zilongwang/ReadingBank huggingface dataset:
NTIA Multistakeholder Process Privacy, Transparency, and Accountability Regarding Commercial and Private Unmanned Aircraft Systems (UAS) Preliminary Background Resources August 14, 2015 Resources Identified in April 2015 Stakeholder Comments and During Multistakeholder Process Academy of Model Aeronautics, “,” Section 6: Privacy Protection Safeguards, (2012). Academy of Model Aeronautics, “sUAS Flight Safety Guide,” (2014). American Society of News Editors, “,” (1975). Associated Press Media Editors, “,” (1994). Association for Unmanned Vehicle Systems International, “,” (Aug. 7, 2015) Association for Unmanned Vehicle Systems International, “,” (2012). Center for Democracy and Technology, “,” (April, 2013). CTIA – The Wireless Association, “.” European Data Protection Supervisor, “,” (November, 2014). Federal Aviation Administration, “.” Information Commissioner’s Office, “,” (May, 2015). Information and Privacy Commissioner, Ontario, Canada, “,” (Aug. 2012). International Association of Chiefs of Police, “,”(Aug. 2012). “MAPPS Best Practices on Privacy of Geospatial Data,” pgs. 10-11, (2015). Police Department, “,” (2011). National Press Photographers Association, “.” National Association of Realtors, “,” (2011). National Association of Realtors, “,” Articles 1 & 12, (2015). National Association of Realtors, “,” pgs. 5-6, (2015). National Conference of State Legislatures “,” (Aug. 11, 2015)
APPENDIX D.1 ACCESS TO DOCUMENTATION FOR COMPREHENSIVE MID-TENURE REVIEW (E5.0. I) Documentation Candidate Tenured Faculty Department Head Tenure Committee (or equivalent) Dean Provost Candidate's Portfolio - Yes Yes Yes Yes Yes Department Faculty Letters Summary provided by Tenure Committee (or equivalent) No Yes (at conclusion of review process) Yes Yes Yes Department Head Recommendation Yes No - Yes Yes Yes Tenure Committee (or equivalent) Recommendation Yes No Yes - Yes Yes Dean Recommendation Yes No Yes No - Yes Provost Evaluation Yes No Yes No Yes -
December 2015 Americas Bosch Security Systems, Inc. 130 Perinton Parkway Fairport, New York, 14450, USA Phone: + 1 800 289 0096 Fax: +1 585 223 9180 security.sales@us.bosch.com Europe, Middle East, Africa Bosch Security Systems B.V. P.O. Box 80002 5617 BA Eindhoven, The Netherlands Phone: + 31 40 2577 284 Fax: +31 40 2577 330 www.boschsecurity.com Asia-Pacific Robert Bosch (SEA) Pte Ltd, Security Systems 11 Bishan Street 21 Singapore 573943 Phone: +65 6571 2808 Fax: +65 6571 2699 apr.securitysystems@bosch.com www.boschsecurity.asia Product Guide Specification SECTION 28 23 29 VIDEO SURVEILLANCE REMOTE DEVICES AND SENSORS Bosch DINION IP bullet 4000/5000 cameras – GENERAL SUMMARY Section Includes Video Surveillance Remote Devices. Related Sections Section [28 23 13 – Video Surveillance Control and Management Systems]. Section [28 23 16 – Video Surveillance Monitoring and Supervisory Interfaces]. Section [28 23 19 – Digital Video Recorders and Analog Recording Devices]. Section [28 23 23 – Video Surveillance Systems Infrastructure]. **********Specifier’s note: Include those standards referenced elsewhere in this SECTION.
Participants will become familiar with the tools within CKLA for home-school connection, including parent letters and take-home materials. Session Overview Section Time Overview Prepared Resources Facilitator Preparation Section 1: Supporting Parent Understanding of CKLA 30 Minutes Handouts for Parents” Basic Code Lesson Checklist (studentcodesheets.pdf) Sample L&L Parent Letter (SampleL&LLetter.pdf) Sample Skills Parent Letter (SampleSkillsLetter.pdf) For presenter reference: ParentFAQ (ParentFAQ.pdf) Session Roadmap Section 1: Supporting Parent Understanding of CKLA Time: 30 minutes [30 minutes] In this section, you will… Become familiar with the key points that they should discuss with parents at a back-to-school night to support information-sharing and messaging to parents about CKLA. Gain experience, through role play, in answering common questions that may occur from parents. Become familiar with the tools within CKLA for home-school connection, including parent letters and take-home materials. Materials used include: NTI_July2013_Session7_WorkingWithParents_PPT NTI_July2013_Session7_WorkingWithParents_Materials.zip Handouts: Basic Code Lesson Checklist (studentcodesheets.pdf) Sample L&L Parent Letter (SampleL&LLetter.pdf) Sample Skills Parent Letter (SampleSkillsLetter.pdf) ParentFAQ (ParentFAQ.pdf)
Overview, Assessments, and Topic Openers Overviews Assessments Topic Openers want to direct participants to Review PowerPoint Lesson Study 1:44-3:05 Detailed study with discussion and practice of module components Review key points Session PowerPoint Module 1 Lesson 1 Review Module 1 Lesson 1 and note page numbers you want to direct participants to Review PowerPoint Coherence Across the Module 3:05-4:14 Progression study and discussion Progression document Numbers and Operation Base 10 Module 1 Lessons: 5, 16, 35 Review NBT Progression document Review Lessons 5,16,and 35 Session Roadmap Section: Introduction Time: 1:00-1:04 [4 minutes] In this section, you will… Frame session, referencing the agenda to outline what will be covered in the session. Introduce objectives and sequence the session to focus participant learning. Materials used include: Session PowerPoint Module Curriculum Map
Section:Introduction Time: 1:00-1:04 [4 minutes] In this section, you will… Frame session, referencing the agenda to outline what will be covered in the session. Introduce objectives and sequence the session to focus participant learning. Materials used include: Session PowerPoint Module Curriculum Map
Section: Lesson Study Time: 1:44-3:05 [81 minutes] In this section, you will… Engage in deep study of single lesson that contains all of the foundational concepts to improve ability to implement classroom instruction. Study and practice fluency exercises, application problems, problem sets, debriefs and exit tickets to become familiar with each component. Reflect on takeaways, key points and next steps to solidfy understanding and develop a plan for implementation. Materials used include: Session Power Lesson 3 Video on Happy Counting
Section Time Overview Prepared Resources Facilitator Preparation Session Introduction 1:00-1:04 session, referencing workshop agenda. Introduce objectives and sequence for this session. Session PowerPoint Review session notes and PowerPoint presentation Review of Module Structure 1:04-1:08 Review module structure and consistency across the grades Grade 3 Module 1 Session PowerPoint Review appropriate module Review session notes and PowerPoint presentation Examination of Module Overview, Assessments, and Topic Openers 1:08-1:44 Study and discuss Overviews Assessments Topic Openers Grade 3 Module 1 Lesson 1 Session PowerPoint Review appropriate module Review session notes and PowerPoint presentation Lesson 1:44-3:05 Detailed study with discussion and practice of module components Review key points Grade 3 Module 1 Lesson 1 Session PowerPoint Review appropriate module Review session notes and PowerPoint presentation Coherence Across the Module 3:05-4:14 Progression study and discussion Progression document Numbers and Operation Base 10 Lessons 9, 10, 16, 18 and 19 Review NBT Progression document Review Fluency exercise in Lessons 9, 10, 16, 18 and 19 Session Roadmap Section: Introduction Time: 1:00-1:04
Section: Examination of Module Overview, Assessments, and Openers Time: 1:08-1:44 [36 minutes] In this section, you will… Independently read text from overviews, openers to become familiar with the specific content of the modules. Complete assessments to understand the focus of the content. Group discussions about overviews, topic openers and assessments for common understanding with colleagues. Materials used include: Session PowerPoint Grade 3 Module 1 Overviews, Assessments and Topic Openers
Section Time Overview Prepared Resources Facilitator Preparation Session Introduction 1:00-1:04 Frame session, referencing workshop agenda. Introduce objectives and sequence for this session. Session PowerPoint Review session notes and PowerPoint presentation Review of Module Structure 1:04-1:08 Review module structure and consistency across the grades Grade 4 Module 1 Session PowerPoint Review appropriate module Review session notes and PowerPoint presentation Examination of Module Overview, Assessments, and Topic Openers 1:08-1:44 Study and discuss Overviews Assessments Topic Openers Grade 4 Module 1 Session PowerPoint Review appropriate module Review session notes and PowerPoint presentation Lesson Study 1:44-3:05 Detailed study with discussion and practice of module compoents Review key points Grade 4 Module 1 Session PowerPoint Review appropriate module Review session notes and PowerPoint presentation Coherence Across the Module 3:05-4:14 Progresssion study and discussion Progression document Numbers and Operation Base 10 Review NBT Progression document Session Roadmap Section: Introduction Time: 1:00-1:04 [4 minutes] In this section, you will… Materials used include:
Section Time Overview Prepared Resources Facilitator Preparation Session Introduction 1:00-1:04 Frame session, referencing workshop agenda. Introduce objectives and sequence for this session. Session PowerPoint Review session notes and PowerPoint presentation Review of Module Structure 1:04-1:08 Review module structure and consistency across the grades Session PowerPoint Grade 5 Module 1 Review Power Point session and notes Review appropriate module Examination of Module Overview, Assessments, and Topic Openers 1:08-1:44 Study and discuss Overviews Assessments Topic Openers Session PowerPoint Grade 5 Module 1 Lesson 7 components Review session notes and PowerPoint presentation Review Lesson 7 and be to direct participant to proper pages Lesson Study 1:44-3:05 Detailed study with discussion and practice of module components Review key points Session PowerPoint Grade 5 Module 1 Lesson 7 components Review session notes and PowerPoint presentation Review Lesson 7 and be ready to direct participant to proper pages Coherence Across the Module 3:05-4:14 Progression study and discussion Progression document Numbers and Operation Base 10 Review NBT Progression document Session Roadmap Section: Introduction Time: 1:00-1:04
Session Outcomes What do we want participants to be able to do as a result of this session? How will we know that they are able to do this? Model, teach and practice the Student Debrief, Problem Set and Exit Ticket components of Module 1 that will support implementation of A Story of Units. Understand and demonstrate the components and how they are to be used for differentiating instruction to meet the diverse needs of learners in any given district, school, or classroom to accommodate all children. Participants will identify key of the Student Debrief, Exit Ticket, and Problem Set components. Participants will be able to articulate how to implement the components in Module 1 for a particular level (GK-5). Participants will articulate the function of curricular components Student Debrief, Exit Ticket and Problem Set and how they can be used to differentiate instruction. Session Overview 1:30-2:30 Section Time Overview Prepared Resources Facilitator Preparation Session Introduction 1:30-1:32 Frame session, referencing workshop agenda. Introduce objectives and sequence for this session. Session PowerPoint Review session notes and PowerPoint presentation Another Look at Problem Sets 1:32-1:44 Review structure of and function of Problem Sets Module 1 for each level K, 1 and 2ef Session PowerPoint Review appropriate module Implementing the Student Debrief 1:44-1:54 Discuss concerns and best practices Module 1 for each grade level 3, 4, and 5 Session PowerPoint Review appropriate module Modeling and Practice 1:54-2:10 Model and practice Student Debrief Exit Ticket Problem Set Lesson 1 from the Grade 5 Module and accompanying Problem Sets and Student Debrief Session PowerPoint Debrief Review PowerPoint Review Video Review the lesson selected for the debrief activities and practice the debrief
Differentiation in the Student Debrief 2:10-2:25 Discuss how to these to differentiate instruction Lesson 1 from the Grade 5 Module and accompanying Problem Sets and Student Debrief Session PowerPoint Review the lesson selected for the debrief activities and practice the debrief Reflection on Preparation and Implementation 2:25-2:30 Reflect on what has been learned Review Parent Engagement resources on EngagenNY.org Session Roadmap Section: Introduction Time: 1:30-1:32 [2 minutes] In this section, you will… Review the agenda in order to frame the session for participants. Introduce objectives and sequence the session to identify the of the session/ Materials used include: Session PowerPoint (Facilitator option if appropriate video available) A Story of Units: A Curriculum Overview for Grades P-5 How to Implement A Story of Units
Section: Implementing the Student Debrief Time: 1:44-1:54 10 minutes] In this section, you will… Discuss best practices and concerns for implementing the Debriefs in to enable effective implementation. Discuss ways to implement the Debriefs in order to build the participants skill set. Materials used include: Session PowerPoint Module 1 Lesson 1
Demons —settings/reason: bad PR; Mk. 1:33; 3:11 Disciples —settings/reason: understand; Mk 9:9f Mark’s Characteristics Brevity – actions not words—too busy to eat (3:20; 6:31) Miracles: faith miracles Faith character contrasts [suppliants] suppliants + faith 2:5; 5:34, 36 opponents 2:7 disciples-little faith 4:40 contra John: faith comes after miracles--Jn 2:11 Vividness graphic details 1:13, 26, 27, 31 Euthus=immediately – 42x 1:12, 5:42... Present tense used Realism – disciples not understanding Only here the Jesus = “carpenter” 6:3 Suffering emphasized: 8:31; 9:31; 10:33ff Minor characters//disciples 3 boat scenes [boat [rebuke] + miracle]
COURSE TEXTBOOK LIST INFORMATION FACULTY INSTRUCTIONS STUDENT INSTRUCTIONS (Both Campuses) For each semester taught, faculty should complete and submit a new form for every course and return to Melissa Whalen in the Academic Life office. Forms are due by the first day of registration for a given term. Desk copies for Teaching Assistants must be requested on this form. It is up to the publishers’ discretion whether or not to provide desk copies for teaching assistants. Students may acquire textbooks by ordering online or directly from the publisher, which in some cases, the prices are more economical. Regardless of shopping/ordering method, students may check Cokesbury online for discount on text, or follow recommendations by your professor. COURSE INSTRUCTOR(S) Israel Kamudzandu COURSE NUMBER & SECTION NTS 438 COURSE NAME NTS 438 AK The Book of Revelation COURSE SEMESTER &YEAR Fall 2018 DATE OF SUBMISSION March 26, 2018 REQUIRED TEXTBOOKS LIST BOOK TITLE and EDITION (include subtitle if applicable) AUTHOR(S) No. of PAGES to be read PUBLISHER and DATE 13-Digit ISBN (without dashes) LIST PRICE (estimate) DESK COPY 1 Revelation: Pagina Series Wilfred J. Harrington and Daniel J. Harrington 300 Collegeville, Minnesota: The Liturgical Press, 1993 9780814658185 $34.95 NO 2 Reading Revelation Responsibly: Uncivil Worship and Witness – Following the Lamb into the New Creation Michael Gorman 250 Cascade, 2011 9781606085608 $25.00 NO 3 Elements of Biblical Exegesis: Revised and Expanded Edition: A basic Guide for Students and Ministers Michael Gorman 300 Grand Rapids: baker Academic, 2009 9781598563115 No 4 How to Read the Bible for All Its Worth: A Practical Approach to Bible Study in an Easy to Understand Style. Gordon D. Fee and Douglas Stuart 273 Grand Rapids: Zondervan 9780310517825 $15.00 YES 5 Theology of the Book of Revelation Richard Bauckham 255 Cambridge: Cambridge University Press, 1993 9780521356916 $29.99 NO 6 7 TOTAL Number of Pages to Be Read RECOMMENDED TEXTBOOKS LIST BOOK TITLE and EDITION (include subtitle if applicable) AUTHOR(S) No. of PAGES to be read PUBLISHER and DATE 13-Digit ISBN (without dashes) LIST PRICE (estimate) DESK COPY 1 2
Outline your organisation’s operational model for the NTS. Outline how this model takes into account the current state and allows for continuous improvement to the future state of the NTS. Total 5 % Weighting Your answer should: Describe the process you would use to develop a roadmap for the future of the NTS together with relevant stakeholders and your governance group. Your response goes here: Cultural Alignment Provide examples of how your organisation has demonstrated its ability to work strategically, collaboratively, across sectors and settings to achieve positive outcomes. Total 5 % Weighting Your answer should: Explain who the key stakeholders are, your existing relationships with them (or process for building new relationships), and the approach you would use to achieve their meaningful engagement and participation in the NTS. Explain how you would support whole-of-sector engagement, leadership and participation in determining solutions. Your response goes here: Demonstrate cultural capability to effectively collaborate with Māori, Asian and Pasifika and other population groups in New Zealand. Total 5 % Weighting Your response goes here: Transition, Implementation and Risk Management Outline your proposed implementation approach and timeline for when the NTS will be operational. Your answer should include the following aspects: Draft Project Initiation Document (PID) High schedule of activities including dates for the implementation of the NTS Recruitment, training and workforce management Communication with relevant stakeholders, including identification of these stakeholders Contracts with other organisations if relevant to your proposed approach Facilities and IT considerations CVs of key staff (clinical and non-clinical) that will support the transition for the first 12 months of the agreement.
Host its own clinical data repository for sharing call summaries and other information about Consumers with other providers Have a defined call summary and electronic referral format, developed as HISO standards, that can be used to information with other providers Work with District Health Boards to develop interfaces to regional clinical data repositories and provider portal systems Interoperability with the following systems is expected from Go Live: Regional clinical data repositories for sharing health summaries, event summaries (including referrals, clinical assessments, discharge summaries, maternity care summaries and ambulance care summaries) and other available clinical documents between providers and via patient portals Patient portals that are Consumers’ interface to personal health information held by providers and updated by Consumers themselves, via the patient portal and mobile apps Provider portals that enable personal health information held by the consumer’s general practitioner to be shared with other providers National Health (NHI) system as the master data source for patient identity and demographic information The NHI system will be available through an application process to connect to search / get web services Health Provider Index (HPI) system as the master data source for provider identity and demographic information, including a directory of electronic addresses As the HPI is enhanced, systems will need to identify health practitioners, health workers, facilities and provider organisations centrally assigned HPI numbers Enables interoperability with other services’ contact centres that health workers may need to access. National Medical Warnings System (NMWS) for access to medical warnings and alerts Messaging systems that enable event summaries and notifications to be sent to the general practitioner, and the service referred to This specific clinician notification be a subset of all event summaries available in the clinical data repository for the Consumer Shared care planning systems that enable a patient with complex conditions to be supported by a multidisciplinary care team Electronic and referral systems at regional and national level District Health Board regions have implemented eReferral brokering systems between primary care and secondary services. These systems are different between regions, without a common standard. As a national service, the National Telehealth Service will need to interface to each of these different systems. It is intended that a common standard for eReferral will be with vendors and service providers, including the National Telehealth Service co-
Kappa Level of agreement Communication .355 Fair Decision-making .895 Almost perfect Student Initiative .479 Moderate Situational Awareness -.095 Less than chance Teamwork .374 Fair Task Management .642 Substantial Responsiveness to patient 1.00 Perfect Table 4: Mean scores pre and post intervention for the behavioural categories coded Pre-intervention Comparison N Mean SD Mean SD t value df Sig Communication 69 2.89 .36 2.98 .27 -1.838 68 .035* Decision-making 70 2.8 .47 3.06 .34 -4.060 69 .000* Student Initiative1 52 2.44 .67 2.38 .69 .477 51 .318 Situational Awareness 70 2.87 .48 3.03 .34 -2.488 69 .007* Teamwork 68 2.91 .33 2.97 .17 -1.425 67 .079 Task Management 68 2.91 .45 3.01 .21 -1.722 67 .045*
Microsoft Office SharePoint Server 2007 Customer Solution Case Study Japanese Cellphone Provider Streamlines Processes and Improves Collaboration With SharePoint Server Overview Country or Region: Japan Industry: Communications Customer Profile The NTT DoCoMo, Inc. Shikoku Branch is an NTT DoCoMo branch office that provides a cell-phone carrier service for the Shikoku region. Starting out as a provider of pager services in the Takamatsu area in 1972, its services has gradually expanded. Business Situation The office introduced Lotus Notes/Domino in the latter half of 1990, using it as an IT infrastructure for information sharing and workflows. However, it was not without its problems such as high maintenance costs and difficulty in securing and training technical staff. Solution NTT DoCoMo deployed Microsoft Office SharePoint Server 2007, Microsoft Active Directory, Microsoft SQL Server 2005, and Microsoft Office InfoPath 2007. Benefits Notes Maintenance Costs Eliminated Easier To Secure Staff For System Management And Development Low-Cost Development Of New Apps “Simply installing a Notes/Domino bulletin board required skills unique to Notes/Domino system designers, so figuring out how to continue with such a system was an ongoing problem.” Shinsaku Iwaida, Section Chief for IT Infrastructure Systems, Information Systems Department, NTT DoCoMo, Inc. Shikoku Branch The NTT DoCoMo, Inc. Shikoku Branch office oversees services for the Shikoku region. This office recently migrated to SharePoint Server 2007 after using Notes/Domino for a long number of years. The major incentive was the reduction of system maintenance costs. Another benefit was the use of versatile and easy-to-use Microsoft products which would make it easier to secure staff needed to operate and develop the system. The company was already using more than 150 Notes/Domino databases but a pre-migration inventory helped to consolidate the number of databases for migration to 14. Finally, the migration to SharePoint Server 2007 was achieved by installing 50 templates. This simplified the composition of applications and improved the overall transparency of office systems.
Materials Engineering Programme ACADEMIC UNIT REQUIRED FOR GRADUATION CNYang (Materials Engineering) Programme Industrial Orientation (IO) Option CNYang Programme (Materials Engineering) Year of Study Core Core Elective GER Unrestricted Electives Core Electives AHSS STS BM LS Admission to Year 1 1 34 6 40 2 30 2 3 35 3 26 5 3 3 37 4 11 12 5 28 Total 140 Description of Abbreviation AHSS – Arts, Humanities & Social Sciences BM – Business & Management LS – Liberal Studies STS – Science, Technology & Society As of 12 Sep 2013
BRC Curriculum Structure (IO Option) - Year 3 CNYang (Materials Engineering) Course Code and Title Type ( i.e. Core/ Core Elective/ GER Core/ GER Elective/ Unrestricted Elective) No of Hours Per Week AU Pre-requisite / Remarks Lec Tut Lab Total YEAR 3 SEMESTER 1 MS3011 Metallic & Ceramic Materials Core 2 1 0 3 3 MS2016^ MS3012 Micro/Nanoelectronic Materials Processing Core 2 1 0 3 3 MS3013 Environmental Effects on Materials Core 2 1 0 3 3 MS2013^, MS3011^ MS3014 Analysis of Materials Core 2 1 0 3 3 MS3015 Materials Aspects in Design Core 2 0 3 5 3 MS1015, MS2013^, MS3011^ MS3081 Laboratory III Core 0 0 3 3 1 HW0210 Technical Communication GER Core 1 1 0 2 2 TOTAL 11 5 6 22 18 YEAR 3 SEMESTER 2 MS0001 Environmental Sustainability & Materials GER Core 2 1 0 3 3 MS1013, MS1015 MS4013 Biomaterials Core 2 1 0 3 3 MS2013, MS3011^ MS4014 Nanomaterials: Fundamentals and Applications Core 2 1 0 3 3 GER 2 (BM) GER Elective 2 1 0 3 3 GER 3 (LS) GER Elective 2 0 0 3 3 TOTAL 10 4 0 15 15
* A subject on a useful will be offered on an ad hoc basis when the School has visiting staff with unique expertise in a special area. As of 12 Sep 2013 Materials Engineering Programme ACADEMIC UNIT REQUIRED FOR GRADUATION CNYang (Materials Engineering) Programme Industrial Attachment (IA) Option CNYang Programme (Materials Engineering) Year of Study Core Core Elective GER Unrestricted Electives Core Electives AHSS STS BM LS Admission to Year 1 1 37 6 2 45 2 27 5 3 35 3 20 3 4(IA) 27 4 17 12 5 3 37 Total 144 Description of Abbreviation AHSS – Arts, Humanities & Social Sciences BM – Business & Management LS – Liberal Studies STS – Science, Technology & Society As of 12 Sep 2013
Signature : Designation : Relationship to Candidate : Form Teacher Subject Teacher HOD SECTION F – SCHOOL ACKNOWLEDGEMENT (to be completed by H3 Teacher Coordinator) This candidate will also be applying for AA for his/her other A-Level written papers. The School supports the candidate’s application for AA. Name : Date : Signature : School Chop :
REPUBLIC OF NAMIBIA HIGH COURT OF NAMIBIA MAIN DIVISION, WINDHOEK JUDGMENT Case no: A 263/2014 In the matter between: JOHANNES T NTUKO APPLICANT and SAMUEL MBANGO 1ST RESPONDENT OMUTHIYA TOWN COUNCIL 2ND RESPONDENT Neutral citation: Ntuko v Omuthiya Town Council (A 263/2014) [2014] NAHCMD 322 (2 October 2014) Coram: SMUTS, J Heard: 2 October 2014 Delivered: 2 October 2014 Flynote: Spoliation application. Requisites restated. Applicant failing to establish possession. Application dismissed. ORDER
[14] The respondent’s answering affidavit provides a description of the premises as a and denies that the applicant permanently resided in it. [15] The first respondent goes on to state: ‘The shack was in the process of being built and was at all times unoccupied. The Applicant in fact moved into one of his late mother’s houses after she had passed on and still resides there and sometimes at his alleged dwelling in respect of which he was compensated. It is also evident from the photographs that the area in which he erected the illegal shack was just recently debushed. The bushes are still laying around and have not yet been removed.’ [16] The photographs support the description which the respondents give of the premises. It clearly looks like there has been recent excavation. The item referred to as a shack I would describe as a shed. Its natural floor inside is of the ground, where there is some grass. Mr Namandje, who appeared for the respondents, referred me to that grass. The grass itself on the colour photographs is green in colour. That would not be consistent with a structure having been there for some time, and on the applicant’s version since the previous year. The photographs also depict plastic on the ground on which cement is placed. There are also pieces of cut corrugated iron which Mr Namandje submitted with some force supported the contention of the erection of a recent structure. But what is compelling to me from the photographs is that there is simply no evidence whatsoever of any human habitation. [17] In the replying affidavit, it is not disputed that the photographs depict the structure, but it is stated that they have been selected to support the respondent’s version. It is not however stated in what respects they are either selective and do not properly depict what was there, except with reference to bedding and other items which the respondents deny removing.
Version number Document section/ page number Description of change and reason (e.g. initial review by author/ requested at approval Author/ Reviewer Date revised All 0002 All Revised Policy 0003 All Revised Policy 0004 All Revised Policy to incorporate Deciding Right Clinical Practice Manager V01 Sections: 1, 2.1, 4.7, 5.1 Revised Policy content and transferred to the new template. Uploaded to Q Pulse 5 as version 01 (V01). Clinical Practice Manager V02 All Revised Policy, policy name change was originally End of Life Transportation Policy. Head of Clinical Care & Patient Safety 31 October 2015 V3 12 Update of the associated documents Head of Clinical Care & Patient Safety 21 April 2017 This page should not be longer than one single page.
Training Required for Compliance with this Policy The crews that have been contracted in to deliver this initiative have received additional palliative care training from one of the hospices within the region. This training was extended to include call handling and dispatch from NEAS. Any additional training compliments the training already delivered within the curriculum to ensure staff have a good understanding of the philosophy of palliative care. Equality and Diversity The Trust is committed to ensuring that, as far as is reasonably practicable, the way we provide services to the public and the way we treat our staff reflects their individual needs and does not discriminate against individuals or groups on the grounds of any protected characteristic (Equality Act 2010). An equality analysis has been undertaken for this policy, in accordance with the Equality Act (2010). An equality analysis has been undertaken for this policy, in accordance with the internal Equality Policy and the Equality Act (2010). Details of this assessment are stored within the central register for Equality Analysis Assessments maintained within the Equality and Diversity team within the Communications and Engagement department. Compliance and Effectiveness Monitoring Arrangements for the monitoring of compliance with this policy and of the effectiveness of the policy are detailed
Day Date Resuscitation Grab bag checked/secure/ location identified (Sealed if required) (Yes/No) Ambu bag (Yes/No) Face size Small, Medium and Large High concentration Non-breathe Oxygen Mask (Yes/No) Expiry date Guedel Airway Size: 2,3 and 4 (Yes/No) Expiry date Emergency Cd Oxygen cylinders X3 (1 in Grab bag plus 2 spare) (Yes/No) Expiry date Tough cut Plastic handled Scissors (Yes/No) X2 Adrenaline Emerade Auto-Injectors intact Expiry date Naloxone Hydrochloride 2mg/2ml Pre-filled syringe X 5 Safety Hypodermics Seals intact Expiry date Actions Identified on action sheet Signature and designation 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
If yes, what action has been taken? Referred By Date of phone contact with Children’s Services Printed Name Name of MASCT Officer spoken to at point of contact Role/Agency Date written information sent to Children’s Services Full Address Telephone number Children’s Services Use Referral acknowledged by Date Referrer notified of outcome by Date
Please provide details of any other agencies involved that will be able to help with the safeguarding adults enquiry: Are you that there have there been any previous referrals made in relation to this adult at risk or alleged perpetrator? If yes, please provide details (e.g. dates, type of abuse, action taken): Yes No Are there any risks to others (other adults, children)? Yes No Unknown Please provide details (also include who this information has been shared with – e.g. Police, Children’s Social Care, MAPPA). If there are risks to children you must notify Children’s Social Care. Involvement of the adult(s) at risk The following section is crucial to determining the next steps in the safeguarding adults enquiry and every attempt should be made to complete it as fully as possible. Has the adult(s) at risk given consent for this referral? Yes No If no, please confirm why you have not sought consent or are overriding consent (please tick): Public interest (risks to others) Risk of serious harm Suspected serious crime Adult at risk lacks mental capacity to provide consent (best interest decision made) Other, please provide details below: Ability to consent is affected by threatening or coercive behaviour Seeking consent increase risks to the adult or others Do you think the adult at risk has mental capacity in relation to making decisions about their safety? Yes No If no, has a mental capacity assessment been undertaken? Yes No Do you think that the adult at risk will need support to participate in the safeguarding adults process? If yes, please provide details of what support may be required: Yes No If support is needed, is a suitable person who could represent them? (e.g. family member, friend, advocate) Yes No Unknown Please provide the name and contact details of this suitable person: Has the adult at risk’s family been informed of the concerns (where the adult has consented to this)? Yes No What does the adult at risk (or their representative) say that they want to happen as a result of the safeguarding adults enquiry (their desired outcomes)? Signed: Date: Printed: Time:
Name: AIS number: Date of completion: Name of worker: Safeguarding Threshold Checklist v6 Vulnerability of the adult at risk Less vulnerable More vulnerable The abusive act Less Serious More Serious Tick Tick Tick Seriousness of Abuse (refer to threshold tool - type of abuse) Low Significant Critical Patterns of abuse Isolated incident Recent abuse in an ongoing relationship Repeated abuse Impact of abuse on victims No impact Some impact but not long-lasting Serious long- lasting impact Impact on others No one else affected Others indirectly affected Others directly affected Intent of alleged perpetrator Unintended/ ill- informed Opportunistic Deliberate/ Targeted Illegality of actions Bad practice - not illegal Criminal act Serious criminal act Risk of repeated abuse on victim Unlikely to recur Possible to recur Likely to recur Risk of repeated abuse on others Others not at risk Possibly at risk Others at serious risk
Clinical Audit Registration & Planning Form Date: Audit Reference (for Office use only) CA - - All 4 sections of this form MUST be completed. Assistance with specific areas of your audit can be requested at Section 3, from the Clinical Audit Team, resource permitting. SECTION 1: Clinical Audit Details Trust Programme: National, Board Assurance, NICE Implementation, Trust Priority Audit Lead: Responsibilities include - planning, timeliness, accuracy and reporting the results Audit Lead's Email: Audit Sponsor: Responsibilities include - ensuring the completion of action plans and the escalation of medium and high risks found Audit Sponsor's Email: Body with review and monitoring responsibilities: Where the results will be presented e.g. Q & P Clinical Audit Title: Provide a specific and concise for your audit e.g. include key words such as NICE, Physical Health, Medication Clinical Background: Provide a summary of why the audit is to be undertaken Objectives for this Clinical Audit: What do you wish to achieve e.g.to ensure that, to determine if 1 2 3 4 5 Link to Priority Area or Standards (What are you assessing your outcomes against) Trust Priority SUI Reporting Trust Policy CQC National Initiative Royal College / Professional Body CQUIN Local Policy (e.g. SOPs) NICE Guidance Local Service Priority Please specify standards concerned: e.g. NICE CG161 Falls or CQUIN Target Other - please specify: Would this clinical audit provide assurance to the Board: Consider if the audit could support the Board Assurance Framework YES NO
3 – Possible Once or twice a year 30-59% Result 3 Very Low 6 Low 9 Low 12 Moderate 15 Moderate 4 – Likely Hazard will occur but is not persistent. 60-89% Result 4 Very Low 8 Low 12 Moderate 16 Moderate 20 High 5 –Almost Certain Constant threat is custom and practice 90-100% 5 Very Low 10 Low 15 Moderate 20 High 25 High
Signed: .................................Dated: .........................
Implement My Shared Pathway with allocated service users as designated by Manager. Actively feedback on new initiatives roll out at team meetings and in supervision. Undertake keyworker duties as per designated list. Participate in risk assessment and care planning development for allocated service users. Individual objectives/actions/improvements required identified from this review? Training and development needs Identified development area/training need How will this be achieved? Who will do what? Timescales for completion Summary of meeting Managers summary
National Evaluation Series™ Test Framework Worksheet Test Code 101 Early Childhood Education Notes: Multiple-Choice Questions (approx.) Test Proportion (approx.) CONTENT DOMAIN I—CHILD DEVELOPMENT AND LEARNING 31 21% Competency 0001 Understand early childhood development from birth through age 8 and factors that influence young children's development and learning. 0002 Understand the goals, benefits, types, and uses of assessment. 0003 Understand how to create positive indoor and outdoor learning environments for children from through age 8. CONTENT DOMAIN II—LANGUAGE AND LITERACY DEVELOPMENT 44 29% Competency 0004 Understand oral language development and how to promote listening and speaking skills in children from birth through age 8. 0005 Understand the foundations of literacy development in children from birth through age 8. 0006 Understand instruction in reading and reading comprehension for children from birth through age 8. 0007 Understand writing processes and strategies for developing children's writing competence. CONTENT DOMAIN III—LEARNING ACROSS THE CURRICULUM 54 36% Competency 0008 Understand music, drama, creative movement, dance, and visual arts and how to facilitate arts learning for children from birth through age 8. 0009 Understand health, safety, and physical activity and how to facilitate learning health and safety and participation in physical activities for children from birth through age 8. 0010 Understand mathematical concepts, processes, and skills and how to facilitate mathematical learning for children from birth through age 8. 0011 Understand social studies concepts and skills and how to facilitate social studies learning for children from through age 8. 0012 Understand science concepts and skills and how to facilitate science learning for children from birth through age 8. National Evaluation Series™ Test Code 101
and Huston, 2015). To deter the issue of compliance the manager must express a sense of need and promote a positive motivating climate during these times of change. Herzberg’s theory suggests that people can be motivated by the work itself because motivators are present in the work which gives them the desire to work (Marquis and Huston, 2015). One important factor of Herzberg’s motivation-hygiene theory is that the manager is responsible for building and maintaining hygiene factors. Hygiene factors are those external factors that are not necessary to motivate the employee, but are necessary to maintain because they can lead to dissatisfaction in a job (Marquis and Huston, 2015). Examples of such would be excessive supervision of the nurse driven protocol and threatened job security if company policy or adherent to protocol is not met. By placing the responsibility on the RNs and UAPs gives them a sense of achievement, advancement, and self-recognition that Herzberg believes are true motivators. It would be helpful to appoint a staff committee made of RNs and UAPs and if possible a physician to oversee the new protocols and get immediate feedback from core staff. Using this type of evaluation tool can really assess the plans successes and failures and will shorten the length of time issues of the plan will be resolved. Other tools used to assess the new protocols would be education based. Every RN and UAP should be able to demonstrate proper CHG bathing of patients and wiping of catheters. Every RN should be able to state the approved indications for the use of an indwelling catheter as well as demonstrate sterile technique when inserting a foley catheter. These evaluation should be done shortly after education has been provided and then every six months to ensure competency levels. Another evaluation tool that will be utilized are chart audits for compliancy with documentation of catheter insertion and removal, as well as the completion of the daily checklist that provides information such as
Meddings, J., Krein, S.L., Fakih, M.G., Olmsted, R.N., & Saint, S. (2013). Reducing unnecessary urinary catheter use and other strategies to prevent catheter associated urinary tract infection: Brief update review in making healthcare safer. National Center for Biotechnology Information: National Institute of Health Evidence Reports and Technology Assessments 211. Retrieved from http://www.ncbi.nlm.nih.gov/books/ NBK133354/ Reed, D. & Kemmerly, R.A. (2009). Infection control and prevention: A review of infections and economic implications. Ochsner Journal, 9(1), 27-31. R.D. (2009). The direct medical costs of healthcare associated infections in us hospitals and the benefits of prevention. Centers for Disease Control and Prevention, Health Institute’s Hospital Acquired Infections. Retrieved from http://www.cdc. gov /hai/pdfs/hai/scott_costpaper.pdf Soto, S. M. (2014). Importance of Biofilms in Urinary Tract Infections: New Therapeutic Approaches. Advances in Biology, 20(14) Article ID 543974. doi:10.1155/2014/543974
Sr. No. Name & designation Age Qualifications Consultancy experience (including the present occupation) Whether a working partner/director Particulars of partnership/ directorship with other organizations, if any. (1) (2) (3) (4) (5) (6) (7) ANNEXURE-IV Particulars of Professional Staff (Full/Part-time and Associates) Sr. No. Name & designation Qualification Age Specialization Associates Particulars of previous experience (1) (2) (3) (4) (5) (6) (7) ANNEXURE-V Particulars of Associates Sr. No. Name Qualifications and Area of Specialization Age Experience (including the present occupation) Whether consent letter enclosed Particulars of assignment his/her services were utilized (1) (2) (3) (4) (5) (6) (7)
EDUCATION Sep. 2007—June 2011 Massachusetts Institute of Technology Cambridge, MA M.S in Mechanical Engineering Average GPA 3.9 Sep. 2003—June 2007 University of Washington Seattle, WA M.S in Electrical Engineering Average GPA 3.97 HONORS & ACTIVITIES Carl Hansen Foundation Scholarship Dean’s List, eight quarters SKILLS & ABILITIES Five years experience in renewable and sustainable energy Excellent communication skill Programming experience in MATLAB REFERENCES [1] Daniel J. Weiss "Oil Dependence Is a Dangerous Habit." Center for American Progress. Web. 31 Oct. 2011. [2] IPCC (2001b). "Figure SPM-2". In McCarthy 2001. Summary for Policymakers. Retrieved 2011-05-18. [3] "France: Energy Profile." EnerPub - Energy Publisher. Web. 31 Oct. 2011. <http://www.energypublisher.com/article.asp?id=9839>. [4] HSBC (2011). Climate investment update: Japan's nuclear crisis and the case for clean energy. HSBC Global Research, March 18. [5] Deutsche Bank Group (2011). The 2011 inflection point for energymarkets: Health, safety, security and the environment. DB Climate Change Advisors, May 2. [6] Michael Cooper 22, 2011). "Nuclear Power Loses Support in New Poll". The New York Times.
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I declare myself to be pregnant as of the date of completion of this form. I understand the following: Exposure to my unborn child from occupational exposure to radiation will not be allowed to exceed 4 mSv during the remainder of the pregnancy. Meeting the lower dose limit may require a change in job, or job responsibilities during my pregnancy but I will remain employed by the University of Alberta. I encouraged to speak with the Radiation Safety Officer about my radiation exposure as soon as possible. It is my responsibility to forward this form to the Radiation Safety Officer. I should inform the Radiation Safety Officer as soon as possible if I find out that I am not pregnant, or if for any reason my pregnancy has been terminated. Please complete the following: Name (first, middle, last) S.I.N. Due date (month, day, year) Telephone number Department Position Radionuclide Permit Holder Signature of Pregnant Worker Date For completion by Radiation Safety Officer I acknowledge receipt of the declaration of pregnancy for the above individual and have discussed with her the potential risks to the unborn child that could occur from radiation exposure. Name Telephone number Signature Date The personal information requested on this form is collected under the authority of Section 33(c) of the Alberta Freedom of Information and Protection of Privacy Act for the purpose of identifying nuclear energy workers who are pregnant to explain exposure of radiation risks and determine associated changes to compensate for any risks, if required. Questions concerning the collection, use or disposal of this information should be directed to: Radiation Safety Officer Phone: (780) 492-5655.
39. What is a problem commonly associated with nuclear power facilities? (1) A small quantity of energy is produced. (2) Reaction products contribute to acid rain. (3) It is impossible to control nuclear fission. (4) It is difficult to dispose of wastes. 40. change takes place in a nuclear fusion reaction? (1) Matter is converted to energy. (2) Energy is converted to matter. (3) Ionic bonds are converted to covalent bonds. (4) Covalent bonds are converted to ionic bonds. 41. of nuclear reactions are fission, fusion, & (1) single replacement (2) neutralization (3) oxidation-reduction (4) transmutation 42. Atoms of one element are converted to atoms of another element through (1) fermentation (3) polymerization (2) oxidation (4) transmutation 43. the diagram representing a reaction: Which phrase best describes this type of reaction and the overall energy change that occurs? (1) nuclear, and energy is released (2) nuclear, and energy is absorbed (3) chemical, and energy is released (4) chemical, and energy is absorbed 44. Which radioactive isotope is used in treating cancer? (1) carbon-14 (3) lead-206 (2) cobalt-60 (4) uranium-238 45. nuclide is used to investigate human thyroid gland disorders? (1) carbon-14 (3) cobalt-60 (2) potassium-37 (4) iodine-131 46. Which nuclide is paired with a specific use of that nuclide? (1) carbon-14, treatment of cancer (2) cobalt-60, dating of rock formations (3) iodine-131, treatment of thyroid disorders (4) uranium-238, dating of once-living organisms
Radiation Exposure per Activity Activity Radiation exposure (millirems/ year) Smoking 1 1/2 packs of cigarettes per day 8,000 Flying for 720 hours (airline crew) 267 Inhaling radon from the environment 360 Giving or receiving medical X rays 100 Some activities increase a person's exposure to nuclear radiation. Some of activities are shown in the table below. What Are Some Beneficial Uses of Nuclear Radiation? Radioactive substances are used in many different ways. Some uses of nuclear radiation include medical diagnosis and treatment, smoke detectors, manufacturing, and agriculture. TREATING CANCER Doctors can treat some cancers with controlled doses of nuclear radiation. This is known as radiotherapy. For example, some brain tumors can be treated with small beams of gamma rays. Thyroid cancer can be treated with an iodine