zilongwang/ReadingBank huggingface dataset:
Total Budget and co-Funding Summary Using the tables below, please estimate total project budget and potential sources of co-funding. Please ensure spending is broken out by province as this impacts co-funding. The totals should tally in the grey cells, but may need to be refreshed. To refresh totals, highlight cells and hit F9 or right click and select “Update Field”. Category Province A Province B Province C Outside of Canada Total Salaries $ 0 Consumables $ 0 S&T (Contracts) $ 0 Equipment $ 0 General/Administration $ 0 Total $ 0 $ 0 $ 0 $ 0 $ 0 PROJECT FUNDING SOURCES Genome Canada Contribution (up to 50%): SOURCES OF CO-FUNDING CONTACT INFO CONTRIBUTION Cash/In-kind (please indicate) Total $ 0
CHANGE IN TRANSPORTATION For the safety of our students we must have one of the following in order to change the transportation for any student. Note signed by the parent/guardian with the following information: Students name Date(s) the change should occur Person picking them up or if a bus rider the address they are to be dropped off Phone call from the parent/guardian made to the front office prior to 2:30 p.m. All notes will be sent to the front office daily to be logged by the secretary. Calls for transportation changes must be made prior to 2:30 p.m. EMERGENCY DRILLS All schools in the District shall conduct fire drills at least monthly. Tornado drills shall also be conducted no fewer than three (3) times per year with at least one each in the months of September, January, and February. Students who ride school buses,1 shall also participate in emergency evacuation drills at least twice each school year. The District shall annually conduct an active shooter drill and school safety assessment for all District schools in collaboration with local law enforcement and emergency management personnel. The training will include a lockdown exercise with panic button alert system training.2,3 Students will be included in the drills to the extent that is developmentally appropriate for the age of both the students and grade configuration of the school.4 Drills may be conducted during the instructional day or during non-instructional time periods. Other types of emergency drills may also be conducted to test the implementation of the District's emergency plans in the event of violence, terrorist attack, natural disaster, other emergency, or the District’s Panic Button Alert System. Students shall be included in the drills to the extent practicable.4 EMERGENCY CLOSING OF SCHOOL The superintendent will notify the local TV stations as soon as possible. Alerts will appear on the District website, School App School Connect, and automated calling system. Please make sure to sign up for the free School Connect App in order to receive quick news from the District. CONTACT WITH STUDENTS WHILE AT SCHOOL: The Lonoke school district purchased front entry security systems for each campus. The systems have 24 hour surveillance monitoring camera that can be reviewed by
Appendix A: Updates to the Y15 data file The following table tracks updates made to the Y15 data file deposited with the Australian Data Archive. Users are encouraged to download the most recent version of the data file to ensure all updates are included. Table 10 Summary of changes made to the Y15 data file Wave/year Version Date published Variable Variable name Description Number of records affected Waves 1 to 2 (2015 to 2016) V1 Dec 2017 Data file created incorporating data from wave 1 (PISA 2015) and wave 2 (2016). All
family, friends, work, leisure activities and community identity. I accept that this distinction is not always easily drawn, but the key factor is that the first are (largely) unchangeable whereas the second can alter relatively quickly and easily. For instance, community characteristics can change due to redevelopment and population movement while family and friends may relocate thus changing the way in which a place is viewed. It can be argued that for most people ties of language, culture, religion and kinship are likely to be much stronger than those such as landscape, climate or the resource base of a location that are intrinsic to a place. They may become associated through a linking of people and place, and thus help to generate migration flows, but such structures are not immutable. For instance, someone may move to a location for reasons of employment in a resource-based sector of the economy, and in so doing they may develop a strong sense of identity as a coal miner or timber worker, but such associations are not primarily with a place but rather to an economy, and could easily be transferred to other locations with similar resources. Thus people may well be attracted to places with particular and similar economic structures but, it is argued, the association is not place-specific but, rather, is primarily generated by the occupational skills, needs and preferences of an individual worker. This theme can be explored further through an example drawn from one nineteenth-century diary. John James was born in Cornwall in 1822 and worked as a tin miner and mine manager. As the Cornish tin mining industry declined he was forced to seek work elsewhere (including overseas) and on several occasions recorded his unwillingness to leave his native Cornwall (or his desire to return). At one level this can be interpreted as a strong association with locality and place which influenced his willingness to move, and certainly factors intrinsic to his native Cornwall did play a part in his decision-making. For instance, towards the end of his life while living in Ireland he records that: ‘I think it is time for me to leave this strong Northern atmosphere. If my life be spared until the end of March next I hope to go to Cornwall and try the effect of a warmer climate and my native air’. Here we can suggest that it was
Values Wave/Year Variable name Values Values label 3/2000 CD027 1 1 Yes 0 0 No Base population Available on request Training: Change in kind of work Purpose To determine if the respondent was trained because of a change in the kind of work they do. Variables Wave/Year Variable name Variable type Question number/Label 3/2000 CD028 Num D28 Needed training due to work changes Values Wave/Year Variable name Values Values label 3/2000 CD028 1 1 Yes 0 0 No Base population Available on request Training: Helped get promotion or pay rise Purpose To determine if the respondent’s training helped them to get a promotion or pay rise. Variables Wave/Year Variable name Variable type Question number/Label 3/2000 CD029 Num D29 Helped to get promotion etc 4/2001 DD034A Num D34 Training led to promotion 5/2002 ED035 Num D35 Training led to promotion 6/2003 FD035 Num D35 Training led to promotion 7/2004 GD035 Num D35 Training led to promotion 8/2005 HD035 Num D35 Training led to promotion 9/2006 ID035 Num D35 Training led to promotion 10/2007 JD035 Num D35 Training led to promotion 11/2008 KD035 Num D35 Training led to promotion
Training: Added new skills Purpose To determine if the respondent’s training taught them new skills. Variables Wave/Year Variable name Variable type Question number/Label 3/2000 CE020 Num E20 Learned any new skills Values Wave/Year Variable name Values Values label 3/2000 CE020 1 1 Yes 0 0 No Base population Available on request Training: Added to current skills Purpose To determine if the respondent’s training added to current skills. Variables Wave/Year Variable name Variable type Question number/Label 3/2000 CE021 Num E21 Training added to skills Values Wave/Year Variable name Values Values label 3/2000 CE021 1 1 Yes 0 0 No Base population Available on request Training: Use new equipment Purpose To determine if the respondent’s training was to use new equipment.
Seeking employment: Economic Climate Job prospects Purpose To determine the extent to which the respondent agrees that changes in the Australian economy are a major reason they do not have a job at the moment. Variables Wave/Year Variable name Variable type Question number/Label 12/2009 LF014A Num F14A Economy is a major reason I do not have a job Values Wave/Year Variable name Values Values label 12/2009 LF014A 1 1 Strongly Agree 2 2 Agree 3 3 Neither agree nor disagree 4 4 Disagree 5 5 Strongly Disagree 6 6 Don't know 7 7 Refused Base population Wave/Year Variable name Base population 12/2009 LF014A Not studying (C92 not answered) and not looking for work (F1 not 1) Study plans Purpose To determine the extent to which the respondent agrees that the economic situation mkes them more likely to consider studying next year. Variables Wave/Year Variable name Variable type Question number/Label 12/2009 LF014B Num F14B Economy makes me more likely to study next year Values Wave/Year Variable name Values Values label 12/2009 LF014B 1 1 Strongly Agree 2 2 Agree 3 3 Neither agree nor disagree 4 4 Disagree
E8 Did/do you work for wages or salary with an employer, were/are you self employed in your own business, or did/do you work in some other way? Wages/salary Own business GO TO E12 Other way GO TO E12 Don’t know GO TO PRE E13 E9 How much was/is your usual gross weekly pay from that job - that is, before tax or anything else was/is taken out? IF ONLY HOURLY RATE KNOWN – RECORD RATE IF ONLY ANNUAL SALARY KNOWN – RECORD SALARY Can provide requested pay ONLY annual rate available GO TO E11 ONLY hourly rate available GO TO E10 Don’t know GO TO PRE E13 Record Numeric Response $1 to 10,000 GO TO PRE E13 E10 How much per hour was/is your pay – before tax or anything else was/is taken out? Record Numeric Response $1 to 200 Don’t know 999 NOW GO TO PRE E13 E11 How much per year is your pay - before tax or anything else is taken out? Record Numeric Response $1 to 200,000 Don’t know 999999 NOW GO TO PRE E13 E12 On average, how much did/do you earn per week, before tax but after deducting business expenses? Record Numeric Response $1 to 10,000 Don’t Know 99999 PREE13 IF D50=2 OR MORE - GO TO E13 ELSE GO TO PRE E21 E13 Now thinking of your next most recent other job, what kind of work did you do in that job? (PROBE FOR JOB TITLE AND MAIN DUTIES PERFORMED IN THAT JOB) E14 What was your employer’s main kind of business? (PROBE FOR DESCRIPTION OF MAIN BUSINESS ACTIVITIES, e.g. Sells clothes, Makes furniture, Fast food outlet) E15 How many hours per week did you usually work in that job? (IF HOURS VARY ASK AND RECORD HOW MANY HOURS PER WEEK ON AVERAGE) Record Numeric Response 1 to 100 Don’t Know 999
E22a Record numeric response $1 to 10,000 GO TO E26 E23 How much per hour was your pay? Record numeric response $1 to 200 NOW GO TO E26 E24 How much per year is your pay - before tax or anything else is taken out? Record numeric response $1 to 200,000 NOW GO TO E26 E25 On average, how much did you earn per week, before tax but after deducting business expenses? Record numeric response $1 to 10,000 DON’T KNOW 99999 NOW GO TO PRE F1 E26 Is that before or after tax is taken out? Before tax After tax Not applicable / No tax taken out GO TO PRE F1 PRE E27 IF E26=1, ASK ABOUT ‘AFTER TAX’ IN E27, IF E26=2, ASK ABOUT ‘BEFORE TAX’ IN E27 E27 And how much is the (after/before) tax amount? Record Numeric Response $1 to 200,000 DON’T KNOW 999999 NOW Y06 GO TO PRE F1 E22x How much was/is your usual gross weekly pay from that job - that is, before tax or anything else was/is taken out? IF ONLY HOURLY RATE KNOWN – RECORD RATE IF ONLY ANNUAL SALARY KNOWN – RECORD SALARY Can provide requested pay ONLY annual rate available GO TO E24x ONLY hourly rate available GO TO E23x Don’t know GO TO PRE F1 Record Numeric Response $1 to 10,000 GO TO PRE F1 E23x How much per hour was/is your pay – before tax or anything else was/is taken out? Record Numeric Response $1 to 200 Don’t know 999 NOW GO TO PRE F1
Welcome to this Modern Slavery E-learning module. The module is designed to raise your awareness of modern slavery and human trafficking and to help you recognise your role in identifying and reporting concerns. You should allow about 60 minutes to complete the module. MENTAL HEALTH AWARENESS MENTAL HEALTH E LEARNINH FOR PROFESSIONALS (MLO) Aim: Maudsley Learning Online is a free social learning platform where everyone is welcome to learn more about mental health and well being. It acts as a repository of world class information and features topic based communities with optional e learning modules. How to enrol onto Courses using i-Learn You will find below step by step instructions of how to enrol onto Courses using I Learn – please follow this guide step by step: Click on this link . This will take you to the i-Learn home page If you already have an account, enter your username and password and press the login button. If you do not have an account, please click on “Support & Login Options” and then click on “Create new Account” Enter your information into the relevant fields below. It is very important that you select the correct Partner Organisation shown in the Department / Division / Section fields as this information will be used for reporting purposes and any recharges for non-attendance. If you can’t find your Partner Organisation please contact us on or call us on 020 8227 3573 / 3959 / 2621, please do not just select any Organisation as you risk your account being deleted. When creating your account please use a work e-mail address if you have one, as opposed to a personal e-mail address. If an Organisation is not selected, then your account may be deleted without notice. Once you have registered for an account an e-mail will be sent to the e-mail address you entered. Please open this e-mail and follow the instructions to complete your registration. Once you have logged into I-Learn, click onto the relevant block in the centre of the screen. Please note, Partner Organisations will only be able to access certain courses on this site. You will see a message saying ‘this course is unavailable to students’ if it is a course that you are not able to access.
Family Focus Protocol Action Plan Recommendation Agreed Action Identified Lead Action Date Progress Update Progress Rag Rating Raising the Profile of the Family Focus Protocol All partner agencies to disseminate and ensure existing and new practitioners’ awareness of the Protocol All partner agency safeguarding vulnerable adult and children leads Joint working between all partner agencies including child or adult focused services Strengthen or develop inter and intra agency working protocols to coordinate the assessment, planning, and service provision for children and vulnerable adults All partner agency safeguarding vulnerable adult and children leads Early Help Assessment to be included in all multi and single agency training LSCB & SVAB Training Sub Group to ensure all approved training includes reference to the use of the Early Help Assessment LSCB & SVAB Training Sub Group All relevant practitioners, including those from child or adult focused services, to undertake training on safeguarding vulnerable adults All partner agencies to ensure practitioners receive safeguarding vulnerable adults training at an appropriate level LSCB and SVAB Training Sub Group All relevant practitioners, All partner agencies to ensure practitioners receive safeguarding LSCB and SVAB Training
PROPOSED SYSTEM: We firstly present a circuit ciphertext-policy attribute-based hybrid encryption with verifiable delegation scheme. General circuits are used to express the strongest form of access control policy. The proposed scheme is proven to be secure based on k-multilinear Decisional Diffie-Hellman assumption. On the other hand, we implement our scheme over the integers. During the delegation computing, a user could validate whether the cloud server responds a correct transformed ciphertext to help him/her decrypt the ciphertext immediately and correctly. ADVANTAGES OF PROPOSED SYSTEM: The generic KEM/DEM construction for hybrid encryption which can encrypt messages of arbitrary length. They seek to guarantee the correctness of the original ciphertext by using a commitment. We give the anti-collusion circuit CP-ABE construction in this paper for the reason that CPABE is conceptually closer to the traditional access control methods.
SYSTEM REQUIREMENTS: HARDWARE REQUIREMENTS: System : Pentium Dual Core. Hard Disk : 120 GB. Monitor : 15’’ LED Input Devices : Keyboard, Mouse Ram : 1GB. SOFTWARE REQUIREMENTS: Operating system : Windows 7. Coding Language : ASP.NET,C#.NET Tool : Visual Studio 2008 Database : SQL SERVER 2005 REFERENCE: Jia Yu, Kui Ren, Fellow, IEEE, and Cong Wang, Member, IEEE, “Enabling Cloud Storage Auditing With Verifiable Outsourcing of Key Updates”, IEEE TRANSACTIONS ON INFORMATION FORENSICS AND SECURITY, VOL. 11, NO. 6, JUNE 2016.
I will only access school resources remotely (such as from home) using the Trust approved system and follow e-security protocols to interact with them. I will ensure any confidential data that I wish to transport from one location to another is protected by encryption and that I follow school data security protocols when using any such data at any location. I understand that data protection policy requires that any information seen by me with regard to staff or pupil information, held within the school’s information management system, will be kept private and confidential, EXCEPT when it is deemed necessary that I am required by law to disclose such information to an appropriate authority. I will alert [the schools named] Child Protection lead / appropriate senior member of staff if I feel the behaviour of any child may be a cause for concern. I understand it is my duty to support a whole-school safeguarding approach and will report any behaviour of other staff or pupils, which I believe may be inappropriate or concerning in any way, to senior member of staff / designated Child Protection lead. I understand that all Internet and network traffic / usage can be logged and this information can be made available to the Head / Safeguarding Lead on their request. I understand that Internet encrypted content, may be scanned for security and/or safeguarding purposes. I will only use any Trust system I have access to in accordance with their policies. Staff that have a teaching role only: I will embed the school’s on-line safety / digital literacy / counter extremism curriculum into my teaching. User Signature I agree to abide by all the points above. I understand that I have a responsibility for my own and others’ e-safeguarding and I undertake to be a ‘safe and responsible digital technologies user’. I understand that it is my responsibility to ensure that I remain up-to-date and read and understand the school’s most recent online safety / safeguarding policies. I understand that failure to comply with this agreement could lead to disciplinary action. Signature Date Full Name (printed) Job title / Role Authorised Signature (Head Teacher / Deputy) I approve this user to be set-up on the school systems relevant to their role
Help with basic career management skills like CV writing, CV building, job searches and job interviews The National Careers Service We signpost our students and their parents to the National Careers Service which offers information and professional advice about education, training and work to people of all ages. (https://nationalcareersservice.direct.gov.uk , or National Contact Centre 0800 100 900). This includes how to access, and what support is available through their website, helpline and web chat. Monitoring of Careers Guidance Provision Provision is monitored through a range of processes including: Careers activity observations (for example lessons, individual careers interviews, career guidance activities/events, work experience) Annual audit of Careers Guidance Equalities The schools consciously works to prevent all forms of stereotyping in the advice and guidance we provide, to ensure that boys and girls from all backgrounds and diversity groups consider the widest possible range of careers, including those that are often portrayed as primarily for one or other of the sexes. Evaluating the effectiveness of our Careers Guidance The effectiveness of guidance activities is evaluated through Attainment and achievement key indicators Positive destinations of our students Students being guided on to the correct options pathway in KS4 Our NEET figures remaining low and preferably at 0% Student questionnaires
Other Administrative Occupations 114,530 118,176 3,646 3% £12.03 Sales, Accounts & Business Development Managers 102,592 106,410 3,818 4% £23.00 Book-Keepers, Payroll Managers & Wages Clerks 101,216 104,146 2,930 3% £14.55 Nurses 94,610 96,626 2,016 2% £18.67 Kitchen & Catering Assistants 91,008 96,567 5,559 6% £7.77 Care Workers & Home Carers 80,107 83,237 3,130 4% £9.29 Financial Managers & Directors 67,229 69,873 2,644 4% £38.70 Waiters & Waitresses 67,092 71,117 4,025 6% £7.33 Fastest Growing Occupations
k. April 2014 l. May 2014 v. DON’T KNOW IF WORKED FT EVERY MONTH UP TO PRESENT, (D51u = 1), GO TO PRE E1, ELSE CONTINUE D52 …and since (DATE OF LAST INTV./ 1st OCT 2013) during which months, if any, have you worked only in part time jobs – that is less than 30 hours per week (in all jobs)? INTERVIEWER NOTE: Record as part-time work even if the total hours worked in all jobs is greater than 30 . (CODE ALL MONTHS DURING WHICH RESPONDENT WORKED PART TIME) a. None b. July 2013 c. August 2013 d. September 2013 e. October 2013 f. November 2013 g. December 2013 h. January 2014 i. February 2014 j. March 2014 k. April 2014 l. May 2014 m. June 2014 n. July 2014 o. August 2014 p. September 2014 q. October 2014 r. November 2014 s. December 2014 t. January 2015 u. During every month up to the present month v. DON’T KNOW Y06 NOW GO TO PRE E1 D51X … Since (DATE OF LAST INT/1st OCT 2013) during which months, if any, have you worked? (CODE ALL MONTHS DURING WHICH RESPONDENT WORKED) a. None b. July 2013 c. August 2013 d. September 2013 e. October 2013 f. November 2013 g. December 2013 h. January 2014 i. February 2014 j. March 2014 k. April 2014 l. May 2014 m. June 2014 n. July 2014 o. August 2014 p. September 2014 q. October 2014 r. November 2014 s. December 2014 t. January 2015 u. During every month up to the present month v. DON’T KNOW SECTION E : JOB HISTORY
Checked workplace noticeboards Yes No Asked school or another organisation for advice Yes No F5 I am going to read out some problems that people can have when looking for work. As I read each of them please tell me whether you have or have not had that problem Have you personally had trouble finding a job? Because of a health problem or some disability Yes No Because you don’t have suitable transport Yes No Because you don’t have enough or the right kind of education or training Yes No Because you don’t have enough work experience Yes No Because there aren’t enough jobs available Yes No Because you don’t have good interview skills Yes No Because of a lack of skills in writing job applications Yes No Because you lack confidence Yes No Because employers think you are too young (or too old) Yes No F6 If you’d found a job, could you have started work last week? Yes No NOW GO TO F8 PRE F7 IF WORKED EVERY MONTH SINCE LAST INTERVIEW (D50u=1 OR D51u=1 OR D51xu = 1), GO TO PRE G1 ELSE CONTINUE F7 Since (DATE OF LAST INTV./ 1st OCT 2013), has there been any time when you were NOT working but looking for work? Yes No GO TO PRE G1 F8 During which months have you been not working but looking for work? (CODE ALL MONTHS DURING WHICH RESPONDENT WAS UNEMPLOYED) 1. July 2013 2. August 2013 3. September 2013 4. October 2013 5. November 2013 6. December 2013 7. January 2014 8. February 2014 9. March 2014 10. April 2014 11. May 2014 12. June 2014 13. July 2014 14. August 2014 15. September 2014 16. October 2014 17. November 2014 18. December 2014 19. January 2015 20. During every month up to the present month 21. DON’T KNOW NOW GO TO PRE G1 SECTION G: NOT IN THE LABOUR FORCE THIS SECTION IS ANSWERED BY THOSE WHO ARE NOT WORKING, NOT LOOKING FOR WORK, NOT IN FULL TIME STUDY OR NOT AT SCHOOL
Sequence Gravitational Field Instruction Introduction of the Lycra® Sheet Field Model Spring scale lab and discussion (weight and mass) Introduce Lycra® Sheet Field Model (LSFM) via lecture-demonstration Universal gravitation with Lycra sheet [after energy model and commonly during CFPM] Review of LSFM demonstration Introduce Field lines and Newton’s universal gravitation Modeling universal gravitation Activity and PhET simulation and discussion (Appendix C) Energy of the Gravitational Field Activity: defining potential Demonstration – Lycra® Sheet and Gravitational Potential Gravitational Potential worksheet Lab/demo/discussion: topographic maps Electric Field Instruction Lycra® Sheet Field Model and the Electric Field Electric field interactions between charged objects Activity - Sticky Tape and worksheet 1 Lab – Coulomb’s Law: The Repulsive Balloon and worksheet 3– Coulomb’s Law Class activity - Introducing the Electric Field Electric field due to a dipole part 1 Worksheet 4 – Drawing the Electric field Electric field due to a dipole part 2 Worksheet 5 – Electric Fields Other arrangements of charge Energy of the Electric Field Review: Lycra® Sheet Field Model for gravitational potential Lycra Sheet Field Model – Electric Potential of a uniform field Whiteboard page 2 of worksheet 1 – uniform fields Lab: Mapping electric potential Lycra Sheet Field Model – Electric Potential of a non-uniform field Worksheet 2 – potential in non-uniform fields
3b What action needs to be taken? (eg, Use the ‘Spot it and Swap it’ guide in a staff meeting, discuss the results, plan ways to replace with healthy options) 3b How will it be done? (eg Information for School Association and volunteer parents, tip sheets, resources, meetings, newsletters) 3b Who will be responsible for organising the action? 3b When is it to be completed? What 3c What action needs to be taken? (eg, school community information, alternative fundraising ideas,) How 3c How will it be done? (eg tip sheets, resources, meetings, newsletters) Who 3c Who will be responsible for organising the action? When 3c When is it to be completed? This is a Healthy Tasmania Initiative. Reviewed 2017
CALLIS GRANGE NURSERY & INFANT SCHOOL STAFF COMPETENCY DEFINITIONS EMOTIONAL INTELLIGENCE PERSONAL COMPETENCE HOW STAFF MANAGE THEMSELVES SOCIAL COMPETENCE HOW ARE MANAGERS MANAGE RELATIONSHIPS SELF-AWARENESS Emotional Self-Awareness: Read their own emotions and recognises their impact Accurate and Honest Self-Assessment: Knows their own strengths and limits and works on improving their areas of weakness Self Confidence: Has a clear sense of self-worth and their own capabilities SOCIAL AWARENESS Empathy: Senses the emotions; understanding their perspective. Organisational Awareness: Reads situations, understanding groups and staff dynamics Service: Recognises, understands the needs of those they work with and parents SELF MANAGEMENT Emotional Self-control: Keeps disruptive emotions and impulses under control Transparency: Displays honesty and integrity and trustworthiness Adaptability: Shows flexibility in adapting to changing situations or overcoming obstacles – is learning to be comfortable outside their comfort zone Achievement: Posses the drive to improve and to meet inner standards of excellence and performance targets Initiative: Shows a readiness and willingness to seize opportunities Optimism: Focuses on the positive RELATIONSHIP MANAGEMENT Influence: Uses their skills to assist others Building Bonds: Cultivates and maintains a network of positive relationships Teamwork and Collaboration: Works successfully in a variety of groups or teams Response: Responds to others in a positive and professional manner Advice: Actively seeks advice to improve performance, discussing concerns or difficulties promptly with senior staff so they can deal with situations in an appropriate way OPERTIONAL EXCELLENCE Takes an active part in the life of our school. Develops self to improve performance Is willing to offer ideas and contribute to discussion Gains respect by operating in a professional and credible manner Applies knowledge and experience, yet is open to exploring new ideas.
residue particles. DO NOT include any chemicals or testing materials from screening tests into the GSR Kit. The completed GSR Kit information sheet should be included in the packaging before sealing. Results Terminology Characteristic - Particles with elemental compositions rarely found from any other source. Normally, these particles consist of lead, antimony, and barium. However, older calcium silicide based primers may have other elemental components. Consistent - Particles that are found in primer residue but can also originate from a number of relatively common, non-firearm sources. Normally, these particles consist of combinations of 2 of the 3 elements found in characteristic particles. However, other elements that are also found in primers may be considered when analyzing particles. Commonly Associated - Particles with elemental compositions that are commonly found in environmental particles from numerous sources, but may add significance to analysis when found in the presence of characteristic or consistent particles. Significance Presence of Particles - Primer residue can be deposited on the hands by firing a weapon, handling a weapon, being in the proximity of the discharge of a weapon or coming into contact with an object that has primer residue on it. The examination itself cannot determine which listed event occurred. Few Particles - Less than four characteristic particles without supporting consistent particles have limited evidentiary value. Low levels, especially single particles, have on occasion been found in the environment and on police officers who have recently handled or fired a gun. Absence of Particles - The absence of primer residue on the hands is consistent with an individual not having fired a weapon. However, it is not proof that the subject did not fire a weapon. The absence of primer residue could also occur from circumstances such as washing the hands, wiping the hands, wearing gloves, sweating profusely, environmental factors including wind and rain, bloody hands, excessive debris on the sample, normal physical activity within 4 to 6 hours passing between firing and sampling, or the weapon not producing primer residue on the hands when discharged. Hair Analysis Overview of Services Compare hair collected as evidence to known samples from the victim or suspect. Screen for viability for nuclear DNA analysis. Age, gender, and the physical appearance of the source individual cannot be determined by hair analysis.
NASA/SEO Shaun Deacon NASA/SEO Syed Rizvi UK Catapult Dan Wicks University of Leicester Darren Ghent USGS Jenn Lacey USGS Steve Labahn APPENDIX B Actions Record LSI-VC-6-01 Ake Rosenqvist and Brian Killough to explore alternative options for ALOS-1 data processing. December 2018 LSI-VC-6-02 Adam Lewis to follow up with Dave Hudson regarding identification of a Chinese LSI-VC contact. December 2018 Adam emailed Dave on 27 September; Steve Labahn will also meet with Dave in December. LSI-VC-6-03 Steven Hosford to check with the SIT Chair Team on their desire for continual oversight of PFS maintenance, and on their desired convention regarding the closing/continuation of CEOS Work Plan tasks. December 2018 LSI-VC-6-04 Andreia Siqueira to review all feedback on the CARD4L PFS and prepare update proposals for review. This should include a rethink of the metadata DOI requirements. December 2018 LSI-VC-6-05 Ake Rosenqvist to connect with Paul Briand (CSA) regarding assessment of the SAR backscatter PFS at various Canadian test sites. LSI-VC-7 LSI-VC-6-06 Andreia to coordinate the ESA Living Planet Symposium and IGARSS sessions on ARD (including securing enough IGARSS Abstract Due October 5
LSI-VC-6-14 Present and discuss potential LSI-VC-7 topics at the October LSI-VC team teleconference. October Teleconference LSI-VC-6-15 Jenn to suggest to Kerry Sawyer (NOAA, SIT Chair Team) that SIT Technical Workshop 2019 be targeted for the end of the week in which it occurs, so that LSI-VC-8 and the joint meetings could be held Sunday to Tuesday prior. SIT Technical Workshop 2018
The students will: 1. Identify the importance and impact of ethics on the fire department/emergency medical services (EMS) and its members. 2. Identify the role of the fire/EMT officer in establishing, modeling, and managing ethical behavior. 3. Analyze their own department's existing ethical rules and guidelines, and where the gaps might be. 4. Demonstrate decisionmaking involving ethical practices.
Appendix 1: Supervisory review/fact finding event chronology Trigger: Woman’s Name: CHI: LSA: Maternity Unit: Medical/Social history: Past obstetric history: Present pregnancy: Date & time of event Event Action(s) taken/Concern(s) raised/Care planned Midwife(s), Student Midwife(s), Medical Staff involved Evidence Source Supervisor of Midwives Commentary Review of antenatal care provided (please keep brief if nil of note – but highlight good practice) Review of intranatal care provided (please keep brief if nil of note – but highlight good practice)
Landowner Information Name of Landowner: Current Address: City: State: ZIP Code: Phone: Fax: E-mail: L&I Regions Where Ownership is Located (Please supply Landowner Contact Information for all regions that apply): Region 1 (Whatcom, Skagit, Snohomish, San Juan, and Island counties) - Landowner Contact: Name: Phone: Email: Region 2 (King county) - Landowner Contact: Name: Phone: Email: Region 3 (Clallam, Jefferson, Kitsap and Pierce counties) - Landowner Contact: Name: Phone: Email: Region 4 (Grays Harbor, Mason, Thurston, Lewis, Pacific, Wahkiakum, Cowlitz, Clark, Skamania, and Klickitat counties) - Landowner Contact: Name: Phone: Email: Region 5 (Okanogan, Chelan, Douglas, Kittitas, Grant, Adams, Franklin, Walla Walla, Columbia, Benton, and Yakima counties) – Landowner Contact: Name: Phone: Email: Region 6 (Ferry, Stevens, Pend Oreille, Lincoln, Spokane, Whitman, Garfield, and Asotin counties) – Landowner Contact: Name: Phone: Email: ___________________________________ _________________________ _________________ Individual’s Name Title Date Please mail, fax, or e-mail completed form to: Logger Safety Initiative Program Office, PO BOX 44608, Olympia, WA 98504-4608 or
A is the employee's average weekly number of hours B is the number of hours the employee worked during the 52 weeks C is the number of hours in respect of which the employee took paid leave during the 52 weeks D is the number of weeks the employee took unpaid leave during the 52 weeks A is the employee's average weekly number of hours B is the number of hours the employee worked during the 260 weeks C is the number of hours in respect of which the employee took paid leave during the 260 weeks D is the number of weeks the Employee took unpaid leave during the 260 weeks A is the employee's average weekly number of hours B is the number of hours the employee worked during the last period of continuous employment C is the number of hours in respect of which the employee took paid leave during the last period of continuous employment D is the number of weeks of the employee's last period of continuous employment E is the number of weeks the employee took unpaid leave during the last period of continuous employment. Once the average weekly hours are calculated, these are paid at the employee’s ordinary time rate of pay. Averaging ordinary time rate of pay If the employee does not have an ‘ordinary time rate’, perhaps due to being paid by commission or piece work rates, then averaging requirements apply. A casual employee’s ordinary rate includes the casual loading. The ordinary time rate will be the greatest of: the average weekly rate earned by the employee in the 52 weeks immediately before the employee starts long service leave; the average weekly rate earned by the employee in the 260 weeks immediately before the employee starts long service leave; the average weekly rate earned by the employee during the employee’s entire period of continuous employment with the employer immediately before the employee starts long service leave. See Comprehensive Guide to Long Service Leave Act 2018 (available from 1 November 2018) for more detailed explanations and case studies.
Name of School/Organisation: Invoice name/contact: Lead Teacher/Main contact: Address: Including postcode Telephone: Email: Date of visit: Nature of visit: Number of Children: Number of Adults: Estimated/ (Actual - to be completed on the day) / Age range: / Additional Information: Please include here any special needs we should be aware of or any special requirements you may have. Expected arrival time: Expected departure time: Signed: (on date of visit by schools) Date: Office use: Invoice if needed: Sent: Paid: Date paid:
ILSM Matrix Facil. Impact Risk Assemt. Date: Interim Life Safety Measures Project: Project No. WO UVA PM: UVA CM: GC: GC Supervisor: User Contact: Submitted By: Approved By: Applicable or not applicable 1) Ensure egress -alternate path identified 2a) Emergency Forces access 2b) Emergency forces notification 3) Ensure operational life safety systems 4) Temporary construction barriers 5) Additional fire fighting equipment 6) Prohibit smoking 7) Control combustible loading 8a) Conduct 2 fire drills/shift in all areas 8b) Conduct 2 fire drills/shift in local area 9) Increase hazard surveillance 10) Compartmentation training of personnel 11a) Conduct organizational training on life safety 11b) Conduct additional training of incident response team a) Air Quality b) Infection Control c) Utilities d) Noise e) Vibration f) Emergency Procedures Existing Code Deficiencies NA 1) Patient room door latching problem NA 2) Lacking a code complying smoke barrier NA 3) Fire exit stairs discharge improperly NA 4) Excessive travel distance to and approved exit NA 5) Lack of two remote exits NA 6) Nonconforming bldg. construction type NA 7) Improperly protected vertical openings NA 8) Large penetrations in fire barriers NA 9) Corridor walls do not extend to the structure NA 10) Hazardous areas not properly protected NA Construction Related Issues 11) Blocking off an approved exit NA 12) Rerouting of traffic to emergency room NA 13) Major renovation of an occupied area NA 14) Replacing fire alarm system (out-of-area) NA 15) Installing sprinkler system (out-of-service) NA 16) Significantly modifying smoke/fire barrier walls N/A 17) Adding and addition to an existing structure NA 18) Evaluate risk of accidental sprinkler activations: shut down system during construction NA Maintenance and Testing NA 18)Taking a fire alarm system out-of-service NA 19)Taking a sprinkler system out-of-service NA 20)Disconnection of alarm devices NA PM=Project Manager, CM=Const. Mgr. FI= HSPP Fire Prot.Inspector, Risk-H, high, L, Low, NA, Not Applicable
Complete the grid below. Data Input and Source Possible Type and Cause of Bias Plan for Addressing Bias Example: Conversion Rates Report from Joe in Sales Example: Motivated Reasoning; Joe may exclude some leads from report because compensation scheme is such that he stands to benefit from higher conversion rates Example: Get automatic or independent reporting on number and quality of leads supplied to Joe and other sales associates
Complete the grid below. Performance Metrics Input, Output, or Outcome Who is Responsible? Who analyzes and reports? Who is Accountable? Example: Conversion Rates Outcome Example: Yuki, Joe, Rita, and Amin in Sales Example: Pat (weekly); Exec board (quarterly) Example: Yuki, Joe, Rita, and Amin in Sales – accountable for timely reporting and for their team conversion averages Pat – accountable for YoY improvement in conversion rates Pat – accountable for decision to expand team and sales territory
LSA Long Term Plan 2017-2018: Year 13 (2 Year Linear) AUTUMN SPRING SUMMER 1: 05/9/17 - 2.10.17 2:06/11/17 - 22/12/17 3:04 /1/18 - 09/2/18 4: 19/2/18 - 23/3/18 5: 09/4/18 - 25/5/18 6: 04/6/18 - 20/7/18 7 WEEKS 7 WEEKS 6 WEEKS 5 WEEKS 7 WEEKS 7 WEEKS Ass 1 & full written due by:19/10/17 MOCK EXAM (Ass 2 due by: 07/02/18) Year 13 P Evening Ass 3 data due:20/03/18 FINAL EXAMINATIONS ‘Writing about of ‘The Great Gatsby’- Re-creative writing tasks. ‘Writing about of ‘The Great Gatsby’- Re-creative writing tasks Mock Exam & DIRT activities P2: Exploring Conflict 2hrs 40 % Sec A ‘Writing about Society’- Recreative writing on set text(OPEN) Sec B Dramatic Encounters (‘ A Streetcar Named Desire’ OPEN) Then: Revisit ‘Imagined Worlds’ Revisit Poetic Voices; AQA Poetry anthology- Study of AQA anthology (Seamus Heaney.) EXAM DATES to be added P1: Telling Stories 3hrs 40% Sec A Remembered Places book-Paris Anthology) Sec B- Imagined Worlds (OPEN book-‘Frankenstein’) Sec C-Poetic Voices P2: Exploring Conflict 2hrs 40 % Sec A ‘Writing about Society’- Recreative writing on set text(‘Gatsby’-OPEN) Sec B Dramatic Encounters (‘Streetcar’- OPEN) ‘Dramatic of ‘A Streetcar Named Desire’. ‘Dramatic of ‘Streetcar’. Study skills and revision. Revisit ‘Remembered Places’ Paris anthology Revisit ‘Writing about Society’-revision of ‘The Great Gatsby’- writing tasks. ‘Making Connections’ NEA 20%- workshops and tutorials. ‘Making Connections’ NEA 20%- workshops and tutorials. ‘Making Connections’ NEA 20%- workshops and tutorials. ‘Making Connections’ 20% NEA- workshops and tutorials-final amendments. Revisit ‘Dramatic Encounters’-revision of ‘A Streetcar Named Desire’.
WRITING ABOUT SOCIETY NEA NEA NEA P1 & P2 Re-creative writing tasks Initial draft of NEA Second draft due first week in Jan words.) Final draft complete by Easter for moderation Practice exam papers A level examinations DRAMATIC ENCOUNTERS Drama text tasks Mock Results A level examinations A level examinations INDEPENDENT STUDY SKILS & LIBRARY BASED TASKS Half-termly frameworks focus: genre Grammar MOT Register Speech features narrative Point of view Knowledge of technical terminology Spelling of technical terminology
Tool: Countering Resistance Why do people resist change efforts? Crisis may, in fact, cause people to freeze. Uncertainty, anxiety, and stress cause people to fall back on automatic old behaviors. Research demonstrates that when faced with new challenges, people will revert to old thinking. Professor Enz has discussed that change leaders need to put people in the right state of mind, so they can access and use the executive functioning parts of the brain that enable reason and problem solving. This worksheet will help you plan your counter strategy. When faced with resistance, what will you do? Resistance Issue Leadership Need Counter Strategy (What Will You Do?) People aren't resisting change, per se; they're resisting loss. Good leaders answer the question for them: What's in it for me? Notes: People are anxious and uncertain about the change. Good leaders listen and then help others discover benefits from the change. Notes: People may lack information. They may not understand why things are changing. Good leaders give people critical information. People need to understand why the change is taking place. Notes: People may not have the necessary skills. Good leaders equip people with the right skills and training to be in a position to carry out the change. Notes: People may simply not be willing to change. Good leaders can overcome unwillingness through communication. Why are they unwilling? What’s holding them back? What are they afraid of? Notes:
LSA Long Term Plan 2017-8: Y10 AUTUMN SPRING SUMMER 1: 5/9/17 - 2.10.17 2: 6/11/16 - 22/12/17 3: 4/1/18 - 9/2/18 4: 19/2/18 - 23/3/18 5: 9/4/18 - 25/5/18 6: 4/6/18 - 20/7/18 7 WEEKS 7 WEEKS 6 WEEKS 5 WEEKS 7 WEEKS 7 WEEKS Asst 1: 5.12.17 Asst 2: 6.3.18 Sum asst: 3.7.18 POETRY ANTHOLOGY: OZYMANDIAS/HAWK COMPARISON (1 WEEK) FICTION COMPREHENSION (3 WEEKS) Raymond’s Run WWI Road Ends TRANSACTIONAL WRITING: SPEECH MAG ARTICLE LEAFLET (3 WEEKS) ‘MACBETH’ REVISION Extract: M&A Extract: Rel (2 WEEKS) POETRY ANTHOLOGY: CONFLICT (PAIRS) (3 WEEKS) EXAM PRACTICE (2 WEEKS) Fiction comp practice: Sassoon Hurricane Hazel Murder Mystery AIC OR LOTF (5-6 WEEKS) SHORT STORY (2-3 WEEKS) ‘MACBETH’ REVISION Longer: How is Macbeth presented? (4 WEEKS) POETRY ANTHOLOGY: REVISION: LOVE (PAIRS) (3 WEEKS) TRANSACTIONAL WRITING: Film review Travel writing Report (3 WEEKS) ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT EXAMS How is Ralph/The Inspector presented? Fiction comp: Pat Magazine article: TV trends Full paper: How is Macbeth presented? M&A: before Duncan’s murder Poetry comparison: Dulce & another Full Component 1: Fiction comp: Obed Short story Paragraphs Apostrophes/its & it’s Commas & c/s Speechmarks Colons & semicolons Inverted commas Capital letters/full-stops Homophones Varying vocab Plural endings alot/aswell/infact etc Dirty 30
Be Direct Use these phrases: I ask that you… I request… Will you please…? Please do [specified action]… Avoid these phrases: I want… (This is a statement, not a request.) I need… (This is also not a request.) Why don’t you… (This is a question, not a request.) [specified action] needs to be done. Also avoid very indirect requests that identify a problem but don’t specify an approach to address the problem. When a request involves more than one person, identify the roles and expectations for each person Clarify Action Tie the action to an expected or desired outcome. Ask the question “Will the item or action produce the intended effect?” As the person fulfilling the request, ask for clarification Consider other potential consequences Conditions of Satisfaction Specify delivery parameters: What format(s) are acceptable? Preferred? To whom should it be delivered? What method(s) of deliver are acceptable? Preferred? Specify quality parameters: Is there a minimum quality standard? How will quality be judged? Is there a benchmark, example, or template that can be used as a reference? Clarify Time Frame ASAP is not a time frame. Specify a time, such as 9 a.m., close of business (COB), or end of day (EOD). If the need is driven not by a date but by another contingent event, specify and make a plan for how the status of the contingency will be communicated. Define flexibility and constrain it. Good: “Preferred Monday at noon, but Tuesday COB is soon enough.” Poor: “Sometime this week if you can.”
5 Draft a Full-Text Version Once you’ve planned your content and considered your opening and closing, a recommended preparation step is to write out a full-text version of your speech or presentation. While the temptation may be to memorize this full-version text, the purpose of this step is to flesh out the words and phrases and plan transitions between your talking points. It also serves to commit your content to long-term memory, helping to prepare you to do the actual delivery without notes or prompts. Write out your full speech or presentation below, including the opening, the message content, the transitions, and the closing. Use as many pages as you need. Full-text Draft: 6 Create Notes and Rehearse To practice your presentation or speech, use the space below to draft a simple outline you can use while rehearsing. To prepare this, refer to your full-text draft as well as the earlier notes you sketched regarding the main points and the opening and closing. These rehearsal notes should contain just enough to keep you on track as you go through several practice sessions, preferably spaced across several days. Keep practicing until you no longer need the notes. Use a smartphone or video camera to record your rehearsals. If you haven’t already done so, you may wish to critique your own rehearsals by using the Presentation Review Template provided earlier in this course. Rehearsal Notes:
Primary actors Who was involved in the negotiation? 1. 2. 3. Issues on the table What were the issues to be negotiated? 1. 2. 3. Other notes What other considerations were important to you in this negotiation? Summary Describe your experience. Results Were you successful or not? Explain. Next time What would you like to do differently next time? Explain. Negotiation 7