zilongwang/ReadingBank huggingface dataset:
Evaluation questions for participants involved in teaching and learning mentoring Questions here assume mentoring will focus on developing an individual's academic career as a whole, not just their teaching. In some institutions, teaching may not be considered the most important area in which to support development. Prior to CPD During Immediately after Six months after 12-24 months How long have you been in a teaching and / or supporting learning role within HE? Are there any targets that you are expected to reach in the next 12-24 months? What are your own goals in relation to: Your teaching? Your academic career? Are there any milestones you hope to reach in the next 12-24 months (e.g. completing a probationary period)? What do you hope to achieve in the next 12-24 months? How will you know Has anything in your practice changed as a result of discussion with your mentor? Do you feel any more able to address your main concerns? Are any new issues or concerns being raised? Has there been any change in what you hope to gain from working with your mentor? What, have you learned about: your students? your teaching your academic identity? teaching and learning generally? Has the mentoring process resulted in any changes in your thinking? Do you think you will make any changes to the way you approach your teaching as a result of mentoring? If Yes, what do you intend to change? Has the mentoring process raised any new concerns? Is the mentoring relationship continuing? Has your thinking about your teaching changed as a result of the mentoring process? Have you made any changes to your teaching approach or methods? How have students responded? How do you know? Has there been any other effect of the mentoring process? How confident are you that you can address the concerns you discussed with your mentor? What did you gain from the mentoring/working with your Is the mentoring relationship continuing? Has your thinking about your teaching changed as a result of the mentoring process? Have you made any changes to your teaching approach or methods? How have students responded? How do you know? Has there been any other effect of the mentoring process? How confident are you that you can address the concerns you discussed with your mentor? What did you gain from the mentoring/working with your
impact? What role have students from your institution had in this conference? What do you think the benefit was for students involved in this conference? Institutional / Departmental culture How well do the aims of the conference align with departmental and / or institutional priorities? To what extent did the topics covered in this workshop align with departmental and/or institutional priorities? How have the topics covered in the conference helped you pursue departmental priorities? What support have you been given to attend this conference? What additional support would help you? Have you applied for support for another conference? How confident are you at networking? Which of the speakers will you prioritise to meet? How, if at all, did attending the conference develop your network of teaching and learning contacts? How did the conference develop your network of teaching and learning contacts? What have you done as a result of these links? What expectations are there for you to disseminate conference information to your colleagues and/or students? What are your plans for sharing your learnings from the conference? What challenges do you anticipate? How have you disseminated the information or ideas you were introduced to at this conference?
Research methodology is sound at the university-level (ethics, rigour of methodology), board-level (research policy and protocol), and school-level requirements have been considered. The principal researcher and team have a combination of content area and research methodology skills. The principal researcher is able to provide evidence of the completion of similar research projects in the past (e.g. scope, area of focus). If the principal researcher is a student, there is evidence of appropriate supervision from faculty and the proposal does not extend beyond the scope of the applicant’s training and credentials. EVALUATION CRITERIA SCORE Ethics approval is provided or accounted for in description of research plan Board-level research policies and protocols have been followed and approvals are attached or accounted for in the description of the research plan. There is a strong relationship demonstrated between the research question and proposed methods of data collection and analysis The research questions builds on the existing literature and/or observation of new ways of looking at the achievement gap in the province The research team is able to demonstrate their knowledge of the cultural context of their work and awareness of appropriate ways to connect with communities identified in their work (if no, the team has engaged the expertise of people who can provide assistance) The project description demonstrates: Strong understanding of the necessity for a respectful cross-cultural research approach Consideration for effective implementation in schools (e.g., parental consent, a plan for working with principals and teachers, timing), if applicable Consideration has been given to impact on time if the research is to be completed during the school day/strategies to mitigate impact on teaching and learning time (e.g. working with students over the lunch hour, interviewing teachers after school) Curriculum vitae demonstrate experiences in completing similar projects Evidence of publication of previous research (faculty) or on-going supervision by faculty (students) is provided Clear match to applicants’ area of expertise in research (methodology) and subject area expertise of a possible 35 points 3 Communication Strategy
supporting information. Includes properly cited sources. incorrect, out of date, or incomplete. No citations included. Quality 12-15 points Movie was completed and had all required elements. The video was well edited and moves smoothly from scene to scene with proper use of transitions. Audio and other enhancements were well used. 8-11 points Movie was completed and contained all required items. Editing was not done as well as it should have been. Some poor shots remain. Movie is still somewhat choppy. Audio and other enhancements were utilized, but not for maximum effect. 4-7 points Movie was made, but had very little if any editing. Many poor shots remain. Video was very fragmented and choppy with little to no audio reinforcement. 0-3 points There was no movie, or tape was totally unedited with no transitions or audio support of any kind. Teamwork 12-15 points Student met and had discussions regularly. All students on the team contributed to the discussion and were part of the final project. Team members showed respect with each other. 8-11 points Students met and had discussions regularly. Most of the students on the team contributed to the discussion and were part of the final project. Team members mostly showed respect with each other. 4-7 points Only a couple of team meetings were held. Most of the students on the team contributed at some level, but a majority of the work was done by one or two. 0-3 points Meetings were not held and/or some of the team members did not contribute at all to the project. Low levels of respect were evident within the team. Timeliness 12-15 points All project deadlines were met. 8-11 points Most project deadlines were met. Those that were late did not have significant impact on the finished project. 4-7 points Many project deadlines were not met, resulting in some impact on the finished project. 0-3 points Deadlines were regularly missed, having a significant impact on the final project. Final Score
Estimated LOE in days by activity for a team of Task LOE for Team Lead LOE for Specialist LOE for Specialist LOE for Specialist Total LOE in days Document review/desk review/work planning and evaluation design drafting Preparations for travel and organizing data collection (contracting translators, vehicles, etc.). In-brief, evaluation design finalization (including meetings with USAID) Preparations for data collection (scheduling) Data collection days by method by site Data analysis Briefing Recommendations workshop Draft report and debrief to USAID (including any applicable time for translation) Final report Totals Estimated LOE in days by position for a team of Position Preparation Travel to/from Country In-Country Data Collection Finalization of Report Total LOE in days Team Lead (indicate if evaluation specialist) Specialist Specialist Specialist Totals FINAL REPORT FORMAT Abstract Executive Summary Evaluation Purpose Background on the Context and the Strategies/Projects/Activities being Evaluated Evaluation Questions Methodology Limitations to the Evaluation Findings, Conclusions, and (If Applicable) Recommendations Annexes See the for the and . An optional is also available in the Evaluation Toolkit. The evaluation abstract of no more than 250 words should describe what was evaluated, evaluation
Resource Efficient Buildings; ICT; Aviation and Aerospace and Tourism Product Development. €20 evaluator extra €20 for rapporteur €20 evaluator extra €20 for rapporteur Stage Reports (includes one evaluation meeting required by the Council) IP Check 7 days €80 Market Research Includes: desktop market research; specialised research data; primary source data including transcripts and analysis with potential technology buyers. 7 days €80 Product Development Costing Includes: analysis of different production options including costings; analysis of resources, plant and equipment; and logistics. 7 days €80 Economic Impact Includes: analysis of economic bearing; key performance indicators; investment potential; revenue and employment. 7 days €80 Risk Profile Includes: the assessment of the different types and levels of risk involved if the technology were to be commercialised. 7 days €80 Stage Report: Technology Development Programme Business Plans Includes: full investor ready plans, integrating Stages 1 to 3 and including an investor exit option. 7 days €80 Due Diligence Evaluation
Appendix 1: Financial proposal Consultant name: Contact details and address: ESTIMATED BUDGET Name of study: Expenditure item Number of units Unit cost Total cost (including tax) International flights (invoice AND boarding cards required) € - International flights: € € € € Domestic travel (invoice AND boarding cards required) € - Estimation of local travel costs (Mozambique) € € € € Fees (lump sum – per-day units) € - Evaluator 1: € € - Evaluator 2: € € Other costs (translation, research, photocopies, communications, etc.) (lump-sum costs) € - € € - € € - € € Total including taxes: € Additional observations:
Evaluation and Assessment Cycle Initial Eligibility Evaluation Initial Assessment Continuing Eligibility Evaluation Ongoing Assessment Assessment for Annual IFSP, Transition, or Exit Purpose Documents eligibility status and reasons for eligibility decision. Includes 5 areas of development: cognitive; physical including vision, hearing, motor and health; communication; social or emotional; adaptive Documents child’s unique strengths and needs within family routines in 5 areas of development and early intervention services appropriate to meet needs Informs COS** Documents continuing eligibility status and reasons for eligibility decision. Includes 5 areas of development Informs team and family of progress, strengths, and next areas of development. Informs COS Informs assessment report prior to Annual IFSP, report for school transition/exit and/or COS Includes 5 areas of development Who Multi-disciplinary May be a single discipline if: confirming a diagnosed condition, or using medical records to substantiate significant delay Multi-disciplinary 1. Updating curriculum can be done as part of home visit by paraprofessional 2. Assessment by a specific discipline Primary Interventionist (if qualified to complete assessments) with input from other team members Tools Standardized, (SNR) tool if determining developmental delay meeting initial eligibility criteria SNR if used during eligibility evaluation OR curriculum- based tool if child has been determined eligible through use of medical records or diagnosed condition SNR or authentic tool 1. Authentic tool (ongoing). 2. Additional tools based on needs (i.e. sensory profile, articulation) Authentic curriculum-based tool SNR tool may be used (supports transition) Family Assessment Documents family’s resources, priorities, concerns and supports necessary to enhance family’s capacity to meet developmental needs of child. Use of published tool in addition to interview. Family assessment should be ongoing, especially when changes are noted Family assessment should be ongoing, especially when changes are noted Forms Needed Prior Written Notice (Form 1-6) Consent to Conduct Evaluation/ Assessment (Form1-4) Consent to Release (Form 3-3) Prior Written Notice (1-6) Consent to Conduct Evaluation/ Assessment (Form 1-4) Form 1-6 Form 1-4 Ongoing curriculum: 1-4 or 1-6 needed only initially. Additional tools: 1-4 and 1-6 needed Prior Written Notice (1-6) Consent to Conduct an Evaluation/ Assessment (1-4) **Child Outcome Summary Process (COS). See Child Outcome Summary Procedure
a) Tick the right boxes Greg’s father went down to the kitchen because Roderick told him Greg was having breakfast at 3: 00 in the morning Greg made a lot of noise Greg was surprised Greg was afraid Greg’s father only shouted at him Greg’s father got angry with both his sons Greg denounced his brother Greg went back to bed 4) Read paragraph three. Guess the meaning of these expressions thanks to the context To chew out to blow your chewing gum away reprimand To tag along to follow someone to draw on street walls To cover one’s track to loose one’s way to destroy the clues To have a screw loose to be mad to be cool Why did Greg’s Dad go down to Roderick’s room? What couldn’t Greg wait for? ………………………………………………………………………………………………………………………………………………. What happened in the end? ………………………………………………………………………………………………………………………………………………
Nations, any of its specialized agencies or the International Atomic Energy Agency or by regional economic integration organizations other than Member Organizations, shall in addition be subject to prior approval by at least two-thirds of the membership of such commissions or committees. Where any convention, agreement, supplementary convention or agreement provides that a Member Organization or a regional economic integration organization that is not a Member Organization may become a party thereto, the voting rights to be exercised by such organizations and the other terms of participation shall be defined therein. Any such convention, agreement, supplementary convention or agreement shall, where the Member States of the Organization do not participate in that convention, agreement, supplementary convention or agreement, and where other parties exercise one vote only, provide that the organization shall exercise only one vote in any body established by such convention, agreement, supplementary convention or agreement, but shall enjoy equal rights of participation with Member Nations parties to such convention, agreement, supplementary convention or agreement; (c) not entail any financial obligations for Member Nations not parties to it other than their contributions to the Organization provided for in Article XVIII, paragraph 2 of this Constitution. 4. Any convention, agreement, supplementary convention or agreement approved by the Conference or Council for submission to Member Nations shall come into force for each contracting party as the convention, agreement, supplementary convention or agreement may prescribe. 5. As regards an Associate Member, conventions, agreements, supplementary conventions and agreements shall be submitted to the authority having responsibility for the international relations of the Associate Member. 6. The Conference shall make rules laying down the procedure to be followed to secure proper consultation with governments and adequate technical preparations prior to consideration by the Conference or the Council of proposed conventions, agreements, supplementary conventions and agreements. 7. Two copies in the authentic language or languages of any convention, agreement, supplementary convention or agreement approved by the Conference or the Council shall be certified by the Chairperson of the Conference or of the Council respectively and by the Director-General. One of these copies shall be deposited in the archives of the Organization. The other copy shall be transmitted to the Secretary-General of the United Nations for registration once the convention, agreement, supplementary convention or agreement has come into force as a result of action taken under this Article. In addition, the shall certify copies of those conventions, agreements, supplementary conventions or agreements and transmit one copy to each Member Nation of the Organization and to such non-member States or regional economic integration organizations as may become parties to the conventions, agreements, supplementary conventions or agreements. General
Pre: Sat. Unsat. Remarks Machine bolted or fastened down Area clear from anything falling onto machine All guards in place All guards function properly All guards set properly Power cord/Battery Outlet (If necessary) Covers Warning labels, Ratings During Operations: Sat. Unsat. Remarks PPE List potential hazards Stays focused on task Uses guards properly Stops machine completely to clear debris Post: Sat. Unsat. Remarks Waits for machine to come to complete stop before leaving Cleans area Puts PPE in proper place Covers machine or puts it away (If necessary) _______________________ _________ Supervisor/Trainer Signature Date
Evaluation Period Name E# From ___ Dept/Index Position No. Through ___ Program Level Objectives Supervisor’s Rating: 5 = Outstanding 4 = Exceeds Expectations 3 = Meets Expectations 2 = Needs improvement 1 = Unsatisfactory N/A = Not applicable General – Require for all Personnel Supervisor’s Rating 1. Possesses the knowledge and skills to carry out all aspects of the job. Comment: 2. Demonstrates ability to plan, organize and prioritize workload. Comment: 3. Holds self accountable for assigned responsibilities; sees tasks through to completion and in a timely manner. Comment: 4. Communicates effectively with supervisors and others. Comment: 5. Ability to work independently and with a team. Comment: 6. Reliability (attendance, punctuality, meeting deadlines). Comment: 7. Attends to details in a dependable, conscientious manner. Comment: 8. Produces accurate, thorough and reliable results Comment: 9. Effectively manages multiple tasks and responsibilities. Comment: Supervisors Only Supervisor’s Rating 10. Demonstrates fairness toward all subordinates. Comment: 11. Promotes training and development for all employees. Comment: 12. Identifies performance expectations, gives timely feedback. Comment: 13. Delegates authority through clearly stated objectives. Comment:
14. Understands and adheres to institutional Affirmative Action Plan regarding Goals and timetables, grievances/discrimination complaints, disseminating plans to their employees and following university guidelines. Comment: Performance Summary SUPERVISOR COMMENTS: Based on the appraisal you have made, please answer the following questions in your own words. Use additional paper if necessary. 1. List all aspects of employee's performance that contribute to his or her effectiveness. List aspects of employee's performance that require improvement for greater effectiveness. Future Performance Goals Add SMART (Specific, Measurable, Attainable, Relevant, and Time-sensitive) performance goals for the next review period related to training, growth initiatives, special projects, and other essential parts of the job. These will automatically be added to the next performance review plan. Overall Performance What is the overall evaluation of this employee? [Not required. The supervisor overall rating will override the average of the Program Level Objectives ratings.] Outstanding Exceeds Expectations Meets Expectations Needs improvement Unsatisfactory (Required) Briefly describe your plan for discussing this evaluation with the employee. Employee Comments: Second Level Supervisor Comments Reviewing Official Comments: PART III: SIGNATURES Signature of Employee Date
Organisations represented at Events South East Wales North Wales South West Wales Abertawe Bro Morgannwg HB Aneurin Bevan HB All Wales Perinatal Survey Barnardo’s Bridgend CBC Bullies Out Caerphilly CBC Cafcass Cymru Cardiff & Vale HB Cardiff University Cardiff Women’s Aid Children in Wales Cwm Taf HB Flying Start Gwent Police Merthyr Tydfil CBC Neath Port Talbot CBC NSPCC Public Health Wales Powys CC Rhondda Cynon Taf CBC South Wales Police Ty Hafan Vale of Glamorgan CBC Welsh Ambulance Services Trust Welsh Government Welsh Women’s Aid Barnardo’s Betsi Cadwaladr HB Bryn Melyn Care Ltd Bwrdd Lleol Diogelu Plant Gwynedd a Mon CAIS Ltd CCBC Conwy & Denbighshire LSCB Conwy CBC Conwy Youth Service Cyngor Gwynedd Denbighshire CC Flintshire & Wrexham LSCB Flintshire CC North Wales Police Public Health Wales Powys Teaching HB Welsh Ambulance Services Trust Wrexham CBC Ynys Mon Social Services Abertawe Bro Morgannwg HB Barnardo’s Carmarthen CC Ceredigion CC Cwm Taf HB Dyfed Powys Police Flying Start Home Start Hywel Dda HB NSPCC Pathway Care Pembrokeshire CC Public Health Wales Powys Teaching HB Safeguarding Children Service Swansea Bay Family Support Swansea Youth Offending Services College Ystrad Mynach University of Wales, Trinity St David TLC (Wales) Independent Fosterline Ltd University of Warwick Welsh Ambulance Services Trust Western Bay Safeguarding Children Board Winch Lane Surgery Attendees at Event: Evaluations returned South East Wales 57 attendees signed in on register; 44 (77.1%) completed evaluation forms returned North Wales 29 attendees signed in on register; 28 (96.5%) completed evaluations forms returned South West Wales 51 attendees signed in on register; 36 (70.5%) completed evaluation forms returned ** Forms returned without response, or with inappropriate response have been excluded from the tables, and therefore total percentages may not add up to 100%
Educator’s Name___________________________________________ School _______________________________________ Year_____________ Directions: Please refer to the appropriate TESS Rubric when completing this Professional Growth Plan. These steps will be repeated for each Professional Growth Goal. STEP 1 – Targeted Area for Growth: Discuss your self-evaluation results, performance evaluation results, and your relevant student learning data. From this information, determine your targeted area for growth. Evaluation Results and Student Learning Data: Targeted Area for Growth: STEP 2 – Aligned TESS Domain/ Component(s): Align your Targeted Area of Growth (Step 1) with TESS Domains and Components of the appropriate evaluation framework. Domain: Component(s): STEP 3 – Professional Growth Goal: Based on your Targeted Area of Growth (Step 1), and the selected TESS Domain and Component(s) (Step 2), write a specific Professional Goal that you want to achieve. If multiple goals are established, the next steps will be repeated. Goal:
School: Evaluation area Including sources of evidence Suggested areas to explore and key questions Strengths Areas for development Leadership and Management: Scrutiny of PP strategy and plans Discussion with senior leaders including governance? Learning walks Vision and high expectation: Is the vision and values understood by all? Does it include the most vulnerable including ‘quiet middle’ and more able pupil premium pupils? What role do governors play in improving outcomes for pupil premium pupils? How do they hold leadership to account? Impact of the Pupil Premium Strategy: How are barriers identified and by whom? How is progress tracked, by whom and frequency? How do subject leaders understand progress of vulnerable groups, scrutinising achievement of PP pupils? Teaching, Learning and Assessment: Lesson observation and learning walks Scrutiny of books Discussions with teachers and additional adults Discussion with pupils Cohort progress information Access to the best quality teaching: How is the funding used to promote quality first teaching? CPD, time? What additional feedback do PP pupils receive? Conferencing, marking? What is the impact of interventions both within and out of class? What is the engagement of parents/carers in supporting provision? Is homework used effectively?
a litre of the decontaminant, a fraction of what was usually required. While it is difficult to be critical of any individual in relation to the question of delay, it is hard to escape the conclusion that delay had a significant role to play in what transpired here. The deceased, because of time, had suffered a significant deterioration. Attempts at appropriate decontamination were frustrated at just about every turn and the delay meant that it had become a non-viable option. The appropriateness of supportive measures Dr Buckley and Dr Murray were unanimous in their view that in any poisoning or overdose scenario, supportive care is a matter that has to be accorded high priority. Dr Murray went so far as to say that supportive measures should take precedence over decontamination. Dr Buckley explained what was meant by supportive care in these terms: 'Supportive care in an overdose situation particularly refers to just monitoring a pulse and blood pressure and saturation of oxygen and level of consciousness. And earlier intervention to make sure that problems with those things which may be minor at first are detected earlier and treated appropriately. So, for example, if his blood pressure dropped a bit, some intravenous fluids would be given to him to ensure he had an adequate blood volume. If his oxygen saturation dropped then he would be given oxygen. If his level of consciousness dropped significantly he would be intubated. And if he had seizures he would be given anticonvulsants and intubated.' (T190) Dr Murray stated this: '…And for me the most important principle is to recognise that an overdose is potentially life-threatening and the mechanisms – and the consequences of the overdose is that may be a threat to life and that life support measures always take precedent (sic) over decontamination.' (T229) Concern was expressed about the delayed intubation of the deceased. It is to be remembered that at 2:45am, the deceased’s level of consciousness was seen to have deteriorated. He had a seizure at that time and a further seizure at about 3:00am. He was intubated at about 3:38am or a few minutes earlier. In this regard, Dr Murray stated the following: 'For me the appropriate – it could have been anticipated from that dose that Shaun was almost certainly going to have seizures and that they may well have been recurrent and difficult to control. The moment someone is having recurrent seizures if affects their
At the hospital Ms Evans was assessed and diagnosed as suffering from acute psychosis. She was deluded and paranoid. As a result she he was initially detained on a Level 1 ITO. Following liaison with the Elderly Mental Health team, arrangements were made to have her transferred to the Flinders Medical Centre (FMC). Ms Evans arrived at the FMC on 9 February and was examined again. On 10 February 2015 her Level 1 ITO was confirmed by psychiatrist, Dr Randall Long. Later that day Ms Evans was transferred to the Repatriation General Hospital (RGH). A CT scan that was conducted while Ms Evans was an inpatient at the RGH revealed extensive clinical vascular disease in her brain. This explained her general condition and erratic behaviour. On 16 February 2015 Dr Christopher Veale, a consultant psychiatrist, examined Ms Evans. At that time her Level 1 ITO was about to lapse. Ms Evans’ mental condition had not improved. As a result Dr Veale imposed a Level 2 ITO. This would expire on 23 March 2015. Psychologically, Mrs Evans had little or no insight into her own behaviour. Ms Evans' physical condition was also declining with the detection of severe liver disease and the contraction of norovirus. By the time the Level 2 ITO was due to expire, Ms Evans was suffering acute liver failure and was being palliated. For that reason the ITO was allowed to lapse. However, following an assault on a doctor who was attending to her, on 19 May 2015 another Level 1 ITO was instituted. This order was confirmed by Dr Veale on 20 May 2015. Upon it lapsing on 26 May, Dr Veale instituted a second Level 2 ITO. On 23 June 2015 Ms Evans died during the currency of that order. For that reason this was a death in custody in respect of which an Inquest was mandatory. These are the findings of that Inquest. Prior to the events of February 2015 Ms Evans is understood to have been living in a caravan that was parked in a privately owned paddock near Murray Bridge. She had no previous medical records when she came to hospital, no Medicare number, no driver’s licence and no known family. For those reasons no medical history pre-dating her hospital admission was known by staff. Ms Evans had lived a reclusive lifestyle for many years.
Special Precautions for Animal Work with Chemicals of High Chronic Toxicity: See Appendix E of this manual for definition and discussion of the meanings of chronic and acute toxicity. For large scale studies, special facilities with restricted access are preferable. When possible, administer the substance by injection or lavage instead of in diet. If administration is in the diet, use a caging system under negative pressure or under laminar air flow directed through HEPA filters prior to discharge. Devise procedures which minimize formation and dispersal of contaminated aerosols, including those from food, urine, and feces (e.g., use HEPA filtered vacuum equipment for cleaning; moisten contaminated bedding before removal from the cage; mix diets in closed containers in a hood). When working in the animal room, wear plastic or rubber gloves, fully buttoned laboratory coat or jumpsuit and, if needed because of incomplete suppression of aerosols, other apparel and equipment (shoe and head coverings, respirator). Dispose of contaminated animal tissues and excreta using approved methods. BIOLOGICAL HAZARDS Policies and procedures pertaining to biological safety are contained in the "Purdue University Biological Safety Manual." Contact the REM Environmental Health Section for a copy of this manual. RADIOACTIVE MATERIAL HAZARDS Use of radioactive materials at is strictly controlled. The policies and procedures for handling radioactive materials are contained in the "Purdue University Radiation Safety Manual." Contact the REM Radiation Safety Section if you are planning on using radioactive materials. IONIZING AND NON-IONIZING RADIATION HAZARDS Laser safety, x-ray safety, and all concerns pertaining to the hazards of ionizing and radiation are the purview of the REM Radiation Safety Section. Contact them at 47969 for information on training schedules as well as for printed training materials and policies and procedures documents TRANSPORTATION OF HAZARDOUS MATERIALS TRANSPORTATION OVER THE ROAD Any container of hazardous material transported on a road accessible to or used by the public is subject to the regulation by the U.S. Department of Transportation (DOT). DOT
Solihull Metropolitan Borough Council Policy and Management of Visits, Trips and Learning Outside the Classroom December 2016 Version Control: Version Date Author Sent to Reason 1.1 July 2016 Matt Bellew (Health and Safety Support Team) Advisor Steve Dean (Health and Safety Support Team) Manager First Draft 1.2 August 2016 Steve Dean Matt Bellew Comments on Policy 1.3 August 2016 Matt Bellew Steve Dean Amended 1.4 Dec 2016 Steve Dean HSST for Publication Confirmation of Policy
Ebola Virus Disease Tabletop Exercise Evaluation Guide (EEG) – Medical Surge Ebola Virus Disease Tabletop Exercise Evaluation Guide (EEG) – Information Sharing Ebola Virus Disease Tabletop Exercise Evaluation Guide (EEG) – Fatality Management Ebola Virus Disease Tabletop Exercise Evaluation Guide (EEG) – Emergency Public Information and Warning Ebola Virus Disease Tabletop Exercise Evaluation Guide (EEG) – Emergency Operations Coordination
Selected exhibition projects Afghanistan: Hidden Treasures from the National Museum Kabul (MV lead partner in Australian tour 2013 – 15) Aztecs (MV partner in international tour 2013 – 15) Faith Fashion Fusion: Muslim Women’s Style in Australia (MV participant in Australian tour 2013 – 14) Carnival of Science (MV developed and managed Australian tour 2012 – 14) On their Own: Britain’s Child Migrants (MV participant in Australian tour 2012 – 13) Wallace and Gromit’s World of Invention (MV partner in international tour 2012) The Art of Science: Remarkable scientific illustrations from Museum Victoria (MV developed and managed Australian tour 2012 – 15) Titanic: the Artefact Exhibition (MV participant in international tour 2010) A Day in Pompeii (First Melbourne Winter Masterpiece exhibition for Melbourne Museum. MV developed and subsequently managed international tour 2009 – 10) Twined together: Kunmadj Njalehnjaleken (MV developed and managed Australian tour 2005 – 2007) Spirit Country: Contemporary Australian Aboriginal Art from the Gantner Myer Collection (MV developed, subsequently toured to the Shanghai International Arts Festival, 2002 and the Japanese Ancient*Future-Australian Arts Festival 2003) Professional service Secretary, ‘Temporary and Travelling Exhibitions Special Interest Group’ (TTX SIG) Museums Australia, 2004 – 2009 Member, Heritage Gardens Committee National Trust of Victoria, 1992 – 1994
Foundation Member, Register of Significant Trees of Victoria Committee National Trust of Victoria, 1981 – 85 Professional development courses 2000 Certificate IV in Frontline Management, Swinburne University of Technology 1985 Certificate in Landscape Technology, Victorian College of Agriculture & Horticulture Burnley Awards 1998 Winner of the Roslyn Lawry Award for Excellence in Museum Studies, Deakin University Career History 2014 – 2010 Manager Travelling Exhibitions, Museum Victoria 2009 – 2001 Exhibition Coordinator, Melbourne Museum 2000 – 1999 Project Manager Public Spaces, Melbourne Museum 1998 – 1995 Project Officer Visitor Services, Melbourne Museum 1995 – 1981 Visitor Programs Officer, Royal Botanic Gardens Melbourne 1980 – 1979 Research Fellow, School of Agriculture & Forestry, University of Melbourne 1976 – 1975 Secondary School Teacher, Sale High School 1974 – 1973 Research Assistant, School of Agriculture & Forestry, University of Melbourne
Consultant details* (including signature or email confirmation) Name: Hospital: Address: Post Code: Telephone: Nhs.net Trust Pharmacist - details of the Trust where the patient will be treated* Name: Hospital: Address: Post Code: Telephone: Nhs.net Mandatory - NHS No*: Mandatory – Patients date of birth* Optional – Hospital No. NHS No: DOB: Hospital No: Clinical Commissioning Group* CCG Name: Patient’s GP* (name, address, telephone) Name: Address: Post Code: ICD-10 Code* C50 – Malignant neoplasm of breast HRG Code Completion of items marked with * is mandatory. Failure to complete these items may mean that payment is not made.
• Wind. The greater the wind speed or the daily wind distance, the more water is transferred to the atmosphere by the process of convection. (Physiological Factors) • Specific Crop. Differences in plant physiology can limit transpiration and differences in reflectivity and roughness can limit evaporation. • Stage of Plant Growth. This relates directly to the nature and amount of foliage. • Nature of the soil. As soil water content decreases, evaporation decreases. Darker soils absorb more solar energy, resulting in more evapotranspiration. (Geographical Factors) • Water Quality. The presence of salts in water causes a reduction in evaporation. • Depth to Water Table. The higher the water table, the greater the volume of pores that can conduct water to the soil surface and the greater the rate of evaporation. • Elevation. Elevation influences temperature and atmospheric pressure. Methods of Measuring Evapotranspiration The methods used for measuring evapotranspiration fall into four classes: 1. Theoretical methods based on the physics or vapor movement (Not used for practical applications) 2. Empirical methods based on temperature, radiation, relative humidity, and other meteorological parameters (Used for long term predictions) Theoretical methods based on the energy balance (Used for short term predictions) Analogy from open water containers (Used for both long and short term predictions)
Person Specification – Evening Outreach Worker We want the post holder to demonstrate the following competencies to a high level and use them in their work. Communication and Clarification Creativity, Innovation and Adaptability Commitment and Customer Focus Relationship and Team Working Respect, Integrity and Open-Mindedness Accountability, Self-Reflection & Development Engaging with and Supporting Change Coaching and Supporting Others We do need you to use the job application form to demonstrate your capabilities in relation to each of the essential criteria’s listed below (addressing each point in order). Use the answers to show how your competencies have helped you achieve positive results. This will give you the best possible chance of being shortlisted. Competences E = Essential D = Desirable Application Form Test Interview 1 Specific Qualifications 1.1 1.2 1.3 1.4 GCSE grade A-C in English & Maths or equivalent that can demonstrate a good level of numerous and literacy skills. Full driving licence. Formal qualification / learning in a homelessness related field. A professional body membership in a homelessness related field or demonstrated commitment to achieving the same. E E D D X X X X 2 Special Knowledge and Experience 2.1 2.2 2.3 2.4 2.5 2.6 2.7 Substantial experience of working in a front line people facing role. Experience of multi-agency working. Track record of working positively within a team. Knowledge of windows-based software, including Word, Excel, e-mail and the internet. Experience of working within a service serving homeless individuals Experience of working with individuals with complex issues including addictions and/or mental health Experience of utilising a CRM system Experience of implementing IT system changes E E E D D D D X X
Example Risk Register The Risk: What can happen and how it could happen The Chances of an Incident Happening Risk Level Adequacy of Existing Controls Risk Priority: (e.g. 1, 2, 3 etc) Consequence Likelihood Example Risk Control Plan Risk (in priority from Risk Register) Possible Control Options Preferred Option: Avoid / Control / Transfer / Retain Risk Level after the Possible Control Options Result of Analysis: Accept / Reject the Risk Person Responsible for Control Option Timetable for Implementation How will Risk and Control options be monitored?
SATURDAY, 27th February 2016 EVENT 1 - MENS PINEHURST – AM FIELD GROSS WINNERS: Milan Hodak (Kingston) Ben Schaefer (Kingston) 75 GROSS R/UP: Peter Justin (Lucindale) Grant Stephenson (Penola) 77 NETT WINNERS: John Howe (Beachport) Damien Egan (Clifton Springs) 31.5 NETT R/UP: Gary Thorpe (Kingston) Brian Prosser (Kingston) 62.5 NTP: Alby Gluyas (Mt Barker) COMBINED LONG DRIVE: Milan Hodak & Ben Schaefer (Kingston) EVENT 1 - MENS PINEHURST – PM FIELD GROSS WINNERS: Graeme Clements (Robe) Peter Delaine (Robe) 73 GROSS R/UP: David Rasheed (Kingston) William Wilks (Kingston) 75 NETT WINNERS: Graeme Downing (Merewether) Graham Bell (Kingston) 63.5 NETT R/UP: Pat Ryan (Kingston) John Higgins (Kingston) 64 NTP: Coling Wright (Kingston) COMBINED LONG DRIVE: David Rasheed & William Wilks (Kingston)
Noise All events must comply with the Environmental Protection (Noise) Regulations 1997. Will there be any of the following at the event? Description, size, quantity PA system Yes/No Mixing desk Yes/No Musical equipment Yes/No Speakers Yes/No Other sound amplification equipment Yes/No Other: please describe Note: If the noise from the event is expected to exceed the assigned noise levels outlined in the Environmental Protection (Noise) Regulations 1997, an Application for a Regulation 18 Approval must be submitted no less than 60 days before the event. Complaints procedures Have you received complaints regarding events of this nature previously? Yes/No If yes, please provide details of the issues that arose and how you will avoid them Please provide details below or a copy of your complaints procedure (including procedures for noise complaints)
Area Commercial use / non commercial Hourly charge $91 / $44 Half day use (4 hours) $248 / $91 Full day use (up to 10 hours) $489 / $175 Kings Square Area Commercial use / non commercial Booking fee $93 Other Charges $0 Bond and Ground Restoration Fees for all Passive Reserves Bond and Ground Restoration Fee Event category Organiser type Entry fee charged Liquor Licence Time Number of patrons Bond Fee Min Ground Restoration Fee X Any N/A N/A 7am – 10pm <50 $0 $0 A Charity / Community No N/A 7am – 10pm 50 - 500 $500 $250 B Charity / Community N/A N/A 7am – 10pm 501 – 2500 $1 000 $500 C Commercial N/A N/A 7am – 10pm <500 $1 500 $1 250 D Commercial N/A No 7am – 10pm 501 - 5000 $5 000 $3 500 E Commercial N/A Yes 7am – 10pm 501 – 5000 $8 000 $5 000 F Commercial N/A Yes 7am – 10pm 5001 -5500 $10 000 $8 000 G Commercial N/A Yes 7am – 12am 5501 -12 000 $20 000 $15 000 H Commercial N/A Yes >12 001 $50 000 $ 20 000 Key for Bond & Ground Restoration Fee Matrix Charity- means all profits benefit a registered charity Community- means the intent is for the event to be non-profit Commercial- means the promoter has the intent to generate profit
Event Calendar: Past Events/ Meetings/ Pending Decisions Country 2008 2009 2010 2011 2012 2013 2014 2015 2016 Decisions/ Projects Afghanistan - - - - - - - Decisions Projects Bangladesh - - 7th SPC Meeting held on 28th March 2010 in Dhaka, Bangladesh - 12th SPC Meeting held on 18th November 2012 in Dhaka, Bangladesh - -- 17th SPC Meeting held on 3rd December 2015 I Cox Bazaar Bangladesh Bhutan - 6th SPC Meeting held on 3rd November 2009 in Thimphu, Bhutan - - - 13th SPC Meeting held on 29th July 2013in Thimphu, Bhutan - - - India 2nd SPC Meeting held on 30th June in Hyderabad, India - 8th SPC Meeting held on 15th November 2010 in Bangalore, India - - 14th SPC Meeting held to be on 9th December 2013 in Kovalam, Kerala, India) - - - Maldives - - - 9th SPC Meeting held on 30th May 2011 in Male’, Maldives - - - - 18th SPC Meeting was postponed which due to be held on 28th November 2016 Nepal - 5th SPC Meeting held on 29th March 2009 in Kathmandu, Nepal - - - - 15th SPC Meeting held on 9th May 2014 in Kathmandu, Nepal - - Pakistan 4th SPC Meeting held on 20th December 2008 in Karachi, Pakistan - - - 11th SPC Meeting held on 23rd April 2012 in Islamabad - - 16th SPC Meeting held on 3rd March 2015 in Lahore, Pakistan -
Sri Lanka 1st SPC Meeting held on 28th March 2008 in Colombo, Sri Lanka 3rd SPC Meeting held on 29th September 2008 in Colombo, Sri Lanka - 10th SPC Meeting held on 28th November 2011 in Colombo, Sri Lanka - - - - - SPC Meetings to date: Country Afghanistan Bangladesh Bhutan India Maldives Nepal Pakistan Sri Lanka Number of times SPC Meeting conducted 0 2 3 3 1 2 3 3 SPC Seminars to date: Country Afghanistan Bangladesh Bhutan India Maldives Nepal Pakistan Sri Lanka 2014 - - - - - 1st SPC Seminar Mr. Esmond Lee, Executive Director (Financial Infrastructure at Hong Kong Monetary Authority): In his presentation, Mr. Lee shed light on RTGS – Emerging Issues and Challenges covering new innovations in the LVPS and guidelines for addressing the associated risks, role of RTGS and NPS and Regional Payment Gateways. Mr. Harish Natarajan, Senior Payment Systems Specialist at Payment Systems Development Group, World Bank: In his presentation, Mr. Harish highlighted the role of non-banks (online Payment Gateway Service Providers, Mobile Wallet etc. He covered the role that non-banks can play in payment systems, leveraging the reach of existing non-banks service - -
SHOWCASING OUR COMMUNITY 312 Main Street, Palmerston North | PO Box 132, Palmerston North 06 351 4409 | venuehire@globetheatre.co.nz VENUE HIRE ENQUIRY 2017 1. EVENT NAME 2. EVENT DATE(S) 3. Event Type (Type YES/NO, where relevant) Live performance Conference/meeting Presentation Exhibition Display Film screening Other (specify) 4. Admission Ticketed (Globe box office) (includes discount on venue hire charge) Ticketed (own arrangement) Non-ticketed (free to public) Non-ticketed (invite-only/closed) 5. Event participation Number of performers/presenters Audience size 6. Contact details Organisation/Company Address Postcode Contact Name Position Phone (Day/Evening) Mobile Email 7. Venue needs Areas required for hire (Type YES/NO, where relevant) Globe 1 (200 seats) Globe 2 (100 seats) Foyer Café/Lounge Rehearsal room Other (specify) 8. Hire period State date and time(s) (approx.) Arrive/pack-in Rehearsal/usage Performance begins Interval Performance ends Pack-out/exit by
UCD UCD Sport Development Manager Suzanne Bailey 01 716 2208 Suzanne.bailey@ucd.ie UCD Sport Facilities Bookings Manager Jenna Geiran 01 716 3839 sportfacilitiesinfo@ucd.ie UCD Sport Reception Desk 01 7163839/3821 UCD Student Centre Jason Masterson Jason.masterson@ucd.ie UCD Sport Safety Information Barry Mahoney 01 7163832 Barry.mahoney@ucd.ie UCD Clubhouse Bar Steve 01 7163146 Café Brava (UCD) Des Moran UCD First Response Room Duty Manager 01 716 7999 UCD Sport Emergency Line Duty Manager/Reception Staff 01 7162121 UCD SIRC Office (formerly Safety Office) (Safety, Insurance, Operational Risk & Compliance) 01 7168768 01 7168771 sirc@ucd.ie First Aid Provision First Aid Provision St Johns Ambulance Julie Mcginn 01 6688077 eventcover@stjohn.ie PA System Rental Soundworks 01 2821744 087 4115968 info@soundworks.ie Terry Finnegan 0872571929 Bus Hire Kavanagh Coaches Hilda 056 8831189 Marathon Coaches 01 4755010 info@marathontravel.ie Dualway Coaches 01 580054 info@dualway.com Student Sport Ireland Student Sport Ireland Student Sport Development Officer ciaran@studentsport.ie Accommodation Double Tree Hotel, Burlington Road 01 6185600 Talbot Hotel Stillorgan 01 2001800 reservations@talbotstillorgan.ie Clayton Hotel Ballsbridge 01 6681111 Radisson Blu St. Helens Hotel 01 2186000
Item Quantity Unit of Measure Unit Price Per Hour Extended Price 4 8 hours $________ Product Catg.: 99046 – Guard and Security Services Item Description: Unarmed Supervisor rate Question Mandatory / Optional Multiple Responses Accepted? Response ARE YOU REQUESTING THE SC RESIDENT CONTRACTOR PREFERENCE? SEE THE SC PROCUREMENT CODE, SECTION (1) (III) AND SECTION IIB OF THIS SOLICITATION FOR MORE INFORMATION. FOR A FAQ ON THESE PREFERENCES, PLEASE SEE Mandatory No ______Yes ______No ARE YOU REQUESTING THE SC RESIDENT SUBCONTRACTOR PREFERENCE-2%? SEE THE SC PROCUREMENT CODE, SECTION AND IIB & VIIB OF THIS SOLICITATION FOR MORE INFORMATION. FOR A FAQ ON THESE PREFERENCES, PLEASE SEE Mandatory No ______Yes ______No ARE YOU REQUESTING THE SC RESIDENT SUBCONTRACTOR PREFERENCE-4%? SEE THE SC PROCUREMENT CODE, SECTION AND IIB & VIIB OF THIS SOLICITATION FOR MORE INFORMATION. FOR A FAQ ON THESE PREFERENCES, PLEASE SEE Mandatory No ______Yes ______No IX. ATTACHMENTS TO SOLICITATION SAP ATTACHMENTS LIST - The following documents are attached to this solicitation: Attachment A - Important Tax Notice – Nonresidents Only Attachment B - Offeror’s Checklist Attachment C - References [09-9002-1]