Assurance – Present Shock” at the Business of E-Business Conference in Phoenix, Arizona. Nov. 6, 2001 – Speaker at the Bankers Breakfast held by the New Jersey Society of Certified Public Accountants. Oct 24-26, 2001 – Attended a Systrust committee meeting with the CICA in Toronto, Canada.
freight was carried over the nation’s nearly 141,000-mile (227,000 km) railroad network. The average freight car weight has increased to 129 tons (117 metric tons) with most new cars having gross weights of 143 tons (130 metric tons). The importance of developing and specifying premium track structures and components to adequately carry the increased tonnage is a current reality of the industry. Failure of the track structure and components results in difficulty maintaining track geometric features necessary for efficient and safe train operations. Maintenance costs and track outages increase due to frequent maintenance and renewal cycles. The inability of the track structure to adequately carry the imposed loadings can be categorized into two primary failure types. The first one is failure of the subgrade when the pressure transmitted to the subgrade is higher than the inherent hearing capacity of the particular subgrade. The subgrade soil’s ability to accommodate loading pressures is a function of its shear strength, cohesion, plasticity, density, and moisture content. A well-compacted subgrade soil that is confined and maintained reasonably dry will normally perform adequately for an indefinite period of time. A possible exception is a highly compressible soil such as peat. Subgrade failures adversely affect track geometry and are normally difficult and expensive to correct. The second type of trackbed failure occurs when one or more of the trackbed structural components fail to perform satisfactorily for a reasonable period of time. This is commonly manifested by the subballast, and particularly the ballast, becoming clogged (fouled) with excessive quantities of fine size material. This lowers the shear strength of the ballast and bearing capacity of the subballast. Fouling is normally due to degradation of the ballast, infiltration of subgrade soil particles, extraneous droppings
temperature of the environment 17. JOB DESCRIPTION AGREEMENT Job Holder’s Signature: Head of Department Signature: Date: Date: PERSON SPECIFICATION Job Title: Long Term Conditions Nurse Department: Primary Care Location: FACTOR ESSENTIAL DESIRABLE QUALIFICATIONS TRAINING REGISTRATIONS RESEARCH PUBLICATIONS First level RN NMC Registered Relevant 1st degree and similar qualification equivalent to level 11 of Scottish Credit and Qualifications Framework (SCQF). Post Graduate qualification in specialist area or equivalent experience. Masters level Advance Clinical Practice Modules or equvilent Non Medical Prescribing (V300) Evidence of continuing professional development. Heart Failure: End of Life Care; Learning Contract; Chronic Heart Failure: Optimising Health and Wellbeing; Chronic Heart Failure: Caring for Patients. Chronic Heart Failure: Principles of Care Management and Clinical Assessment and Management. EXPERIENCE Extensive post registration experience at advanced level practice within relevant area. Ability to demonstrate expert clinical and professional practice developed through both experience and theoretical knowledge. Able to work autonomously Working knowledge of health care service delivery and management (including national Long Term Conditions strategies within NHS Scotland). Previous specialist role ILS/ALS KNOWLEDGE AND SKILLS Ability to maintain professional and personal credibility across all staff groups. Experience in leading service development/ improvement programmes.
Autumn 1 Autumn 2 PSED Making relationships Self-confidence and self-awareness Managing feelings and behaviour PSED Making relationships Self-confidence and self-awareness Managing feelings and behaviour CL Listening and attention Understanding Speaking CL Listening and attention Understanding Speaking PD Moving and handling Health and self-care PD Moving and handling Health and self-care L Reading Writing L Reading Writing M Numbers Shape, space and measure M Numbers Shape, space and measure UW People and communities The world Technology UW People and communities The world Technology EAD Exploring and using media and materials Being imaginative EAD Exploring and using media and materials Being imaginative Spring 1 Spring 2 PSED Making relationships Self-confidence and self-awareness Managing feelings and behaviour PSED Making relationships Self-confidence and self-awareness Managing feelings and behaviour CL Listening and attention Understanding Speaking CL Listening and attention Understanding Speaking PD Moving and handling Health and self-care PD Moving and handling Health and self-care L Reading Writing L Reading Writing M Numbers Shape, space and measure M Numbers Shape, space and measure UW People and communities The world Technology UW People and communities The world Technology EAD Exploring and using media and materials Being imaginative EAD Exploring and using media and materials Being imaginative
Year Group: 11 Subject: Learning for Life Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Topic Your Future Managing your money The UK and the global economy British Values Marriage and Parenthood GCSE Exams Summary of Content The job search The applications process Job interviews Post-16 options Managing your time and stress Saving and borrowing Pay slips and deductions Student loans Buying a house Online financial scams How does the government raise money? On what does the government spend money? The UK’s place as a trading nation Democracy and justice Towards inclusion Freedom od speech Making relationships work Gay marriage Arranged marriage and forced marriage – what’s the difference? Raising children
Long Term Plan for Year 8 English Autumn Term 1 (8 weeks) Description Assessment Reading Non-fiction (Unit 1) 2 weeks Reading newspapers – looking at the structure, looking for bias, analysing the language of adverts. Reading AFs Private Peaceful (Unit 2) 6 weeks Read Michael Morpurgo’s novel with a light touch on WW1 propaganda and poetry. Tie this unit in with Remembrance Day Reading: APP questions, annotations of text, Writing: Discussion text (corporal punishment), ‘A Knock on the Door’ tense narrative S&L: persuasive speeches, drama Autumn Term 2 (7 weeks) Private Peaceful 2 weeks World Literature (Unit 3) 5 weeks Students explore stories and poems from around the world. Reading Writing: story opener & poem Spring Term 1 (6 weeks) Description Assessment The Apprentice (Unit 4) 6 weeks Students work in tasks to complete tasks similar to those on the TV show – include advertising, packaging, poetry anthology. Group work Spring Term 2 (5 weeks) School Issues (Unit 5) Students as Teachers 3 weeks 2 weeks Students choose an issue about school life, research it and write up their ‘findings’. They should have the opportunity to interview teachers and governors. Formal writing Summer Term 1 (6 weeks) Description Assessment Film Analysis (Unit 6) Macbeth Analysis (Unit 7) 3 weeks 3 weeks Students compare and analyse films and film openings. Introduction to Shakespeare with analysis of the themes and language in Macbeth. Essay Reading – annotations of text Summer Term 2 (7 weeks) Macbeth Performance (Unit 7) 4 weeks Performance S&L
Year Group: 11 Subject: English Term 1 Term 2 Term 3 Term 4 Term 5 Topicl Dr. Jekyll and Mr Hyde (English Literature Paper 1) English Literature Revision English Language Paper 2 English Language Paper 1 Intervention and revision Summary of Content Students will explore the key themes and analyse the writer’s methods in this 19th-century novel set text. Revision of poetry, Romeo and Juliet, Dr. Jekyll and Mr Hyde and An Inspector Calls. An exploration of writers’ viewpoints and perspectives in both reading and creative writing. An exploration into creative reading and writing. Students will focus on developing written responses and exam strategies. Bespoke lessons and activities to suit the individual needs of the students. Assessment Timed response on a character and/or theme in timed conditions. Analysis of an unseen text with a focus on the writer’s methods. A creative response that is influenced by a visual stimulus. Comparative essay between one seen poem and one unseen poem. Analysis of an unseen text with a focus on the writer’s methods. Some elements of creative writing. Extract based analysis on a character and/or theme with links to the whole text.
Year Group: 8 Subject: English Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Topicl Crime Fiction The Novel: Smith by Leon Garfield War Narratives and Creative Writing Shakespeare’s Tragedies Writing to argue and persuade Revision, feedback and Arts Festival Summary of Content A study of crime fiction with a focus on elements of narrative structure. An assessment of how 18th century context shapes the writer’s viewpoint and the reader’s interpretation. An anthology of fiction, images and poetry relating to war (extracts). An exploration of the genre of tragedy using extracts from Hamlet and Othello. Creative responses that focus on content, purpose organisation and technical accuracy. Revision of key skills with feedback and opportunities for enrichment. Assessment Analysis of writer’s use of language in a text. Extract based analysis on a character and/or theme. Creative writing response using a visual stimulus. Extract based analysis on a character and/or theme. A creative response (coursework format). English Language style paper.
Topic Title Unravelling Rivers Mighty Mountains Mayans Aztec What the Romans did for us. Romans Invasions Exciting Entry Create The Thames in the classroom Virtual tour of the world’s mountains – including those underwater. Projects to discover how Britain was changed by the Romans Boudicca’s story Fabulous Finish Trip to Greenwich Create our own Mountain Ranges Trip to Tunbridge Wells Museum for a comparison with an Anglo-settlement in the same time period. A class performance of Mayan and Aztec art, dance and drama. Recreate an overnight Roman Camp in a local site with History visit. Recreate an overnight Roman Camp in a local site with History visit. English (Include writing genres) Non-fiction (Space) Biography Audio story (podcast) Plays and dialogues Poetry (Grace Nichols Guyana poems) Creating images with Haikus. Non-fiction Persuasive texts. Fiction – stories from other cultures. Christophe’s Story Fantasy Fiction Spiderwick Chronicles. Nonsense Poetry. Information Texts Fiction The Iron Man Adventure stories Poetry - exploring traditional poetry (Charles Causley and Eleanor Farjeon). History/ Geography Rivers Mountains Society and trade. Discovery and religion. Roman army, worship and architecture. Technology, entertainment, Iceni Art/DT Impressionists – Monet Westminster Turner landscapes Mayan ceremonial masks Weaving an Eye of the Gods Build Roman street scene Mosaic display Science (HAMILTON TRUST RESOURCES) Living things and their habitats Electricity Animals Including Humans Sound Living things and their habitats States of matter Computing Coding Coding. Sketchup 3D printing 2Investigate (With coding revision in every unit) 2Publish Lego movie animation Logo on on
RE What makes me the person I am. Belonging (Hinduism) Why the Bible is special for Christians. Christmas. Buddhism Belonging (Sikhism) Judaism. Easter What religions are celebrated in our area Sacred writings What happens when someone gets married? (Focusing Hindu and Muslim traditions) PSHE New beginnings Getting and falling out Taking part Living in a diverse world Choices Changes Music Exploring space Exploring space Rounds Rounds Playground games Cyclic patterns Spanish On the way to school / Where in the world is French spoken On our travels / weather Numbers / dates Likes and dislikes Sport Healthy eating / animals PE
Organizational Capability Target Associated Critical Tasks Observation Notes and Explanation of Rating Target Rating [Insert Organizational Capability Target 1 from page 1] [Insert Organizational Capability Target 1 Critical Tasks from page 1] [Insert Organizational Capability Target 2 from page 1] [Insert Organizational Capability Target 2 Critical Tasks from page 1] [Insert Organizational Capability Target 3 from page 1] [Insert Organizational Capability Target 3 Critical Tasks from page 1] Final Core Capability Rating Ratings Key P – Performed without Challenges S – Performed with Some Challenges M – Performed with Major Challenges U – Unable to be Performed Evaluator Name Evaluator E-mail Phone
INFORMATION ABOUT THE OTHER PARENT THIS OTHER PARENT IS THE MOTHER FATHER/ALLEGED FATHER OTHER PARENT REFERS TO THE NON-APPLICANT PARENT OF THE CHILD(REN) OR IN THE CASE OF A CARETAKER APPLICANT, IT REFERS TO BOTH THE MOTHER AND FATHER OF THE CHILD(REN) AND AN INFORMATION SHEET FOR EACH PARENT IS NEEDED. *IF THERE ARE MORE THAN 2 OTHER PARENTS, PLEASE MAKE COPIES AS NEEDED TO PROVIDE INFORMATION FOR EACH ADDITIONAL OTHER PARENT.* IS THERE A HISTORY OF DOMESTIC VIOLENCE WITH THIS FIRST MIDDLE MAIDEN OR OTHER OF BIRTH (CITY & STATE) GENDER DOES OTHER PARENT NEED AN INTERPRETER? CITY STATE ZIP RESIDENTIAL OR OTHER ADDRESS-STREET CITY STATE ZIP MARITAL STATUS & NAMES HOME PHONE WORK PHONE CELL PHONE OTHER PHONE HAS BANK ACCOUNT AT? EMAIL ADDRESS EYE COLOR HAIR COLOR HEIGHT (FT, IN) WEIGHT OTHER IDENTIFYING MARKS/FEATURES OHIO? YES NO HAS OTHER PARENT EVER LIVED WITH THE CHILD? YES NO HAS OTHER PARENT EVER RECEIVED: SOCIAL SECURITY UNEMPLOYMENT WORKER’S COMPENSATION PUBLIC ASSISTANCE VETERAN’S BENEFITS OTHER ___________________________________________ SERVICE: YES NO THE OTHER PARENT A YES NO BRANCH ____________________________________ STATION ___________________________________ DATES: FROM __________ TO ___________ IS OTHER PARENT A STUDENT IF YES, WHERE GRADE LEVEL & : ARREST/PRISON RECORD YES NO IF YES, WHERE DATE: RELEASE DATE: LIST ANY PROFESSIONAL OR RECREATIONAL CAR MODEL/MAKE/YEAR NAME OF OTHER PARENT’S FATHER NAME OF OTHER PARENT’S MOTHER HIS ADDRESS HER ADDRESS FATHER’S PHONE MOTHER’S PHONE INFORMATION ABOUT OTHER PARENT’S EMPLOYMENT CURRENT EMPLOYER ADDRESS-STREET CITY STATE ZIP IF UNEMPLOYED, NAME LAST EMPLOYER ADDRESS-STREET CITY STATE ZIP OCCUPATION NAME LOCAL NO. ADDITIONAL INFORMATION THAT COULD ASSIST IN LOCATION OF IN OF OF A OR IN OR DOCUMENTATION
“If you are a property owner and you’re not taking care of your obligations,” Zahn said, “it’s only a matter of time before the Code Enforcement Department, led by Rick Walther, will find you.” ###
The ERS is looking to place assets with a Manager that can perform the following services: Provide monthly and quarterly reporting to ERS and the Investment Consultant. Complete quarterly and/or monthly requests for information from the Investment Consultant. Participate in meetings or conference calls as needed. D. Submission of Proposals Proposals should first indicate whether or not the firm meets all the minimum requirements stated in Part B and provide a checklist of each requirement met. Completed responses must include a proposed sample Investment Management Agreement, Form ADV II, and the most competitive cost proposal available. RFP must indicate the exact title of the proposed fund and the legal structure. Candidates must also complete Part G (separate excel attachment) which should accompany Part F.
0 0.604 0.772 0.168 0.000 1 0.275 0.457 0.182 0.001 2 0.086 0.173 0.087 0.013 3 0.023 0.049 0.027 0.085 Categorical outcomes . sysuse ordwarm4, clear . tab warm Working mom | can have | warm | relations w | child? | Freq. Percent Cum. ------------+----------------------------------- 1_SD | 297 12.95 12.95 2_D | 723 31.53 44.48 3_A | 856 37.33 81.81 4_SA | 417 18.19 100.00 ------------+----------------------------------- Total | 2,293 100.00 . ologit warm i.yr89 i.male i.white age i.edcat prst
orplot age10 income10, dc mlogit AME mchange dcplot age10 income10, std(ss) min(-.06) max(.06) gap(.02) ... mlogit Probabilities to plot . mgen, atmeans at(`at_age') stub(mnlmage) :::snip::: . mgen, atmeans at(`at_inc') stub(mnlminc) :::snip::: mlogit by income
•Reduced participation in and contribution to learning activities • Evidence of stress and/or anxiety responses to identified situations • Displays behaviour that frequently disrupts own or peers’ learning opportunities • Requires intervention for care/self-help/mobility/medical needs through health/care plan • Sensory needs generate a requirement to modify information and materials Pupils with high level special educational need Possible application for funding from cluster for provision costing over £6,000 • Known to a number of services / agencies with high level of involvement from at least one • Attaining well below nationally expected levels forage (reaching P5-8 by end of KS2 or L2 by end of KS4) • Very slow progress resulting in a widening gap between their own and age appropriate attainment despite support • Delayed fine and/or gross motor skills require adult support • Significant difficulties with organisation and/or communication inhibit access to classroom activities • Require a highly adapted or personalised curriculum, able to participate in limited classroom activities • Experiences extreme social difficulties and frequent social isolation despite support • Reduced attendance and/or engagement • Display behaviour that persistently disrupts attendance, own or peers’ learning opportunities, progress and/or repeatedly causes harm or damage • Extreme stress and/or anxiety responses generated by identified situations • Requires extensive intervention to develop age appropriate self-help/daily living /personal care skills Pupils with a significantly higher level of special educational need Possible request for statutory assessment (Single assessment of Education, Health and Care from September 2014) • High levels of involvement from a number of services • Achieving significantly below nationally expected levels for age (≤2ndpercentile) • Unable to access classroom activities or formal learning situations despite significant support • Show minimal progress or even regression despite high levels of support • Socially isolated, vulnerable and/or disengaged • Motor skills require high levels of adult support and specialist equipment to access the curriculum • Wholly dependent upon adult support for care needs • Display extremely inappropriate behaviour that consistently disrupts own or peers’ learning opportunities • Behaviour causes damage to property and / or danger of harm to him/herself and / or others • Disengaged from learning with imminent risk of exclusion Appendix D Classification of need
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Location of regulation (page number, regulation, section, paragraph): Recommendation: Rationale: Location of regulation (page number, regulation, section, paragraph): Recommendation: Rationale: Location of regulation (page number, regulation, section, paragraph): Recommendation: Rationale:
Do you or any member of your household require any modifications or special requirements for housing? Yes No (If yes, please describe below) Please describe any links to the areas you have applied to live in. This may include professional, health services, friends/family and employment links. Assets Do you own a car? (Please provide make and model) Do you or anyone in your household have any of the following:- Type of Asset Tick if Yes Value Comments Cash in bank Yes $ Motor Vehicle Yes $ Shares of Investments Yes $ Property & Land Yes $ Mobile Home Yes $ Boat Yes $
Caravan Yes $ Superannuation Yes $ Fixed term deposits Yes $ If you have selected “yes” or any of the above, please provide documentation that shows the value of these assets, such as a bank statement. Please use the space below to note down any other relevant information in application for housing.
Children are encouraged to recognize letters and words in the environment Practice early writing skills, practitioners put names on the child’s work explain to the child you are writing their name sounding out the letters. Encourage children to write their name on complete work. All staff (overseen by Rachel) To be evaluated with in staff meeting Sensory tactile resources are used to enhance children’s play Create a sensory area with in the toddlers room Rachel and Ashjan by September 16 To be evaluated at the end of the term Key person uses nappy time as a nurturing learning experience Singing and communicating to the child during nappy time well help them to feel safe and confortable. Encourage children to wash hands after nappy change and encourage self-dressing e.g. ask child to pull up their pants. All staff (overseen by Rachel) To be evaluated at the end of the term. Children are encourage to recognise print around the setting e.g. letters (both English and Arabic), names and numbers Point out print telling the child what it is. E.g. That’s the number two. After constant repetition ask the child if they know what number it is. Put names on the children’s work explain that you are writing their name and sound out the letters in the name. All Staff (overseen by Rachel) To be evaluated every 6 weeks/ Peer observations Keys persons have established a secure attachment to all their children and trusting relationships with their parents/ carer Ensure that settling in is done well and that you meet your key children’s parents during drop off and pick up time whenever possible. All Staff (overseen by Rachel & Saeeda) To be evaluated every term. Have strong relationships been formed or not? Fun and engaging learning activities set up outdoors with practitioners deployed in different areas around the garden Ensure a range of activities are set up around the garden staff to be deployed in the garden and nursery room to allow free flow. All Staff (overseen by Rachel) Evaluate during 2 weekly planning what is working and what is not.