zilongwang/ReadingBank huggingface dataset:
look at the culture and behavioral fit in the relationship across the five dimensions. The higher the index, the more compatable or “culture fit” the organizations have. Q. WHAT ARE THE SELF-VIEWS AND PERCEPTION VIEWS? A key analysis of the CaT is a comparison of the buyer and service providers “self-view” compared to the perception of each other. This is done because psychology teaches us that people are inherently biased and overconfident in their own abilities and qualities (known as ). For example, 90% of automobile drivers think they are “above average” in operating a vehicle. Because individuals almost always score themselves better than other’s might, the CaT compares both the self-view and their partner’s perceived view. The CaT looks at compatability and trust raw scores across four views: The buyer’s self-view The buyer’s perception of the service provider The service provider’s self-view The service provider’s perception of the buyer These views are presented in “spider” charts, making it easy to compare the self-view with the perceived view. Below are examples of each of the three comparison spider charts. The first is the self-view of both the buyer and the service provider. This chart shows how each organization views themselves culturally and behaviorally. You will also receive a chart comparing the buyer’s self-view and the service provider’s perception of the buyer. The last comparison chart you will get is the service provider’s self-view compared to the buyer’s perception of the service provider. Additionally, in this chart you will see that in innovation, the buyer scored the service provider higher than the service provider scored themselves. While this is rare, it does happen from time to time. In addition to the spider charts, the gaps between the self-views and perceptions are presented both in table format.
Question Number Verbatim Question Response categories and comments 25h During the past 30 days, how many times did you ride in a car or other vehicle driven by someone who had been drinking alcohol? Number of times Range:0-999 . 26 Have you ever had a problem with your use of alcohol? 1=yes 2=no 27 Have you ever considered yourself to be an alcoholic? 1=yes 2=no 28a During your first 18 years of life did you live with anyone who was a problem drinker or alcoholic? 1=yes 2=no 28b If “yes” check all who were: father 1= if box checked mother 1=if box checked brothers 1=if boxed checked other relatives 1=if box checked other non-relative 1=if box checked sisters 1=if box checked 29 Have you ever been married to someone (or lived with someone as if you were married) who was a problem drinker or alcoholic? 1=yes 2=no 30a Have you ever used street drugs? 1=yes 2=no 30b If “yes” how old were you the first time you used them? Age Range:0-99
Question Number Verbatim Question Response categories and comments 35 Did you ever live in a foster home? 1=yes 2=no 36a Did you ever run away from home for more than one day? 1=yes 2=no 36b Did your brothers or sisters run away from home for more than one day? 1=yes 2=no 37 Was anyone in your household depressed or mentally ill? 1=yes 2=no 38 Did anyone in your household attempt to commit suicide? 1=yes 2=no 39a Did anyone in your household go to prison? 1=yes 2=no 39b Did anyone in your household ever commit a serious crime? 1=yes 2=no 40a Have you ever attempted to commit suicide? 1=yes 2=no 40b If “yes”, how old were you the first time you attempted suicide? Age Range:1-99 40c If “yes”, how old were you the last time you attempted suicide? Age Range:1-99 40d How many times have you attempted suicide? # of times Range:01-99, 40e Did any suicide attempt ever result in an injury, poisoning, or overdose that had to be treated by a doctor or nurse? 1=yes 2=no
Buses will take students from the Canberra Park Resort to the formal dinner venue, arriving at the dinner at approximately 7.30pm, and then return them to the Canberra Park Resort at the end of the evening. Counsellor Transport to/From the MUNA Dinner Any Counsellors wishing to travel on the student buses to and from the dinner should be aware that the buses are scheduled to arrive at the dinner venue at the conclusion of the pre-dinner drinks. Those Counsellors wishing to participate in the pre-dinner function will need to arrange for their own transport to the venue, either through other Counsellors with transport, or other means, such as taxis. Notice that Participants Will be Photographed The Rotary Club of Canberra Sunrise will have members taking photographs throughout the event. These photographs are intended to be used in various online and other media, including the Club website and MUNA Facebook page. Risk Management The Rotary Club of Canberra Sunrise has undertaken a risk assessment associated with the conduct of MUNA. A Risk Management Plan for the event has been developed and is available on request. The authorised Rotary Club of Canberra Sunrise representatives in relation to any concern regarding risks in the lead up to, or during the MUNA event, are the MUNA Coordinator and the MUNA Registrar (0412 297 257). What do I do if I want to put a team together but do not know how to contact a Rotary Club to sponsor it? Please contact the Registrar, who will put you in touch with Clubs in your area. If you have any queries, please contact the Registrar: email .
10 Jane Green Female 10/16/85 5 6 SELF Column FHIR mapping Index FamilyMemberHistory.id.value Name FamilyMemberHistory.name.value Gender FamilyMemberHistory.gender.value DOB FamilyMemberHistory.ageString Deceased Date Patient.deceasedBoolean=true; fatherID FamilyMemberHistory.extension.(url=identifier).valueCodableConcept.coding.code.value motherID FamilyMemberHistory.extension.(url=identifier).valueCodableConcept.coding.code.value relationship FamilyMemberHistory.relationship.coding.code.value notes multiple <FamilyMemberHistory xmlns="http://hl7.org/fhir"> <id value="1" /> <extension <extension url="type"> <valueString value="father"/> </extension> <extension url="identifier"> <valueCodeableConcept> <coding> <system value="Id"/> <code value="5"/> <display value="Father of the patient"/> </coding> </valueCodeableConcept> </extension> </extension> <extension <extension url="type"> <valueString value="mother"/> </extension>
AnalysisResult catcher for any that don't fit other classes outcome relativeRisk when[].when(Period/Range) While structured differently, it feels like we can express the same classes of risks with the prediction? Note - RiskAssessment also allows for which V3 does not Probability probability of having PercentageRisk percentage of risk RelativeRisk relative risk AgeAndProbability links Age to Probability RiskAssessment.basis Information used in assessment RiskAssessment.prediction.outcome Possible outcome for the subject RiskAssessment.predicition.rationale Explanation of prediction RiskAssessment.mitigation How to reduce risk
1st Apr-30th Apr 5.45 11.00 3.00 6.45 1st May-31st May 5.30 11.00 3.00 7.00 1st June-30th June 5.30 11.00 3.00 7.00 Filming/ Photography (Full day) - 15 minutes before the general safari time to 15 minutes after the general safari time Note: Depending upon the local conditions, the officer in- charge of the protected area may change the entry or exit timings for a day/duration. For regular updates, you can visit the park official facebook page at . Describe the fee structure for park safari? The fee structure of park safari is given below: Entry fee (per round) in Rs. Vehicle charge (per round) in Rs. Guide Charge (per round) in Rs. Total (in Rs.) Single seat permit in registered ( with park management for tourism purpose LMV (max. six tourists) 250 2,500 Note: charges of vehicle will be distributed equally among the tourists present in the vehicle 360 Note: charges of guide will be distributed equally among the tourists present in the vehicle 4,360 (per vehicle cost) 726 (per person cost when vehicle capacity is full) Full vehicle permit registered ( with park management for tourism purpose) LMV (Max. six tourist) 1500 2,500 360 4,360 Note: For the children aged between 5-12 years, single seat fee will be half of the fee mentioned in table and seat will be provided to them in the safari vehicle. Children below five year of age will be entitled for free entry and they will share the seat occupied by their parents. Provide fee structure of filming/photography/video/picturing? The fee structure of filming/photography/video/picturing is given below: Duration Indian educational/Research institute; Departments and Institute of government of India and State Government of Madhya Pradesh (in Rs.) Others (in Rs.) Remarks First 7 days 10,000 40,000 Per camera man per day 8th to 15th day 7,500 30,000 16th day onwards 5,000 20,000 Note: A) Permission for filming/photography/video/picturing in the core areas of the tiger reserves shall be given by the Field Director in the name of camera-man. B) Camera-man also has to pay the charge of vehicle and guide amounting to Rs.7500 and Rs.700 respectively.
Participant: Technical Qualification Program “TQP” Functional Area Qualification Standard Confinement Ventilation and Process Gas Treatment Qualification Card Qualification Card Issue Date: Projected Completion Date: Standard Issue Date: October 2013 Office/Division: Revision: Note: When regulations, Department of Energy Directives, or other industry standards are referenced in the Qualification Standard, the most recent version should be used. # Required Competencies Competency Level Learning Method Evaluation Method Incumbent Initials & Date Qualifying Official Signature Date I. CV&PGT Engineering 1. CV&PGT personnel must demonstrate a working level knowledge of the engineering principles and practices for radioactive contamination control using the confinement ventilation system. 2. CV&PGT personnel must demonstrate a working level knowledge of design guideline associated with selecting capture velocity for hoods, gloveboxes, airlocks, and change rooms for confinement. 3. CV&PGT personnel must demonstrate a working level knowledge of particle dynamics and air filtration theory. 4. CV&PGT personnel must demonstrate a familiarity level knowledge of the theory and operation of Dust Collection and Filtration. 5. CV&PGT personnel must demonstrate a working level knowledge of Fire Protection Considerations in Nuclear Facility Ventilation Design.
Participant: Technical Qualification Program “TQP” Functional Area Qualification Standard Nuclear Safety Specialist Qualification Card Qualification Card Issue Date: Projected Completion Date: Standard Issue Date: April 2004 Office/Division: Revision: Note: When regulations, Department of Energy Directives, or other industry standards are referenced in the Qualification Standard, the most recent version should be used. No. Required Competencies Learning Method Incumbent Initials & Date Qualifying Official Signature Date Remarks General Technical Nuclear safety specialist personnel shall demonstrate a working level knowledge of the fission process. Nuclear safety specialists shall demonstrate a familiarity level knowledge of the various methods to reduce exposure. Nuclear safety specialists shall demonstrate a familiarity level knowledge of criticality control, safety parameters, alarm systems and poisons. Nuclear safety specialists shall demonstrate a working level knowledge of terminology used in nuclear safety analysis. Nuclear safety specialists shall demonstrate a working level knowledge of the principal hazard and accident analysis methods.
Nuclear safety specialists shall demonstrate a working level knowledge of 10 CFR 830.202, Safety Basis and DOE-STD-1027, with respect to its impact on Department nuclear safety. Nuclear safety specialists shall demonstrate a familiarity level knowledge of Department of Energy (DOE) Order 420.1A, Facility Safety, DOE G 420.1-1, Nonreactor Nuclear Safety Design Criteria and Explosive Safety Criteria Guide for use with DOE O 420.1 Facility Safety and DOE-STD-1020, Natural Phenomena Hazards Design and Evaluation Criteria for Department of Energy Facilities, with respect to its impact on Department nuclear safety. Nuclear safety specialists shall demonstrate a working level knowledge of the Technical Safety Requirements as described in 10 CFR 830.205, Technical Safety Requirements and DOE Guide 423.1-1, with respect to its impact on Department nuclear safety. Nuclear safety specialists shall demonstrate a working level knowledge of 10 CFR 830.203, Unreviewed Safety Question Process and DOE Guide 423.1-1, with respect to its impact on Department nuclear safety.
21. Radiation protection personnel must demonstrate a familiarity level knowledge of the Department’s guidance for the structure, function, and operation of a radiation generating device (RGD) control program as discussed in DOE Programs Guide G 441.1-1C, section entitled “Radiation Generating Devices.” Management, Assessment, and Oversight 22. Radiation protection personnel must demonstrate a working level knowledge of assessment (compliance and performance) principles and techniques necessary to identify facility and program deficiencies, event precursors, potential systemic causes, corrective actions, and best practices. 23. Radiation protection personnel must demonstrate the ability to evaluate the adequacy of radiation protection programs against the requirements of regulations, DOE Orders, and rules pertaining to radiation protection. 24. Radiation protection personnel must demonstrate the ability to trend radiation protection-related information/data. 25. Radiation protection personnel must demonstrate the ability to effectively communicate the hazards associated with exposure to ionizing radiation.
FAQs for Virginia Dental Offices to be Compliant with the Dental Rule I The explanation for why the rule was developed can be found here: . The rule is designed to prevent amalgam, which contains mercury, from entering the water that goes to a wastewater treatment plant. 2. The requirement to have an amalgam separator by the dental rule does not apply to dental offices where the practice of dentistry consists exclusively of one or more of the following dental specialties: oral pathology oral and maxillofacial radiology oral and maxillofacial surgery orthodontics periodontics prosthodontics *dental offices that discharge to a septic system *discharges to publicly owned treatment works from mobile units * Note that while the dental rule does not apply to dentists who discharge to a septic system and dentists that operate out of mobile dental clinics from being required to have amalgam separators, the waste from these two practices must ultimately be discharged to a wastewater treatment plant for treatment. The wastewater treatment plant may have its own restrictions on waste that it will accept, and it might not take dental wastewater that could contain amalgam. It is recommended that the wastewater treatment plant be contacted to see if there are restrictions. If so, installing an amalgam separator would resolve the issue. The rule applies to: offices where the practice of dentistry is performed, including large institutions such as dental schools and clinics, and permanent or temporary offices home offices facilities, including dental offices owned and operated by federal, state or local governments including military bases that discharge to a POTW. 3. I
Why Do I Get a “File Name Not Valid” Error? If you use invalid characters in the name of a file, you receive an error message. File names cannot contain these special characters: Tilde ~ Number sign # Percent % Ampersand & Asterisk * Braces {} Backslash \ Colon : Angle brackets < > Question mark ? Slash / Pipe | Quotation mark "
JSW Energy- Investor FAQs Where can I find the financial results? The financial results (consolidated and standalone) are reported on a quarterly basis. They can be found Where can I find the annual reports? The annual reports, since listing, can be accessed Where can I find the shareholding pattern? The shareholding pattern can be accessed Whom do I contact for investor related matters? For shares held in Demat form Please contact your Depository Participant (s). For Shares held in Physical form Please contact the Registrar and Share Transfer Agent : Karvy Computershare Private Limited (Karvy), Unit : JSW Energy Limited Karvy Selenium Tower B, Plot 31-32, Gachibowli, Financial District, Nanakramguda, Hyderabad – 500 032 Contact Person : Mr. S. V. Raju Ph. No : 040 – 67161500 Fax No : 040 – 23001153 E-mail: einward.ris@karvy.com Toll Free Number of Karvy’s exclusive call centre: 1-800-3454001 JSW Energy Limited - Investor Service Center JSW Centre Bandra Kurla Complex Bandra (East),Mumbai 400051 Tel No. +91 22 4286 1000 E-mail ID for investors : Is it a fact that Company’s shares are to be traded compulsorily in Demat Form? Do I have the option of holding them in physical form?
who will then contact you to curtail your current immigration permission in the UK. Please contact your school office directly if you wish to discuss withdrawing from your course. I want to get a part time job while I’m studying. Am I allowed? Students from EU/EEA and Switzerland All EU/EEA and Swiss national students can work in the UK. You can work during or after your studies. However, if you are a national of Croatia, you may be subject to the “Worker Authorisation Scheme” and will need to obtain the appropriate registration certificate before you can start work, unless you are exempt. The UK currently remains a member of the European Union, therefore if you meet the relevant criteria, you still have the right to reside. Non-EU/EEA/Swiss Nationals If you are a national from outside the EU/EEA and Switzerland, you should be able work in the UK during your studies on a Tier 4 General Student Visa. You should be granted permission to work 20 hours per week during term-time and full time hours during official university holidays. If you are unsure as to whether or not you are allowed to work, check your visa, this will show your permissions or email for further advice. Short-term Study Visa Short-term Study Visa holders are not permitted to work, whether it be paid or unpaid. You are also not permitted to complete any work placements as part of your course if you have a Short-term Study Visa. How can I get a National Insurance number? You will need a National Insurance number in order to gain employment in the UK. In order to apply for a National Insurance number, you should refer to the for details how to do so. Do I have to register with the police? If you are required to , it will be indicated on the visa you have been issued by the Home Office. When do I register? If you are required to register, you must register with the police within seven days of arriving in the UK. When you register, you will receive a Police Registration Certificate. If I change any of the details that are on my registration certificate, do I have to report these changes to the police? Yes. After registering with the police and collecting your registration certificate, it is a condition that you report any of the following changes to the police: New address Extensions to your visa granted by the Home Office New passport New study information or change to university/college New employment Any changes should be reported within 7 days.
CSA FAQ – QUESTIONS & ANSWERS Q How will the CSA funds be used? A Funds will be used to support only those diocesan programs and ministries outlined in the case for support. No funds will be distributed to outside organizations or used for political purposes. Q Is the Catholic Services Appeal a good opportunity for evangelization and stewardship? A A well-balanced and effective campaign can unite clergy and laity to work together as one Church. The Catholic Services Appeal can be an extraordinary opportunity to reach out to all. Parishioners will develop a better understanding of what our Diocese currently does and its obligations to the community. This often leads to greater involvement and support. Ultimately, the renewal experience it can give to a parish may be far greater than merely the dollars raised. Q Who will be asked to support the Catholic Services Appeal? A Every Catholic household in the Diocese of Austin will be asked for its prayerful consideration of a gift to the Catholic Services Appeal. Q To whom should an initial payment check be made payable? A An initial payment check should be made payable to “Catholic Services Appeal.” Q How should subsequent payments be made? A A donor will receive a monthly statement from the diocese for remaining pledge payments. Donors may also choose to use electronic giving through their bank or a credit card as indicated on their pledge card. Q Can a donor go online to make a pledge to the Catholic Services Appeal? A Yes. A donor can go to the Diocese of Austin website at and click on the “Donate” button to make an online gift. Q Are pledges and one-time gifts the only kinds of gifts accepted by the Catholic Services Appeal? A While cash gifts and pledges are most common, it may be advantageous to the donor to make a gift of appreciated stock. If a donor offers to make a gift of appreciated stock, please contact Lisa Rosenberger at (512) 949-2450 or Q Can trust and estate-type gifts be made to the Diocese of Austin? A Yes. If a donor offers a planned gift, the parish should refer them to Lisa Rosenberger at or (512) 949-2450.
Implementation: This program will allow localities to request reimbursement of funds used to purchase electronic pollbooks for the locality’s polling places. Which laptops are eligible for reimbursement under this replacement program? ONLY laptops purchased under the GFE program will be eligible. Models are: Dell 600, 610, 620, and 630. Who can make the request? The request can be made by the General Registrar or Electoral Board member. How do I request grant funding for the laptop (EPB) purchase? Fill out the Request for Reimbursement of Electronic Pollbooks form Department of Elections-626 EPB. Please provide all necessary information. Locality Name: the name of the locality applying for reimbursement. Date of request: the date you submitted your request. Description of Equipment Purchased: Include the make, model, vendor, specs, etc. Per Item Cost: Indicate the cost of each piece of equipment, including accessories. Quantity: Number of pieces of equipment. Item Total: Cost of each item times the quantity ordered. Total Purchase Cost: The sum to the items listed in the Item Total column. Total amount of reimbursement requested: Indicate the total amount you are requesting for reimbursement based on the reimbursement limits of this program. Certification of Purchase: You must certify that the laptops purchased will be used as EPB and that the laptops purchased meet the minimum performance requirements specified by Department of Elections. You must further agree to maintain the records, receipts and other documents as directed by the Department of Elections for a period of 5 years and make them available to the Department of Elections or State or Federal auditors when requested. Authorized Locality Representative: Indicate your position title, your name and sign where indicated. Number of precincts: Indicate the number of precincts in your locality. What else do I need to submit with the Request for Reimbursement of Electronic Pollbooks Form? In order to receive reimbursement you must also submit a copy of the invoice for the equipment purchased by your locality What is the Department of Elections Only portion? Please do not write in this area as it is reserved for Department of Elections staff. Who at Department of Elections should receive the form? You will send your completed form to Eugene Burton, Voting Equipment Coordinator. You may fax the form to 804.786.2045 or attach the request and send to Eugene’s email address .
DIBELS Oral Reading Fluency Questions What are the hesitation rules for DORF? DIBELS Next Probe Timing Discontinue Rule Hesitation Rule and Reminder Prompts IBELS Oral Reading Fluency (DORF) and Retell 1 minute + 1 minute maximum for Retell Zero words read correctly in the first line, STOP, do not administer Retell DORF: 3 seconds (as often as needed) DORF: Keep going. (as often as needed) DORF: Teacher is allowed to point if a student loses his/her place. If fewer than 40 words are read correctly on any passage, use professional judgment whether to administer Retell for that passage Retell: first hesitation 3 seconds (only once) Retell: Can you tell me anything more about the story? What is the value of assessing both DIBELS ORF and TRC? DIBELS measures and TRC provide different lenses to understand the student’s literacy development. Both DIBELS ORF and TRC prompt students to read aloud, yet are distinguished in the information they provide to teachers for differentiating instruction. DORF references a student’s fluency rate against research-based cut points, enabling teachers to determine an appropriate level of instructional support. TRC combines a Reading Record with comprehension strategies to provide teachers with detailed diagnostic feedback on a student’s reading development, including the identification of the student’s instructional reading level, error patterns, and cueing systems used during reading. How many DORF passages do I have to administer? All 3 during Benchmark periods The Retell should be administered immediately after each passage. During Progress Monitoring only 1 DORF passage is administered. Why assess with 3 DIBELS ORF passages instead of one? The DIBELS authors recommend three passages because three DORF readings return a median value that best reflects a student’s abilities.
FAQs for Speakers/Presenters I am interested in speaking at the Go SOLAR Fest. What do I need to do? Prospective authors for the second Fest are requested to submit an abstract of 200-500 words and one 100 word biography by February 24, 2014. A copy of the Abstract Submittal Form is available here: The abstract must clearly describe the nature, scope, content, organization, key points and significance of the proposed paper by completing the application package. What options do I have for selecting a presentation topic? A complete list of topics can be found here: When will I know if I have been accepted as a speaker? Abstracts will be reviewed and selected speakers will be notified no later than March 10, 2014. I would like to be a speaker but will not be able to travel to South Florida for the event. May I do my presentation remotely? Yes! Go SOLAR Fest is all about innovation! Speakers who are unable to physically attend are welcome to make their presentations remotely. The Go SOLAR Fest IT Team will work closely with you to ensure that all technical facilities are in place for your presentation. I know the length of my abstract, but how long should my actual presentation be? When you submitted your abstract you were asked to indicate your time preference. If you are accepted to be a speaker, you will be informed of your respective time allotment. In what format should my presentation be (PowerPoint, written speech, panel discussion, etc.?) When you submitted your abstract you were asked to indicate the format for your presentation (single-speaker, panel discussion, keynote/luncheon, etc.) If you are accepted to be a speaker, your indicated format will be verified in writing. In the event you would like to change your presentation format from what was previously approved, please contact as soon as possible for further discussion. When is the final version of my presentation due? Final presentations can be submitted electronically via email by April 11, 2014 to ksommers@broward.org or Can I make my presentation interactive?
Engineers Registration Bill 2018 During the development of the engineers registration scheme, the Department of Treasury and Finance has consulted the engineering profession, industry stakeholders and across the public sector through stakeholder meetings, roundtable discussions and the release of a public consultation paper. The consultation process has provided valuable feedback and informed key design aspects of the proposed registration scheme. The Engineers Registration Bill 2018 is currently being considered by the Victorian Parliament. There will be further consultation on a number of important elements of the scheme, which will be subject to a regulatory impact statement (RIS). Public consultation and a public RIS process will commence after the Bill passes the Upper House. For any questions that are not resolved through the Frequently Asked Questions, queries can be sent to . Frequently asked questions
Sharing What are the changes to information sharing? The changes are intended to make the legislative provisions around information sharing clearer. They include a requirement for Child Safety to publish an information sharing guideline, broadens who can share information about a child or young person and their family to include the family support system (e.g. Family and Child Connect and Intensive Family Support services), and make it clear that, while it is best practice to obtain consent to share information, a child’s safety, wellbeing and best interests are prioritised over an individual’s privacy. How will the changes to information sharing impact carers? The changes are mainly targeted at the prevention and early intervention end of the child protection continuum and are not expected to impact carers. Will Child Safety have to ask for consent to share information? Yes, where it is safe, possible and practical to obtain consent. However a child or young person’s safety, wellbeing and best interests is prioritised over an individual’s privacy. Also, when seeking consent, and before disclosing information, consideration will be given to whether this is likely to adversely affect the safety of a child, young person or another person. What are the Information Sharing Guidelines and where do I find them? Child Safety will be required to publish new guidelines on when information should be shared and the secure use, storage, retention and disposal of information for all stakeholders (including staff of Child Safety, government agencies and funded service providers). These guidelines will be available on the department’s website from proclamation. New sections, under Chapter 5A of the Act, specify when a holder of information may share information and with whom they may share information. The sections reflect different actions at each stage of the child protection continuum – reporting suspicion, assessment or investigation, assessing care needs and planning services, and decreasing likelihood of a child or young person becoming in need of protection. Transition to Adulthood Why has the language changed from Transition to Independence to Transition to Adulthood? All young people make a transition from adolescence to adulthood and not all become ’independent’ at the age of 18 years. The legislative amendments (which uses transition to independence language), recognise that most young people need access to supports well beyond their 18th birthday and it is now a community norm for young adults to receive financial, practical, health, educational, housing, emotional and access to legal support from their parents.
Attachment 1 Table of Contracting Requirement Vessel Service Area OSRO Level Vessel carrying oil in bulk Vessel carrying liquid hazardous cargo other than oil in bulk Other vessel Within harbor Entering into and exiting port Performing cargo transfer -at -sea Entering into and exiting port Performing cargo transfer-at-sea Entering into and exiting port Performing cargo transfer-at-sea Class I GT10,000 and above Beyond 20 nautical miles GT10,000 and above Beyond 20 nautical miles GT50,000 and above Beyond 20 nautical miles Class II to GT 10,000 Below GT10,0001 Within 20 nautical miles Below GT10,0001 Within 20 nautical miles GT30,000(incl.GT30,000) to GT50,000 Within 20 nautical miles Class III GT600(incl.GT600) to GT 2,000 GT20,000(incl.GT20,000) to GT30,000 Class IV Below GT600 GT10,000(incl.GT10,000) to GT20,000 1 The requirements do not apply to: LNG vessels below 10,000GT; nor Ships which carry petroleum products below 10,000GT, nor Ships which carry other liquid cargoes below 10,000GT whilst on a ballast voyage
increase the gross pay for all public servants earning up to €65,000. This increase is weighted in favour of the lower paid, who receive a significantly higher percentage increase. The effects of the pay and PRD measures by year for staff earning different rates are available on the Department of Public Expenditure & Reform website. Q.5 How are the pay cuts for those on higher pay being reversed under the Lansdowne Road Agreement? The HRA, underpinned by the FEMPI 2013 Act, brought in pay cuts for public servants earning €65,000 and over. Under these proposals, for those public servants on annualised remuneration up to €110,000, restoration will be in two equal phases with the first phase due to take place in April 2017, and the second phase in January 2018. For those on annualised remuneration in excess of €110,000 restoration will be in three equal phases with the first phase due to take place in April 2017 and the two remaining phases in April 2018 and 2019. Under the Lansdowne Road proposals those earning €65,000 or over will, like other staff, benefit from the PRD measures. Q.5A My basic pay is a pay scale that is less than €65,000 but I was subject to a pay cut under the FEMPI Act 13 as I was also in receipt of a fixed permanent and pensionable allowance. How will I be affected by the proposed pay measures? You will receive restoration of your pay cut under the phased provisions provided for under the Lansdowne Road Agreement proposals and as your basic scale is less than €65,000 you will receive the €1000 increase provided for in September 2017. Q.6 Are the reductions in overtime rates and allowances being reversed? The measures provided for under the HRA in respect of overtime and allowances are retained. Q.7 Will payments under the Supervision & Substitution Scheme be restored? A gross additional payment equivalent to the 2011 lower payment rate paid for supervision and substitution will be included in the common basic scale for teachers, with half in the school year 2016/2017, and half in the school year 2017/2018.
Frequently Asked Questions Do the agreements bind future WA Governments? Yes. The Settlement has the support of both major political parties. All native title agreements in Western Australia involving one State Government have been honoured by successive governments. What is the impact upon Local Government Authorities (LGAs) in the South West Settlement area? LGAs have a major role in terms of their engagement with the Noongar community. Many LGAs already have a good working relationship with Aboriginal people and the Settlement can only assist in building better partnerships in the South West. This can be achieved through LGAs engaging with the Noongar Regional Corporations in their work to provide better service delivery to the Noongar Community. No local government function will be affected by the Settlement. While LGAs are not bound to use the Noongar Standard Heritage Agreement (NSHA), they are encouraged to enter into NSHAs with Regional Corporations as it will provide a uniform and efficient approach to heritage surveys to streamline compliance with the Aboriginal Heritage Act 1972. What are ILUAs? Indigenous Land Use Agreements (ILUAs) are agreements made between a native title group and others about the use of land or waters. These agreements allow people to negotiate flexible, pragmatic agreements to suit their particular circumstances. The agreements must be authorised by the native title group. When registered under the Native Title Act 1993, the ILUAs bind all people who hold or may hold native title in a particular ILUA area. ILUAs can provide many benefits to all parties concerned. As they are flexible they are able to reflect the specific needs of the parties involved. They are able to deal with a wide range of native title matters such as the consent to future acts, compensation, and protection of significant sites and culture. ILUAs also provide certainty for other parties to carry out activities and developments on the land and waters in the agreement area. The ILUAs that have been negotiated over the South West are unprecedented in Australia as they involve the surrender of any native title that may exist over the
schools are taken into consideration when assessing what the nearest qualifying school is for each pupil. Under the new proposals this will not change. Q- Would you consider an out of county school to be my child’s nearest qualifying? We wouldn’t ordinarily consider out of county schools during the assessment process, however if your child has gained a place at a school outside of Warwickshire then we would provide transport to this school if it was the closest. Q – My child is due to start school in September 2019, does this affect them? A – No, as long as you apply for transport before 1st September 2019. Those who apply on or after this date will be assessed using the new criteria. Q- I currently receive free transport for my older child to our priority school; does this mean my younger child who starts in September 2020 won’t be eligible? A – Any application received on or after 1st September 2019 will be assessed under the new criteria. Therefore, if your priority school is not the closest school to your home address then it would not be considered to be your nearest qualifying school and your child would not be eligible for free transport assistance. Q- What if I can’t get my child into the nearest school? A - If your closest school has no spaces then we would consider the next nearest school with spaces to be your nearest qualifying school. Q – What happens if I move house after September 2019? A – Anyone who has a change in circumstances on or after 1st September 2019 (such as a house move) would be subject to a re-assessment. Therefore, if the school your child attends is no longer considered to be the nearest qualifying school from your new address then free transport would cease.
A – Once a route has been assessed, we would not revisit the assessment for at least 3 years unless something significant had occurred to change the route. Therefore, should you wish to complain, you may use the Council’s complaints procedure which can be found here: Q – What happens if the route is still deemed to be unsafe to walk? A – Then nothing will change and your child will continue to access their home to school transport in the same way as before. Q – What are capital works? These works could include something major such as installing crossing points or something simpler such as maintaining verges and hedgerows. Special Educational Needs (SEN) Transport Criteria
31. Standard 5 – What is meant by ‘main terms’ and what is sufficiently good and/or acceptable evidence? E.g. do I have to list or describe the main terms and concepts used in promoting health or wellbeing? (5c) do you actually want to see that I know the main terms, like an exam question? There is a glossary of terms for practitioner registration in the Supporting Information document that can be found on the UKPHR website The portfolio should not be like an exam question, but the assessor would need to be assured, through the presentation of the portfolio and accompanying evidence, that the applicant understands what the main terms are and what they mean. This would need to be explicit through one form or another. 32. How would you demonstrate anecdotal evidence? You many need to request confirmation through an email, or a testimonial from a senior member of staff. Sometimes, if the evidence is not forthcoming, applicants may need to find a different example in their work which they can evidence more easily. 33. How narrowing focused can the evidence be? Can commentaries all be about one project? Commentaries can be about one project, or one part of a project. You will be supported in the planning and mapping of your portfolio through the portfolio development groups, and you will also learn more about what is required through the Induction Day. 34. Quality of evidence (i.e. is one email enough, how many pieces of evidence do you need, or can you use one piece of (good) evidence)? As you develop your portfolio you will come to recognise what will be required to demonstrate the different indicators – in relation to your chosen piece of work. You can use the same piece of evidence for several indicators – if it can demonstrate what is required, but you will need to discuss the different parts of the evidence in relation to each of those indicators, and signpost the assessor to the relevant parts. 35. How do you demonstrate the evidence – do you need to write it down? Evidence can come in many forms, but more often than not it is written evidence. A video may not be ‘written down’, but the applicant would need to explain to the assessor what it is about the video that demonstrates the indicator being claimed against that evidence. 36. Does it need to be evidence based practice/certificates, if application then needs to be assessed?
No worries! It’s all part of our learning curve and we will just work together on that. In the past, Indian volunteers have come from all corners of the country and have not necessarily been well versed in Hindi or English. You will have to be responsible for your own learning, so you will have to ask questions, be forthcoming about your struggles on the programme especially about language as well as help others to make the best of this challenge. As a team, you will be expected to innovate to overcome barriers of language and dialects. Do carry dictionaries/phrase-book, they can come handy! However, if you are applying as a Team leader then you must have a working knowledge of Hindi and/ or English. Q. What volunteer placements will I be working on? Volunteer placements are designed on the basis of the needs as well as existing projects in the host community. We like to give people as many choices about a placement but as a volunteer, you may or may not get a placement which interests you, matches your skill sets or are passionate about. Below are some examples of placements that past volunteers have been involved in: Assisting local organisation in the process of setting up night schools (as children take the goats and sheep for grazing in the morning) by conducting action research on access to education for the children in the local communities. Developing and running modules for different age groups in the rural community where access to quality education is limited. Developing and facilitating peer education modules to help build awareness around gender and reproductive and child health. Creating youth and child groups in villages by building capacity of local youth and children to become peer leaders. Empowering youth and children do become social advocates for Child rights and education. Organising awareness raising events and campaigns around health and relevant Government schemes available along with junsunwais (public hearings) where the community could place their grievances in front of relevant officials for redressal. Organising health and education melas (events) where the community could access quality doctors and medication as well develop their own ownership in ensuring education for their children. Researching and documenting impact of Government rural schemes, for local organisations to take forward. Supporting staff at local organization with building skills in social media and IT. Supporting the local artisans in creating new designs in fabrics and clothing and develop marketing tools and linkages in the cities and internationally. Documenting case studies of women leaders of Panchayat (local level governance structures) and make recommendations for the organisations women leadership development programmes and strategies.
Question Answer Additional Resources If we use the Tiered Fidelity Measure, will it cover the requirement to measure all Tier 1, Tier2, and Tier 3 or will we still need fidelity measures for each practice (e.g., Skillstreaming, Check and Connect etc.)? Yes, the TFI can be used to assess MTSSB regardless of your specific “practice.” If your practice has another fidelity measure with multiple tiers that is fine to use in conjunction with a fidelity measure that assesses the framework. Any evidence-based practice should have an accompanying fidelity measure. If the practice/ program does not have a fidelity measure either contact the authors, or consider using the TFI For more on Fidelity: How would we measure fidelity of a specific program like RENEW? Can you address the possible problems caused by relying on self-reports from schools, particularly concerning fidelity? Self-reports have a long history of being inaccurate. However, when the self-report is from consensus of a team (not summary of individuals) and done with an external coach present, the accuracy of the information has been demonstrated to be valid and reliable. For additional resources on Coaching: McIntosh et al., (2015) Technical Adequacy of the PBIS Tiered Fidelity Inventory. Submitted for publication What about trainings that are being provided as part of the SCTG that are not intended to be "practices" that will be implemented. Therefore, there would not be any fidelity measure. For example, we are providing Trauma Informed Care in Schools 2 hour overview but there is no expectation for implementation. For any training provided clearly identify the expected outcomes for your participants. Those outcomes may be knowledge development but not necessarily implementation, this is especially relevant for some targeted or individual interventions. In that situation where implementation is not expected are there other teacher responsibilities (e.g. identification of students, providing progress data, etc.)? Be sure to clarify how attendees will use that information. Consider
A Section 8 is designed to be used as an output file layout by a program that extracts dependent data from a database of some kind. A few districts have databases containing dependent data, and this Section would be used by them. Columns P thru S of Section 7, on the other hand, are meant for districts that do not have databases containing dependent data. These districts may prefer to supply dependent data (if they have such data) using the last four columns of Section 7. Q2 Why are dates of birth for dependents asked for in Section 8, but only ages in Section 7? A The optional dependents columns in Section on 7 are designed to capture the minimum requirements of the legislation, which are: age, gender and coverage status for each dependent. The ages of dependents listed in Section 7 should be the ages as of the date of the census, which is 10/1/2012. In subsequent years these values will need to be incremented. Dates of birth in Section 8, on the other hand, are consistent values which will remain constant, allowing age to be computed automatically at any time. Districts that use WESPaC / WSIPC Q1 Do we have to pay extra money to WSIPC for use of the extract they have for their constituent school districts during the current Data Collection Project? A No. Q2 My district does not use the Insurance Tracking module. Can we still use the WSIPC extract? A Yes. However the WSIPC extract provides less data for districts that do not use the Insurance Tracking module than for districts that do use it. For this reason, districts that do not currently use the Insurance Tracking module may wish to consider starting to use it, in order to facilitate future data collection projects that have to do with insurance benefits for district employees. Q3 I mistakenly deleted or corrupted our .csv files from WSIPC. What should I do. A Get them from WSIPC again. Once you have them, make a backup copy before you do anything else. Q4 The data we got from the WSIPC extract is not complete. Where is the rest of it? A WSIPC can extract a lot of the data that is required, but not all of it. Some of the data needs to be provided by school districts, particularly the narrative data in rows 14-20 in Section 1, and the Innovative Health Plan Features in Section 2.