zilongwang/ReadingBank huggingface dataset:
able to quickly fine-tune the logging infrastructure to catch e-mail address exceptions and upgrade graphics. Future include using configuration and management application program interfaces (APIs) to automate the way that the application scales up and down. A program will respond to certain criteria and automatically start or stop instances so that the Outback application maintains responsiveness while minimizing costs. Outback launched its application on November 5, 2009. The company hoped to achieve its goal of 500,000 fans within 30 days. It reached that goal without any issues in just 18 days. “We were pleased with the response to the offer and the opportunity to engage with our new Facebook fans,” says Dillon. Benefits For Outback Steakhouse, using Windows Azure meant developing an application in less than eight weeks and scaling it easily to support a huge customer response. “We are thrilled with the results of the effort, how quickly we grew our base of Facebook fans, and the technology that Thuzi provided to make the application so successful,” says Dillon. Scalable, Cost-Effective Solution Outback and Thuzi have found that the Windows Azure cloud platform is an easy way to support a variable number of users. “Using the Windows Azure platform offers the flexibility to pay only for the resources you need, rather than committing to a set capacity and investing in hardware,” says Zimmerman. “We to ensure coverage of the application’s peak usage times and scale back when extra coverage isn’t needed.” Fast, Flexible Development Outback benefited from the ease of development that comes with the Windows Azure cloud-computing platform. For instance, it could request adjustments and see those changes reflected promptly. “All response was quick and timely,” says Dillon. “We were able to edit the application on demand because of the combination of the technology’s adaptability and Thuzi’s responsiveness.” Adds Zimmerman, “Deployments are a cinch with Windows Azure. Using worker roles to design the solution architecture means that Outback can build on this application to quickly and easily launch new online offerings.” Positive, Reliable Guest Experience By choosing Windows Azure, Outback can provide a consistent experience for its Facebook fans. “Everyone likes the application’s speed,” says Zimmerman. “Plus, Outback has its own separate application and database in the cloud, so it doesn’t have to worry about another application affecting performance.”
Instructions: For Infrastructure/Property/Construction Project, please complete Template 1 For M&A & equity investment into a business, please complete Template 2 Please adhere to the word limit strictly Cost for listing is £200 per project for non-members, including translation. Member company is entitled to list 2 projects free of charge
Line Listing of Residents - Respiratory Outbreak or Increased Incidence of ILI Symptoms (For Resident/Patient Cases) Facility Laboratory Case Category Symptoms Unit/Floor Entry Date (dd-mmm- yyyy) Last Name First Name MRN Age Sex M/F Patient's Room Number (when symptoms began) Flu Vaccine past 12 months Lab sample submitted Date sample submitted yyyy) Confirmed, Probable, or Not a Case Onset Date (dd-mmm- yyyy) Fever Cough Sore Throat Painful Joints Muscle Pain Runny Nose Headache SOB Congestion Date yyyy) Hospitalized Transferred to another unit Discharged Died Hospitalized Died Comments
(0144 3) Deli shop, specify (0144 4) Directly at the farm, specify (0144 5) Supermarket, specify (0144 6) Other, specify (0144 7) Not applicable (Do not eat meat) In of the following stores do you normally buy milk and dairy products? (Check all that apply) (0145) (0145 1) Market, specify (0145 2) Deli shop, specify (0145 3) Cheese shop, specify (0145 4) Directly at the farm, specify (0145 5) Supermarket, specify (0145 6) Other, specify (0145 7) Not applicable (Do not eat In which of the following stores do you normally buy vegetables and fruit? (Check all that apply) (0146) (0146 1) Greengrocer, specify (0146 2) Market, specify (0146 3) Deli shop, specify (0146 4) Directly at the farm, specify (0146 5) Supermarket, specify (0146 6) specify In which of the following stores do you normally buy fish and shellfish? (Check all that apply) (0147) (0147 1) Fish shop, specify (0147 2) Market, specify (0147 3) Deli shop, specify (0147 4) Supermarket, specify (0147 5) Other, specify (0147 6) Not applicable (Do not eat fish or shellfish) Do you have a shopper/loyalty card for the shop(s) where you buy your groceries? (0151) (0151 1) Yes (0151 0) No If yes, 5.7.1 Specify for which shop(s) (0151c) 5.7.2 Would you agree that we contact the store(s) to get your shopping records? (0151d) Yes, loyalty card number: _________ No How do you usually pay for your food purchases? (0150) (0150 1) Cash (0150 2) card (0150 4) Cheque
Marjoram (0312) Sage (0313) Tea with fresh herbs (e.g. mint) (0314), specify___ Herbal tea (bag/leaves) (0315), specify____ Mixed herbs(0316), specify____ Other herbs(0317), specify____ Did you eat any of the following spices in the [T] before you became ill? (Yes (Y)/No (N)/unknown (?)) (0318) Y/N/? Where did you buy/eat it? (Name and location of the shop/place) How was it packaged/presented? (e.g. grinded) How was it eaten? Pepper (black, green, white) (0319) Cumin (0320) Paprika (0321) Fennel (0322) Cloves (0323) Cinnamon (0324) Nutmeg (0325) Anise (0326) Ginger (0327) Mixed spices(0328), specify___ Other spices(0329), specify___ Mushrooms (h-22) Did you eat any of the following mushrooms in the [T] before you became ill? (Yes (Y)/No (N)/unknown (?)) (0330) Y/N/? Where did you buy/eat it? (Name and location of the shop/place) What variety of mushroom was it? How was it How was it prepared/eaten? (e.g. raw, cooked)
Meat spread (0584) Pastrami (0585) Fresh ham (0509a) Dry-cured ham (e.g. Prosciutto di Parma) (0509b) Wet-cured ham (0509c) Other sliced deli meats (0591), specify___ Pre-packed sliced poultry (0592) Other cold cuts (0593), specify___ Other sliced deli meats (0591), specify___ Fish and shellfish (h-40) Fish (h-41) Did you eat any of the following smoked, salted, or canned fish products in the [T] before you became ill? (Yes (Y)/No (N)/unknown (?)) (0594) Y/N/? Where did you buy/eat it? (Name and location of the shop/place) How was it What was the How was it (e.g. raw, cooked) Smoked fish (0595) Smoked salmon (0596) Smoked herring (0597) Smoked halibut (0598) Smoked mackerel (0599) Smoked pollack (0600) Smoked cod (0601) Smoked trout (0602) Other smoked fish (0603), specify____ Marinated/pickled fish (0604)
Health - personal hygiene Is independent with regard to personal hygiene/toileting in familiar and new settings. Is usually independent with regard to personal hygiene/toileting in familiar settings but may require some assistance/ prompts in new settings. Is developing independence and competence in regard to personal hygiene/toileting however requires support and prompts. Health - gross motor skills Shows enthusiasm for participating in physical play and is able to negotiate play spaces to ensure the safety and wellbeing of themselves and others. Participates in physical play and negotiates play spaces usually with regard for the safety and wellbeing of themselves and others. Requires support to participate in physical play and reminders to negotiate play spaces with regard for the safety and wellbeing of themselves and others.
Education Ashraf’s school attendance record is only 47%. He needs to attend school on time, every day. Parents to transport Ashraf to school every day for the next 6 weeks Mr and Mrs Patel 29th Mar 2018 Ashraf’s school attendance record will be at least 90% and he will have had no unauthorised absences. (Just setting an outcome of ‘improved attendance’ isn’t specific enough – how will anyone know when this part of Ashraf’s plan is no longer needed?) Education Stephen’s speech and language development is delayed. He needs more time to play and socialise with other children. He needs his mother to learn how to play with him & give him lots of stimulation. Parents to contact nursery to book sessions Parents to take Stephen to nursery on agreed days Mr & Mrs Evans 21st Mar 2018 Stephen will be attending nursery regularly (at least twice a week) Letters and sounds work to be undertaken by Anna (key worker) for at least 15 minutes during every session Stephen attends Key worker Anna Jones 5th May 2018 His speech and language will be catching up with other children of his age in nursery, as assessed by his key worker there Worker to advice Mrs Wilson of next parenting dates Mrs Wilson to confirm she can attend and worker to book place Mrs Wilson to attend all necessary sessions on weekly basis for the duration of the course Dot Evans (worker) Mrs Wilson Mrs Wilson Dot Evans 25th Apr 2018 1st May 2018 30th June 2018 Mrs Wilson will have completed a parenting programme and re-assessment will show that she can meet Stephen’s needs for stimulation.
IMPROVED BIOMARKERS AND CLINCAL OUTCOME MEASURES 2014 PRE-PROPOSAL INSTRUCTIONS, REQUIREMENTS, & TEMPLATE These requirements are available for your reference before you start the online submission process. Pre-proposals are mandatory. Please note that pre-proposals will only be accepted online. All pre-proposals are treated with confidentiality by MJFF and its reviewers. All received in response to MJFF Requests for Applications (RFAs) will be subjected to review and only applicants whose pre-proposals are determined to best fit criteria as defined in the RFA will be invited to submit full applications. In order to expedite the pre-proposal review process, written critiques will not be provided for those not invited to the full application stage. Submitting a Pre-Proposal Prospective applicants must submit a pre-proposal by December 3, 2014, 6:00 pm US Eastern Time All Pre-Proposals must be submitted online through the following link: https://www.GrantRequest.com/SID_592?SA=SNA&FID=35290 To access the MJFF online system, please click on the above link and either create a user account or sign in to your existing account. Please retain your username and password; MJFF does not have access to this information. Online Application Form Please complete the online application form with the following information: Contact information (Institution, Mailing Address, Email, Phone) for the following: Principal Investigator (PI) CoPI and/or Collaborator(s) (if any) (Label – CoPI, Collaborator, Consultant, etc., Paid, Unpaid) Project Duration: Three- year maximum Project Budget: no limit Budgets should be reasonable for the work proposed. Indirect are allowed in addition to direct costs as follows: Academic institutions may request up to 25% of direct costs For-profit organizations may request up to 10% of direct costs Additional budget information will be requested if the application is approved for full application submission Pre-Proposal Template: Please upload as a separate PDF file a completed template The pre-proposal template should be uploaded as ONE PDF DOCUMENT including the following REQUIRED documents: Title Page and Checklist Pre-proposal Template: 2-page limit; Please utilize the template provided Literature Citations: 1-page limit proposal trial
Aptitude tests – these tests are practical tests designed to test an applicant’s skills e.g. an electrician might be asked to wire a plug Psychometric tests – these are tests designed to determine levels of intelligence and personality Group assessment tasks – these tests are designed to identify particular qualities such as leadership and organisational abilities One day assessment (often used for apprentices) – this is used to carry out testing on a large group of people at one time and identifies a range of skills, abilities and qualities STEP 2 – SELECTION PROCESS An INTERVIEW is really an opportunity for the potential employee and employer to meet face to face and discuss the role. The employer will want to ask specific questions to all of the candidates and it also allows the potential employee to ask any questions they may have about the role. Interviews can be carried out on a: One to one basis Panel interview – where 2 or more people interview the potential employee Reasons for carrying out an interview Relatively cheap to undertake and it lets you get information about the person which you cannot get from a CV or application form, such as: Conversational ability- often known as people skills Natural enthusiasm or manner of the applicant See how applicant reacts under pressure You can make queries on comments or details missing from CV or application form REFERENCES – this is a written statement from previous employers which can act as the final check that all the information given by the candidate is correct.
Description Examples of uses Advantages Disadvantages Overdraft A form of loan from the bank Allows you to take more money out of your current account than you have Has to be agreed with your bank Maximum figure is set – as the overdraft limit Helps overcome cash-flow problems Can be used to pay suppliers Easily arranged - can get an overdraft limit added to your account within minutes of it being agreed Flexible - can change amounts and deadlines Interest is charged on the amount borrowed Daily interest rate is charged for every day you borrow Interest rates can be quite high Bank loan A sum of money is borrowed Paid back over a period of time Purchasing a new of equipment Purchasing a new company van Interest rate charge is fixed Fixed amount to be paid monthly Fairly easy to obtain if you can meet criteria Interest for small to medium-sized businesses can be higher than the normal rate of interest
DATE Private and confidential NAME ADDRESS Dear NAME, Outcome of 1 Formal Attendance Review Meeting I am writing to confirm the outcome of our meeting on DATE when we discussed your sickness absence and the impact on the department. This meeting was conducted in line with the Trust’s Attendance Management Policy. This letter will be kept on your personal file as a record of the meeting. We discussed that over the last 12 months, you have been absent from work due to sickness on the following occasions: Dates from and to Number of working days lost Reason for absence Add in the detail of the discussion from the meeting. The outcome of the meeting was a First Written Warning which is live for 12 months from DATE OF RETURN TO WORK. The following was also agreed at the meeting: You are to make every effort in improving your sickness absence levels. Your sickness absence levels are within the Trust target of, no more than 9 working days (pro-rate for part time employees) lost and/or 4 or more episodes of sickness absence and/or an identified pattern of sickness within a rolling 12 month period. If you have a further absence during the rolling 12 month period (DATES TO BE ADDED – FROM THE DATE OF RETURN TO WORK FOR 12 MONTHS), your absence level will be reviewed and if this is in excess of the
Section C - Your costs Project costs - we need to know: The total cash cost of your project The amount of cash you are requesting from us The amount of cash contributions from you or other funders The amount of in-kind contributions you or contributors are providing The total project cost of your project – this includes all cash and non-cash costs A cash cost is an item you will have to pay for such as buying a piece of equipment. A non-cash in-kind cost is an item donated to the project at no actual “cash” cost to the project such as volunteer time, services or materials. You will need to provide details of your project costs with your application. A Project Finances (Excel spreadsheet) template is provided on our website. The below outlines the eligible project cash costs we may fund. Project Cost Project Cost Information Staff (salary, National Insurance, Employee Pension Contributions) Number of staff Number of staff days Daily staff rate (Include organisation name for partnership projects) Other organisational costs (covers office accommodation and equipment, support staff services, project staff training) 15% of staff costs Project travel and subsistence To cover staff and any volunteers supporting delivery of the project activities. This does not include participants. Project evaluation This should not include project costs but additional costs for measuring success and evaluating the project. Equipment to deliver outdoor learning activities; resources to improve the biodiversity and amenity value of local parks and greenspace for outdoor learning activities Please list single items with a value of more than £50 individually – exclusive of VAT. Travel for Tier 3 and 4 activity where it has been designed to build-on and complement Tier 2 activity Transport mode (bus, car) and costs Number of young people and leaders Irrecoverable VAT Where applicable. [VAT - SNH is not able to pay for VAT that you are able to reclaim from HM Revenue and Customs. If you are not able to reclaim VAT from HM Revenue and Customs, then you should include ‘Irrecoverable VAT’ in your project costings.] Is your Organisation registered for VAT? Yes No Partial If Partial, please provide details and rates
Outturn 2012 13 Budget Actuals Income 48,195 29,394 Expenditure 43,198 4,100 Totals 4,997 25,293 Fig: Outturn 5.58 The number of days the centre is used has fallen from 153 days per year in 2010-11 to 115 days per year in 2012-13. 5.59 The overall trend is a fall in pupil numbers by just over a 1000 per year. The number of days the utilized but there was a small upturn in 2012-13 Fig: Visitor Numbers 5.60 The forecast income for 2013/14 is £34,336.00 against a budget of £40,643. Botanical Gardens (Day Service) 5.61 Opened in 1832 the Botanical Gardens in Edgbaston has a long tradition of providing educational access to foster a greater interest in plants and the role they play in everyday life. They remain a self-financing organisation and were registered as an educational charity in 1962. Birmingham City Council appointed the 1st specialist teacher in 1975. 5.62 The Service delivered a small surplus in 2012-13 Outturn Budget Actuals Income 25,099.00 31,719.00 Expenditure 9,891.00 27,755.31 Surplus / Deficit 15,208.00 3,963.69 Fig: Outurn 5.63 After a dip in 2011-12 use of the centre and pupil numbers have recovered:
2.a Two possible dangers of an outdoor pursuit Learners should state two possible dangers of an outdoor pursuit The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b A safety precaution Learners should a safety precaution 3 The learner will be able to participate in an outdoor pursuit The learner must be able to: Assessment Requirements Evidence Location
OUTDOOR SURVIVAL SKILLS – WILD1130 Day One – Time Activity Location Staff 6:00 pm Arrival (before or after dinner) Gear to Rooms Basic Site orientation by PSEC staff Site Orientation - gear sign out, start up briefing, set the tone Icebreaker: i.e. Cells Orientation Hunt Palisades 8:00 pm Fire - Basic orientation (PSEC to orient group to fire pit, tools, extinguishing options) and handoff to teachers Fire Pit Teachers
Copyright © School Curriculum and Standards Authority, 2014 This document – apart from any third party copyright material contained in it – may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority’s moral rights are not infringed. Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners. Any content in this document that has been derived from the Australian Curriculum may be used the terms of the Disclaimer Any resources such as texts, websites and so on that may be referred to in this document are provided as examples of resources that teachers can use to support their learning programs. Their inclusion does not imply that they are mandatory or that they are the only resources relevant to the course.
Travel on durable surfaces ride only on the track don’t detour – dismount and walk instead brake gently before corners and avoid skidding to protect the track’s surface from erosion avoid regeneration areas and places where impacts are just beginning avoid cutting corners – don’t widen tracks avoid mud and soft entrances/exits around water to reduce erosion 1–3 Dispose of waste properly take your rubbish home, including organics – pack it in, pack it out where there are no toilets, deposit solid human waste in cat holes dug 10–15 cm deep at least 100m from water and 50m from camp and the track and disguise the hole when finished pack out all personal hygiene products 1–3 3. Minimising environmental impact 2 (3 marks per element) /9 Leave what you find keep your tyres clean from the start and help prevent the spread of diseases like dieback fungus avoid introducing or transporting non-native species check your clothes, bike and body for seeds before and after you ride leave artefacts and historical items where and as you find them leave rocks, plants and other natural objects where and as you find them your tyres when you have finished, especially if you have ridden through areas suspected of dieback fungus 1–3 Description Marks Respect wildlife stick to the track observe wildlife from a distance – do not follow or approach them travel quietly wildlife, especially during sensitive times, such as mating, nesting or when with their young feed native animals protect wildlife and your food by storing and rubbish securely 1–3 Be considerate of your hosts and others with landowners/managers for permission, permits and regulations respect signage and follow rules respect visitors and the quality of their experience yield to climbing cyclists when descending be careful and in control slow down where there are blind spots be courteous – give way to users stop, talk quietly and move off the track if there are horseback riders don’t race on recreational tracks let nature’s sounds prevail – loud voices and noises 1–3 4. Equipment /7 Select correct size bike i.e. correct frame size Use, fit and properly secure a helmet Carry suitable water container filled with water Have suitably equipped first aid kit 1 1 1 1 Bike maintenance 1–3
This section will prepare participants for the outdoor experience program. The program manager will need to work with participants to produce information to include in the program manual. The relate to what was used to facilitate the process. Include the following: 2.1 Participant information (4 marks) describe the process used to collect this information for three participants, indicate: name; age; contact details; a photo; a personality profile; and a history of their previous participation in outdoor experiences 2.2 Group goals (6 marks) describe how goals were developed outline two of the group goals decided or agreed on by the group 2.3 Outdoor experience outline (2 marks) outline the program for the outdoor experience 2.4 Route and campsite information (2 marks) provide a map and other campsite information; include route cards, if applicable 2.5 Minimum impact practices (7 marks) for each of the seven Leave No Trace principles, outline one minimum impact practice for the group to implement 2.6 Participant equipment (3 marks) outline an equipment checklist for participants, such as clothing and equipment requirements, and how these are to be organised 2.7 Menu 2.7.1 Menu planning and cooking (3 marks) considering the outdoor experience and location, outline a selection of appropriate food in the form of a menu plan select one of the meals during the expedition and describe the preparation and cooking method(s) that will be used 2.7.2 Drinking (3 marks) identify the location of drinking water sources list water carrying equipment that will be required describe the process of treating drinking water if this becomes a necessity 2.8 briefing (4 marks) describe how the briefing will be undertaken include the type of information that will be in the final briefing (e.g. travel schedule, weather information, emergency contact details). Section Logistical information (18 marks) This section includes the logistical requirements necessary to run the outdoor experience program. Include the following:
5th Fleece Jumper Standard Outsports Microfleece ½ zip $53.18 $35.75 Lightweight and thin, easy to pack. High Quality Outsports Microfleece lightweight full zip $62.04 $42.20 Snowgum Snowgum mid weight fleece $76.45 Outsports Microfleece winter weight full zip $79.77 $52.20 This fleece is thicker will provide more warmth, but will be heavier and bulky to pack. 6th Pants (light weight) High Quality Snowgum Snowgum hiking pants (zip off leg) $84.95 Great for hiking, light weight, made of quick dry material and comfortable. Outsports MONT adventure pant $88.63 $78.06 PRO DEAL: Take a further 10% off these prices when you purchase the 4 compulsory items (thermals, sleeping bag, sleeping mat and head torch) ~Note this does not apply to sale prices. ADDRESS: 880 Nepean Highway MOORABBIN, VIC, 3189 (03) 9555 7811 PRO DEAL: *Between these dates: 18 August – 23 September 2012 1 February – 28 February 2013 You will be able to purchase the products at the Special Buy Program price. ADDRESS: 886 Nepean Highway MOORABBIN, VIC, 3189 (03) 9532 5337 Prices are current as of June 2012. Please note these prices are subject to change and should only act as a guide.
20 Planning aspects of expedition planning to assist in personal preparation pre-European and post-European history of the area features and relationships between parts of the natural environment weather information personal and goals map showing schedule equipment lists menu standard operating procedures minimum impact practices relevant environmental management plans of the area fitness preparation for outdoor adventure activity and expedition identification of fitness requirements fitness goals fitness program design 21 Working with others assertion, cooperation and collaboration skills Personal skills time management and goal setting skills Task 8: Orienteering skills (7.5%) 22 Leadership characteristics of designated, emergent, elected and shared leaders Personal skills time management and goal setting skills Task 9: Bibbulmun Track expedition planner (12.5%) 23 Leadership autocratic, democratic and abdicratic (laissez-faire) leadership styles purpose of an activity debriefing and what is expected of the participants 24 Relationships with nature portrayals of nature culturally and in the media personal responses to risk in outdoor experiences role of technology in managing risk understanding the relationship between humans and nature through comparison with developing interpersonal relationships initial attraction acquaintance friendship intimate friendship ways in which humans value nature Task 10: Bushwalking skills (7.5%) 25 The environment abiotic and biotic features of a local, natural environment relationships between features within a natural environment synoptic charts and what they show 26−27 Working with others group goals for an outdoor experience Personal skills use of a logbook/journal during an outdoor adventure experience participation in a debriefing session 28 Relationships with nature application of the ‘Leave No Trace’ principles Environmental management introduction to conservation and biodiversity impact of humans on natural environments awareness of strategies used to manage specific environments
29 Expedition Bibbulmun Track (overnight expedition, self-sufficient) Task 11: Practical performance while on expedition (10%) 30 Working with others introduction to group dynamics ground rules for effective group operation Task 12: Bushwalking logbook/journal (12.5%)
Program: Medical Special Needs Program Quarter: FY 2017 Objective Goal Actual Achieved Yes NO Comments: Recommendations 1. Maximize number of activity hours. 3360 hours 2. Increase number of community activities 4 activities 3. Maximize individual participation in job club. 3 meetings 4. Maximize individual participation in self-advocacy meetings. 3 meetings 5. Maximize individual satisfaction. 90% See annual survey results 6. Maximize caregiver satisfaction. 90% See annual survey results
ONCE COMPLETED YOU NEED TO COMPLETE THE RUBRIC ATTACHED (BE HONEST WITH HOW YOU THINK YOU WENT COMPLETING THE TASKS) – HIGHLIGHT OR WRITE YOUR INTIALS IN EACH BOX. Content Excellent (A: 10 marks) All the headings are thoroughly covered including all the dot points. Conclusion summarises the assignment concisely and shows a comprehensive analysis of the activity. A substantial number of reliable sources were consulted. Very Good (B: 8-9 marks) Responds to all the dot points under all the headings as outlined in the assignment handout to a high level. Conclusion includes some analysis of the activity. A number of substantial and reliable sources were consulted. Good (C: 6-7 marks) Covers all of the headings and all of the dot points outlined in the assignment handout. Conclusion and bibliography included. Improvement (D: 4-5 marks) Covers all of the headings and most of the dot points outlined in the assignment handout. Generally lacks required detail. Conclusion and bibliography included. Barely Adequate (E: less than 4 marks) Covers some of the headings and some of the dot points outlined in the assignment handout. Lacks required detail and analysis. No or little evidence of Bibliography or references used. History 10 marks Equipment 10 marks Location 10 marks Safety 10 marks References 5 marks Presentation 5 marks
DfE Guidance on the Health and Safety of Pupils on Educational Visits - Emergency Planning Guidelines for Kent Schools - Guidance on First Aid for Schools – A Good Practice Guide Managing Medicines in Schools and Early Years Settings - KCC Incident/Accident Reporting - KCC Health and Safety Inspection Proforma - Useful Contacts KCC Health and Safety Unit Health and Safety Advice Line: Tel: 03000 418456 / Email: Location: Room 3.32 Sessions House, Maidstone, ME14 1XQ The Outdoor Education Advisory Service Tel: 03000 416539 / Email: Location: The Swattenden Outdoor Centre, Swattenden Lane, Cranbrook, TN17 3PS KCC Insurance and Risk Management Tel: 03000 416440 / Email: Location: Room 2.53 Sessions House, Maidstone, ME14 1XQ Health and Safety Executive (HSE) Enforcement of Health and Safety Legislation. - Tel: 0845 345 0055 online reporting. RIDDOR Incident Contact Centre The reporting service for work-related health and safety, RIDDOR incidents to the HSE. Website: . E-mail: Safe Practice in Physical Education and School Sport Association for Physical Education (AfPE) - www.afpa.org.uk Tel: 0118 378 6240, Kent County Council Children, Young People and Education
Quarter: Program: Phillipsburg Employment Center FY 2017 Objective Goal Actual Achieved Yes NO Comments: Recommendations 1. Maximize individual participation in Food Pantry operations. 248 hours Generic 36 Spc. Nds. 2. Maximize hours spent training individuals to work in food pantry/thrift shop. 60 hours Generic 45 hours Spc. Nds. 3. Increase number of community activities 12 activities Generic 12 activities Spc. Nds. 4. Maximize number of activity 2400 hrs Generic 4080 hrs Spc. Nds. 5. Maximize individual participation in job club. 3 meetings 6. Maximize individual participation in meetings. 3 meetings 7. Maximize individual satisfaction. 90% See Annual Survey Results. 8. Maximize caregiver satisfaction. 90% See Annual Survey Results.
Scottsdale Insurance Company Home Office: One Nationwide Plaza Columbus, Ohio 43215 Adm. Office: 8877 North Gainey Center Drive Scottsdale, Arizona 85258 Scottsdale Indemnity Company Home Office: One Nationwide Columbus, Ohio Adm. Office: 8877 North Gainey Center Drive Scottsdale, Arizona 85258 Scottsdale Surplus Lines Insurance Company Adm. Office: 8877 North Gainey Center Drive Scottsdale, Arizona 85258 OUTFITTERS AND GUIDES PROGRAM SUPPLEMENTAL APPLICATION (Complete in addition to ACORD General Liability Application) Applicant’s Name: Location Address: Agency Name: Agent No.: Phone No.: PROPOSED EFFECTIVE DATE: From To 12:01 A.M., Standard Time at the address of the Applicant ANSWER ALL QUESTIONS—IF THEY DO NOT INDICATE “NOT APPLICABLE” (N/A) 1. Description of operations: 2. Errors and Omissions (E&O) Coverage (available up to General Liability Limits): Each Claim: $ Aggregate: $ 3. Type of license (if applicable): 4. Applicant’s prior experience: 5. Does applicant’s operation involve any of the following: • Aircraft exposures? Yes No • Unmanned aircraft systems (drones)? Yes No • ATVs/UTVs tours? Yes No • ATVs/UTVs hourly/daily rentals? Yes No • ATVs/UTVs provided by applicant and used for hunting/fishing trips? Yes No If yes: Number of ATVs/UTVs: • Bicycle using public roads? Yes No • Boats? Yes No If yes: Number of canoes, kayaks and rowboats: Number of rafts: Number of motorized watercrafts: Number of boats over twenty-six (26) feet: Number of boats over 150 hp: Does applicant provide each boat passenger with a U.S. Coast Guard approved personal flotation device? Yes No • Deep sea fishing? Yes No • Dogsleds? Yes No • Downhill skiing? Yes No • Firearms or ammunition provided by applicant? Yes No
-Basic Information 1. Principal Investigator: 2. Department/Institute/Center that will be administratively responsible for this Agreement: Department/Institute/Center Name: Department/Institute/Center ID: 4. Title of Submission: 5. Department Administrative Contact for PI Name: Contracting Party Information 1 Contracting Name: 2. Legal Contact Name: 3. Legal Contact E-Mail Address: 4. Legal Contact Phone Number: 5. Scientific Contact Name: 6. Scientific Contact E-mail: 7. Does the Principal Investigator have a financial relationship with any of the Contracting Parties listed above that is or should be disclosed on your University of Pittsburgh Conflict of Interest disclosure form? Yes No If Yes, please explain: Material Information 1. Identify all materials shared under this MTA: 2. Do these contain biological material? Yes No 3. Is the material commercially available? Yes No Material Source Information 1. Was all material independently developed by you or under your direction at Pitt? Yes No If no, please explain: 2. Does the material incorporate or is the material derived from materials obtained from a Third party? Yes No If Yes, please explain: 3. Was any of the material brought to Pitt from somewhere else? Yes No If Yes, please explain: 4. Are there alternative sources to provide the material? Yes No If Yes, please explain:
Component 2b: Self-Care Plan Develop a self-care program and make it available to all students, faculty, and staff in the school of social work, thereby enhancing the implicit curriculum 3 Proposed objectives and outcomes: Measurable Outcomes and resulting products Develop introductory Self-Care orientation workshop Initial workshop was developed fall 2009. It was piloted and modified then May and August 2010 Revisions made the workshop more experiential and less didactic Presented to all advanced year students in 2010 Create a Student self-care starter kit with guidelines and resources Self-Care website went live Aug 2010 Materials and website presented to all advanced year students in 2010 Materials collected and organized by topic in Fall 2009 Materials presented to field consortium in April and August 2010 to gain community input and feedback Launch a “Self-Care for Social Workers” internal website with self-care PDFs on UB Learns Website became available to students and faculty Jul 2010 Has not been updated since 2010 as it was deemed less useful than the external site Gather feedback on Self-Care plan from the Field Education Community Advisory Board Between 2009 and 2010, faculty, staff, colleagues and self-care experts were asked for their self-care materials and recommendations, online searches
Appendix 2 Understanding Happiness: Feedback from Converge students We ran our first ‘Understanding Happiness’ Course this year. The course was led by a postgraduate psychology student and aimed to discuss the theories related to happiness. The following is student feedback: Participant responses at the end of the ‘Understanding Happiness’ course. Q What have you found interesting / helpful? Working in groups. Interacting with one another Working in groups. Making new friends Getting away from the ‘must be positive’ rhetoric. Setting ‘appropriate and achievable’ goals instead of shooting for the stars Discussing what makes us happy – more of this (I think people enjoyed that - I did) There can be a ‘positive’ side to negativity Ideas from others’ perspectives Debating, discussion. Accepting others discussions & points Criticism of ‘positive thinking’ The ideas to feel better, eg running, creativity, music, writing etc Comparing different theories of happiness and seeing how different they can be. Eastern vs Western What was interesting was the people talking about their feelings Helping us to understand is very useful. 70% of arguments come from misunderstanding The importance of out with friends. Listen to others but don’t judge Shared activities and the importance of ‘really listening’ to others – what do people really mean Appreciation of self and others – giving a sense of identity Finding / remembering ways to experience awe – watching music, Q What have you disagreed with or found unhelpful? I disagree with the idea that it’s best not to strive for happiness. I think it’s very important and lots of effort needed for a deeper happiness What was unhelpful for me was talking about what people had said when they are people from a long time ago Why!! Q What would be good to include if the course ran again? Maybe a dedicated session on mindfulness early on – a lot of what was discussed related to mindfulness
GRANTS FOR COMMUNITY: SELECTION CRITERIA COMMUNITY DEVELOPMENT Project Outcomes What Council expects to be the long term benefits of the project More resilient, healthy and active communities; Increased levels of volunteering and engagement in community life; Development of skills and capacity in community organisations; Delivered innovative responses to community issues; Local knowledge and insights harnessed; Strengthened partnerships, including with Council; and Encouraged funding from other sources into Yarra Ranges. Selection Criteria The Assessment Panel will look at how strongly projects address the following criteria Community Development Selection Criteria Project merit (What benefit does the project deliver to the community of Yarra Ranges?) The project or activity Responds to local needs Uses community assets (strengths) Has a positive impact on the community Presents a well developed idea with a strong project plan and budget Innovative approach Community involvement (How is community involved?) Involves, engages and uses community skills in the planning and execution of the project Locally based and provides benefit to Yarra Ranges residents and communities Meets community need and builds independence Supports partnerships (e.g. between existing and new groups) Strategic Focus (How does the project align with Council’s long term plans?) Projects supporting healthy eating Projects encouraging physical activity across ages and abilities Projects linked to a local Community Plan that has been acknowledged by Council Projects that support older adults to age well in their communities Projects that foster social inclusion: people with a disability or those isolated from community life Indigenous projects that support Reconciliation and strengthen culture Projects that strengthen newly arrived migrant communities Innovative projects that support early literacy in areas where preschool language and cognitive skills are low Projects that facilitate young people to actively contribute to their own community Projects that protect the environment and enhance and engage people with the natural environment
Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning: Performance Objectives (Targets/Criteria) for Direct Measures: 1. Direct Measure 1 Program ISLOs Assessed by this Measure: List of Outcomes Objective (Target/Criterion) for Direct Measure 1 2. Direct Measure 2 Program ISLOs Assessed by this Measure: List of Outcomes Objective (Target/Criterion) for Direct Measure 2 Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning: Performance Objectives (Targets/Criteria) for Indirect Measures: 1. Indirect Measure 1 Program Assessed by this Measure: List of Outcomes Objective (Target/Criterion) for Indirect Measure 1 2. Indirect Measure 2 Program ISLOs Assessed by this Measure: List of Outcomes Objective (Target/Criterion) for Indirect Measure 2
Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning: Performance Objectives (Targets/Criteria) for Direct Measures: 1. Direct Measure 1 Program ISLOs Assessed by this Measure: List of Outcomes Objective (Target/Criterion) for Direct Measure 1 2. Direct Measure 2 Program ISLOs Assessed by this Measure: List of Outcomes Objective (Target/Criterion) for Direct Measure 2 Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning: Performance Objectives (Targets/Criteria) for Indirect Measures: 1. Indirect Measure 1 Program ISLOs Assessed by this Measure: List of Outcomes Objective (Target/Criterion) for Indirect Measure 1 2. Indirect Measure 2 Program ISLOs Assessed by this Measure: List of Outcomes Objective (Target/Criterion) for Indirect Measure 2
Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning: Performance Objectives (Targets/Criteria) for Direct Measures: 1. Direct Measure 1 Program ISLOs Assessed by this Measure: List of Outcomes Objective (Target/Criterion) for Direct Measure 1 2. Direct Measure 2 Program ISLOs Assessed by this Measure: List of Outcomes Objective (Target/Criterion) for Direct Measure 2 Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning: Performance Objectives (Targets/Criteria) for Indirect Measures: 1. Indirect Measure 1 Program ISLOs Assessed by this Measure: List of Outcomes Objective (Target/Criterion) for Indirect Measure 1 2. Indirect Measure 2 Program ISLOs Assessed by this Measure: List of Outcomes Objective (Target/Criterion) for Indirect Measure 2
unsatisfying ending. I create a satisfying ending. structure. I have a powerful ending. CC9.8, CC9.9 (Continued) Voice I have no purpose. I have no connection to reader. I have an unoriginal, uninspiring voice. My purpose is unclear. My connection to reader nonexistent. I have an unoriginal, uninspiring voice. My purpose is somewhat clear. My connection to reader fades in and out. I have only a few moments of real voice. My purpose is clear. My connection to the reader is strong. I have a pleasing, safe voice. My purpose drives voice. My comes from my connection to the reader. My voice meets my audience and purpose. Word Choice I use limited I use simplistic, literal language. I repeat vague phrases frequently. I use imprecise, inappropriate and distracting language. I use everyday verbs only. I have not yet attempted figurative language. I use repetitive, vague, or inappropriate words. I use imprecise, distracting language. I use verbs with very little punch. I have a few successful attempts at figurative language. I occasionally use carefully selected words. I use correct but uninspired language. I use many strong verbs. I use some successful figurative language. I use many carefully selected I use exceptional language here and there. I use strong verbs throughout. I have good use of figurative language and other techniques. I choose every word carefully. I use language that elevates piece’s meaning. Sentence Fluency I only use simple sentences. My sentences are all the same. I can use simple sentences. My sentences are all the same. I can use basic sentence structures which often repeat. I have some sentence variety. I can use a variety of simple, compound, and complex sentences. I use a solid assortment of effective sentences consistently and correctly. My writing is a powerful blend of well-crafted sentences. Sentence variety enhances fluency and meaning.
Investigation of the Issue Has any investigation of the care given to individual patients been performed? Who carried this out and what were the findings? Has any supporting data (e.g. NLCA reports, local Getting it Right First Time (GIRFT) report, SCTS returns data, Trust critical incident reporting or other internal data) been used to the LCCOP findings? Consider any potential issues in terms of (1) the outcomes achieved (survival, complication rates), (2) the processes of care used (e.g. does pre-operative assessment meet NICE or BTS/SCTS guidelines), and (3) the setting in which care is provided (e.g. the size of the unit, staffing, resources).
Action Plan Create a SMART action plan (Specific, Measurable, Achievable, Realistic, Timely) Action Responsible person(s) Timescale Output (EXAMPLE) Prospective audit of documentation of lung function and transfer factor in all lung resections Dr XX End October 2018 Report to divisional audit meeting (EXAMPLE) Implement routine weekend consultant ward round Clinical Lead: Dr XX Management Lead: XX End January 2019 Agree DCC PA funding Change to surgical job plans
THEY are on their feet and applauding wildly. FOCUS ON: JOSH HE is not standing but appears to be in shock as to what HE has Heard and Seen. Then, slowly HE rises to HIS feet and balancing himself against the seat in front of HIM, HE begins to applaud. Again, another blow to his defences, his denial, his hiding, the auduience has come to hear the glorious music, not a handicapped man. DISSOLVE TO: EXT: THE KANEKO HOME - LATER THAT NIGHT CUT TO: INT: JOSH'S BEDROOM, SAME NIGHT AND TIME FOCUS ON: JOSH is lying on HIS bed. HIS stereo is playing softly. It is Ella Fitzgerald's rendition of Cole Porter's "Everytime we say Goodbye" MUSIC "Every time we say Goodbye" Everytime we say goodbye, I die a little. Every time we say goodbye, I cry a little. Why the Gods me, who must be in the know, think so little of me, they allow you to go. When you're near, there's such an air of spring about it. I can hear a lark somewhere, begin to sing about it. There's no love song finer, but how the change from major to minor, Everytime we say goodbye. CLOSE ON: HOLD ON JOSH'S FACE
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