zilongwang/ReadingBank huggingface dataset:
Person Specification Attainments In order to be considered for this post you will have to demonstrate that you already have: Criteria Qualifications Professional qualification in relevant field Evidence of recent and continuing professional development in your professional field and its relevance to the post’s requirements. . E D Experience Evidence of professional experience of engaging with vulnerable adults and children Experience of providing family support interventions Experience of working in a small team Evidence of professional experience of managing services within prisons E E D Work Based Knowledge An working knowledge and demonstrable understanding of: The Children Acts of 1989 and 2004 and United Nations Convention on the Rights of the Child Child protection and safeguarding issues, including Safeguarding and Child Protection policies, procedures and systems An Outcomes based approach to measuring performance and its application in services for children. An understanding of criminal justice system An understanding of prison relevant Prison Service Orders and Instructions A broad knowledge and understanding of: Equal opportunity and diversity E E E E D D Skills Highly developed communicating and interpersonal skills to gain commitment, support, respect, trust and confidence. Proficient time management skills Strong analytical, interpretative, evaluative and organisational skills to work at operational levels. Skills in interpreting and analysing data Proficient IT skills in word processing, spreadsheets, powerpoint and email. Spurgeons uses Microsoft Office applications Proficient IT skills word processing, and email. Spurgeons uses Microsoft Office applications Excellent interpersonal and communication skills – effective in a variety of settings and range of people. Effective persuading, communicating and interpersonal skills to gain commitment, confidence and compliance. E E E E E
Fidelity Item Goal Method to Achieve Date Person(s) Responsible Collaboration between employment specialists and Vocational Rehabilitation counselors Vocational Rehabilitation counselors and employment specialists will meet at least once a month to talk about clients. VR counselors have agreed to attend the SE Unit meeting once each month, if the meeting can be held at the VR office on alternate months. SE Supervisor and VR Supervisor to establish the meeting schedule and to jointly run the meetings. 1/4/13 Mary Johnson, SE Supervisor; Randy Reichert, VR Supervisor Agency focus on competitive employment Annual treatment plans will include 2-3 questions about interest in work. Posters about supported employment will be visible in waiting areas in the main building. At least 2 client back-to-work stories will be featured in the agency newsletter this year. The Clinical Director and SE team will work together to develop a few questions to add to the treatment plans. The forms committee will review the proposed changes. The SE supervisor will contact Dartmouth PRC to ask for client posters about SE. Management Team will review the posters before they are placed in waiting areas. The SE team will ask clients if they would be willing to share their stories and will help clients write the stories, as needed. 5/1/13 1/4/13 2/15/13 John Smith, Clinical Director; Mary Johnson, SE Supervisor Mary Johnson, SE Supervisor; Hilda Ortiz, Executive Director Mary Johnson, SE Supervisor; John Smith, Clinical Director
Wegfall der Geschäftsgrundlage, Unmöglichkeit, Changed Circumstances: A Comparative Study in English, French, German and Japanese Law Journal of International Arbitration, Vol. 3 No. 2 (1986), pp. 47/66. 39. (2006) 1 Lloyd's Rep 441.
(City) (State) (Zip Code) (Account Name) (Account Number) 10 Information of Certified Public Account (CPA) that certified registration statement. (Email)-If available (Name of CPA) (Mailing Address for CPA) (Phone Number) (Fax Number)
GAH 2304 SHORT STORY READING ASSIGNMENT TO BE COMPLETED BEFORE CLASS DISCUSSION Assignment Objective – Evaluate if student completed reading assignment Identify character, setting and plot of story before coming to class OOPS 0pts EMERGING 5pts DEVELOPING 10pts ACHIEVING 15pts CHARACTERS List names and titles of the characters in the story PLUS Describe the relationships between the characters. Describe the motivation of the characters. PLUS Describe the changes in the characters from the beginning to the end of the story. SETTING Describe the main setting of the story. Explain where and when the main action takes place. PLUS A description of the social environment. Explain if the setting is significant to the story. PLUS Describes how the setting affects the characters. Discuss how setting affects story. PLOT List the main events in the story. PLUS Explain how the main events are connected. Explain how the thoughts, behaviors, and actions of the characters move the plot forward PLUS List the conflicts in the plot. Describe the climax of the story. GAH 2304 SHORT STORY READING ASSIGNMENT
TO BE COMPLETED AFTER CLASS DISCUSSION Objectives: Jewish Literacy: to acquire knowledge about Jewish stories, with particular emphasis on themes and point-of-view. Systems-Based Orientation: to place Jewish stories within the context of Judaism, Jewish history. EMERGING DEVELOPING ACHIEVING Why is this considered a Jewish Story List Jewish characters. Describe the setting/place as Jewish. Describe plot with a Jewish Theme. PLUS Explain the connection between the Jewish characters and the physical setting. PLUS Describe the connection between Jewish characters and social environment Explain the connections between the characters, setting and plot of story. Does this story fit into the context of Jewish History? Answer yes or no. Explain in detail the yes or no answer. Connect the plot and setting to a Historical time period and or events. General Information about Characters, Settings and Plots. CHARACTERS
Initially, the electron is moving parallel to, and in the direction of the electric field. What is the subsequent path and change of speed of the electron? path change of speed A linear decreases B linear increases C curved decreases D curved increases Your answer 20 Four particles independently move at the same speed in a direction perpendicular to the same magnetic field. Which particle is deflected most? A a neutron B a helium nucleus C an electron D a proton Your answer 21 Hot air from a hair-dryer contains many positively charged ions.
UNIVERSITY AT – Field Education - Internship Calendar for Students Advanced Year Field Placement (SW 552-553) Program Type Fall Hours Per Week (Minimum Hours) [Ex. Course No. on schedule] Spring Hours Per Week (Minimum Hours) [Ex. Course No. on schedule] Total Hours in Field (Fall & Spring) Advanced Year Field Education Placement Full Time Traditional & Advanced Standing Field Instruction 3 2 days or 15 hours per week (225 hours)** [Ex. SW 552LEC] Field Instruction 4 2 days or 15 hours per week (255 hours)** [Ex. SW 553LEC] 480 hours Foundation Year Field Placement (SW 550-551) Program Type Fall Hours Per Week (Minimum Hours) [Ex. Course No. on schedule] Spring Hours Per Week (Minimum Hours) [Ex. Course No. on schedule] Total Hours in Field (Fall & Spring) Foundation Year Field Education Placement Full Time & Part Time Traditional (Field begins in the 5th week of the Fall semester following a 4-week Interventions Lab – see below.) Field Instruction 1 15 hours per week (165 hours)** [Ex. SW 550LEC] (Begins 5th week of semester) Field Instruction 2 15 hours per week (255 hours)** [Ex. SW 551LEC] 420 hours Interventions Lab* (Foundation Students Only) Interventions Lab (First 4 weeks of Fall Semester only) [Ex. SW 520LLB LAB] NA NA Interventions Class* (Foundation Students Only) Once per week [Ex. SW 520LLB LEC] Once per week [Ex. SW 521LLB LEC] NA *Please direct questions on these courses to the MSW Program Director ** Hours per semester may vary due to fluctuations with each academic year. Total field hours will remain the same. Field Calendar & Guidelines Fall 2018 Advanced Year field begins during the week of Monday, August 27, 2018 Foundation Classroom Interventions/Field lab begins the week of Monday, August 27, 2018
16. Recognize/communicate understanding importance of difference in shaping experiences 17. View self as learner & engage with systems V. Human Rights & Justice 18. Understand forms & mechanisms of oppression & discrimination : 19. Advocate for human rights & social & economic justice 20. Engage in practices that advance social & economic justice VI. Research Based Practice 21. Use practice experiences to inform scientific inquiry 22. Use research evidence to inform practice VII. Human Behavior 23. Utilize conceptual frameworks to guide assessment/intervention/evaluation 24. Critique & apply knowledge to understand person and environment VIII. Policy Practice 25. Analyze, formulate, & advocate for policies that advance social 26. Collaborate with colleagues & clients for effective policy action
4. Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice. 5. Understand and interpret the history of the social work profession and the social welfare institution and their contemporary structures and issues. 6. Apply the knowledge and skills of generalist social work practice with systems of all sizes. 1. 2. 3. __________________________________________________ 1. 2. 3. __________________________________________________ 1. 2. 3. 1. 2. 3. Overall rating of this objective: ------------ 1. 2. 3. Overall rating of this objective: ------------ 1. 2. 3. Overall rating of this objective: ------------
10. Use communication skills differentially across client populations, colleagues, and communities. 11. Use supervision and consultation appropriate to social work practice. 12. Function within the structure of organizations and service delivery systems and seek necessary organizational change. 1. 2. 3. __________________________________________________ 1. 2. 3. __________________________________________________ 1. 2. 3. 1. 2. 3. Overall rating of this objective: ------------ 1. 2. 3. Overall rating of this objective: ------------ 1. 2. 3. Overall rating of this objective: ------------
FEC/FELO/EFE Allocation Regularly consults Matching Sheet for student allocations, agency information and updates. Reviews Matching Sheet for student, agency and FEC/FELO matches for their topic. Introductions Promptly follow-up on any instructions from FEC/FELO (i.e., submission of missing forms, etc.) EFE contacts student upon receiving introduction email from FEC/FELO to organise supervision schedule. Within 48 hours of allocation of a confirmed placement, emails student, Field Educator & EFE with introduction and provides Field Education documents. Beginning Phase: 0 to 113 hours Responsibilities/Accountabilities Milestone Student Agency Field Educator / External Field Educator Field Education Coordinator/Liaison Officer Topic Coordinator 75 hours (~Day 10) Develops and submits Field Education Assessment Document Learning Plan to FEC/FELO. Agency Field Educator initiates student orientation and induction process. Agency Field Educator/External Field Educator develop supervision agreement and schedule with student. AFE/EFE support student in developing the Field Contacts AFE/EFE to assess need for an early placement meeting. Considerations include: First placement students Field Educator request for meeting Student identified as requiring additional support. Posts introduction message to students on FLO site.
Education Assessment Document Learning Plan. 113 hours (~Day 15) Reviews, provides feedback & approves student Field Education Assessment Document. Confirms WHS orientation has occurred. Middle Phase: 113 to 250 hours Responsibilities/Accountabilities Milestone Student Agency Field Educator / External Field Educator Field Education Coordinator/Liaison Officer Topic Coordinator 113 hours (~Day 15) Coordinates date and venue with AFE/EFE and FEC/FELO for mid placement assessment meeting. Checks-in with AFE/EFE to review student progress. Confirms mid placement meeting with student. 160 hours (~Day 21) Coordinates feedback on FEAD with AFE/EFE. Provides written feedback on student progress in mid placement comments section on FEAD. Emails student with reminder re: mid placement assessment requirements.
220 hours (~Day ) Submits assessment pieces and FEAD with completed mid placement comments one week prior to meeting. Marks and provides written feedback on assessment pieces. 250 hours (~Day 33) Participates in mid placement assessment meeting. Participates in mid placement assessment meeting. Chairs mid placement assessment meeting; completes report and sends copy to student and AFE/EFE. End Phase: 250 – 525 hours Responsibilities/Accountabilities Milestone Student Agency Field Educator / External Field Educator Field Education Coordinator/Liaison Officer Topic Coordinator 398 hours (~Day 53) Coordinates date and venue with FEC/FELO for end of placement assessment meeting. Checks-in with AFE/EFE to review student progress. Confirms end of placement meeting with student. 440 hours (~Day 59) Coordinates feedback on FEAD with AFE/EFE. Provides written feedback on student performance in end of placement report comments section on FEAD. Emails student with reminder re: end-placement assessment requirements.
Objective C EXPECTATION Observe and note the professional relationships among administrators, teachers, other certified and non-certified personnel, students and their parents. GENERALIZATION The classroom teacher occupies a position bound by custom, traditions, and codes of behavior, and the successful teacher conducts relationships within those bounds in dealing with peers and/or clients. SUGGESTED LEARNING EXPERIENCES Observe, as the situation permits, formal and/or informal relationships between administrators, teachers, other certified and non-certified personnel and students and their parents. How are parents involved in the learning of their children? Discuss in seminar and reach tentative conclusions regarding successful and/or satisfying practices to use in relating to these general types of persons in the school Read a code of ethics for educators and observe educator behavior in relation to the code.
Seeks/values students’ views – Teacher asks for student input and honors student responses. Adapts curriculum to challenge students’ suppositions – Teacher can sometimes alter emphasis of curriculum to search out answers to student hypotheses. Assesses learning in teaching context – Teacher assesses students, both formally and informally, as they are learning and modifies instruction as necessary. Objective E
Registration for Nursery Surname First Name (s) Date of Birth Known Name Gender Male/Female Parent/Guardian 1 Full name Parent/Guardian 2 Full name Other I give permission for the following person to be contacted to collect my child from nursery or school in an emergency. Name and address Address Address Post Code Post Code Phone – Home Mobile Phone – Home Mobile Telephone Number Work phone, location Work phone, location Relationship to child E-mail E-mail Previous Setting Parental responsibility Yes/No Mother / Father Parental responsibility Yes/No Mother / Father Religion MU – Muslim CH – Christian HD – Hindu SI – Sikh JW – Jewish BU – Buddhist NR – No Religion OTHER – please state Mother Tongue BE – Bengali EN – English GU – Gujarati HI – Hindi PA – Panjabi UR – Urdu PU – Pushto OTHER – Please state Ethnicity Asian or Asian British Indian Pakistani Bangladeshi Chinese Any other Asian background Black or Black British Caribbean African Any other Black background Mixed/Dual background White and Black Caribbean White and Black African White and Asian Asian and Black Other mixed background White British Irish Traveller of Irish Heritage Gypsy/Roma Any other white background Other Any other ethnic group I do not wish a category to be recorded Medical details Doctor’s Name and Surgery Address Telephone Permission to contact doctor in an emergency Yes / No Permission to administer first aid in an emergency Yes / No Medical Conditions / Allergies
N/A Not applicable – student has not had the opportunity to demonstrate competence in this area *Based on Petracchi & Zastrow, 2010, Journal of Teaching in Social Work, 30(2). The field instructor completes the field evaluation at the end of the fall and spring semesters. You may wish to have the student do a self-evaluation for comparison. The field instructor and student should meet each semester to discuss the ratings and narrative comments. The completed evaluation is to be submitted to the field liaison/seminar instructor. Please keep a copy of the evaluation for your records. If you have any questions regarding the completion of this evaluation, please contact your field liaison. Competency #1: Demonstrate Ethical and Professional Behavior Advanced Generalist Practice Behavior Rating 1 Develop a plan for continuing professional education and development. 5 4 3 2 1 N/A 2 Integrate the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical ethical conduct of research, and additional codes of ethics to justify ethical decisions at the micro, mezzo, macro levels of social work practice. 5 4 3 2 1 N/A 3 Integrates input and support from supervisors/consultants into his/her practice. 5 4 3 2 1 N/A Competency 1 Total Score:______ Learning Activities: Comments:
Competency #2: Engage Diversity and Difference in Practice Advanced Generalist Practice Behavior Rating 4 Use a culturally sensitive approach, modify and adapt evidence-based interventions to meet the needs of diverse populations. 5 4 3 2 1 N/A 5 Collaborate with and empower diverse clients integrating strengths based approach. 5 4 3 2 1 N/A Competency 2 Total Score______ Learning Activities: Comments: Competency #3: Advance Human Rights and Social, Economic, and Environmental Justice Advanced Generalist Practice Behavior Rating 6 Develop advocacy efforts that promote social justice, service improvements, and growth in interprofessional settings. 5 4 3 2 1 N/A
Advanced Generalist Practice Behavior Rating 14 Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies. 5 4 3 2 1 N/A Competency 8 Total Score:_______ Learning Activities: Comments: Competency #9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Advanced Generalist Practice Behavior Rating 15 Critically analyze, monitor, and evaluate intervention and program processes and outcomes. 5 4 3 2 1 N/A 16 Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels. 5 4 3 2 1 N/A Competency 9 Total Score:_______ Learning Activities:
Generalizations about the Classroom Environment Based upon your classroom sketch, teacher interview and observations, and teaching what kind of teacher are you going to be? Circle the areas below that best fit your developing teaching philosophy at this time. Teaching Philosophy The teacher has control of student learning. The teacher is a facilitator, provider of appropriate activities. The teacher is a questioner and guide in discovery, an equal partner in a democratic classroom. Social interaction has less importance than “time on task.” There is provision for social interaction during specified times. Social skills are emphasized and viewed as a life issue. Instructional Strategies Teacher directed and planned. Teacher plans, but children’s interests are included in planning. Children have equal input in planning (i.e., through webbing). Children select areas of interest and recognize skills they need to acquire. Predominantly whole group instruction. Whole group and small group instruction. Small group and individual/conferencing as well as whole group instruction. The Environment Desks are for individual use, may be arranged in rows or in a U-shape. Social interaction is minimized by room arrangement. Desks are clustered, learning centers are located around perimeter of room. Room is arranged in learning centers, with teacher-selected materials and tasks, shared furniture. Teacher/students organize environment to facilitate social interaction and social-initiated activities. Basal textbooks, paper/pencil tasks are predominantly used. Concrete materials, including arts materials, are available. Concrete materials used as needed, desired by children to assist in problem-solving and creativity. Classroom Management Discipline is controlled and monitored by the teacher. Children begin to assume some responsibility for their own behavior. Children practice self-discipline. Rules are established by the class and are followed by all. Children help/teach each other. No choices provided. Everyone is required to complete specified activities. Few choices provided, often after work is completed. Many choices provided. Children not only choose center but also the activity at that center.
It’s early Friday afternoon and you’re looking forward to the end of the working week as you’re about to start holidays and join the family on a camping weekend just up the road from home at Eric St, Bundeena Your family is already at Bundeena Bonnie vale camping ground, and setup the camp site amongst other campers in the crowded camp ground. Just as you’re about to leave work you hear sirens blaring outside. Looking out the window you notice a very large smoke plume to the east of your current location that looks to be on the coastline. One of your work colleagues races past you in haste to leave and remarks “Haven’t you heard there’s a huge bushfire at Heathcote and they’re evacuating the areas”. Sure enough the radio just announces that the RFS are responding to a very large bushfire situation and have called in additional resources to assist. RFS ask residents to evacuate immediately where possible and advise nonresidents to stay out of the area to allow access for emergency response personnel. Your Facebook account is flooded with personal accounts from people reporting on the situation things are serious. You are considering where are your family? Are they safe? I can’t contact them! What about the families the organisation support?
(*Legal Guardian. Please initial you have read each paragraph in space provided) Dear Parent/Legal Guardian: In consideration of School District No. 87 Offering my Child, ______________________________________________ (Name) an opportunity to participate in a field trip on _____________________________________ (Date) I waive any and all claims I may have against and release all liability and agree not to sue the Board of Education of School District No. 87 ( Stikine) and it officers, employees, agents, volunteers and representatives, and the Ministry of Education for any personal injury, death, property damage or loss sustained as a result of my child’s participation in the field trip arising out of any cause whatsoever. I herby give consent, and acknowledge by my signature that students will be going to : and will be away from the school from (Location) to (Date and time) (Date and Time) They will be traveling by (school bus/public transport/private vehicle). Initial* Description of field trip and relevant information: ( description of the activity; necessary skills/competencies; training and safety equipment required) Initial* Supervision: ( Description of what levels of supervision will/will not be provided.) Initial* My child has no illnesses, allergies or disabilities that would preclude him/her from participating, except as described here: Initial* Page 1 of 2
Dear Parent/Legal Guardian: In consideration of School District No. 87 Offering my Child, ______________________________________ (Name) an opportunity to participate in a field trip on __________________________________ (Date) I waive any and all claims I may have against and release all liability and agree not to sue the Board of Education of School District No. 87 ( Stikine) and it officers, employees, agents, volunteers and representatives, and the Ministry of Education for any personal injury, death, property damage or loss sustained as a result of my child’s participation in the field trip arising out of any cause whatsoever. I herby give consent, and acknowledge by my signature that students will be going to : and will be away from the school from (Location) to (Date and time) (Date and Time) They will be traveling by (school bus/public transport/private vehicle). Initial* Description of field trip and relevant information: ( description of the activity; necessary skills/competencies; training and safety equipment required) Initial* Supervision: (Description of what levels of supervision will/will not be provided.) Initial* My child has no illnesses, allergies or disabilities that would preclude him/her from participating, except as described here: Initial* Page 1 of 2 I am aware of the unusual risks and dangers inherent in participation in all of the activities associated with this trip, and of the possibility of personal injury, death, property damage or loss resulting from activities. The dangers and risks may include, but are not limited to:
Agency/Department Name Contact Person Name Telephone Number Email Address Billing Address Bus are: 71 Capacity Wheelchair buses are available that will accommodate: 5 Wheelchair Capacity with 42 Walk-on Capacity Indicate the number of wheelchairs and walk-ons: Wheelchairs: Passengers: 81 Capacity Item # Start Date Start Time End Time Start Point Destination No. of Passengers No. of Buses Needed Request No. 1 2 3 4 5 6 7 8 9 10 11 12
Admission to the Program The Social Work program is open to Stockton students in good standing who have successfully completed the introductory sequences of social work courses and who have discussed their intent to major in social work with a social work program preceptor. Students are encouraged to consult social work faculty members as a means of determining their interests in social work and assessing what the program and the profession may offer to those who participate. The earlier this is done the better. Community college transfer students who do not come from a human services/social work program and/or who have not satisfied the liberal arts requirements described herein, may have to complete more than 64 credits at Stockton. This may require an additional one or two terms of academic work. Policy and Procedures concerning Program Standards and Termination of Students for Reasons of Academic and Professional Performance from Stockton University Social Work Program (The following are key excerpts from the full policy which can be found, in its entirety, in The Social Work Program Student Handbook. Of particular import for field instructors are the “professional program standards” to which the students are held in the class and in their internships.) Other Grounds for Dismissal In addition to the minimum 2.50 GPA that is required for students to remain enrolled in the program, the Undergraduate Program has additional Professional Program Standards. Professional Program Standards In general, students who meet academic standards will have no difficulty meeting professional standards. However, on occasion a student may possess all the requisite academic skills and yet may not be ready to meet the emotional challenges of senior coursework and/or internship. This lack of readiness would be evidenced by behaviors that emerge in the classroom, in relations with professors or other students, or in fieldwork. Since it is possible for a student to have difficulty relating with one particular professor or field instructor, the decision to terminate or take other disciplinary action against an undergraduate student (i.e., place on probation, suspension) will not be made by only one person but will be the decision of the Academic and Professional Standing Committee. Behaviors that may result in a student being considered for professional termination or other disciplinary action (i.e., probation, suspension) include the following: Behaviors in violation of the Campus Conduct Code (as found in the Stockton University Bulletin). Consistent failure to meet generally accepted standards of professional conduct and personal integrity, as described in the NASW Code of Ethics. Disruptive behavior towards other students, faculty, University staff, agency staff, field
Current Field Instructors Name E-mail Credentials [ ] MSW [ ] LMSW [ ] LCSW [ ] LCSW-R [ ] Other (please indicate) Phone Name E-mail Credentials [ ] MSW [ ] LMSW [ ] LCSW [ ] LCSW-R [ ] Other (please indicate) Phone Name E-mail Credentials [ ] MSW [ ] LMSW [ ] LCSW [ ] LCSW-R [ ] Other (please indicate) Phone Name E-mail Credentials [ ] MSW [ ] LMSW [ ] LCSW [ ] LCSW-R [ ] Other (please indicate) Phone Name E-mail Credentials [ ] MSW [ ] LMSW [ ] LCSW [ ] LCSW-R [ ] Other (please indicate) Phone Current Task Supervisors Name E-mail Phone Name E-mail Phone Name E-mail Phone Name E-mail Phone
Please send the above application information to: Dr. Chris Barker Field Camp Director Dept. of Geology P. O. Box 13011, SFA Station Stephen F. Austin State University Nacogdoches, TX 75962-3011 EM PHONE: (936) FAX: (936) 468-2437 A Note about Field Camp and Exercise Field camp is very demanding physically, so applicants should be in GOOD condition by the time it starts. In order to do field mapping, you have to go where the rocks are. As a result, we often hike up and down steep hills with a heavy backpack as we follow a geologic contact. You will have to carry your own water, food, rock hammer and other gear for a full day in the field. A positive way to look at this is that you'll be getting great exercise while hiking through beautiful, unspoiled wilderness looking at awesome rocks. If you are going to field camp within the next year, we suggest that you start an exercise program now! Vigorous bike riding is excellent preparation. We look forward to hearing from you and hope that you can join us on our summer adventure!
Red LED light is On – The lamp has been in service for more than 12 months. The UVC Germicidal Ultraviolet Lamp may not be effective and must be replaced Performing Maintenance Maintenance includes the following procedures: Replacing the ultraviolet UVC Germicidal Ultraviolet Lamp. Replacing the filters. Replacing the Germicidal Ultraviolet Lamp Unplug the Purifier’s power cord from the electrical outlet. Using index fingers, squeeze the locking tabs (figure 6) inwards towards the center of the grill. Lift the grill up and remove. ! Rotate the Ultraviolet Lamp one-quarter turn, top to rear, (figure 7) and remove lamp. ! Insert the new Ultraviolet Lamp in place and install by rotating one-quarter turn (top-to-front). Replace the top grill removed in previous step 2 by pressing it into position until it locks. The aluminum reflector must be positioned over the UVC Germicidal Ultraviolet Lamp, nearest the front of the unit (figure 7a). Reset Ultraviolet Lamp timer by lightly pressing the related RESET button on the Service Panel (located directly beside the “UV Lamp” LED indicator) with a pin or similar object. The “UV Lamp” LED service light will turn green, and the 6 month timer will reset. This completes UVC Germicidal Ultraviolet Lamp replacement procedures. Replacing the Filters: When both the “Air Filter” and “UV Lamp” LED Indicator lights turn red, both filters and UV lamp have been in service for one year and should be replaced within 30 days. Unplug the Purifier’s power cord from the electrical outlet. Rest the Purifier on its back (figure 8) to access the bottom of the unit. ! ! Press-up on locking clips at the bottom of the front grill. 4.Lift bottom of grill upwards, and slide the grill out from the top of the unit. (figure 9)
Kfield = Σ ( kmetabolism + kphotolysis + kvolatilization + krunoff + kleaching +…..kx). Ideally, the field rate of dissipation would be equal to the sum of the important dissipation rates identified from the laboratory fate studies. To determine whether the field study result is consistent with the conceptual model proposed rate, the EFED scientist should calculate the rate of dissipation from the original compartment (e.g., the top X inch(es) of soil) using the latest guidance on degradation kinetics. This field rate should be compared to the sum of the rates from the laboratory fate studies for important processes in the conceptual model. Adsorption and desorption properties of the test substance from batch equilibrium studies should also be considered in characterizing the field dissipation from the test plot.] Table 1. Dissipation Synopsis Test System Major Dissipation Route Maximum Concentrations (lb/A) in Media (cm soil, ft water, or cm air), at Time Period (days after application) [Soil Location] [USGS Soil Series] [Soil Texture] [pH #] [Biodegradation] [list concentrations, depths/heights in media, and time periods of measurement for all measured constituents] [Soil Location] [USGS Soil Series] [Soil Texture] [pH #] [Biodegradation] [list concentrations, depths/heights in media, and time periods of measurement for all measured constituents] Table 2. Results Synopsis Observed Total Field DT50 (days) Calculated Total Field Dissipation Half-life (days) Method Model Parameters and Statistics Transformation Products Common Name (maximum % of nominal application, associated interval) [Soil Location] [USGS Soil Series] [Soil Texture] [pH #] [value] [value] [method] [values] [name] (#%, # d) [Soil Location] [USGS Soil Series] [Soil Texture] [pH #] [value] [value] [method] [values] [name] (#%, # d) [Add on to tables as necessary for different locations, plots, or applications. Model parameters include model variables, Sc values, and correlation coefficients.]
11:25 a.m. mcr-1 in my Gene Pool? Two Epidemiologic Investigations into Resistance to an Antibiotic of Last Resort Ana Colon, MPH Eastern Regional Epidemiologist, VDH Division of Surveillance and Investigation By the end of the session, the participant will be able to: Describe why the emergence of this mobile colistin resistance gene is a reason for concern in the battle against antimicrobial resistant bacteria. Describe aspects of a comprehensive epidemiological case investigation of an antimicrobial resistant bacterium. Explain the role of VDH, DCLS, CDC and healthcare partners in the identification, control and prevention of antimicrobial resistance relevant to this mcr-1 case investigation. 11:45 a.m. Tuberculosis Bridges Madison County Angela Armstrong, RN, MSN Public Health Nurse Senior, Rappahannock-Rapidan Health District By the end of the session, the participant will be able to: Recognize the value of early communication with community leaders. Appreciate the unique challenges associated with a contact investigation in a transient, multi-cultural population Describe the importance of a well-planned contact investigation 2:05 – 1:15 p.m. Lunch SESSION 3 Moderator - Director, Division of Shellfish Sanitation 1:15 p.m. The Fellowship of the Wellspring: A District’s Epic Tale of Multiple Norovirus Outbreaks Jonathan Falk, MPH District Epidemiologist, Central Shenandoah Health District By the end of the session, the participant will be able to: Explain when you might use a case-control study during an outbreak response. Describe the types of laboratory tests typically used to determine if drinking water is safe. List three public health concerns associated with renovated barns and rustic facilities used as event venues.
Check one: BSW 402 □ MSW 552 □ MSW 555 □ Please circle the number that represents your rating (1) Not at all or most negative (4) most of the time or better than average (2) Rarely or negative (5) Always or most positive (3) Sometimes or average Field Instructor’s Name: ___________________________________________ The Social work field Instructor Provided an orientation to the agency, and made the expectations for student performance clear. 1 2 3 4 5 Helped me understand the agency’s purpose, policies, and procedures including safety plans, sexual harassment, and grievance procedures. 1 2 3 4 5 Assigned projects, cases and reading materials to assist me with the understanding, development and practice of field competencies. 1 2 3 4 5 Reviewed and commented on two process recordings each semester. 1 2 3 4 5 Reviewed and commented on my mid-term and final evaluations. 1 2 3 4 5 Assisted with the Field Learning Contract and Evaluation document 1 2 3 4 5 Provided individual educational instruction to each student at least once a week and provided on-going performance feedback utilizing the INSTRUCTIONAL MEETING AGENDA and the TIME AND ACTIVITIES REPORT. 1 2 3 4 5 Provided assistance/support when needed and gave me the opportunity to make mistakes, recover and learn from them. 1 2 3 4 5 Participated in meetings with the field liaison to review my progress, as well as review my performance during mid-term and final evaluations. 1 2 3 4 5 Overall, I would rate this social work FIELD INSTRUCTOR 1 2 3 4 5 I would recommend this social work field instructor to other students because…. (please give written comments – use back of page if needed) I would not recommend this social work field instructor to other students because…. (please give written comments – use back of page if needed) Student Evaluation of Field liaison
Field Academic Developmental Report Form School Field/Department Subject areas within Field/Department Review dates Head of Field/Department Timescale Time Undergraduate Postgraduate August/September Final results known for L4-L6 students; external examiner reports; NSS data incoming student numbers Incoming student numbers End of trimester results November Results of L7 students; external examiner reports December Census point for undergraduate students Incoming student numbers (Jan/Feb start) Incoming student numbers (Jan/Feb start) January Applications received through UCAS for next academic year May Acceptances for applications through UCAS for next academic year July Main Examination Board results for level 4-6 students; external End of trimester results
The MURD should make arrangements working with Unicef and Ministry of Health to ensure a Post Construction trigger of all villages where Latrines have already been provided under subsidy so that communities are triggered to use these facilities and can be certified later as ODF. The 50,000 Harambee Prosperity Plan Latrines Should be provided as a reward to ODF Villages such as Ondingwanyama as a Sanitation Ladder and ODF Sustainability Support. Ensure that Harambee Prosperity Plan Latrines are constructed by communities themselves using trained youths as masons who will conduct mass community trainings ( MCTs) for Latrine Construction after CLTS triggers. As provided in the HPP this will ensure job creation for the unemployed local youths at least 60 per constituency (Total: 7,260 jobs created) and this will multiply the 50,000 to 250,000 Latrines from N$35,000 to N$7000 or Less per Latrine. 250,000 Latrines is what is needed to cover 1.2 million people in Namibia practicing OD. TRAINING NEEDS RECOMMENDATIONS. One Day orientation Meeting for WATSAN Forum on Sanitation Approaches – 4th Week of February 2017. Seven Days Community Champions Training in CLTS & Baseline Survey – 1st Week of March 2017. Master Trainers Training in Communication & Facilitation Skills for Three Days – 2nd Week of March 2017. Latrine Builders/Masons Training for Eight Days – 3rd to 4th Week of March 2017. CLTS CHAMPIONS & NATURAL LEADERS RECOMMENDATIONS. The following people were recognized as Champions with special and unique interest in CLTS and deserve further Coaching and exposure: Headman Ondingwanyama and his wife. Ephraim Tutaleni ( Ondingwanyama SAG Chairperson) Maria Mwakeme ( NRCS). Justine Kulla Petrus ( ag. Chief Env. Practitioner MoHSS, Ohangwena ).
Table 2: Types of Invertebrates found in Loko Ea Fishpond/Ukoʻa Marsh. Site: _______ Date: Time: Weather: List of invertebrate animals found by common name Abundance: Abundant (+++) Common (++) Rare (R) Origin (E, I, A, AI, PI) Species Type: Aquatic=A Sediment= S Or Trophic Level: Herbivore Omnivore Carnivore Indicate the Phylum of each invertebrate animal: Platyhelminthes (flatworms) Mollusca (snails, slugs, opihi) Annelida (earthworms) Arthropoda (shrimp, crayfish, insects, bugs, crabs, etc) Scientific Name of Organism Analysis Questions: Answer using complete sentences. Although fishponds are an ancient Hawaiian aquaculture practice, many are being restored today. Why and how are fishponds beneficial to Hawaiʻi today?
Data Table- Protista/Limu- Coral Reef and Tidepool Table 3: Types of Limu/Seaweed found in Puaʻena Point. Date: Time: Weather: List of Limu/Seaweeed animals found by common name Abundance: Abundant (+++) Common (++) Rare (R) Origin (E, I, A, AI, PI) Species Type: Aquatic=A Sediment= S Or Trophic Level: Herbivore Omnivore Carnivore Producer Phylum name: Scientific Name of Organism
Date Place Yerba Buena Ice Skating & Bowling Center 750 Folsom Street, San Francisco (between 3rd & 4th Streets) 415/820-3521, SkateBowl.com Rental skates available in sizes toddler 7 through men’s 14 Bring Tall athletic socks that extend above the boot (available for sale at the Rink) Comfortable long pants (no tight jeans) Layers on top (sweatshirt or light weight jacket) Gloves (optional, available for sale at the Rink) Helmet (should be round, not oblong or pointed, without a visor, optional) Other protective gear (optional) Cash for snacks and/or locker tokens Snack/Sack lunch (not to be eaten in the rink) Return Cut and Return this bottom portion by: Student’s Name: Student’s Actual Foot Size (NOT their to be grown into shoe size): $ __________ for skating admission & skate rental Field Trip Permission Form YES, I will chaperone, Name: YES, I will skate
The following checklist of hazards and other items is to be considered when planning field work. Fieldwork party size composition novice / experienced fitness medical conditions Clothing sun hat winter clothing (all year) trousers/overalls appropriate footwear Fieldwork activities at site urban survey bushwalking traverse on foot abseiling rock / tree climbing working at height sample collecting underground work / caving diving (refer UTAS Diving Operations Manual) boating (including small watercraft) Personal sunburn heat stress cold stress manual handling, lifting striking and grasping slips and trips mental stress bullying or harassment violence or assault alcohol and drugs personal security and safety personal floating devices Etiquette requirements bush etiquette collecting permits permission to enter private land First aid requirements first aider in the group first aid kit in transport portable first aid kit (for walking trips away from base) additional items required Fauna & Flora stinging animals (terrestrial and marine) dangerous marine animals stock (cattle etc.) snakes bats (vaccinations) spiders, ticks, leeches etc. allergens handling of small animals handling of large animals harmful plant contacts (sap, stinging hairs etc.) Camp requirements portable water and food cooking facilities LP gas arrangements electrical power failures lighting noise privacy accommodation facilities hygiene/ablution arrangements smoking/alcohol consumption Camp site terrain falling tree branches flash flooding safe from wildlife/stock safe from vehicles secure from theft harassment, hostile persons bushfire Personal protection gloves sunscreen goggles face masks respirator harness hard hat Field Trip Hazard Identification Checklist - continued
Sampling Period Date/ Time Sampling Duration (hours) Flux Estimate Reviewer Registrant Empirical Flux Determination Method Notes 1 [##:##] – [##:##] [#] [#] [#] [ID, AD, IHF, etc.] [Include notes on missing data, or selection of reasoning used for Indirect Method.] 2 [##:##] – [##:##] [#] [#] [#] [ID, AD, IHF, etc.] [Include notes on missing data, or selection of reasoning used for Indirect Method.] 3 [##:##] – [##:##] [#] [#] [#] [ID, AD, IHF, etc.] [Include notes on missing data, or selection of reasoning used for Indirect Method.] 4 [##:##] – [##:##] [#] [#] [#] [ID, AD, IHF, etc.] [Include notes on missing data, or selection of reasoning used for Indirect Method.] 5 [##:##] – [##:##] [#] [#] [#] [ID, AD, IHF, etc.] [Include notes on missing data, or selection of reasoning used for Indirect Method.] n [##:##] – [##:##] [#] [#] [#] [ID, AD, IHF, etc.] [Include notes on missing data, or selection of reasoning used for Indirect Method.] *Methods legend: ID = Indirect method, AD = Aerodynamic Method, IHF = Integrated Horizontal Flux. [Add on to tables as necessary for different locations, plots, or applications.] [List specific maxima in volatile flux rates and possible factors contributing to these off-gasing events].
& RA No./ERMS Ref.: Date: Version No.: Review Date: Authorised by: STEP 1 – ENTER INFORMATION ABOUT THE ACTIVITY/TASK, ITS LOCATION AND THE PEOPLE COMPLETING THE RISK ASSESSMENT School/Faculty/Department: Date(s) of field work: Assessed by (Field Work Supervisor): HSR/Employee representative: Location of field work: Are there any licensing/permit requirements? Yes No If “yes” provide details: Description of the field work: Number of Participant(s): List systems of work for the activity/task: ● Training ● Inspections ● SOPs ● Existing controls ● Emergency situations Is there past experience with the activity/task that may assist in the assessment? ● Existing controls ● SOPs ● Standards ● Industry standards ● Incidents & near-hits ● Legislation & Codes ● Training ● Incident Investigation ● Guidance material
2: – Likelihood Consequence Insignificant Minor Moderate Major Severe Almost certain Medium High High Extreme Extreme Likely Medium Medium High Extreme Extreme Possible Low Medium Medium High Extreme Unlikely Low Low Medium High High Rare Low Low Low Medium High Likelihood Consequence Almost certain – will occur in most circumstances when the activity is undertaken (greater than 90% chance of occurring) Insignificant –First aid treatment, minor injury, no time off work Likely - will probably occur in most circumstances when the activity is undertaken (51 to 90% chance of occurring) Minor – Single occurrence of medical treatment, minor injury, no time off work Possible – might occur when the activity is undertaken (21 to 50% chance of occurring) Moderate – Multiple medical treatments, non-permanent injury, less than 10 days off work Unlikely – could happen at some time when the activity is undertaken (1 to 20% chance of occurring) Major – Extensive injuries requiring medical treatment (e.g. surgery), serious or permanent injury/illness, greater than 10 days off work Rare – may happen only in exceptional circumstances when the activity is undertaken (less than 1% chance of occurring) Severe – Severe injury/illness requiring life support, actual or potential fatality, greater than 250 days off work Risk Rating Priority for Action Risk acceptance guide Action Recommended action time frame Extreme Not acceptable Cease or isolate source of risk Implement further risk controls Monitor, review and document controls Immediate Up to 1 month Ongoing High Generally (in most circumstances) not acceptable Implement risk controls if reasonably practicable Monitor, review and document controls 1 to 3 months Ongoing Medium Generally (in most circumstances) acceptable Implement risk controls if reasonably practicable Monitor, review and document controls 3 to 6 months Ongoing Low Acceptable Monitor and review Ongoing
QUEEN Wear now this circlet, Baroness N., as a reminder of your oath. Her Majesty places the coronet on the New Baroness's head. HERALD Be it known this day that We, K. and Q., do grant unto Baron N. and Baroness N. the lands and honors of the Barony of N., with all the rights, powers, and obligations thereof, and that they hold these lands and titles as sworn vassal to Us and to Our heirs to come. If there are any baronial mantles or other tokens of the fief then at this time they are given to Her Majesty, who in turn presents them to the new Baron and Baroness. QUEEN My Lord Baron, My Lady Baroness, please accept these as token of your fees. Their Majesties raise the new Baron and Baroness to their feet. The Baron and Baroness and their entourage retire as the herald exhorts cheers. (OPTION: the Baron and Baroness assume their thrones next to the King and Queen and proceed with court).