zilongwang/ReadingBank huggingface dataset:
There is an issue with the EH cost measure as the costs includes the provision of public conveniences. Through working with APSE (Association for Public Service Excellence) we have identified the components which are included in the total costs and this allows a better comparison of the trends in environmental health. It is important that the LGBF indicators are meaningful and there is concern that this is not the case for ENV5 (EH and TS). Through the Society of Chief Officers of Environmental Health in Scotland (SOCOEHS) National Project Teams have been established teams to work with the Association of Public Services Excellence (APSE) are these have developed a range of meaningful measures. These are very specific to the services and promotes benchmarking and meaningful data (e.g. cost of EH service/head of population is £11.68 compared with highest /average of £19.81/£9.43; food hygiene inspection in Argyll and Bute is £4.04/inspection compared to Scottish average of £2.06). The level of income we generate as a % of expenditure is in the top quartile in Scotland (36%). Contrary to the year on year reductions the percentage of broadly complaint food business remains high at a Scottish average of 92.7% through targeted use of resources at higher risk activities/premises. Key challenges are reducing budgets against increasing demands for service in terms of reactive complaints and business support (e.g. export certificates). This workload is likely to increase, the later as a result of Brexit, and there is a need to ensure that there are appropriate regulatory arrangement in place. LOOKING FORWARD: A reduction in EH budget associated within budget savings will see a further reduction in costs. Looking for other efficiencies and shared services/mutual support/new ways of working through benchmarking using other figures. Need more outcome focused measures The LGBF measures are important strategically as it provides a focus on services, although they are not the key driver for performance. There are issues which prevent the measures being comparable and useful (other than our own trends) and there are other measures being used from other frameworks or statutory returns which provide a greater focus on driving improvements. They require to be more outcome focussed and the expiating measures require to be reviewed by the LGBF in discussions with Councils and professional bodies.
Sexuality and gender based bullying in schools An equal opportunity fact sheet for staff What is sexuality and gender based bullying? Everyone knows about bullying in schools. But what if the bullying behaviour is sexual in nature? All schools have a duty of care to their students and bullying should not be tolerated. “Everyone has the right to be educated in a safe environment free from discrimination, harassment and bullying.” WA Equal Opportunity Commissioner Yvonne Henderson. But does this zero tolerance extend to bullying behaviour that is sexual in nature, and does it apply to sexuality and gender diverse students at your school? Sexuality and gender based bullying can be similar to sexual harassment or sexual orientation discrimination. It can be suggestive comments or jokes, insults or taunts, pictures, emails or texts sent by the bully and intrusive questions about a student’s private life. It can even be use of language such as another student saying, “that’s so gay”. Is it against the law? Yes, sexuality and gender based bullying can be against the law. If the bullying behaviour is sexual in nature it can be sexual harassment. Just as it can be sexual orientation discrimination if a student has been treated less favourably by staff or students because of their sexuality or their presumed sexuality. If a student feels they have been harassed or discriminated against they can lodge a complaint to the EOC or the Australian Human Rights Commission, which can be a drain on emotions, time and resources for everyone involved. Staff need to be aware of their behaviour and attitudes and the behaviour and attitudes of their students to prevent this kind of bullying from existing in schools. “When so many people tell you how disgusting you are, you start to feel disgust- ing and at many times in my life, I know I have wanted to turn my back on the person looking at me in the mirror.” Aiden, 18. What is my responsibility under the Act as a staff member? As a staff member you need to be aware of the harassment and discrimination laws that apply to you, your students and your school. Equal opportunity education and training for staff members is an important part of this process. The EOC Education and Training section offers state-wide training for staff and students about discrimination and harassment under the Equal Opportunity Act 1984. It is also important for staff to educate students about discrimination and bullying so that all students treat each other fairly. “My teachers’ silence gave the homophobes the okay,” Stephen
yes very yes not very not at all do not know do not want to say enjoyed what you do each day been fairly happy been unhappy or depressed had no confidence ill who do you ask for help? Put everyone you can think of Have you ever yes no do not know do not want to say had health problems for a
Nestle, Joan. A Fragile Union: New & Selected Writings. 1st ed. San Francisco: Cleis Press, 1998. Nestle, Joan. A Restricted Country. Ithaca, NY: Firebrand Books, 1987. Newman, Leslea. Out of the Closet and Nothing to Wear. LA: Alyson Books, 1997. Newman, Leslea. Still Life with Buddy: A Novel Told in Fifty Poems. Radnor: Pride Publications, 1997. N’siah L’cherut (A Journey Toward Freedom): A Liberation Haggadah For Lesbian, Gay and Bisexual Jews and Their Loved Ones. NY: The Jewish Community Center of the Upper West Side, 1997. Positive Story. Waltham, MA: National Center for Jewish Film, 1996. Press, Jacob. Independence Park: The Lives of Gay Men in Israel. Stanford, CA: Stanford University Press, 1999. Raphael, Lev. Journeys & Arrivals: On Being Gay and Jewish. Boston: Faber and Faber, 1996. Schimmel, Lawrence. Found Tribe: Jewish Coming Out Stories. Santa Fe: Sherman Asher Publishing, 2002. Shilts, Randy. The Mayor of Castro Street: The Life & Times of Harvey Milk. NY: St. Martin’s Press, 1988, 1982. Simkin, Ruth. Like An Orange On A Seder Plate: Our Lesbian Haggadah. Canada: R. Simkin, 1999. Singular, Stephen. The Rise and Rise of David Geffen. Secaucus: Birch Lane Pr.; Carol Publ., 1997. Stein, Judith A. A Jewish Lesbian Chanukah. Cambridge: 1979. Walzer, Lee. Between Sodom and Eden: A Gay Journey Through Today’s Changing Israel. NY: Columbia University Press, 2000. Wiener, Nancy H. Beyond Breaking the Glass: A Spiritual Guide to Your Jewish Wedding. NY: CCAR Press, 2001. Yael, B.H. Fresh Blood. NY: Women Make Movies, 1996. Fiction: Novels, Short Stories or Film by and about LGBTQ Jews Aldridge, Sarah. Keep to Me, Stranger. 1st ed. Tallahassee, FL: Naiad Press, 1989. And Thou Shalt Love. Directed by Chaim Elbaum, 2007. www.shaltlove.com/ The Birdcage. MGM/UA Home Video, 1996. Dykewomon, Elana. Beyond the Pale. Vancouver: Press Gang Publishers, 1997.
dichotomy, and the Spirit and natural worlds). Two Spirits can cross social gender roles, gender expression, and sexual orientation. Intersex: an individual who has biological attributes that do not fit with the typical definitions of female or male. Regardless of their biology, intersex people’s gender identity can be male, female or non-binary. They may also identity as gay, straight, bisexual, etc. The term “hermaphrodite” is considered a slur and should not be used to refer to a person who is intersex. Cisgender/cis: an individual whose gender identity aligns with the one they were assigned at birth. Transitioning: the process in which trans individuals make social, legal, or physical changes, in order to be consistent with their gender identity. For example, individuals may go by a new first name, change their identification documents, take hormones or undergo surgery. The transitioning process is different for everyone. Trans individuals or people who present their identity in a non-conforming way should not be asked to discuss any medical procedures they have or have not undertaken unless they decide to disclose them.
2.5 Working within teams Recognises the common purpose of the team and respects team decisions, contributions and compromises Actively participates in the team in order to generate ideas and to adopt a team approach Has a clear sense of their role, responsibilities and purpose within the team Aligns team and individual objectives, to enable the team to be efficient, effective and creative 3. Managing Work Core Skilled 3.1 Planning Uses appropriate tools (i.e. to do lists, calendars) to plan workload and prioritise effectively Uses communication effectively to assist planning between managers, team members and service users Considers how their own expertise can contribute to planning for themselves, the team and the organisation as a whole Supports and promotes plans for services that are part of the strategy for CWSX Mind 3.2 Managing Resources (staff, funding, buildings, materials etc..) Ensures services are delivered as efficiently as possible, within available resources and avoiding unnecessary waste Takes appropriate action when resources are not being used efficiently and effectively Suggests how resources can be used more effectively and creatively, working collaboratively with service users
Page 2 Public Session Meeting May 9, 2018 6. Recommendations for approval or denial of Casino Operators, Casino Night Dealers, Manufacturers, Distributors, Providers, Compensated Workers and Game Submissions for the month, of April 2018. 7. Approval of Games for the May 9, 2018 Commission Meeting Certification (1) – noncompetitive skill game. Game Name Certification # Manufacturer LGC # Emoji Challenge 1-148 Six Flags Great Adventure 18-29 Certification (2) – electronic arcade game noncompetitive. Game Name Certification # Manufacturer LGC # Fireball 2-989 Benchmark Games International 18-30 Rabbids Hollywood 2-990 Adrenaline Amusements Inc. 18-45 Certification (8) – physical skill game. Game Name Certification # Manufacturer LGC # Strongman Challenge 8-016 Morey’s Piers 18-29 8. Application for Commercial Renter’s License – BPOE Brick Lodge No# 2151
Please complete all sections below and return to: LGC Standards GmbH, Mercatorstr. 51, 46485 Wesel, Germany Tel: +49 (0)281 9887 250, Fax: +49 (0)281 9887 259 Email: [EU customers] or [non-EU customers] Samples Workplace Ambient Indoor Stack Emissions Round Despatch Date Reporting Deadline 1 1A * 2X 2F 3 4 5 6 7 8 9 10 A* 10 B* 10 C* 15 * 16 * NEW 18 * 11 12 12 A* 13 * 14 17 * 21 22 31 32 33 34 35 36 37 38 * 39 * 40 41 * AR025 16 Apr 2018 11 May 2018 AR026 30 Apr 2018 06 Jul 2018 AR027 16 Jul 2018 10 Aug 2018 AR028 24 Sep 2018 19 Oct 2018 AR029 19 Nov 2018 25 Jan 2019 AR030 21 Jan 2019 15 Feb 2019 *Please note that these samples are not currently within the scope of LGC’s UKAS accreditation. Not available 1 Please indicate the number of samples required in the relevant boxes above For details on the full technical specification of the scheme please refer to the AIR Scheme Description. The scheme description is available .
36 Hydrogen chloride Volume; Hydrogen chloride 1 x aqueous impinger solution containing hydrogen chloride 37 Ammonia Volume; Ammonia 1 x sulfuric acid impinger solution containing ammonia 38## Metals AR025 – Sb; Cd; Co; Cu; Mn; Ti AR027 – As; Cd; Cr; Pb; Ni; V AR028 – Sb; Cd; Cr; Co; Mn; Ti AR030 – As; Cr; Cu; Pb; Ni; V 1 x quartz filter spiked with up to 6 trace elements and fly ash 47mm Ø 39## Dust analysis (solution) Total solids 1 x rinsing solution containing dissolved and suspended solids ##Samples 38 and 39 are not included in LGC Standards’ UKAS scope of accreditation. Sample Analytes Test Material 40 Dust analysis (filter)** Dust analysis (mass of solids) 4 x spiked quartz filters 47 mm Ø 41## NOX Volume; Nitrogen oxides (determined as NO2) 2 x variable volume 4% m/m potassium permanganate/2% m/m sodium hydroxide impinger solution containing potassium nitrate ##Sample 41 is not included in LGC Standards’ UKAS scope of accreditation. ** Please see below for further details. Dust Filter Samples (3, 4, 17 and 40) Distribution Schedule For the dust filter samples (3, 4, 17 and 40), four quartz filters are despatched to participants in order for them to weigh. Participants then ship the filters back to LGC Standards Bury for spiking. LGC Standards Bury re-send the spiked filters back to the participants for reweighing who then report the results (initial value; reweighing value; calculated difference) to LGC Standards Bury via PORTAL for assessment. Dust filter sample specific dates: Round Despatch Date (week commencing) Filters required back at LGC by Filters re-despatch date (week commencing) Reporting Deadline AR026 30 Apr 2018 25 May 2018 18 Jun 2018 06 Jul 2018 AR029 19 Nov 2018 07 Dec 2018 07 Jan 2019 25 Jan 2019 For details on the full technical specification of the scheme please refer to the AIR Scheme Description. The scheme description is available . Please fill in your address details below: Send Test Materials to: Send Invoices to: Contact name: Contact name: Department: Department:
LGE is a bespoke pan London service funded by the Mayor’s Office for Policing and Crime(MOPAC), for gang affected young people, both those who are involved in and those impacted by gang activity and who have the motivation to make a change. LGE has a focus on those aged 16-25 and our aim is to achieve positive change for young people through advocacy, specialist support and practical tools. The Family Support Worker’s role is to deliver intensive support to the families and young people who are gang involved or gang affected. This will include delivering 1:1 support with young people, parents/carers and whole family support sessions. This work will provide the parents/carers and young people with opportunities to explore and address the risks and impact of gangs on family safety, health and achievement, with ultimate aim to support the young person to move away from gangs. Responsibilities Manage a caseload of individuals and families, providing: Individual parent/carer assessments and whole family assessments; Support planning and outcome monitoring; Multi-agency partnership working. Ensure that the intervention is appropriate to the identified needs, that goals are clear, outcomes identified, and that the service is provided within agreed timeframes. Support parents to explore the impact of gang and youth violence, including their child’s rights, risks and personal safety, relationships, health, behaviour, self-esteem and ability to make positive choices. To be flexible to individual and family needs and work using a variety of creative interventions. Empower parents/carers to find solutions and deal with their family challenges effectively whilst respecting their backgrounds, differences, cultural values and beliefs. Ensure that all service policies and procedures are followed, including Health and Safety, Safeguarding and Equal Opportunities. Work in partnership with parents/carers to build on family strengths and support effective communication using a whole family approach to build resilience and
Statistics Exercises Using Adolescent Body Mass Index (BMI) Data from OHSU’s Let’s Get Healthy School Health Fairs Developed by Jay Schauer Wilsonville High School Science and Statistics Teacher Let’s Get Healthy! Program Educator Sponsored by Lisa Marriott, PhD Associate Director of Let’s Get Healthy! Table of Contents What is Let’s Get Healthy (LGH)?
Upon completion of this exercise students will be able to: Define an observational study. Describe the distinguishing components of an experiment. Identify an investigation as either an observational study or an experiment. Suggest an experiment that could be created based on findings from an observational study. Materials: “Let’s Get Healthy” Statistics lesson plan. TI-83, 84, or Inspire calculator. Student copy of Information and Questions for Exercise 1 Teacher Key and Comments for Exercise 1 Preparation: Copy enough sets of questions for your class or be prepared to project the descriptions and have students write the questions down. Activities/Procedures: Step 1 – Pass out student sheet for this exercise. Step 2 –Have students complete sheet for Exercise one either individually, with a partner or a small group depending on instructor preference. Step 3 – Review answers with students with special emphasis on the experimental design question. This is an especially useful time to have students compare their designs with each other to identify strengths and weaknesses of their proposed experiments. Assessment/Reflection: Up to instructor. Assignment can be turned in, checked off or scored by student during discussion and review. Similar concepts are typically covered in multiple choice or open-ended form on most unit or cumulative tests dealing with this area of statistics. Resources: School adopted AP Statistics Textbook and associated sections on collecting data using observational studies and experiments. Standards: This lesson meets part of the Collecting Data syllabus portion of the Advanced Placement Statistics course.
covenants: 28.1.1 Good Standing . Such Party is duly organized, validly existing and in good standing under the laws of the state in which it is organized, formed, or incorporated, as applicable; that it is qualified to do business in the state or states in which the Large Generating Facility, Interconnection Facilities and Network Upgrades owned by such Party, as applicable, are located; and that it has the corporate power and authority to own its properties, to carry on its business as now being conducted and to enter into this LGIA and carry out the transactions contemplated hereby and perform and carry out all covenants and obligations on its part to be performed under and pursuant to this LGIA. 28.1.2 Authority . Such Party has the right, power and authority to enter into this LGIA, to become a Party hereto and to perform its obligations hereunder. This LGIA is a legal, valid and binding obligation of such Party, enforceable against such Party in accordance with its terms, except as the enforceability thereof may be limited by applicable bankruptcy, insolvency, reorganization or other similar laws affecting creditors' rights generally and by general equitable principles (regardless of whether enforceability is sought in a proceeding in equity or at law). 28.1.3 No Conflict . The execution, delivery and performance of this LGIA does not violate or conflict with the organizational or formation documents, or bylaws or operating agreement, of such Party, or any judgment, license, permit, order, material agreement or instrument applicable to or binding upon such Party or any of its assets. 28.1.4 Consent and Approval . Such Party has sought or obtained, or, in accordance with this LGIA will seek or obtain, each consent, approval, authorization, order, or acceptance by any Governmental Authority in connection with the execution, delivery and performance of this LGIA, and it will provide to any Governmental Authority notice of any actions under this LGIA that are required by Applicable Laws and Regulations.
LARGE GENERATING FACILITY DATA UNIT RATINGS MVA °F Power Factor Voltage Speed (RPM) Connection (e.g. Wye) Short Circuit Ratio Frequency, Hertz Stator Amperes at Rated MVA Field Volts Maximum Gross Turbine MW at 50-70°F Maximum Gross Turbine MW at 95°F Maximum Gross Reactive production at Maximum MW output (95°F) and rated voltage Mvar Maximum Gross Reactive absorption at Maximum MW output (95°F) and rated voltage Mvar COMBINED TURBINE-GENERATOR-EXCITER INERTIA DATA Inertia Constant, H kW sec/kVA or Moment-of-Inertia, WR2 lb. ft.2 REACTANCE DATA (PER UNIT-RATED KVA) DIRECT AXIS QUADRATURE AXIS Synchronous – saturated Xdv Xqv Synchronous – unsaturated Xdi Xqi Transient – saturated X'dv X'qv Transient – unsaturated X'di X'qi Subtransient – saturated Subtransient – unsaturated X"di X"qi Negative Sequence – saturated X2v Negative Sequence – unsaturated X2i Zero Sequence – saturated X0v Zero Sequence – unsaturated X0i
Leakage Reactance Xlm FIELD TIME CONSTANT DATA (SEC) Open Circuit T'do T'qo Three-Phase Short Circuit Transient T'd3 T'q Line to Line Short Circuit Transient T'd2 Line to Neutral Short Circuit Transient T'd1 Short Circuit Subtransient T"d T"q Open Circuit Subtransient T"do T"qo ARMATURE TIME CONSTANT DATA (SEC) Three Phase Short Circuit Ta3 Line to Line Short Circuit Ta2 Line to Neutral Short Circuit Ta1 NOTE: If requested information is not applicable, indicate by marking "N/A." MW CAPABILITY AND PLANT CONFIGURATION LARGE GENERATING FACILITY DATA ARMATURE WINDING RESISTANCE DATA (PER UNIT) Positive R1 Negative R2 Zero R0 Rotor Short Time Thermal Capacity I22t = Field Current at Rated MVA, Armature Voltage and PF = amps Field Current at Rated MVA and Armature Voltage, 0 PF = amps Three Phase Armature Winding Capacitance = microfarad Field Winding Resistance = ohms °C Armature Winding Resistance (Per Phase) = ohms °C
At my worst I still… Life Story Notes for __________________________________ Date _________________________ Leader Instructions: Note 5H story elements from appropriate season of life below; circle key story elements, areas of sin, areas that need clarity & follow up, areas of sin/story minimized, etc. Season of Life #1 Season of Life #2 Season of Life #3
Students with approved accommodations are encouraged to submit the ‘Notice of Approved Accommodations’ to the instructor at the beginning of the semester because a reasonable amount of time may be needed to prepare and arrange for the accommodations. Additional information about the Office for Students with Disabilities is available at Course Calendar The Course Calendar is a separate document which will be provided with this syllabus. Testing Center General use of the testing center is not available to students in this course; however, students using the Academic Testing Center must govern themselves according to the Student Guide for Use of ACC Testing Centers and should read the entire guide before going to take the exam. To request an exam, one must have: Course Abbreviation (e.g., LGLA) Course Number (e.g.,1311) Course Synonym (e.g., 10123) Course Section (e.g., 005) Instructor's Name Do NOT bring cell phones to the Testing Center. Having your cell phone in the testing room, regardless of whether it is on or off, will revoke your testing privileges for the remainder of the semester. ACC Testing Center policies can be found at http://www.austincc.edu/testctr/ Student and Instructional Services ACC strives to provide exemplary support to its students and offers a broad variety of opportunities and services. Information on these services and support systems is available at: Links to many student services and other information can be found at: http://www.austincc.edu/current/ Tutoring is not available for this course; however, ACC Learning Labs do provide free tutoring services to all ACC students currently enrolled in a course that provides tutoring. The tutor schedule for each Learning Lab may be found at: For help setting up your ACCeID, ACC Gmail, or ACC Blackboard, see a Learning Lab Technician at any ACC Learning Lab. Use of ACC email All College e-mail communication to students will be sent solely to the student’s ACCmail account, with the expectation that such communications will be read in a timely fashion. ACC will send important information and will notify you of any college related emergencies using this account. Students should only expect to receive email communication from their instructor using this account. Likewise, students should use their ACCmail account when communicating with instructors and staff. Instructions for activating an ACCmail account can be found at Safety Statement
KEY CONTACTS - COMMITTEE MEMBERS President Jim Lloyd 07968 223809 Chairman Chris Gibson 07843 290481 Vice Chair & Treasurer Jacqui Campbell 07966 898907 Secretary & Communications Manager Tracy Monckton 07900 101014 Schools Liaison Officer Jim Lloyd 07968 223809 Fundraising Manager Jason Lloyd 07798 610610 Fixtures Secretary & Player Registration Neil Bradley 07850 866247 Commercial Manager Matt Grundy Grundyorrellrufc@gmail.com 07835 649069 Committee Members Graham Winstanley 07585 076512 Martin Joice 07768 099756 Tracy Gibson 07854 526703 Richard Finney 07861 434791 John Dickinson 07525 100896 Richard Wood
TEMPLATE 5 – Implementation Plan for Elected Members Key Activity Project title Title to be assigned to the implementation of the capability framework. Project objectives and scope Short statement outlining the objectives and scope of the project. Reporting arrangements Details regarding reporting on the project status – to whom and how often. For example: General Manager or Council nominee assigned to sign off the professional development plan and completion of the planned activities Briefings provided to GM/Mayor Reporting on professional development plans in place for elected members as required by legislation Project activities and milestones The project team should identify all of the activities/tasks necessary to successfully plan and implement the change initiative. An identification number should be assigned to each task, a responsible staff member/s, completion dates, key dates where appropriate, completion dates and status/comments regarding progress. ID No Activity/ Task Resp. Person Comm. Date Key Date Finish Date Achieved/ Comments 1 Introductory briefing for elected members on: the capability framework including what the capability framework is and its benefits General Manager, Mayor, L&D Coord 8/1/18 First Council meeting in March 28/2/18 Induction completed and elected members advised that they understood the capability framework and PD-in-a-Box
PD in a Box including, clear advice on what information will be visible, to whom and touch points with GM and council workforce 2 Supporting elected members to access PD in a Box and undertake the self-assessment and generate a professional development plan, e.g. accessing it online General Manager, Mayor, L&D Coord 29/1/18 Ongoing Determined by legislation Important to note that LGNSW is available to assist with enquiries and support for PD in a Box Identifying development plans that require budget approval and advise/assist elected members in the protocols for council sign off General Manager, Mayor, L&D Coord 3 Ongoing support for elected members including council staff who will provide support and alert them to LGNSW support processes General Manager, Mayor, L&D Coord 8/1/18 Ongoing As required 4 Set up a system to report on professional development plans Nominated council staff e.g. Governance Unit As determined by legislation
TEMPLATE 2 – Performance Agreement Template EMPLOYEE MANAGER PERFORMANCE AGREEMENT PERIOD Name Name From Position Position To A – OUTCOMES: SETTING OBJECTIVES AND THE KEY RELEVANT CAPABILITIES TO BE APPLIED Objective What needs to be achieved? How will this be measured? What capabilities need to be applied? Achievement What were the results? Council or work group strategic or operational goal: Objective Results Overall: Achieved/Met some, but not all expectations/Not Achieved Measures Achieved/Partly Achieved/Not Achieved Capabilities Achieved/Partly Achieved/Not Achieved Achieved/Partly Achieved/Not Achieved
TEMPLATE 2 – Selection Report Capability Assessment Position Title: Candidate’s Name: Knowledge and technical or professional skills Assessment methods: Comment and rating: Capabilities Assessment methods (e.g. information from CV, work sample test, presentation, interview) Overall Assessment for capability (see suggested key below) Specific assessment of “” capabilities Reference Check comments on capabilities Personal Attributes Manage Self – Adept Display Resilience and Adaptability – Adept Act with Integrity – Adept (Focus) Demonstrate Accountability – Adept Relationships Communicate and Engage – Adept Community and Customer focused –
Use the rating scale to indicate the level of alignment with focus capabilities and other essential role requirements. Rating Scale Descriptions A Capabilities are well above required level – Strength/Highly suitable and Essential requirements are met. B Capability is above required level – Possible strength/More than suitable and Essential requirements are met. C Capability is at required level – Capable/Suitable - Requirements are met. D Capability is below required level – Development need – Most requirements are met. E Capability is well below required level or not demonstrated at any level – Significant development need/Unsuitable – None or only some of the requirements are met
TEMPLATE 3 – Individual selection report for shortlisted candidates Position Title: Candidate’s Name: Essential knowledge, technical / professional skill or qualification: … … Assessment method for each requirement: … Rating and comment: Reference check comments on essential knowledge, technical / professional skill or qualification essential requirements: Capabilities Assessment methods (e.g. info from CV, work sample test, presentation, interview) Overall Assessment for capability (see suggested key below) Specific assessment of “Focus” capability(ies) (comment) Reference Check comments on capabilities Personal Attributes Example: Manage Self – Adept Display Resilience and Adaptability – Adept Act with Integrity – Adept (Focus) Demonstrate Accountability – Adept
Relationships Example: Communicate & Engage – Adept (Focus) Community and Customer focused – Adept Work Collaboratively – Adept (Focus) Influence and Negotiate – Intermediate Results As per examples above, list each capability in the group with its level and indicate one or more as Focus
TEMPLATE 1 – Workforce Planning Considerations Organisational Element Needs Analysis Workforce consideration Skills and capabilities needed What new skills and capabilities are required in future to support Council strategic and operational objectives? New or modified services to the community Projects requiring specialised skills Process re-engineering Workload increases and decreases in specific areas Ongoing or seasonal needs Service hours Technological changes requiring new skills New compliance or legislative obligations Workforce composition Does the current workforce composition meet future requirements? Technical or Professional Skills Capabilities, including management/supervision skills Permanent, fixed term or casual staff Full time or part time staff Staffing levels Structure Will the current structure meet future operational requirements? Classification of positions Position descriptions Number of positions Flexibility and responsiveness Reporting lines/structures Turnover and staff mobility Are there any foreseeable losses of staff within the next 3 years? What are the reasons staff leave? Planned retirements Rate of employee initiated turnover Succession planning opportunities Retention strategies to reduce risk of losing highly skilled staff Involuntary turnover – performance management Knowledge transfer Workforce diversity Do all groups of staff have the same opportunities? What equity and diversity issues have been identified? Male/female/part-time/casual/professional Capabilities, skills and qualifications Recruitment rates Career opportunities Indigenous employment strategies Disability inclusion/adjustment
Agenda Item No * Bolsover District Council Executive 2nd November 2015 Annual Letter from the Local Government Ombudsman 2014/15 Report of the Joint Assistant Director – Customer Service and Improvement/ Customer Standards and Complaints Officer This report is public Purpose of the Report To provide information contained within Annual Letter from the Local Government Ombudsman 2014/15. 1 Report Details The document contains an annual summary of statistics on the complaints made about the Authority for the year ending 31 March 2015. The Annual Letter 2014/15 has been appended for your information. Key points from the letter, specifically in relation to Bolsover District Council: The LGO received 13 enquiries and complaints during 2014/15, only 3 of which were subject to detailed investigations. The LGO decided 12 complaints, 2 of which were upheld and 1 not upheld. Of those which were upheld one was decided as ‘Maladministration but no injustice’ - there were some errors but they did not lead to enough injustice for the Ombudsman to pursue them further. The second decision was ‘Maladministration and injustice’ - the complaint will not be pursued further as the Council has carried out the action set out. Benchmarking information - CIPFA Nearest Neighbour When looking at close neighbouring authorities, the following is noted: Detailed investigations Total complaints received Ashfield District Council 5 23 Bassetlaw District Council 4 14 Bolsover District Council 3 13 Chesterfield District Council 3 23 Erewash District Council 0 5 Mansfield District Council 7 18 NE Derbyshire District Council 1 14
Employee's Signature_____________________________________________________Date____________________
Also, with annualised hours’ contracts, pensionable pay will be payable on all hours worked. For any queries on pensionable pay, contact or NYCC Principal Adviser Policy, Pension, Health and Wellbeing on or 01609 532921. Appendix 2 Local Government Pension Scheme (LGPS2014)
LGPS Regulations 2013 - Regulation (paragraph 2(1) of Schedule 2 to the LGPS (Transitional Provisions, Savings and Amendment) Regulations 2014): Waiving of actuarial reduction Explanation Employer’s policy An employer has the discretion, under a number of retirement scenarios, to waive actuarial reductions on compassionate grounds. The cost of which would fall upon the employer. n.b. “Compassionate grounds” is not defined in the regulations The council will not apply this discretion, unless there are exceptional circumstances The Strategic Leadership Board (SLB) will consider any cases and will decide whether the actuarial reductions should be waived. In all cases the financial position of the council must be considered.
Where evidence exists that the member was not aware of the 12 month limit due to maladministration LGPS Regulations 2013 - Regulation 22 (7) and (8) – election to aggregate within 12 months of commencement Explanation Employer’s policy This discretion allows the Employer to extend the 12 month time limit a member has within which they must elect not to have deferred benefits aggregated with their new LGPS employment The council will not normally extend this 12 month time limit Extenuating circumstances may apply and this would include Where evidence exists that an election was made within 12 months but his was not received by the administering authority Where evidence exists that the member was not aware of the 12 month limit due to maladministration LGPS Regulations 2013 - Regulation 9 – allocation of contribution band Explanation Employer’s policy
The British Neuroscience Association Student Representative Application Form Thank you for your interest in the BNA Student Representative Scheme. Please fill out the application form below giving as much detail as possible. Completed forms along with a 1-page copy of your CV should be returned to office@bna.org.uk. The BNA will use the details provided in the shortlisting process. Shortlisted applicants may be called for a short interview with their local group representative. More details about the scheme can be found on our website:bna.org.uk. Further questions should be directed to the BNA office ( Please make sure you introduce yourself to your Local Group Representative of BNA and inform them you are applying for the LGSR scheme. A list of LGRs and their institutions can be found on our website: If you can not contact your LGR for any reason, please inform the office. Please note that the closing date for applications is Midnight on Friday 24th March. Section 1 – Personal Details First Name Last Name Term address Telephone University email University Level of study (please tick) Undergraduate Postgraduate Course Study start date Study end date Academic contact (course leader, director of studies) for referee purposes:
Collaborating Councils Overview Improving the way local councils buy goods and services to support their communities increases capacity and performance and provides better value for residents and ratepayers. Over the past 6 years Local Government Victoria (LGV) has supported groups of councils collaborating for better outcomes. LGV’s Local Government Procurement Strategy identified potential annual savings of $180 to $350 million across local government through improved strategic procurement practices including collaboration. Tools and programs are available to help councils achieve savings through collaborative procurement projects. Councils that have already experienced success, cost savings and benefits include: Ararat, Ballarat, Golden Plains, Hepburn and Pyrenees councils working closely with LGV to collaborate on their bituminous road resealing procurement. This project: achieved cost savings of $3.1 million over the five-year contract developed best value tools and templates for the sector won a 2012 Procurement Australia Award for Innovation and Collaboration. Banyule, Boroondara, Knox, Manningham, Maroondah, Monash, Nillumbik, Whitehorse and Yarra Ranges councils identified joint opportunities in tree pruning and line marking. These councils: achieved cost savings of around $800,000 over five years. Buloke, Campaspe, Central Goldfields, Gannawarra and Loddon shires appointed a single WorkCover agent. Their approach: attracted a strong field that resulted in highly competitive bids improved service levels quickly. Campaspe, Greater Bendigo and Greater Shepparton councils have collaborated to develop a common infrastructure design manual for engineering standards. Working together these councils: shared ideas, systems, skills and training, leading to better practice across the councils facilitated consistency and better practice in design and engineering standards across the state. Central Goldfields and Greater Bendigo councils are undertaking a six-month co-location trial of a shared procurement service. It is expected this co-location will: improve procurement processes and service delivery increase efficiencies, savings, and deliver services not otherwise available.
(use drop-down menu to select ‘elections’) Suggested format for candidate information session presentation Welcome and Introduction Suggested speaker: CEO Introduce yourself and all presenters who will be speaking. Slideshow presentation Suggested speaker: past or present councillor/president/mayor Slide 1 — First slide – Standing for council Tip: At slide 1 take the opportunity to provide an overview of your local government including: demographics, population, key local issues, strategic vision/plan for the future, major projects, decision making at the local government (e.g. committees, forums, council meetings) and organisational structure. You may also wish to replace the images within the presentation with some images from your own local government. Slide 2 — What is local government? Slide 3 — Why stand for council Slide 4 — Roles and Responsibilities of Councillors Slide 5 — Values and characteristics of Councillors Slide 6 — Essential/desired skills of a Councillor Slide 7 — Commitment to the role
wa Allah okusaasira n'emirembe bibeere kuye- nga ziragira okwekwata ku Qura'an n'okugyenywerezaako, ziraga nti mazima yenna agyekwatako abeera ku bulunngamu era yenna agireka abeera ku bubuze ومن ذلك ما ثبت عنه -صلى الله عليه وسلم- أنه قال في خطبته في حجة الوداع: " إِنِّي تاركٌ فيكُمْ مَا لَنْ تضلوا إِن اعْتَصَمْتُمْ بِهِ كِتَابَ اللهِ" رواه مسلم في صحيحه. nga mubwo ye (hadiith) enkakafu okuva ku Nabbi n'emirembe bibeere kuye- yagamba mu hijja ye eyasiibula nti: “Mazima ndese mummwe ekitabo kya Allah (Qura'an) ebbanga lyemunaamala nga mukyekutteko temugenda kubula” yayogerwa Muslim mu swahiih ye. وفي صحيح مسلم أيضا عن زيد بن أرقم -رضي الله عنه- أن -صلى الله عليه وسلم- قال: إِنِّي تارك فِيكُمْ ثِقْلَين أَوَّلهُما كِتابُ الله فيهِ الهُدَى والنُّور فَخُذوا بِكتَابِ اللهِ وَتَمَسّكُوا بِهِ" okusaasira
Era (obujulizi kunsonga eno) by'ebimu kwebyo ebyajja okuva ku ba swahaaba n'abo abaabagoberera n'abajja oluvannyuma lwabwe mubanannyini kumanya Ebimu kubyayogerwa okuva ku ba swahaabah n'abo abaabagoberera n'abaabaddira mubigere mubananyini kumanya mukugulumiza sunnah n'obwetteeka ku kuzikolerako mu swahiihi ebbiri okuva ku Abu hurairah -Allah yasiima kuye- yagamba: Mukiseera Omubaka wa Allah -okusaasira n'emirembe bibeere kuye- nga amaze okufa, abamu kubawalabu bakyuka nebava mubusiraamu, Abubakar swiddiq yasiima- kuye nagamba: "Wallahi (mbalayirira Allah) nja kulwanyisiza ddala oyo yenna ayawula wakati w'eswalah ne zakah" Umar -Allah yasiima kuye- kyava amugamba nti: Butya bw'obalwanyisa nga Nabbi -okusaasira n'emirembe bibeere kuye- mazima yagamba: "Nalagirwa okulwanyisa abantu (abatakkiriza) okutuusa nga bayatudde nebagamba nti "Teri musinzibwa mulala yenna mubutuufu okujjako Allah" bwebakyogera gikuumibwa kunze emisaayi gyabwe nemmaali zabwe okujjako mumazima. Abubakar swiddiiq namugamba nti: Abaffe zakkah teri mwebyo ebyamazima ebivunaanyizibwa kubo, mbalayirira Allah singa
2. The benefit to you personally – including your reason/motivation for undertaking the Program, how it will assist in your current role, future career goals and whether development of management skills is identified in your workplace Performance Development Plan. 3. Your capacity to complete the Program – including prior training and experience, access to a work-based project, availability to attend workshops and commitment to undertake assessment activities in your own time.
2017 Lower Hunter Sustainable Grazing and Riparian Management Grants Program Guidelines for Applicants Program Information Funding available in 2016/17 Total funding available is $50,000 from: National Landcare Program (NLP), Australian Government Catchment Action NSW Hunter Catchment Contribution Individual grants are available to a maximum of $50,000 Closing date for applications Applications open 1 February 2017. Applications close 1 March 2017. Project completion date Projects must be commenced by 30 June and completed by 30 September 2017 Eligibility Beef producers with properties located in the Lower Hunter Local Government Areas (LGA’s). Eligible activities Changes to grazing practices that improve pasture resilience Land management practices that improve soil health, biota, infiltration, structure, organic matter and plant rooting depth; Improving pasture productivity to achieve long term sustainability; Managing stock impacts via strategic grazing on sensitive areas. Infrastructure to enable strategic grazing and protection of sensitive areas; Management of native riparian vegetation and riparian weed control. Priority Areas Lower Hunter LGA’s Port Stephens and Dungog Local Government Areas Conditions of Funding Standard LLS Grant funding terms and conditions apply (Page 8 & 9) LLS on-ground works minimum standards apply (Page 10& 11) Where to get assistance? (Requests for assistance from Hunter LLS staff must be received by 22 February 2017 to guarantee assistance) Sustainable Grazing and Riparian Management Grants Program contact Col Freeman Phone: 0428 043 427 Email: col.freeman@lls.nsw.gov.au General enquiries: Phone: 02 4930 1030 Email: Office: Hunter LLS, 816 Tocal Road Paterson NSW 2421
SUPER GENIUS Level *** Perimeter = Area: area of the rectangle + area of the triangle + GENIUS Level ** Let x = Jimmy’s weight Jimmy = x Total combined weight lifted = 7x + 89.25 Justin = x + 18.3 Josh = 4(x + 18.3) Joey = x – 2¼ ADVANCED Level ** Perimeter = Area = BALLER Level ** Let w = width Perimeter = Area = PROFICIENT Level ** NOVICE Level * 1) 2) ROOKIE Level * 1) 2) START HERE Level * 1) 2) PLAYER B
Encouraging service user participation How do you involve your service users in running the project? How do you support them to take up these opportunities? (Max 300 words) Multi-agency working The best projects operate from the view that homelessness does not occur in isolation but is part of a broader range of issues that a service user may be contending with. Please list any organisations you work with which complement the service you provide and explain how they contribute. (Max 500 words) How will you share the knowledge and best practice built up by your project with other organisations? If your organisation wins a London Homelessness Award you will be expected to share learning, experience and best practice with other organisations in the homelessness sector. How will you do this? (Max 300 words)
7. PROJECT BUDGET Note: For estimate purposes landholders/community groups should cost their in-kind labour component at $30/hour. LLS funding is provided exclusive of GST. Please see the LLS’s GST Fact Sheet for more advice on funding and the GST implications. Proposed activity/work/action Examples: Plant trees, erect electric fence Unit of Measure Quantity Unit Cost (excl GST) Total Item Cost (Excl GST) LLS Funds Sought (Excl GST) Own Cash Contribution (Excl GST) Own Labour In-kind @$30/hr Total – funds sought + in kind+ cash contribution (Excl. GST) GST TOTALS NOTE: An excel version of the budget sheet is available from your Hunter LLS Contact Officer upon request.
Maggie O’Neill defines her approach, which involves working in collaboration with artists, performance artists, writers, poets, photographers and participants in the space between ethnography and art, as ‘ethno-mimesis.’ ‘Ethno-mimesis’ involves a methodological practice, a process that enables the inter-textuality of biography/narrative (ethnography) and art (mimesis) to become a ‘potential space’ for transformative possibilities (O’Neill 2008, 3). O’Neill (2009) claims that participatory performative approaches are especially useful when dealing with transnational and diasporic experiences because they encompass praxis as purposeful knowledge, which tells us, in a relational and phenomenological sense, something about what it is to feel ‘at home’ and have ‘a sense of belonging’. Furthermore, biographical and art-based research may involve inquiry that reveals the embeddedness of small-scale phenomena in the broader social totality and allows belonging to be understood as socially constructed, negotiated and contested in interpersonal, intrapersonal and cultural frameworks (Brah 2001; Oikarinen-Jabai 2015b; O’Neill 2011; Pink 2007; Liebenberg 2009). Avtar Brah (1996) argues that social relations, experience, subjectivity and identity are ‘differential’ categories situated in multiaxial fields of power relations. The similarities and differences across axes of differentiations – with regard to class, race, gender and equality, for example – are articulated (or disarticulated) in the diasporic space within a complex web of power. Bill Ashcroft (2001) maintains that the notion of horizon challenges the concept of boundary and may facilitate the emergence of different dimensions of hybrid postcolonial subjectivity. In both discussed projects it is obvious that – in addition to their other purposes – the audio-visual and literal narrations created with participants are means to create hybrid stories that challenge hegemonic notions of belonging and enable it to be understood as an embodied, multi-layered and fragmentary horizontal process (Ashcroft 2001; Conquergood 2009; Minh-ha 1991, 6; Oikarinen-Jabai 2015a). Glocal belonging and homes in many places In the both projects it has been obvious that both in the research process and in their productions, the participants approach belonging from multiple perspectives, creating –