zilongwang/ReadingBank huggingface dataset:
Vapours Is it likely will be airborne dust particles, toxic fumes or volatile vapours produced and therefore be present in the workspace? Vibration Is the normal operation of this plant likely to create severe or excess vibration that could be transferable to the operator? Lighting Is insufficient lighting to operate this plant in a safe manner? Is there a possible strobe lighting effect caused by faulty fluorescent tubes in the workspace? Where practical, planing operations are removed and isolated to a well-ventilated location away from other work activities. Staff and student training is provided to minimise exposure to these hazards. All ducted dust extraction systems are connected and operational, fully maintained and cleaned as required. Good lighting is provided to all workspaces and this is maintained on a regular basis. Fluorescent tubes are checked and replaced as required. All approved personal protective equipment (PPE) is used where required. Electrical: Can the operator be injured by electrical shock due to working near or contacting with damaged or poorly maintained live electrical conductors such as power outlets, extension leads, safety switches, starters and isolators or casual water on the floor near plant and machinery? Visual checks are made of all portable power tools, their electrical switches, plugs and power leads, etc. Electrical safety inspections, testing and tagging, etc. are completed regularly as per guidelines for all portable power tools. Portable power tools are to be used only where there is a RCD safety trip switch connected? Warning “Danger” tags (or similar) are affixed to all portable power tools under repair or maintenance preventing workers from using them. Electrical maintenance on all portable power tools is documented.
Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Signature: ……………………………….. Date: Monitoring and Review This Plant & Equipment Risk Assessment is to be monitored and reviewed annually for a further four (4) years. Review 1: Yes No Are allocated risk levels and “Actions required” unchanged over the past 12 months? Are Minimum Standards and Recommended Control Measures unchanged over 12 months? ITD staffing details at this school have remained unchanged over the past 12 months? If the responses are “NO” for any question, record current details here, and list all staff changes (with signatures) Reviewed by: Designation: Signed: Review Date : Review 2: Yes No Are allocated risk levels and “Actions required” unchanged over the past 12 months? Are Minimum Standards and Recommended Control Measures unchanged over 12 months? ITD staffing details at this school have remained unchanged over the past 12 months? If the responses are “NO” for any question, record current details here, and list all staff changes (with signatures) Reviewed by: Designation: Signed: Review Date : Review 3: Yes No Are allocated risk levels and “Actions required” unchanged over the past 12 months? Are Minimum Standards and Recommended Control Measures unchanged over 12 months? ITD staffing details at this school have remained unchanged over the past 12 months? If the responses are “NO” for any question, record current details here, and list all staff changes (with signatures)
Monitoring and Review This Plant and Equipment Risk Assessment is to be monitored and reviewed annually for a further four (4) years. Review 1: Yes No Are allocated risk levels and “Actions required” unchanged over the past 12 months? Are Minimum Standards and Recommended Control Measures unchanged over 12 months? ITD staffing details at this school have remained unchanged over the past 12 months? If the responses are “NO” for any question, record current details here, and list all staff changes (with signatures) Reviewed by: Designation: Signed: Review Date : Review 2: Yes No Are allocated risk levels and “Actions required” unchanged over the past 12 months? Are Minimum Standards and Recommended Control Measures unchanged over 12 months? ITD staffing details at this school have remained unchanged over the past 12 months? If the responses are “NO” for any question, record current details here, and list all staff changes (with signatures) Reviewed by: Designation: Signed: Review Date : Review 3: Yes No Are allocated risk levels and “Actions required” unchanged over the past 12 months? Are Minimum Standards and Recommended Control Measures unchanged over 12 months? ITD staffing details at this school have remained unchanged over the past 12 months? If the responses are “NO” for any question, record current details here, and list all staff changes (with signatures) Reviewed by: Designation: Signed: Review Date : Review 4: Yes No Are allocated risk levels and “Actions required” unchanged over the past 12 months? Are Minimum Standards and Recommended Control Measures unchanged over 12 months? ITD staffing details at this school have remained unchanged over the past 12 months? If the responses are “NO” for any question, record current details here, and list all staff changes (with signatures) Reviewed by: Designation: Signed: Review Date :
Reviewed by: Designation: Signed: Review Date : Review 4: Yes No Are allocated risk levels and “Actions required” unchanged over the past 12 months? Are Minimum Standards and Recommended Control Measures unchanged over 12 months? ITD staffing details at this school have remained unchanged over the past 12 months? If the responses are “NO” for any question, record current details here, and list all staff changes (with signatures) Reviewed by: Designation: Signed: Review Date :
Scope This document is to be completed for staff and student use of machinery, plant and equipment as a part of a school curriculum activity or program. Refer to the for further staff advice on the risk management process for practical ITD curriculum activities in schools. Plant/Equipment Description: Teachers/Leaders: Room Locations: Assessment Date: Review Date: N.B. This assessment can remain active for up to 5 years. However, an annual monitoring and review process should be undertaken and recorded – refer to the last page of this document. Below are the details of the manufacturing or production processes attributed to this item of equipment categorised by their assessed inherent risk levels (refer to the Equipment/Process Risk Matrix). The actions required for approval for each level of inherent risk are mandatory. Inherent Risk Level Details of Processes Action Required/Approval Medium When light machining with larger, regularly shaped stock that is easily handled. Only when the stock width and thickness allows for a machine pass to be completed cleanly. Material may kick back if not properly secured. Document controls in planning documents and/or complete this Plant Risk Assessment. Consider obtaining parental permission. High When machining across the grain or through knots in the material. When machining at greater depths thus requiring increased operational control and concentration to complete a machine pass. When machining dense hardwoods. When students are only permitted to participate in processes direct supervision. A Plant Risk Assessment is required to be completed. Principal or Classified Officer (i.e. DP, HOD, HOC, HOSES) approval prior to conducting this activity is required. Obtaining parental permission is recommended. Extreme When it may be necessary to temporarily change a guard or fence to accommodate specific shapes and/or sizes of stock, resulting in less accuracy and control. When machining smaller or irregularly shaped stock that may require ones hands to be in closer proximity to the blades. Consider alternatives to using the plant/equipment. A Plant Risk Assessment is required to be completed. Principal approval prior to conducting this activity is required. Parental permission must be obtained for student participation. Minimum standards Minimum qualifications and experience Listed below are the general “minimum” recommendations for the management of this Plant/Equipment.
Hazards/Risks Hierarchy of Recommended Control Measures Yes No Details of how this will be implemented (and any additional controls) Exposure to Rotating or Moving Parts: Entanglement and Entrapment hair, clothing, ties, jewellery or other materials become entangled with moving parts of plant or materials in motion? Striking Could anyone be struck by moving objects such as the work piece being ejected, or by the unexpected or uncontrolled movement of the plant or work piece? Crushing and Pinching Could anyone be crushed or pinched due to falling uncontrolled or unexpected movement of plant or its load tipping or rolling over, or contact with moving parts during testing, inspection or maintenance? Where possible, potentially hazardous fixed power tools, including spot welders, are substituted or replaced with less hazardous alternatives. All necessary guards and safety devices are in place protecting workers from all moving parts, very hot surfaces and molten metal. Staff and student training is provided to minimise exposure to these hazards and risks. Safe operating procedures (SOPs) are available and clearly displayed. Warning “Danger” tags (or similar) are affixed to all spot welders when under repair or maintenance preventing workers from using the equipment. “Safe Working Zones” are clearly defined by yellow safety lines (or similar). Operators are required to remove all jewellery, tuck in loose clothing and tie back long hair. All approved personal protective equipment (PPE) is used where required. Slips, Trips, Falls and Abrasions: Can anyone using the plant or in the vicinity of the plant, slip, trip or fall due to the working environment or other factors? e.g. Poor housekeeping, dust on floors, slippery or uneven work surfaces, power cables across work areas causing injuries and abrasions? Slip resistant flooring is encouraged. Regular checks are made for unsafe wear and damage. Inspections are made for any power leads and hoses, etc. Procedures are in place for the disposal of all waste materials around all spot welding activities. training is provided to minimise exposure to these hazards. Environmental: Dust, Fumes and Vapours Is it likely there will be airborne dust particles, toxic fumes or Portable spot welders are regularly inspected and maintained to help minimise the risk of exposures to these hazards. All portable spot welder maintenance is documented in a register (EMRs).
83.8% decrease 110% increase 1x + 0.15x = 55; x=$47.83 1x - 0.12x = 12,540; x=14,250 people last year 1x - 0.16x = 399; x=$475 1x + 0.085x = 162.75; x=$150 $5 5% 1x + 0.18x = 383.5, x=$325 1x + 0.12x = 1624; x=1,450 students last year 1x - .015x = 450.50; x=$530 1x + 0.24x = 55.80; x=$45 $2.50 2 years 11,890 $22.49 $16.50 $192.15 $16,200 $2,160 $79.96 $13.56 Yes, it costs $19.18 on sale 13,592 people $160.00 $5,700 $622.09 $276.25 $28.86 $17,480 $70 $15.12 $2,415 87,750 people 27,000 people Yes, total is $68.44 $248.40 $66 $350 $8.46 $12.00 15,651 students 24.12 megs No, is $302.40 $69.55 $132 $25.20 $133.33 $107.10 ($6.80 tax, $15.30 tip separately) $22.74 $177.14 8.18% 562.5 people so 562 people $1071 $206.25 $77.78 No, it will cost $243.43 $35.28 ($2.24 tax, $5.04 tip separately) $146.15 35.3% 16.25% or 16% $245.86 Percents Unit Review PMI 7th Grade Math Name ________________________
September 17, 2013 Perception Notes In the opening introductory sections of Perception, Hegel talks indifferently and interchangeably about: Universality Determinate Negation (on my reading: material incompatibility) Mediation (on my reading: material inference) For instance, for (b): “The wealth of sense-knowledge belongs to perception, not to immediate certainty, for which it was only the source of instances; for only perception contains negation, that is, difference or manifoldness, within its own essence,” [112]. He talks about “…sensuous universality, or the immediate unity of being and the negative…” [115]. And for (c): “[T]he universal is in its simplicity a mediated universal…” [112]. I've argued that (b) is the key, fundamental notion. Given that, one can show that (a) and (c) are already implicitly in play, by the arguments I offered in discussing Sense Certainty. (Quickly: being incompatible with p is a universal that q and r can share, and one can introduce an inferential relation p entails q iff everything incompatible with q is incompatible with p.) One of the big tasks of Perception is to show that the very concept of universality implicitly contains an intricate metaphysical structure articulated by 5 kinds of complex difference (negation) themselves intelligible in terms of one basic distinction between two kinds of difference. In Perception we are moving from feature-placing conceptual contents (Strawson) to ones. [Note that I make a version of this transition, in different terms, in Chapter Six of MIE: “What Are Singular Terms, and Why Are There Any?”] Consciousness understanding itself as perceiving is trying to reconcile immediacy as independence with determinateness of universals. The main argument of Perception is that The metaphysical fine-structure of universality is determinate negation. And therefore: It is impossible to reconcile the determinateness of universals with being immediate in the sense of independent of their relations of difference to and from others, along at least six dimensions. Consider the two distinctions: exclusive difference / mere difference [ausschlieende vs. gleichgültige Verschiedenheit], object/property (or particular/universal). One of the prime
normative sense of “materially incompatible” come apart, or fail to track one another. That tracking has both an alethic modal component, namely tracking of the alethic modal necessities by the deontic normative, and a deontic normative component, namely normative government of…[Tell story from end of MEMRTA].
homes are the same. 13. Children placed in congregate care have a lengthier stay compared to those who are placed in family based foster care. True False 14. Please explain your comprehension of children’s _______________________ ___________________________________________________________________________ ___________________________________________________________________________
15. I am comfortable with child placement in a children’s home. Strongly Disagree Disagree Agree Strongly Agree 16. I am comfortable with child placement in a foster home. Strongly Disagree Disagree Agree Strongly 17. Children in children’s homes experience abuse or neglect. Strongly Disagree Disagree Agree Strongly Agree
18. Children in foster Care experience abuse or neglect. Strongly Disagree Disagree Agree Strongly Agree 19. Children raised in children’s will become productive members of society. I.e. graduate high school, obtain a steady job, or receive a college degree. Strongly Disagree Disagree Agree Strongly Agree
out, change some aspects, and so on. For instance, imagine an unsymmetrical shape, such as a Swiss Army knife with several of its attachments extended—say a scissors pointing leftward, a bottle opener extended upward, a knife blade downward. One can mentally recreate how this would look if rotated: where the three instruments would point, how the foreshortening would change, how the protrusions would recede and approach relative to one another, and so on. Like the alternation between field and observer perspectives, this indicates that the underlying mental images do not themselves encode observer perspectives. They are stored in memory; and perspective-dependent views are constructed from them on the fly. But they are always presented from a perspective when they are entertained. When these scenes are mentally entertained, they yield what Christopher Peacocke (1983) has called a scenario, which consists of a point-of-view, and featured things with sensory qualities at locations specified relative to this point of view. (Perceivable things are an addition to scenarios as Peacocke envisaged them.)
Sneezing, coughing Tying of shoes, smoking Touching your hair or face Handling dirty or contaminated material or equipment (e.g. garbage bins, handle of lift trucks) Using the washroom Picking anything off the floor Every time you switch to a new work location and or change the product being produced Any other time hands may have become contaminated Steps for proper hand washing include: Remove jewelry (jewelry should not be worn in the facility) Wet hands and forearms with warm water Use soap Lather vigorously for 20 seconds Rinse Dry with paper towel Keep clean (turn off tap and open door with paper towel) away paper towel P1.3 Utensils Personnel must follow the Colour Coding Policy for utensils as described below. Cook Room Waste containers Grey Product containers Rework containers Yellow Garbage containers Cleaning brushes White Drain brush Black (labelled “Cook Room”) Brooms and dustpan Grey Maintenance tools Blue handle or blue tag Ingredient Prep Room Scoops for soya (allergen) Yellow Scoops for peanuts (allergen) Red
designed for perchloric acid use. Gloves: Natural Rubber, Natural Rubber, PVC, Nitrile or Viton gloves must be worn while handling perchloric acid. Remove gloves as soon as contaminated. Clothing: Wear lab coat, full length pants or equivalent; and closed heeled shoes. Wear acid resistant apron when pouring concentrated perchloric acid. Wash down hood and work area after use Do not touch bottles that have turned brown or contain solids (pose explosion hazard) Determine volume of solution you need before dispensing acid. Note: Any deviation from this SOP requires written approval from PI.
Composer Title Publisher Duration CAMPBELL, James Tork Row-Loff Productions: www.rowloff.com 2:35 COSSOM, Robert Human Funk Ball, to be performed with supplied CD accompaniment DeLANCEY, Charles The Love of L’Histoire Mitchell Peters GADD, Steve Any one of: ‘The Solo’ or ‘Crazy Army’ from Up Close Warner Bros. 1:45–2:00 GAUGER, Tom Nomad Southern Music 2:30 GOLDENBERG, Morris From Studies in Solo Percussion, any of: ‘Discourse’ Hal Leonard (HL 00347779) 2:15 ‘Encounter’ 1:30 ‘Kinesis’ 3:20 GOULD, Morton ‘MG to MG’ from GOLDENBERG, ed., Studies in Solo Percussion Hal Leonard (HL 00347779) 1:45 HOULLIF, Murray From Contemporary Drumset Solos, any of: ‘Afro-Cuban’ Kendor (21150) 2:00 ‘Ain’t it Rich’ 2:00 ‘El Vino’ 2:15 ‘Con-Fusion’ 2:40 ‘Just for the Funk of It’ 2:15 ‘Philly’ 2:00 ‘Samba-ly’ 2:00 HOULLIF, Murray ‘Rudimentary, My Dear Watson’ Kendor 2:00
Attributes— provide information about the feature itself, such as the source used or the last update date. Additional attributes relate information about the permit, which are drawn from WVDEP’s permit tracking database and updated daily. PERMIT_ID Unique permit identifier. First letter usually is indicative of mine type, e.g. U—underground, S—surface, Q—quarry, H—haulroad, etc. For permits issued since the early 1990s, the second position indicates the DEP region positions 3-5 are a sequential number indicating the nth permit received in a particular year, and positions 6-7 indicate the year it was received. MAPDATE Date of the source map used to create the feature. The notary date is used for certified maps signed by a professional engineer. The latest revision date is used if the map has not been signed. Otherwise any apparent date is used. Dates that do not indicate a particular day (e.g. May, 1998) revert to the first day of the month. Digital files obtained through the e-permitting system (mapetype = ep) are given the date the file was processed by a daily processing script. MAPTYPE Type of map used to create the boundary SHEETNO Map sheet. Some permits are represented on more than one map. ACTIVE_VIO Active violations, used by internal DEP applications. TOTAL_VIO Total violations, used by internal DEP applications. FACILITY_NAME Facility name ACRES_ORIGINAL permitted originally ACRES_CURRENT Acres permitted currently ACRES_DISTURBED Acres disturbed ACRES_RECLAIMED reclaimed MSTATUS Inspection status, indicated by the most recent inspection record.
PERFORMANCE PLAN AND REVIEW Initial Interview Worksheet PERFORMANCE PLANNING 1st Planning Meeting Quarter # Date: PERFORMANCE PLAN AND REVIEW Planning & Review Meeting Quarter # Date: PERFORMANCE PLANNING Addendum Work Sheet Date: PERFORMANCE PLAN AND REVIEW Faculty Member/Employee Tracking Sheet Outcome/Focus Date: What actions have I taken?
Performance Standards COMMUNICATION – Constructively express and receive ideas, thoughts, and information through verbal, non-verbal, and written forms. Tasks Exceeds Expectations Meets Expectations Does Not Meet Expectations General Excellent rapport and cooperation with staff and customers. Handles conflict through discussion, while maintaining professionalism. Ensures that the other party is heard, provides feedback and clarifies points. Listens for other perspectives and assesses your communication style to ensure you are open and listening for the best outcome for the situation or circumstance. Speaks and writes clearly and concisely, with an appropriate awareness of the intended audience. Provides the listener with the big picture. Follows a logical outline and leads to a valid conclusion. Is consistently seen and used by others in the unit as a communication technique resource. Anticipates the need for communication about an event before it happens. Independently looks for ways to improve personal communication skills and helps others to develop their own communication skills. Conveys information promptly and thoroughly to all who have a need to know. Listens and observes well. Asks questions to make sure listener understands all facets of situation. Written materials are easy to understand. Is sensitive to feelings and needs of others. Conveys themselves promptly, clearly and professionally. Anticipates the need for communication before an event and successfully addresses the issue. Consistently gives complete, clear, understandable, and helpful instructions and information to customers and staff. his/her audience, explaining ideas in layman's terms with clearly examples using words and phrases that are simple and straightforward. Helps poor communicators express their thoughts. Passes new information on to proper people without loss of content. Listens poorly, or does not ask for clarity, and so passes on incomplete or inaccurate information. Does not express thoughts or ideas in an understandable or appropriate manner. Seems unaware or insensitive to others' needs. Exhibits poor communication skills, needs substantial improvement to be effective. Does not express thoughts/ideas in an understandable and appropriate manner. advice without fully understanding the problem. Communication often contains incorrect information. Doesn't come to firm conclusions. Communicates verbally when needs to use written communication. Leaves out valued information because it was not requested. Sometimes gives incomplete or inaccurate information.
Third Grade Ammons, Dazijah Baker, Jeff Barnum, Kayla Bess, Kira Brown, Emanuel Bryant, Darrell Buchanan, Jenaiya Buckley-Lawshea, Imani Calhoun, Romeo Clemon-Williams, Samuel Cook, Dalisa Currie, Darniece Aaliyah Dixon, McKenzie Ford, Aaron Hawkins, Nyla Houston, Sincere Hubbard, Attallah Johnson, Nina Samirra Joseph, Kenneth Kibby, Makhi Marsh-Calhoun, Syrvon Richardson, Dmonte Slaughter, Dayshawn Spencer, Strickland, Reuben Taylor, Brandon Weaver, Torreona White, Faith Williams, Tyshon Yarbrough, Arie
Kindergarten Ryan A. Avery C. Benjamin M. David M. Kaniyah M. Raya W. First Grade Kylee B. Amdrew M. Reece V. Milan Z. Second Grade David M. Eric K. Makenzi K. Liam M. Nicholas S. Kyle W. Keera W. Third Grade Mariela B. Samantha H. Kandice W. Kasie W. Fourth Grade Dylan A. Matthew B. Xaviarna D. Yuumi G. Avah H. Jonathan H. Hailee M. William N. Karina N. Kyle S. Emily S. Fifth Grade Lakoda A. Kennedy H. Ellen K. Brooke W. Dominic T. Aubrey V.
Form of Heat Transfer Heat Transfer Description Temperature Range Flipping Required Time Cooked (minutes) Steak Term to Manufacture 1 Conduction Steak lays on top of flat iron grill 100-140 ⁰F yes 4-5 Medium $10.00 2 Convection Steak hangs on a hook and hot air is surrounding it 100-150 ⁰F no 5-7 Medium-Well $9.99 3 Radiation Steak is exposed to Microwaves while on a hook 90-100 ⁰F no 4-5 Medium $10.50 4 Convection Steak is on the hook submerged into a heated liquid 38-66 ⁰C no 7-8 Medium-Well $7.99 5 Radiation Steak is exposed to microwaves while on a flat surface 100-150 ⁰F yes 7-8 Medium-Well $7.99 6 Convection Steak on a rotating bar exposed to flames 38-80 ⁰C yes 5-7 Medium $9.99 Key to Data 1
15 Krazy Karts is a company which organises go-kart driver training and races. Customers can book a course of training sessions with a trainer. At the end of each session each customer in the session races against the others and the trainer records the finishing positions each week. All the information for the company is held in a database with the following tables and fields. (see paper) a Using the information above create an entity relationship diagram of the Krazy Karts database system. 1 mark for four entities correctly named 1 mark for 1:M (League to Customer) 1 mark for 1:M (Customer to CustomerCourse) 1 mark for 1:M (Course to CustomerCourse) Max 4 marks (naming of the relationships is not required for the marks) 4 b The following report is produced for the system. (see paper) Describe how the company would use the database software to produce this report. Create a query with the following fields and criteria: Customer Name = “C.Burton” (accept Customer Number = 621) Course.Course Title = “100 cc Karts” Fields included: CustomerCourse.Date, Course.Course Code (accept CustomerCourse.Course Code, Course.Course Title Requires link/relationship between Customer/CustomerCourse and Course to be implemented. Ordered by Date Ascending 1 mark each bullet, max 5 marks 5 c The following form is used to enter the details of customers enrolling. (see paper) Describe two ways of improving the usability of this form. Add checkbox/selector for male/female for gender Add Combo/Lookup for League Title. Add a Submit button to provide clarity on how to update/add customer details. Auto-complete address based on address database. 1 mark each bullet, max 2 marks 2
Employee Comments: Follow-up Discussions & Status: (1) Resolved: Yes No Date (2) Resolved: Yes No Date (3) Resolved: Yes No Date Signatures: By signing below, I acknowledge that I have participated in the Performance Improvement Plan process and have received a copy of the plan. (1) Supervisor’s Signature Date (2) Signature of next level Administrator Date (3) Employee’s Signature Date
Designate a dedicated storage area. Make a current copy of the SDS available to all personnel working in the laboratory at all times. Do not over purchase; only purchase what can be safely stored in the laboratory. Avoid contact with skin, eyes, and inhalation. Keep away from sources of ignition, heat and flames. Keep away from strong oxidizing agents. Hazardous decomposition products formed under fire conditions include carbon oxides and hydrogen fluoride. Keep containers tightly closed. Store in a cool, dry, and well-ventilated area. Containers which are opened must be carefully resealed and kept upright to prevent leakage. Use in the smallest practical quantities for the experiment being performed. Conduct work in a chemical fume hood, especially when oils are heated. Keep containers closed when not in use. Label containers appropriately. Label should indicate the name of the chemical(s) in the container. Avoid using chemical abbreviations and formulae. Containers must be in good condition and compatible with the material Section 5 – Spill and Accident Procedures If skin is exposed, remove contaminated clothing, wash with soap and water. If eye is exposed, call 911 as soon as possible and flush eyes for 15 minutes in the eye wash. Immediately evacuate area if fumes present a serious health risk and ensure others are aware of the spill. During normal business hours (Monday – Friday, 8 AM – 5 PM), call EH&S at 206.543.0467 for further assistance. If it is after hours, call 911 for further assistance. If there is an imminent threat of a fire, pull the nearest fire alarm station to evacuate the building and dial 911. If it is safe to clean up the spill, wear PPE listed above. Double bag and securely fasten spill materials. Label as hazardous waste. Label bags as hazardous waste. Report the spill via the EH&S Online Accident Reporting System (OARS). Section 6 – Waste Disposal Procedures Store hazardous waste in closed containers that are properly labeled, and in a designated area. Request chemical waste collection via the EH&S website. Section 7 – Protocol NOTE: Any deviation from this SOP requires approval from Principal Investigator. Section 8 – Documentation of Training (signature of all users is required) Prior to conducting any work with perfluoropolyether, the Principal Investigator must ensure that all laboratory personnel receive training on the content of this SOP.
Reading TAKS Performance TAKS and TAKS Accommodated Source: Eduphoria - Aware Grade 3 All Students (met std/cmd) African American (met std/cmd) White (met std/cmd) Hispanic (met std/cmd) Econ Disadv (met std/cmd) LEP (met std/cmd) Spec Ed (met std/cmd) GT (met std/cmd) Spring 2007 Spring 2008 Spring 2009 Spring 2010 Spring 2011 One Year Change Five Year Change Analysis of Data: on the review of program implementation, disaggregated data, and input from stakeholders. Reading/ELA TAKS Performance TAKS and TAKS Accommodated Source: Eduphoria - Grade 4 All Students (met std/cmd) African American (met std/cmd) White (met std/cmd) Hispanic (met std/cmd) Econ Disadv (met std/cmd) LEP (met std/cmd) Spec Ed (met std/cmd) GT (met std/cmd) Spring 2007
TAKS and TAKS Accommodated Source: Eduphoria - Aware Grade 4 All Students (met std/cmd) African American (met std/cmd) White (met std/cmd) Hispanic (met std/cmd) Econ Disadv (met std/cmd) LEP (met std/cmd) Spec Ed (met std/cmd) GT (met std/cmd) Spring 2007 Spring 2008 Spring 2009 Spring 2010 Spring 2011 One Year Change Five Year Change Analysis of Data: on the review of program implementation, disaggregated data, and input from stakeholders. Math TAKS Performance (%) TAKS and TAKS Accommodated Source: Eduphoria - 5 All Students (met std/cmd) African American (met std/cmd) White (met std/cmd) Hispanic (met std/cmd) Econ Disadv (met std/cmd) LEP (met std/cmd) Spec Ed (met std/cmd) GT (met std/cmd) Spring 2007 Spring 2008
Spring 2012 Actual Performance Composition: Expository % 3’s or 4’s Spring 2012 Performance Objective Spring 2012 Actual Performance Composition: Literary % 3’s or 4’s Spring 2012 Performance Objective Spring 2012 Actual Performance Analysis of Data: based on the review of program implementation, disaggregated data, and input from stakeholders. Reading/ELA TAKS Performance TAKS and TAKS Accommodated Source: Eduphoria - Aware 10 All Students (met std/cmd) African American (met std/cmd) White (met std/cmd) Hispanic (met std/cmd) Econ Disadv (met std/cmd) LEP (met std/cmd) Spec Ed (met std/cmd) GT (met std/cmd) Spring 2007 Spring 2008 Spring 2009 Spring 2010 Spring 2011 One Year Change
1.3 SUBMITTALS A. Provide in accordance with Section 01 33 00 - Submittal Procedures: 1. Product data for perforated plastic panels. 2. Sample: [8 by 10 inches] [203 by 254 mm] minimum size sample in selected perforation pattern. PART 2 - PRODUCTS 2.1 ACCEPTABLE MANUFACTURERS A. Ametco Manufacturing Corporation, 4326 Hamann Parkway, P.O. Box 1210, Willoughby, Ohio 44096; 800-362-1360. B. Requests to use equivalent products of other manufacturers shall be submitted in accordance with Section 01 25 13 - Product Substitution Procedures. 2.2 PERFORATED PLASTIC PANELS ***** Ametco® Manufacturing Corporation fabricates perforated polyvinyl chloride (PVC) and polypropylene sheets. Other plastic sheets can be provided by the customer for perforation and processing only. Edit the following paragraphs to indicate required plastic. ***** A. Material: [Polyvinyl chloride (PVC), ASTM D4216, Type 1, Class 1, dark gray.] [Polypropylene (PP), ASTM D5857.] ***** Stock sheet thickness for perforated plastic panels are 1/16, 1/8, 3/16, and 1/4 inch (2, 3, 5, and 6 mm). Refer to Ametco® product literature for thicknesses available for specific perforation patterns. ***** 1. Thickness: [[1/16] [1/8] [3/16] [1/4] inch] [[2] [3] [5] [6] mm]. ***** Standard stock plastic sheet size is 48 by 96 inches (1219 by 2438 mm). Contact Ametco® Manufacturing Corporation for availability of other sizes and custom cut sheets. ***** 2. Sheet size: [48 by 96 inches.] [1219 by 2438 mm.] ***** Ametco® Manufacturing Corporation can provide full perforated sheets or can custom cut square, rectangular, round, triangular, or other shaped panels of various sizes. Include the following paragraph if factory cut perforated panels are required. ***** B. Panel shape and size: Factory cut perforated sheets into [_____] by [_____]
1 Scope of Questionnaire Data Data Type Sample characteristics: Age group Gender Centre/work location Length of work time since graduation Educational background (what and where): Specialist in Forensic Medicine Relevant additional education Ordinal Nominal Nominal Numeric Nominal Case-load: Per year (average) Total Numeric Case-types: Traffic-related trauma Homicide Suicide Accidental trauma Natural (sudden) death Drug-related Medical negligence Other Nominal Reports formulation methods: Evidence-based Experience-based Physiologic and pathologic principles-based Common sense A combination of methods Others Nominal Description of steps commonly used in formulating reports (based on vignettes) Text Use of data sources: Always Often Sometimes Rarely Nominal Data sources: Published literature Epidemiological databases Institutional databases Others Text Strengths of current practice: Nominal
Performance Acknowledgments: At least 12 hours of college with a GPA of 3.0 An Associate degree while in high school Completing all English language arts requirements with a GPA of at least 80and three credits in the same language other than English with a GPA of at least an 80 or at least 3 credits in foundation subject area courses in a language other than English, or score a 3 or higher on an AP exam for a language other than English A score of 4 or 5 on a AP exam PSAT/NMSQC as a commended scholar Achieving college readiness benchmark scores on at least two of the four subject tests on the ACT PLAN A combined critical reading and mathematics score of at least 1250 on the SAT A composite score on the ACT exam (without writing) of 28 Nationally or internationally recognized business or industry certification Performance on an examination sufficient to obtain a government-required credential to practice a profession. Science, Technology, Engineering and Mathematics (STEM) Courses Chemistry (Advanced) Physics (Advanced) Anatomy and Physiology1 (Advanced) Earth and Space Science (Advanced) Forensic Science 1(Advanced) Food Science1(Advanced) **BIOL 1406/1407(Advanced) Algebra II(Advanced) *PreCalculus(Advanced) *Calculus(Advanced) *MATH 1314/1342(Advanced) Math Models (3rd year math credit only) Agricultural Mathematics1 (4th year math credit) Financial Mathematics1 (3rd year math credit only) Business and Industry Business Information Management I1 Webtechnologies1 Digital and Interactive Media1 Graphic Design I & II1 Principles of Arts, AV, and Technology 1 Printing and Imaging Technology (Print Shop)1 Principles of Hospitality and Tourism (Java AG)1 Restaurant Management1 Culinary Arts I, II1 Principles of Agriculture, Food, and Natural Resources Agriculture Mechanics and Metal Technologies1 Agriculture Facilities1 Agriculture Power1 Construction1 Woodworking1 Wildlife and Animal Science1 Horticulture Science1 Livestock Production1 Equine Science1 Veterinary Medical Applications1 Agriculture Business1 Agriculture Management1 Advanced Animal Science1 Career Preparation1 Humanities English 4 Yearbook ENGL 1301/1302 SPCH 1311 Spanish III, Spanish IV Fine Arts Art I, II, III, & IV Band I, II, III, IV Theater I, II, III, IV Choir I, II, III, IV Public Service Anatomy and Physiology1 Forensic Science 1 Medical Terminology1 Multidisciplinary Any of the courses listed in the other Endorsement Areas.
Standards and/or criteria. List any standards and/or criteria not demonstrated through the objectives. Indicators/tasks Actions/tasks that will occur throughout the year that demonstrate progress towards objectives. Evidence What evidence occurs throughout the year to show progress and achievement? Outcomes What will this look like when achieved? What are the impacts on learners? Record anticipated outcomes and update with actual outcomes after performance conversations.
Unable to identify issue(s) that may hinder goal achievement. Relies on external authority (peers or supervisor) to identify problems and determine solutions. Identifies issue(s) and solutions to basic problems independently. Gaining clarity about which situations warrant supervisor approval; may consult coworkers or supervisor to analyze and confirm appropriate course of actions. Is fully aware of context and implications of actions. Selects and implements the appropriate solution. Consults supervisor if multiple solutions are possible or if the situation warrants supervisor approval. Elements from ‘Accomplished’ AND: Proactively identifies and prevents problems through creative solutions. Is able to guide peers in critical thinking. GLOBAL/INTERCULTURAL FLUENCY: Value, respect, and learn from diverse cultures, races, ages, genders, sexual orientations, and religions. The individual demonstrates openness, inclusiveness, sensitivity, and the ability to interact respectfully with all people and understand individuals’ differences. Beginner Developing Accomplished Advanced Examples or comments: May be unaware of own identities and viewpoints. May be surprised by differences in cultures or identities. May not attempt to learn about others. Recognizes individuals’ differences. May feel uncomfortable or unsure about how to work with those different from themselves. Able to interact respectfully with all people. Understands and respects others’ personal boundaries in the workplace. Demonstrates openness, inclusiveness, and sensitivity to individuals’ differences. Elements from ‘Accomplished’ AND: Demonstrates eagerness to from diverse cultures and perspectives. Able to educate others respectfully diverse cultures and identities. DIGITAL TECHNOLOGY: Leverage existing digital technologies ethically and efficiently to solve problems, complete tasks, and accomplish goals. The individual demonstrates effective adaptability to new and emerging technologies. Beginner Developing Accomplished Advanced Examples or comments: May be able to identify technologies needed to accomplish and goals. May struggle to learn new technologies. Still learning to use technology in their job to complete tasks. Uses familiar technologies comfortably, but struggles when adapting to new capabilities or technologies. Effectively uses technology to complete tasks. Recommends the use of existing technology to solve problems, complete tasks, and accomplish goals. Elements from ‘Accomplished’ AND: Trains or coaches others in using technology. Researches and recommends new technology to better accomplish goals. ADDITIONAL COMMENTS
Use this space for additional comments regarding the performance appraisal, or to identify goals or expectations for the next performance period and strategies to meet those goals or expectations. CONFIRMATION OF REVIEW I understand that my signature indicates that I have seen and discussed this evaluation with my supervisor. Employee Signature Date Supervisor Signature Date
MISSOURI DEPARTMENT OF TRANSPORTATION PERSONNEL POLICY MANUAL Chapter Title Training and Professional Development Policy Title Performance Development Policy Number 6506 Page 1 of 4 Effective Date 1, 2018 Approved By Micki Knudsen, Human Resources Director, Signature on File Supersedes Policy Number 6506 Page 1 of 4 Effective Date March 19, 2018 POLICY STATEMENT It is the department’s intent that all employees receive continuous, prompt communication and feedback on their performance, and that supervisors evaluate and document performance in a fair and consistent manner. DEFINITIONS Performance Development Conversation: Formal or informal communication between a supervisor and his/her employee to develop and/or review the employee’s performance expectations, discuss what the employee needs in order to perform their job well, review progress toward meeting performance expectations, and creating individual development plans for the employee. Performance Development: The method of managing performance of salaried and permanent part-time employees through setting and monitoring expectations, planning and monitoring employee development, coaching employees regarding performance, and providing continuous feedback to employees. Performance Management File: A secure paper file, maintained by the employee's immediate supervisor, containing the supervisor's documentation for all performance development conversations for each employee. PROVISIONS / REQUIREMENTS
2 Outcome: ………………….. 3 Outcome: ………………….. MANAGERS ASSESSMENT /OUTCOME OF PIP Managers signature …………………………………………………………………………………………………………….. Date Employees signature …………………………………………………………………………………………………………..... Date
Performance in Delivering Clinical Research – Lancashire Care NHS Foundation Trust – Q3 2016-17 Id Research Ethics Committee Reference Number Integrated Research System Number Name of Trial Target Of Number Of Patients Agreed (Enter Same In Both If Only One Number) Number Of Patients Agreed (Enter Same In Both If Only One Number) Target Date To Recruit Date Agreed to recruit target number of patients Number Of Patients At The Agreed Target Date Date That The Trial Closed To Number Of Study Recruited Reason For Closure Of Trial Comments 167986 A Randomized, Double-blind, Parallel Group, Comparative, Multicentre, Phase 2 Clinical Study to Evaluate Efficacy and Safety of Two Doses of LND101001 in Patients with Mild to Moderate Alzheimer’s Disease Agreed 1 3 Date Agreed 3 05/05/2016 3 Withdrawn By Sponsor Sponsor closed early due to 14/SS/1018 149117 STARBEAM: Randomised, double blind, parallel group, placebo controlled, fixed dose study of Lu AE58054 in patients with Alzheimer’s disease treated with donepezil; Study 2 Agreed 6 6 Date Agreed 6 25/05/2016 6 Withdrawn By Sponsor Sponsor closed early due to
15/SS/0032 165287 STARBEAM Extension: (DEME 4607) An extension study to evaluate the long-term safety and tolerability of Lu AE58054 as adjunctive treatment to donepezil in patients with Alzheimer's disease Agreed 1 2 Date Agreed 2 02/11/2016 2 Finished
16/SC/0363 205067 HRA Approval STEADFAST: Randomized, Placebo Registration Trial to Evaluate the Efficacy and Safety of TTP488 in Patients with Mild Alzheimer's Disease receiving Acetylcholinesterase Inhibitors and/or Memantine No No 31/05/2016 12/10/2016 04/10/2016 18/10/2016 26/10/2016 Please Select... 14/11/2016 Y all eligible patients have screen failed Neither
Leadership Self-Evaluation Rating: Strongly Agree Moderately Agree Moderately Disagree Strongly Disagree I clearly explain/discuss UWSP’s mission, vision, and goals and long-term) and how it relates to my staff’s positions. When decisions or goals change, I explain to my staff why. I give my staff the opportunity to participate in the goal setting process for their roles. Accessibility and Support: I create an atmosphere for my staff to be comfortable voicing their concerns to me. I am available to my staff when they need to speak to me. I am reliable (being on time to team meetings, follow through on commitments made to my staff, etc.). My staff members have the training and resources they need to do their jobs effectively. Feedback: I provide useful and constructive feedback to my staff. I provide feedback that helps my staff improve their performance. I give my staff praise and recognition when they do a good job. Inclusivity and Decision Making: I value my staff’s talents and the contributions they make. I create an atmosphere for my staff to be willing to share opinions at work.
Reporting Officer’s Comments on Values and Competencies CORE VALUES (Provide evaluations for the core values. These are mandatory for all UN staff). Unsatisfactory Requires Development Fully Competent Outstanding Integrity Professionalism Respect for Diversity/Gender CORE COMPETENCIES (Provide evaluations only for the competencies selected as relevant for this cycle). Unsatisfactory Requires Development Fully Competent Outstanding Communication Teamwork Planning & Organizing Accountability Creativity Client Orientation Technological Awareness Commitment to Continuous Learning MANAGERIAL COMPETENCIES (Provide evaluations only if competencies were selected above). Unsatisfactory Requires Development Fully Competent Outstanding Managing Performance Vision Leadership Building Trust Judgment/Decision-Making Empowering Others
Performance Management Plan Name/Position: Jim Green Store 2 HR Supervisor Manager: Sue Brown Head Office HR Manager Review Period: July – Dec 2012 Reference from Operational Plan Key Result Area (KRA) KPI - Indicator of Success/Performance By When Status Report To grow the service component of the business – Resources - Recruitment & Training To increase capacity by recruiting 1 additional FTE sales staff at the store. Additional person recruited by 31st Aug 2012 1st Sept 2012 To grow the service component of the business – Resources - Recruitment & Training To provide product and graphic design service quality by recruiting a Graphic Designer for the store Additional graphic design person recruited by 31st Aug 2012 1st Sept 2012 Manager’s comments Signature Date Staff member’s comments Signature Date Key to Names/Positions: Head Office Store Trainer Jo Smith Head Office HR Manager Sue Brown Store 2 Trainer Ric Jones Store 2 HR Supervisor Jim Green Name/Position: Ric Jones Store 2 Trainer Manager: Jo Head Office Store Trainer Review Period: July – Dec 2012 Reference from Operational Plan Key Result Area (KRA) KPI - Indicator of Success/Performance By When Status Report
To grow the service component of the business – Resources - Recruitment & Training To increase sales capacity by existing sales staff at the store. Train retail product staff to acquire service knowledge and be multiskilled by 31st Aug 2012. 1st Sept 2012 To grow the service component of the business – Human Resources - Recruitment & Training To provide exceptional product and service quality by training 1 additional FTE sales staff at the store. Training programs delivered by 30th Oct 2012 1st Nov. 2012 To grow the service component of the business – Human Resources - Recruitment & Training To provide exceptional product and graphic design service quality at the store Graphic designer trained by 30th Oct 2012 1st Nov. 2012 Manager’s comments Signature Date Staff member’s comments Signature Date