zilongwang/ReadingBank huggingface dataset:
16. Equipment used to restrain animals must be maintained in good repair and effective working order. Records of maintenance are maintained. X X 1. The restraint equipment is working effectively. 2. In the event of the restraint equipment not working effectively, there is an alternative available or steps are taken to resolve the issue or cease production. 2. The restraint equipment is maintained in accordance with manufacturer’s specifications. 3. Operators are competent at implementing approved alternative arrangements (back-up plan) in the event of power failure or insufficient power (electrical or hydraulic) preventing correct operation of the box. 4. There is a maintenance schedule in place and records of maintenance are available. Maintenance schedule: There must be a documented, regular maintenance schedule in place for the restraint box, which fulfils the manufacturer’s recommendations. Records of maintenance performed, including routine and daily checks (including daily check of relief valve operation), must be available and current. 17. There must be a back-up procedure to stunning. If an initial stun is ineffective, a restun must be applied immediately. X 1. A back-up stunning procedure is in place or there is a policy to stop the process until the situation is rectified. 2. Ineffectively animals are identified and re-stunned without delay . Back-up procedure: This can involve the use of a back-up stunning device or slaughter without stunning, if the animal is already held in an approved restraining device and the facility is approved to perform slaughter as part of an ESCAS-compliant chain. 18. Stunning equipment must be correctly applied, with the appropriate method, charge / pressure / electrical setting X (X) 1. Correct /electrical settings are used - 1.5A for cattle and 1.0A for sheep and goats, for 1-3 seconds, with electrodes maintaining good contact and spanning the brain. 3. Manufacturer’s recommendations for appropriate charge (penetrating and nonpenetrating captive bolt stunning) are followed. When electrical stunning is used: In order to ensure the appropriate charge, pressure or electrical setting is selected for the animal, the stunning device apparatus should incorporate a device that monitors and displays voltage (true RMS) and the applied current (true RMS), and calibrated at least annually. Incorrect position: Not in accordance with SOPs, OIE Article 7.5.7 or the manufacturer’s directions. For electrical stunning, electrodes must span the brain.
— Summary of investigation report outcomes Further information on the below investigations as well as other live animal export investigations is available on the Department of Agriculture website. Table C Summary of publicly released ESCAS investigation report outcomes with findings of possible or confirmed non-compliance. Location Report # Allegation Species Department of Agriculture’s findings Compliance management measures Gaza 24 Animals outside the supply chain – Animal welfare concerns Cattle The department found that there was a loss of control and traceability in the supply chain with poor animal welfare outcomes with cattle slaughtered in a manner not consistent with OIE recommendations. A major non-compliance was recorded against LSS for animals outside the approved supply chain which resulted in poor animal welfare outcomes. A minor non-compliance was recorded against LSS for the movement of animals into Gaza facilities prior to those facilities receiving ESCAS approval. No further consignments have been approved for export to the supply chain in Gaza. The department will consider the findings of this investigation when considering future applications to export livestock that include this supply chain. Indonesia 1 Facilities not up to standard Animal welfare concerns Cattle The department found relating to restraint & handling in two abattoirs that handled Australian cattle. A major non-compliance was recorded against International Livestock Export and North Australian Cattle Company (animal welfare). Conditions applied to the ESCAS Two abattoirs removed from the supply chain. Israel x 3 15 & 16 Facilities not up to standard Cattle sheep The department found animals were handled in a manner not consistent with OIE animal welfare standards. Conditions applied to NOI - unloading in Israel. 30 Animal welfare concerns Cattle The department found that there were elements of poor animal handling during the unloading of a consignment of cattle from the vessel. The department referred the matter to local authorities in Israel.
Agency (MHRA) via Send a letter and the shared care agreement form to the GP to obtain consent to share prescribing and monitoring responsibilities Advise GP of any dosage adjustments required, when to refer back, and when and how to stop treatment Ensure clear arrangements for back up, advice and support General Practitioner responsibilities Prescribe the recommended drug once notified by the specialist after agreeing to the treatment programme. Prescribe by brand for sustained release preparations. Ensure that the treatment is not continued if the patient fails to attend the specialist clinic for over a year Check that patient is being monitored as specified in specialist responsibility Report to and seek advice from the specialist on any aspect of patient care that is of concern to the GP and may affect treatment Refer back to the specialist if the patient’s condition deteriorates Monitor the patient for side effects and report all suspected adverse drug reactions to the specialist and to the MHRA via Stop the treatment if advised by the specialist Patient's role Ask the specialist or GP anything he or she does not understand about the treatment Try to put into practice any behavioural or psychological programmes and report back to the specialist about their effectiveness Report any adverse effects to the specialist or GP Attend agreed review appointments
Methotrexate is NOT licensed for the following indications but there is a good body of medical evidence that supports its use:- One copy filed in patient record One copy of agreement sent to general practitioner Name of Initiating Doctor: Speciality: Consultant: Fax number Patient Name: NHS Number: SECTION TO BE COMPLETED BY GENERAL PRACTITIONER I agree*/don’t agree* to enter into a shared care arrangement for the treatment and monitoring of the above patient with this medicine (*delete as appropriate) GP Name: Signature: Date: Once signed please detach this sheet and fax to the number shown above. File copy in patient’s record and add shared care – specialist/GP read code 66S2 or XaK6z depending on GP clinical system.
SECONDARY CARE SECTION TO BE COMPLETED BY INITIATING DOCTOR Patient’s Name: NHS Number: Date of Birth: Date Treatment Started: (Add Date) One copy of information leaflet given to patient One copy of agreement sent to general practitioner One copy filed in patients notes Name of Initiating Doctor: Consultant: Speciality: Fax Number: 01902 695736 PRIMARY CARE SECTION TO BE COMPLETED BY GENERAL PRACTITIONER I agree*/don’t agree* to enter into a shared care arrangement for the treatment of the above patient with this medicine (*delete as appropriate) GP Name: Signature: Date: Once signed please detach this sheet and fax to the number shown above. File copy in patient’s record and add read code 66S2 or XaK6z depending on GP clinical system. BACK-UP ADVICE AND SUPPORT Contact details Telephone No. Email address: Rheumatology Nurse Helpline 01902 695491 Rheumatology Secretaries 01902 695492 01902 695495 Hospital Pharmacy Department Mrs S. Reed 01902 695136 susan.reed4@nhs.net
Induction Target audience: Staff in infrequent contact with children, young people and/or parents/carers who may become aware of possible abuse or neglect. Training Level Suggested Duration and frequency of updates Examples of job roles requiring level of training How this training is delivered Induction Staff in infrequent contact with children, young people and/or parents/carers who may become aware of possible abuse or neglect. (For health colleagues please note this is equivalent to Intercollegiate Level 1) 30 minutes, included within induction Should be within 6 weeks of joining organisation If you do not receive any training above this level; updates should be at least every 3 years, however ESCB would recommend annual updates All staff should receive basic safeguarding awareness sessions as part of their induction Link to the ESCB Induction standards Integral part of agency induction. Could be delivered through or face to face All staff should be made aware of additional training opportunities related to safeguarding even if it is not required by their job role It is the responsibility of the safeguarding lead for the organisation to ensure this training is accessed Learning Outcomes for Induction To be able to recognise potential indicators of child abuse and neglect Awareness of the current SET (Southend, Essex and Thurrock) Child Protection and Safeguarding Procedures e-
supported living; shared lives placements; residential care 2 Remaining at local school provision or moving to local FE College with an EHCP Analysis of the arrangements/support required. Progress to be evidenced and differentiated. Transfer from school to local FE College/remaining at Local FE College course with an EHCP A new course will normally be a progression from previous courses studied. Analysis of the arrangements/support required. Progress to be evidenced and differentiated. Employment opportunities , employment related training/education or Higher education and/or Support from Adult social care service – support at home; day service support/respite; accommodation based support through supported living; shared lives placements; residential care 3 Moving onto an apprenticeship/traineeship/ supported internship/other employment related provision There must be evidence of educational progress at a level which is sufficient to lead to employability Moving onto, or progressing in, internship/other employment related provision There must be evidence of educational progress at a level which is sufficient to lead to employability Employment opportunities , employment related training/education or Higher education And/or Support from Adult social
care service – support at home; day service support/respite; accommodation based support through supported living; shared lives placements; residential care 4 Remaining at a special school or moving to a Independent Specialist provider A range of local mainstream options to meet the agreed educational outcomes have been fully considered and there is evidence they are not suitable and cannot meet the young persons agreed educational outcomes Evidence of educational assessments undertaken by local providers which demonstrate why they are unable to put in place the arrangements required to meet the young person’s educational outcomes (This should include Moving to an Independent Specialist provider Any new course must be a progression from previous courses studied. A range of local mainstream options to meet the agreed educational outcomes have been fully considered and there is evidence they are not suitable and cannot meet the young persons agreed educational outcomes Evidence of educational assessments undertaken by local Employment opportunities , employment related training/education or Higher education And/or Support from Adult social care service – support at home; day service support/respite; accommodation based support through supported living; shared lives placements; residential care Or continuing healthcare adult pathway
Part 2 – Registered Body Corporate Organisations only (excluding franchises) If you are a registered Body Corporate Organisation, all requests must be counter signed (below) by the owner, director or head of the relevant business area. The counter signatory must submit the form and confirm they will be responsible for authorising all requests and advise of account closures Authorised by Designation Signature Date Part 3 – Please include all additional payment location codes that you require access to. Payment location code Trading name and address Last 4 digits of account number where schedule payment is made Please enter the amount paid on each of the last two schedules you have received from us Schedule total 1 Schedule total 2 GOC number if a registered Body Corporate Organisation
Closely spaced isobars often indicate __________. high winds variable winds light winds cyclonic winds If stormy weather is approaching, the pressure tendency would probably be __________. steady rising falling none of these Which is younger, A or D? Which is older, B or C? Which rock is the oldest? D B C F E ‘What principle allows you to determine the relationship between A and C? Age of inclusions Superposition Cross-cutting relationships Faunal succession Most of the United States is situated in which zone of prevailing winds? trade winds subpolar easterlies westerlies doldrums On a weather map, _______ fronts are shown by a line with triangular points on one side. warm cold occluded stationary On a weather map, _______ fronts are shown by a line with semicircles extending from one side. warm cold occluded stationary What is an astronomical unit? The distance from the Earth to the moon The distance from the Earth to Mars The distance from the Earth to the sun The distance from the Earth to Venus Which of the following is not a physical property of minerals? Taste Color Luster Chemical composition
Shears, G. (Executive Producer). (1993). La Boheme [Television broadcast]. Sydney: The Australian Broadcasting Cooperation. Sorace, R. E., Reinhardt, V. S., & Vaughn, S. A. (1997). High-speed digital-to-RF converter. U.S. Patent 5 668 842, Sep. 16.
This Appendix contains the following BMP Fact Sheets, to be used in conjunction with the ESCP and ESCDs. Erosion Control EC-1 – Scheduling EC-2 – Preservation of Existing Vegetation EC-7 – Geotextiles and Mats Sediment Controls SE-4 – Check Dams SE-5 – Fiber Rolls SE-6 – Gravel Bag Berm SE-7 – Street Sweeping and Vacuuming Wind Erosion Controls WE-1 – Wind Erosion Control Tracking Control N/A Non-Stormwater Management NS-3 – Paving and Grinding Operations NS-6 – Illicit Connection/Discharge NS-9 – Vehicle and Equipment Fueling NS-10 – Vehicle and Equipment Maintenance NS-12 – Concrete Curing NS-13 – Concrete Finishing Waste Management WM-1 – Material Delivery and Storage WM-3 – Stockpile Management WM-4 – Spill Prevention and Control WM-5 – Solid Waste Management WM-6 – Hazardous Waste Management WM-7 – Contaminated Soil Management WM-8 – Concrete Waste Management WM-9 – Sanitary/Septic Waste Management
Using school systems to run a private business Use systems, applications, websites or other mechanisms that bypass the filtering or other safeguards employed by the school Uploading, downloading or transmitting commercial software or any copyrighted materials belonging to third parties, without the necessary licensing permissions Revealing or publicising confidential or proprietary information (e.g. financial/personal information, databases, computer / network access codes and passwords) Creating or propagating computer viruses or other harmful files Carrying out sustained or instantaneous high volume network traffic (downloading / uploading files) that causes network congestion and hinders others in their use of the internet Online gaming (educational) Online gaming (non-educational) Online gambling Online shopping/commerce File sharing Use of social networking sites Use of video broadcasting e.g. Youtube What are the risks? The risks that can be posed to young people and adults when online have been identified by the EUKids online project, which was later referenced in paragraph 1.3 of Dr Tanya Byron in “Safer Children in a Digital World” (2008). Commercial Aggressive Sexual Values Content (Child as recipient) Adverts Spam Sponsorship Personal Info Violent/hateful content Pornographic or unwelcome sexual content Bias, Racist or Misleading info or advice Contact (Child as participant) Tracking Harvesting personal info Being bullied, harassed or stalked Meeting strangers, Being groomed Self-harm, Unwelcome persuasions
Question 5: Upon review of the signed admissions contract, what is the current status of the admissions contract? (Circle the answer which best describes semester progress) Answer Choices (Circle One) Yes (met) In-Progress (met) Pending (met) No (did not meet) Description of Answer Student has met all terms and conditions of contract and has successfully declared the major Student has not yet completed the allotted 24 contract credits (i.e. contract began 201640) One or more conditions have not been met, but matriculation should not be closed One or more conditions were not met and the student’s matriculation should be closed Question 6: When did the Contract Advising Appointment take place during the semester? Did this advising appointment take place before or after priority registration? Question 7: What contract conditions did you find determinative when selecting a contract status? If the contract was found to have been met, were all contract terms and conditions completed? Please mark each contract condition which factored into your status selection: Earn a minimum cumulative GPA of 2.50 in 24 credits Declare a Major Take the Math Accuplacer Exam prior to beginning first semester Enroll in a Math Course that corresponds to Accuplacer score in first semester Repeat one course Repeat multiple courses Repeat one of the following courses Contract Advising Appointment Academic Renewal Apply for an Academic Record Adjustment Associates Degree Plan to Declare Academic Journal Focus 2 Assessment Use Degree Finder to find a minimum three majors of interest End of Semester Contract Review (ESCR) Enroll in USU 1730: Strategies for Academic Success and earn a minimum B grade Enroll in USU 1220: Career and Life Planning and earn a minimum B grade
User Signature I agree to follow this code of conduct and to support the safe and secure use of ICT throughout the school Signature …….………………….………… Date …………………… Full Name …………………………………......................................... (printed) Job title ……………………………………………………………………
Get Copy of Insurance Binder Call insurance company and get a copy of the insurance binder faxed over so that you have it at closing. Communication Log If you keep a communication log between you and all the parties you may want to print it an keep it in the property file. Final Walk Through Coordinate your final walk through 1 to 2 days before closing. Estimated HUD1 and Funds Needed for Closing Escrow will usually send this a day before the closing and you need to verify everything on the Estimated HUD1. If you are funding part of the purchase the property with your own funds call and get amounts that will need to be brought to closing the day before the closing. DAY OF CLOSING Compare Preliminary HUD against Final HUD Make sure negotiated figures are the same and that final HUD is acceptable to you and the bank if one is involved. Review All Closing Docs Make sure you have copies of all closing docs for your records. Deeds, mortgages, property insurance, title insurance, keys etc. AFTER CLOSING Closing Statement Escrow will send you a closing statement 2 days after closing with any closing checks or extra funds. Transfer Title If you had to buy in your personal name for bank financing purposes make sure you transfer the property into your LLC or Corporation. Grant Deed Make sure the Grant deed gets recorded. Prepare Closing Folder Go through and make sure checklist is completely finished and prepare the closing folder and transfer it to the properties owned file. Post Closing Follow Up Send the seller or buyer a thank you letter and a testimonial request.
Compensated Absences Employees earn vacation leave at varying rates in accordance with District policy. Vacation is payable upon termination. Employees earn sick leave at a rate of 12 days per year and may accumulate an unlimited sick leave balance. Under the provisions of Chapter 28A.400.210 RCW, sick leave accumulated by District employees is reimbursed at death or retirement at the rate of 1 day for each 4 days of accrued leave, limited to 180 accrued days. This chapter also provides for an annual buy-back of an amount up to the maximum annual accumulations of 12 days. For buy-back purposes, employees may accumulate such leave to a maximum of 192 days, including annual accumulation, as of December 31 of each year. The balance reported in the statement of net position as of August 31, 20__, represents the aggregate amount of vacation and sick leave payable for all eligible employees of the District. {See note 12 for alternate language if the District participates in a Compensated Absences Pool} Other Accrued Liabilities These accounts consist of accrued wages and accrued employee benefits. Long Term Debt – See Note 5 Other Liabilities and Credits {No sample text provided. This section can be used to describe other material asset categories not covered in the notes} Deferred Outflows and Deferred Inflows {No sample text provided. This section can be used to describe deferred outflow of resources and deferred inflow of resources, see the manual or GASB Statement 63 for more information} Note 2: DEPOSITS AND INVESTMENTS All of the District’s bank balances are insured by the Federal Depository Insurance Corporation (FDIC) or by collateral held in a multiple financial institution collateral pool administered by the Washington Public Deposit Protection Commission (PDPC). Statutes authorize the District to invest in (1) securities, certificates, notes, bonds, short-term securities, or other obligations of the United States, and (2) deposits in any state bank or trust company, national banking association, stock savings bank, mutual savings bank, savings and loan association, and any branch bank engaged in banking in the state in accordance with RCW 30.04.300 if the institution has been approved by the Public Deposit Protection Commission to hold public deposits and has segregated eligible collateral having a value of not less than its maximum liability. As of August 31, 20__, the District had the following investments: Investment Maturity Fair Value Local Government Investment Pool County Investment Pool
Republic of the Philippines CEBU NORMAL UNIVERSITY COLLEGE OF TEACHER EDUCATION Osmeña Blvd., Cebu City CNU - Integrated Laboratory School Existing ESD Initiatives (Those projects presented during the In-Country Workshop) Major Activities With whom/ whom to involve Support/ Resources Needed When Status Revisit of the Student Teaching Curriculum/ Syllabus for Integration of ESD into Orientation on ESD to Student Teachers’ Implement some activities from ESD module based on CNU needs) University President VPAA VPA Dean, CTE ILS Supervisor ILS faculty (Mentors) Student Teachers Financial support Technical and logistics December 6, 2017 Ongoing Implemented of the program with emphasis on ESD ILS faculty (Mentors) Student Teachers Barangay officials Beneficiaries of Barangay Caputatan Norte, Medellin, Cebu Financial support Technical and logistics December 7, 2017 Implemented
Community immersion ILS faculty (Mentors) Student Teachers Barangay officials Beneficiaries of Barangay Caputatan Norte, Medellin, Cebu University President VPAA VPA OSA Students Teachers Financial support Technical and logistics meals December 15, 2017 With Approved Letters on ESD concepts Community immersion ILS faculty (Mentors) Barangay officials Beneficiaries of Barangay Caputatan Norte, Medellin, Cebu University President VPAA VPA OSA Students Teachers Financial support Technical and logistics meals January 2018 – March 2018 With Approved Letters Monitoring ILS faculty (Mentors) Barangay officials Beneficiaries of Barangay Caputatan Norte, Medellin, Financial support Technical and logistics meals January 2018 – March 2018 Ongoing (Documents Available)
JOB ORDER DETAILS Date: FEIN #: Employer Name: Parent Company: Physical Address: County: City: State: Zip: Mailing Address: County: City: State: Zip: Phone #: - - FAX #: - - Contact Name: Job Title of Contact: E-Mail Address: Job Title: Number of Openings: Job Summary: (Experience or Bona Fide Occupational Qualifications) MINIMUM Experience Required: Months Years Tools Required? Yes No Certificate/License Required: Yes No Type of License Typing Speed: wpm Data Entry Speed: kph Job Testing Required? Yes No MINIMUM Education Required : Benefits Available: (Insurance, Sick, Vacation) MINIMUM Salary: $ Per: (Hr/Day/Wk/Mth/Yr) Commission Only? Yes No Display Salary to Job Seeker? Yes No Drug Test? Yes No Credit History Checks? Yes No Must A Job Seeker Be Currently Employed To Be Considered For This Job Vacancy? Yes No Work Hours: From: To: Hours Per Week: Shift Work? Yes No Work Days: Sun Mon Tues Wed Thur Fri Sat Other: Duration of Job: 0 – 3 Days 4 – 150 Days 151 + Days REFERRAL METHOD NOTE: After 10 days, job orders that pay $9/hr or less will be viewable by the public and partner staff. Do you want your company name and contact information displayed to the public? Yes No How to apply: Fax Resume Fax Application In Person By Mail Call Employer Website Additional Referral Instructions: Does the employer intend to file for Foreign Labor Certification: Yes No If yes, please provide the following: Date of Need/Start to Work Date: Transportation Provided : Yes No Housing Provided: Yes No Overtime: Yes No If yes, overtime wage: Upon receipt of your job order, a WorkForce Representative may contact you. If you have additional questions, please contact your local WorkForce West Virginia Office WorkForce West Virginia 1-800-252-JOBS (5627)
ESD 101: FDK and WaKIDS: Sandra Szambelan Director, Center for Early Childhood Services 509-456-7086 ESD 105: FDK: Lexi Caitlin - Early Childhood Professional Development Coordinator 509-853-2050 WaKIDS: Cynthia Juarez Early Learning Director 509-454‐2488 ESD 112: FDK and WaKIDS: Jackie Brock Schools Readiness Manager 360-750-7500 x 370 ESD 113: FDK: Janet Collier Kindergarten Specialist 360-280-8841 WaKIDS: Abby Bowers Early Childhood Director 360-464-6716 WaKIDS/EL contact: Betzy Mulwee Head Start 360-464-6824 Olympic ESD 114: FDK: Jennifer Acuna Director, Special Services 360-478-6886 WaKIDS: Kathleen Rice WaKIDS Coordinator 360-271-5311 (mobile) 360-478-6884 (msg.) Puget Sound ESD 121: FDK and WaKIDS: Kay Lancaster School Readiness Director 425-917-7947 ESD 123: FDK and WaKIDS: Jennifer Kelly WaKIDS Coordinator 509-544-5755 North Central ESD 171: FDK and WaKIDS: Shanna Brooks WaKIDS Coordinator/Literacy Specialist 509-665-2645 Northwest ESD 189: FDK and WaKIDS: Karma Hugo Director of Early Learning 360-299-4045
Enroll all customers into the following: Service Category – 2 Assessment & Planning; Service - 8 Objective Assessment Service Category – 2 Assessment & Planning; Service – 68 Employ Dev Plan Fund 20 – WIOA Dislocated Worker AND Fund 206 – Oil & Gas NDWG Office 5 –2039 DW Oil & Gas Scenario 1: If customer is only interested in job search enter the following in Twist: Service Information Service Category – 3 Job Search Service Service – 12 Job Search Assistance Start Date County Fund Detail o Fund (20 & 206) Office 3 - 490 Office 5 - 2039 Staff Completion Information Completion Reason Counselor Notes Update notes as contact is made with customer Program Detail Exit - If customer no longer needs our assistance, enter the following in Twist: Exit Date Exit Reason Labor Force Performance Date If Labor Force is 1 – Employed, right click under Performance Outcomes and fill out data entry fields Scenario 2: If customer is interested in OJT: Follow procedures in place for OJT customers with the following inclusions: FICE - 999999 Enroll in Fund 20 – WIOA Dislocated Worker AND Fund 206 – Oil & Gas NDWG Office 5 – 2039 Oil & Gas Scenario 3: If customer is interested in Classroom Training: Customer will select office of their choice. Oil & Gas staff will contact office and transfer the responsibility to the selected office and document in counseling notes. Office will follow procedures in place for Classroom Training customers with the following inclusions: Enroll in Fund 20 – WIOA Dislocated Worker AND Fund 206 – Oil & Gas NDWG Office 5 – 2039 Oil & Gas NAICS NAICS Description 425120 Wholesale trade agents and brokers 3331 Agriculture, Construction, and Mining Machinery 333912 Air and Gas Compressor Manufacturing
Estimate Documentation Design ID(s) Construction ID(s) Est. Doc. Prepared for Est. Doc. Prepared By: Preparer’s Email: Report finished on Description of Proposed Work Type of Work -See for definitions. Select all that apply. Resurfacing Reconditioning Pavement Replacement Roadway Reconstruction Roadway Expansion Bridge Reconstruction Bridge Expansion Bridge Rehabilitation Bridge Replacement Other (Please explain) Comments: Similar Projects or Proposals – List similar project/proposal IDs and how they were referenced Schedule and Road User Costs Let Date Anticipated Start Date Completion Date Working Days Calendar Days Interim completion date(s) Lane rental Enhanced liquidated damages Interim liquidated damages Accelerated schedule Extraordinary forces expected Other (Please explain) Comments: Traffic Control Primary Closure Type: Other Closures and Traffic Control Characteristics: Mainline Closure Shoulder or No Closure Continuous Lane Closure Daily/Nightly Lane Closure Moving Lane Closure Flagging Operation Complex/Unusual staging Detour required Night work expected Peak hour restrictions Limited work zone access Temp bike/pedestrian access Temp concrete barrier used Temp/Crossover roadways Temp structures Temp traffic control signals Other (Please Explain) Number of stages: Comments: Construction Conflicts
Facebook Post Tweets Images Videos Institutions in your community can help open an RESP and get $ for your child’s education Les institutions de votre collectivité peuvent vous aider à ouvrir un REEE et à obtenir de l’argent pour les études de vos enfants. English: Canada Learning Bond – Helping families save for a child’s education Save for your child’s education with an #RESP! Épargnez pour les études de votre enfant avec un #REEE! French: Bon d’études canadien – Aider les familles à épargner pour les études d’un enfant DYK that there are different #RESP plans? Find out which works best for you! Le saviez-vous? Il y a plusieurs types de #REEE. Trouvez celui qui vous convient le mieux! So your child wants to travel the world after high school – No problem, an RESP can stay open for 35 years! Votre enfant veut partir à la découverte du monde après le secondaire? Pas de problème, un REEE peut rester ouvert pendant 35 ans!
Date 10:00 am - 11:30 am, Slot(A) Course Code & Course Title 12:30 pm - 2:00 pm, Slot(B) Course Code & Course Title 3:00 pm - 4:30 pm, Slot(C) Course Code & Course Title No. of Student Total 12-.11-2018 GIS 101 Introduction to Geographic Information System with Lab 18 53 ENG 101 Communicative English-1 21 ESDM 406 Gender and Environment 14 13-11-2018 ESDM 302 Water Resources Planning and Management 13 33 ESDM403 Research Method (Project Design) 08 ESDM102 Geography and Environment 12 14-11-2018 ENG102 Communicative English-2 09 65 ESDM 305 Urban Environmental Issues and Planning 11 ESDM207 Fundamentals of Earth Sciences 28 ESDM 208 Fundamentals of Hydrosphere 17 15-11-2018 ESDM 304 Biodiversity Conservation 29 51 ECO 101 Environmental Economics 22 17-11-2018 ESDM 301 Environmental Pollution and Management 23 33 ESDM 306 Environmental Impact Assessment 10 18-11-2018 ESDM 101 Introduction to Environmental Science and Disaster Management 21 33 ESDM 103 Soil and Environment 12 19-11-2018 ESDM 401 Urban Waste and Effluent Management 19 40 MATH 101 Basic Mathematics 21
Plan Name Deferred Outflows of Resources Deferred Inflows of Resources Difference between expected and actual experiences $ $ Net difference between projected and actual earnings on pension plan investments $ $ Changes in assumptions or other inputs $ $ Changes in proportion and differences between contributions and proportionate share of contributions $ $ Contributions subsequent to the measurement date $ $ TOTAL $ $ Plan Name Deferred Outflows of Resources Deferred Inflows of Resources Difference between expected and actual experiences $ $ Net difference between projected and actual earnings on pension plan investments $ $ Changes in assumptions or other inputs $ $ Changes in proportion and differences between contributions and proportionate share of contributions $ $ Contributions subsequent to the measurement date $ $ TOTAL $ $ Plan Name Deferred Outflows of Resources Deferred Inflows of Resources Difference between expected and actual experiences $ $ Net difference between projected and actual earnings on pension plan investments $ $
Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions The Pension Plans reported collective Deferred Outflows of Resources and collective Deferred Inflows of Resources related to the individual plans. At August 31, 2016, the ESD reported Deferred Outflows of Resources and Deferred Inflows of Resources related to pensions from the following sources: Plan Name Deferred Outflows of Resources Deferred Inflows of Resources Difference between expected and actual experiences $ $ Net difference between projected and actual earnings on pension plan investments $ $ Changes in assumptions or other inputs $ $ Changes in proportion and differences between contributions and proportionate share of contributions $ $ Contributions subsequent to the measurement date $ $ TOTAL $ $ Plan Name Deferred Outflows of Resources Deferred Inflows of Resources Difference between expected and actual experiences $ $ Net difference between projected and actual earnings on pension plan investments $ $ Changes in assumptions or other inputs $ $ Changes in proportion and differences between contributions and proportionate share of contributions $ $ Contributions subsequent to the measurement date $ $ TOTAL $ $
ESDR Activity Manager “Projects” and “Activities” Date: 7/21/16 Activity Manager Link: Project Name ID # Project Lead Activity Name Risk Level Activity Lead Assigned ESDR Electrochemistry Battery Research (V. Battaglia) P-ED-006 Vince Battaglia Electrode Fabrication (EE-0024) 3 Yanbao Fu Cell Assembly (EE-0025) 3 Yanbao Fu Cell Testing (EE-0026) 1 Yanbao Fu Materials Characterization 3 Xiangyun Song Battery Gel Separator Synthesis (ED-0017) 2 Yanbao Fu Material Synthesis (ED-0018) 1 Vince Battaglia Nitric Acid Waste Treatment 3 Xiangyun Song ESDR Electrochemistry Battery Research (E. Cairns) P-ED-009 Elton Cairns Electrode Fabrication (EE-0072) 3 Yoon Hwa Cell Assembly (EE-0073) 3 Yoon Hwa Cell Testing (EE-0074) 1 Yoon Hwa Materials Characterization 2 Yoon Hwa Tube Furnace (ED-0003) 2 Yoon Hwa Graphene Oxide Synthesis 2 Ayako Kawase ESDR Electrochemistry Battery Research (N. Balsara) P-ED-011 Nitash Balsara Electrode Fabrication (EE-0069) 3 Mahesh Bhatt Cell Assembly (EE-0070) 3 Mahesh Bhatt Cell Testing (EE-0071) 1 Mahesh Bhatt ESDR Electrochemistry Battery Research (M. Doeff) P-ED-012 Marca Doeff Electrode Fabrication (EE-0047) 2 Chixia Tian Cell Assembly (EE-0048) 3 Chixia Tian Cell Testing (EE-0049) 1 Chixia Tian Synthesis of Electrode and 3 Chixia Tian
Ceramic Electrolyte Powders Phillips XRD 62-145-3 for System Supervisors (EE-0106) 3 Grace Lau Use of Phillips Diffractometer 2 Grace Lau Nitric Acid Waste Neutralization (EE-0095) 3 Marca Doeff A Guide to Materials Characterization (EE-0130) 1 Chixia Tian Scanning Electron 2 Grace Lau Pressure Reactor Vessel 3 Marca Doeff ESDR Electrochemistry Battery Research (G. Chen) P-ED-014 Guoying Chen Materials Synthesis (EE-0038) 3 Guoying Chen Electrode Fabrication (EE-0040) 3 Guoying Chen Cell Assembly (EE-0041) 3 Guoying Chen Cell Testing (EE-0042) 1 Guoying Chen Nitric Acid Waste Treatment 3 Guoying Chen Powder XRD for Battery and Fuel Cell Studies (EE-0130) 2 Grace Lau Powder XRD for System Supervisors (EE-0131) 3 Grace Lau Pressure Reactor Vessel 3 Guoying Chen ESDR Electrochemistry Battery Research (W. Tong) P-ED-013 Wei Tong Electrode Fabrication (EE-0029) 3 Wei Tong Cell Assembly (EE-0030) 3 Wei Tong Cell Testing (EE-0031) 1 Wei Tong Materials Characterization 1 Wei Tong Material Synthesis (EE-0033) 3 Wei Tong
Go to the StaticWorx video page at: . Select the video clip: ‘Testing your ESD floor’. Watch the video and answer the following questions: Why can’t you use a multimeter with standard probes to test the surface resistance of a floor? What type of probes should you use, and how are they different from standard probes?
AUPs are signed by staff, pupils and guests and are signed by users before access to technology is allowed. It forms part of our partnership agreement between parents, carers, puils and the school to ensure that users are kept safe when using technology. A list of children who, for whatever reason, are not allowed to access technology is kept in school and made available to all staff. The school’s AUP: Is relevant to the setting and purpose. Is written to be easily understood by each individual user. Is regularly communicated to all users, particularly when changes are made to the Policy/ AUP. Outlines acceptable and unacceptable behaviour when using technologies, including : Cyberbullying Inappropriate use of email, communication technologies and Social Network sites and any online content. Acceptable behaviour when using school equipment/ accessing the school network. Outlines the ways in which users are protected when using technologies e.g. passwords, virus protection and filtering. Provides advice for users on how to report any failings in technical safeguards. Clearly defines how monitoring of network activity and online communications will take place and how this will be enforced. Outlines sanctions for unacceptable use and makes all users aware of the sanctions. Stresses the importance of e-safety education and its practical implementation. Highlights the importance of parents/ carers reading and discussing the content of the AUP with their child. Dealing with incidents Even when procedures are followed there may occasionally be incidents related to An incident log should always be completed to record and monitor incidents. Illegal offences Any suspected illegal material or activity must be brought to the immediate attention of the Headteacher who must refer this to external authorities, e.g. Police, CEOP, and Internet Watch Foundation (IWF). We will never personally investigate, interfere with or share evidence as we may inadvertently be committing an illegal offence. It is essential that correct procedures are followed when preserving evidence to protect those investigating the incident. Examples of illegal offences are: Accessing child sexual abuse images Accessing non-photographic child sexual abuse images Accessing criminally obscene adult content Incitement to racial hatred
REFERENCES Conley, TG & Galeson, DW 1998, 'Nativity and wealth in mid-nineteenth century cities', Journal of Economic History, vol. 58, no. 2, pp. 468-493. Wikipedia, Bee, Available from: <https://en.wikipedia.org/wiki/Bee> [21 February 2016] National Safety Council, Defensive Driver Safety Training, Available from [23 February 2016]
3. Lessons Learned What lessons have been learned from the analysis of this event (as appropriate): At the individual level? At a care team level? At an organisational level? At the interface of primary and secondary health care? At the interface between health and social care? What action has been taken to date to minimise the chances of this event happening again? What further action do you plan? (Outline your Action Plan for Improvement and how and when you will implement it together with the role and contribution of the wider care team where appropriate. Also consider how you might share any interface issues or external factors that have contributed to this event but which you deem to be out with your control. Think again about taking a systems approach to improvement and consider the complex interactions between People, Activity and Environment already identified. If you judge that no action is necessary please justify why this is the case). Who is responsible for ensuring that these actions are implemented and how will these be monitored and sustained in practice? (Outline your role and contributions and those of the wider care team where appropriate). If you did not have the opportunity to analyse this event with colleagues, what were the barriers? (Please complete where applicable).
State standards and assessment systems. Information is provided on each state’s status as of December 2012 in adopting challenging academic content and student achievement standards as well as in developing and implementing academic assessments in reading/language arts, mathematics, and science as required for each state under Section 1111(b)(3). Student performance. Data tables in the report summarize the percentage of all students scoring at or above proficient on assessments administered in the 2013–14 school year in reading/language arts, mathematics, and science. Data are also disaggregated by major racial/ethnic groups, economically disadvantaged students, students with disabilities, LEP students, migrant students, and gender. English language acquisition. Information is provided on the acquisition of ELP and academic content proficiency by LEP students. Accountability. The report includes data on the number of Title I schools identified for improvement, corrective action, or restructuring under ESEA Section 1116(b) for the 2014–15 school year. It also contains counts of priority and focus schools for states that are approved to implement ESEA flexibility. Public school choice and supplemental educational services. Data tables summarize the percentage of students in Title I schools who participated in public school choice and supplemental educational services under ESEA Sections 1116(b) and 1116(e) during school years 2009–10 through 2013–14. Starting in the 2012–13 school year, only some states reported these data since the requirements were waived for many states approved to implement ESEA flexibility. Highly qualified teachers. Information is provided on the percentage of public elementary and secondary school core academic classes taught by highly qualified teachers in each state during school year 2013–14. There are a number of other U.S. Department of Education reports and studies that offer additional information on elementary and secondary education, such as: The National Assessment of Educational Progress State-level data The Condition of Education State and Local Implementation of the No Child Left Behind Act The Biennial Evaluation Report to Congress on the Implementation of the Title III State Formula Grant Program SY 13–14 Education for Homeless Children and Youth (EHCY) National Data Summary All websites listed throughout this report were last accessed June 2016.
Principle 1: College- and Career-Ready Expectations for All Students 27 1.A Adopt college- and career-ready standards 27 1.B Transition to college- and career-ready standards 32 1.C Develop and administer annual, statewide, aligned, high-quality assessments that measure student growth 50 Principle 2: State-Developed Differentiated Recognition, Accountability, and Support 51 2.A Develop and implement a State-based system of differentiated recognition, accountability, and support 51 2.B Set ambitious but achievable measurable objectives 68 2.C Reward Schools 2.D Priority Schools 2.E Focus Schools 2.F Provide incentives and supports for other Title I schools 2.G Build SEA, LEA, and school capacity to improve student learning Principle 3: Supporting Effective Instruction and Leadership 3.A Develop and adopt guidelines for local teacher and principal evaluation and support systems 3.B Ensure LEAs implement teacher and principal evaluation and support systems Principle 4: Reducing Duplication and Unnecessary Burden Label List of Attachments (See NYSED ESEA Attachments File) Page numbers correspond to the separate file Page 1 Notice to LEAs 1 2 Comments on request received from LEAs 3 3 Notice and information provided to the public regarding the request 13 4 Evidence that the State has formally adopted college- and career-ready content standards consistent with the State’s standards adoption process 15 5 Memorandum of understanding or letter from a State network of institutions of higher education (IHEs) certifying that meeting the State’s standards corresponds to being college- and career-ready without the need for remedial coursework at the postsecondary level 30 6 State’s Race to the Top Assessment Memorandum of Understanding (MOU) 36 7 A copy of the average statewide proficiency based on assessments administered in the school year in reading/language arts and mathematics for the “all students” group and all subgroups 39 8 Listing of Reward, Priority, and Focus Schools 41 9 A copy of any guidelines that the SEA has already developed for local teacher and principal evaluation and support systems 50 10 Evidence that the SEA has adopted one or more guidelines of local teacher and principal evaluation and support systems 85 11 Think Tank Members 120 2011 2010
• Data protection • Communications • Social Media - Protecting Professional Identity • User Actions - unsuitable / inappropriate activities • Responding to incidents of misuse Appendices: • Student / Pupil Acceptable Use Policy Agreement Template – older children • Student / Pupil Acceptable Use Policy Agreement Template – younger children • Parents / Carers Acceptable Use Policy Agreement Template • Staff and Volunteers Acceptable Use Policy Agreement Template • Community Users Acceptable Use Agreement • Responding to incidents of misuse – flowchart • School Reporting Log template • School Training Needs Audit template • School Technical Security Policy template (includes password security and filtering) • School Personal Data Policy template • School Policy Template – Electronic Devices – Search and Deletion • School Bring Your Own Devices (BYOD) Template Policy • School E-Safety Group Terms of Reference • Legislation • Links to other organisations and documents • Glossary of Terms Development / Monitoring / Review of this Policy This e-safety policy has been developed by: • Headteacher - Mrs OShea Warman • E-Safety Officer – Mr M Williams • Staff – including Teachers, Support Staff, Technical staff • Governors / Board Consultation with the whole school community has taken place through a range of formal and informal meetings.
Training Needs Audit Training Needs Audit Log Group .............................................................. Date ................................ Review date Cost To be met by: Identified training need Relevant training in last 12 months Position Name
Contents Introduction School e-Safety Template Policy Development, monitoring and review of the Policy Schedule for development, monitoring and review Roles and Responsibilities Governors Headteacher / Principal and Senior Leaders e-Safety Co-ordinator / Officer Network Manager / Technical Staff Teaching and Support Staff Safeguarding Designated Person / Officer e-Safety Committee Students / Pupils Parents / Carers Community Users Policy Statements Education – Students / Pupils Education – Parents / Carers Education – The Wider Community Education and training – Staff / Volunteers Training – Governors Technical – infrastructure / equipment, filtering and monitoring Bring your own devices (BYOD) Use of digital and video images Data protection Communications Social Media - Protecting Professional Identity User Actions - unsuitable / inappropriate activities Responding to incidents of misuse Appendices A1 Student / Pupil Acceptable Use Agreement template (younger children) A2 Student / Pupil Acceptable Use Agreement template (older children) A3 Staff and Volunteers Acceptable Use Agreement template A4 Parents / Carers Acceptable Use Agreement template A5 Community Users Acceptable Use Agreement template B4 School e-Safety Committee Terms of Reference C1 Responding to incidents of misuse – flowchart C2 Record of reviewing sites (for internet misuse) C3 School Reporting Log template C4 School Training Needs Audit template C5 Summary of Legislation C6 Office 365 – further details C7 Links to other organisations and documents C8 Glossary of terms
Reporting Log Group .............................................................. Signature Incident Reported by Action taken By whom? What? Incident Time Date C4 Training Needs Audit