zilongwang/ReadingBank huggingface dataset:
All appropriate coaches, volunteers or team managers involved with both individuals should be made aware of the concerns and outcome of the process i.e. the warning Outcomes The bully/bullies may be asked to apologise In serious cases, suspension or exclusion will be considered If possible, the people concerned will be reconciled Monitoring should be put in place to ensure repeated bullying does not take place. Prevention The club will have a written constitution, which includes what is acceptable and proper behaviour for all members of which the anti-bullying policy is one part All club members and parents of young bowlers should sign a code of conduct on an annual basis. The code of conduct should include reference to bullying The Club Safeguarding Officer will raise awareness about bullying and why it matters Further Information See Guideline 10 Useful External Support Contact List Guideline 8 Managing Challenging Behaviour Staff, volunteers and coaches may have to deal with challenging behaviour from children and adults at risk from time to time. This is a shared responsibility between everyone - the organisers, the parents, the children and the adults at risk themselves. This guidance aims to inform all these parties about the roles they play in dealing with difficult behaviour. At the centre is the need to remember that the safety of children and vulnerable adults is paramount– so that everyone in bowls can enjoy the activities in which they are involved. Clubs and organisations should identify measures they can put in place to promote good practice among staff, organisers and parents, and good behaviour in young bowlers. Young bowlers should understand that if their behaviour goes beyond what is acceptable, or threatens others’ safety, event organisers or staff will take action to intervene in accordance with these measures, for the safe of everyone’s wellbeing.
FORMAT FOR ELETRICITY SAFTY AUDIT FOR BANK OWN BUILDING Floor wise assessment of luminaries/light fittings Type of luminaries/ light fittings No of luminaries/light fittings Lux level of luminaries/ light fittings Total electrical load consumption Remarks (Condition of light fixtures acceptable or Not Suggestions for improvement, if any Watt Amp 2. Floor wise assessment of Air conditioning system Type of Air conditioning units No of Air conditioners Capacity of Air conditioner (TR) Total electrical load consumption Condition of air conditioning system Remarks (Condition of machine acceptable or Not Suggestions on improvement, if any Watt Amp 3.Floor wise assessment of UPS No of of (KVA) P-P Voltage of each UPS P-N Voltage each UPS Phase Total electrical load Neutral & its & its Remarks of machine or Not on if any R Y B R Y B R Y B KW A Current
7. Assessment of Elevator of . 1. P-P P-N Phase Total load Parameters of the motors & its & its of of or Not on i if any of R Y B R Y B R Y B A 8. Assessment of Pump P-P P-N Phase Total Parameters of the pump motors
Take 5 Pre-Start Safety Checklist Take 5 Pre-Start Safety Checklist PCBU Name: This checklist will help workers and contractors who are working on new or external worksites reduce their exposure to health and safety risks and hazards. It should take 5 minutes to complete. Time: Task: Date: Supervisor/manager: Location: Attendees: Before starting work: No. Pre-Start check Yes No N/A 1 Do you have to do an induction? 2 Do you need to be accompanied while on site? 3 Do you know the site’s health and safety rules? 4 Are you familiar with security arrangements and the system for reporting incidents/near misses and hazards? 5 Are there emergency facilities and an evacuation procedure/route for the site? 6 Do you have access to appropriate emergency and first aid equipment? 7 Have you asked the person in charge about all relevant hazards? 8 If the work involves a high risk task (such as work at heights, hot-work, confined spaces), is a work permit/safe work method statement required? 9 Do you have the correct procedures and equipment to do the work safely? 10 Is there a requirement to lock/tag-out equipment or isolate/contain energy before starting work? 11 Is there appropriate separation of vehicles and people during the proposed work? 12 Is all required electrical/mechanical equipment in a safe condition? 13 Are hazardous/dangerous substances used and stored according to their safety data sheets? 14 Have you consulted with workers about the task and the safe way to do it? 15 Do you have all necessary PPE? 16 Have you got a safe way of getting in and out of your work area? 17 Have any manual handling risks been identified and accessed? If you answer No to any of those above, you may need to follow up with the person in charge before you start work to help ensure your safety. At the end of work: No. End of work check Yes No N/A
Competency register Competency register Name of worker Manual handling First aid Security procedures Chemical handling Other Name Initial of worker and supervisor / manager Initial of worker and supervisor / manager Initial of worker and supervisor / manager Initial of worker and supervisor / manager Notes: Write the names of the workers in the Name of worker area. Write the name of the skill required in the Competencies columns (for example, manual handling, cash handling, chemical handling). The worker and supervisor/manager should initial and date the appropriate column once it is achieved.
Sample script for a CR-based lesson: Teaching elementary students the meaning of a new word (“examine”), using synonyms or short definitions. Teacher’s Direction or Question Students’ Choral Response Listen, examine. Say it. Examine Examine means look at. What does examine mean? Look at I’ll say some sentences. You tell me “examine or not examine.” Get ready…. Aunt Rachel listened to the birds sing. Did she examine or not examine? Not examine How do you know? She didn’t look at the birds. The doctor looked at the cells carefully through her microscope. Did the doctor examine or not examine? Examine How do you know? The doctor looked at the cells. James crouched down and saw that a nail had punctured his tire. Did he examine or not examine? Examine How do you know? He looked at the tire. Repeat with more examples and non- examples. Choral Responding (CR) Tips CR has been used successfully with students from preschool through high school. CR works well in whole class or small group instructional settings, and can be lead by a teacher, assistant, or even a student! CR can be used to firm students’ background knowledge when introducing new content, to gauge learning throughout a lesson, and to provide a brief end-of- lesson review. CR can be used effectively with any curriculum content that meets three criteria: a) each question, problem or item presented has only one correct answer; b) each question can be answered with a brief oral response or phrase (e.g., counting by 5); & c) the material is suitable for a lively paced presentation.
During NEO, ED reviews and copies the two forms of ID, verifies that the employee properly completed Section 1, and completes Section 2 of the Form I-9 (for verifying Section 1 and completing Section 2, see Sections III and IV below). Paper Form I-9 (only used when the electronic system is unavailable) If the electronic system is unavailable, the supervisor or employee contacts ED for assistance with a paper Form I-9. Do this on or before the first day of employment, the day the employee leaves the field office to drive to College Station. ED provides the supervisor or employee with detailed instructions on completing Section 1 of the Form I-9. COMPLETE SECTION 1 ON OR BEFORE DAY ONE TO MEET FEDERAL REQUIREMENTS. With the welcome letter, ED instructs the employee to bring the Form I-9 with two forms of ID to the NEO. See the letter’s enclosure “List of Acceptable Documents.” During NEO, the ED reviews and copies the two forms of ID provided by the employee, verifies that the employee properly completed Section 1, and completes Section 2 of the Form I-9 (for verifying Section 1 and completing Section 2, see Sections III and IV below). If the employee starts a paper Form I-9, complete the entire paper Form I-9. Do not complete the form later on the electronic system. When the electronic system is available, ED scans and uploads a copy of the completed paper Form I-9 into the system. Seasonal Employees Seasonal employees are in-processed at their respective field offices and are not required to attend NEO in College Station because much of the NEO information pertains to budgeted employees only. As part of the in-processing, the supervisor (or designee) is responsible for assisting with completion of the Form I-9 for seasonal employees by performing the following steps: Have the employee complete Section 1. Electronic Form I-9 If needed, the supervisor or new employee can call ED for assistance in filling out the Form I-9 on or before the first day of employment. The electronic Form I-9 link
Total points the assessment is worth (100, 200, etc.): Are all of the questions worth the same amount (5 pts. each, etc.)? Yes No If the answer to question 2 is yes, how many points is each question worth? If the answer to question 2 is no, please fill out the third column in the chart below. Question Number Answer (A, B, C, D, E) Point Value for Each Question (If you answered no to question 2 above, please fill out the point value for each question) Corresponding Course Outcome Number (No more than 2 per question. One is preferable) Measurable Outcomes (MOs)
Course Outcome (Number and Outcome) Program Name: Program Name: Program Name: Program Name: Program Outcomes (Number and Outcome) Program Outcomes (Number and Outcome) Program Outcomes (Number and Outcome) Program Outcomes (Number and Outcome) 1. 2. 3. 4. 5. 6. 7. 8.
Direct admission to an appropriate same–day program (half or full–day), or attendances at outpatient services, where available, should be considered as an alternative to admitted overnight patient services. 3.1 Admitted overnight services After mental health assessment by the treating psychiatrist, level of distress and/or disability is assessed as acute, severe, or serious as evidenced by but not confined to, the following. High risk of harm to self, or others. Incapacitating symptoms or distress. This may be evidenced by a highly disorganised state impacting on self–care and/or physical health, including inability to comply with treatment, resulting in a need for 24 hour care. The need to establish the nature of a disorder, initiate and/or stabilise complex treatment modalities, such as pharmacotherapy and Electroconvulsive Therapy (ECT). Significant problems in initiating treatment, or continuing treatment, in another setting. As patient acuity, dysfunction and available support change the patient should, as soon as possible, be relocated to an appropriate level in the continuum of care, in consultation with the patient and, where nominated and clinically appropriate, his or her family/carer. Admitted overnight length–of–stay should be determined by the patient’s treating psychiatrist in accordance with individual patient clinical need, and clinical best practice, not by length of program. 3.2 Admitted same–day patient services Admitted same–day services should be the setting of choice for early intervention and when the patient exhibits a level of acuity, distress, or disability that is assessed as: manageable risk of harm to self, or others; and lower indicators of severity and complexity than those necessitating admitted overnight stay; and able to comply with treatment and self–care; or able to cope with their usual environment. As patient acuity, level of functioning and disability and available supports change, the patient should, as soon as possible, be relocated to an appropriate level in the continuum of care, in consultation with the patient and, where nominated and clinically appropriate, their family/carer(s) and with consideration of funding options. All occasions of service must be determined on an individual basis. This may include
INFRASTRUCTURE: ITEM QTY QUALITY FURNITURE/FITTINGS EQUIPMENT/BOOKS ADDITIONAL/OTHER INFORMATION (OPTIONS NOT INDICATED) PERMENANT SEMI/NOT PERMENANT GOOD POOR NOT AVAILABLE GOOD POOR General Classroom Science Laboratory - Biology - Chemistry - Physics - General Accommodation - Staff - Students Library Computer Labs Computers Internet Connections Others (specify) Eg. AV Equipment Indicate # Indicate # Indicate # Indicate # Tick Only Tick Only Tick Only (If above space is limiting please supply all information on separate sheet)
Knowledge, skill, disposition 3 2 1 (Personal) Communications Respect for diversity Problem solving Reflecting Expresses self clearly orally and in writing; exemplary listening, questioning, and nonverbal skills Seeks to understand divergent points of view; works well with students and adults of all backgrounds Uses critical thinking skills to identify problems, outline alternatives, seek relevant data, and find solutions Consistently thinks back on experiences and behaviors for the purpose of and learning to continually improve performance Adequate communication skills; is seldom misunderstood Demonstrates a basic respect for all individuals, regardless of their background Usually makes good decisions and/or identifies workable solutions Engages in occasional reflection individually and with others Sometimes develops misunderstandings due to communication errors Does not always exercise tolerance for different points of view or for individuals of different backgrounds Oftentimes jumps to conclusions without seeking relevant information Does not exhibit reflective approach to practice Instructional Relationship between identified instructional practices and student achievement Curriculum and state standards Uses appropriate instructional strategies to improve achievement of all students Has deep knowledge of assigned content areas and of state content standards Has a repertoire of practices associated with increased student achievement Has good working knowledge of assigned content areas; familiar with state standards Does not demonstrate knowledge of best practice Does not have mastery of all content assigned content areas and/or of state standards
Knowledge, skill, disposition 3 2 1 (Instructional) Classroom management procedures and practices Monitoring and assessment of student progress Differentiation of instruction Demonstrates exemplary classroom management; handles almost all behavior issues without administrator involvement Uses a wide repertoire of strategies to monitor and assess student progress for purpose of providing students with formative feedback; uses a wide range of techniques to evaluate student learning for purposes of grading and reporting Uses assessment results to plan appropriate instruction for all learners, making modifications in strategies as appropriate Knows best practice in classroom management; experiences few management problems Knows the importance of both assessment for learning and assessment of learning and uses a range of assessment strategies Knows the basic principles of differentiation Does not always exercise effective classroom management Does not use a wide range of formative assessment strategies and/or has some difficulty in accurately or appropriately evaluating student progress Tends to provide the same instruction to all students, regardless of their prior learning or readiness Commitment to Mentoring Has a strong desire to serve as a mentor; articulates a commitment to inducting new members to the profession Is willing to serve as a mentor, but not altogether enthusiastic Expresses reservations about ability (or time) to serve in this capacity
How to write a petition? A sample Petition has been provided at the end of these guidelines. How are petitions relating to Town Planning applications handled? Any petition referring to specific Town Planning applications will not be viewed as a petition, but a joint submission. This is because: Council has a range of separate legal requirements (under the Planning and Environment Act 1987), such as notice and time limits relating to Town Planning applications, and Council is required to consider each individual matter on its planning merits. Requirements of a petition A petition will be presented at a Council Meeting only if it meets all of the following requirements: Although initial copies of petitions can be conveyed by email or facsimile, the original document must be sighted and received by Council in a hardcopy format The petition must be legible and in permanent writing (i.e. no pencil) The petition must be in the English language, or accompanied by a translation, which will need to be certified by the CEO who will present it to be correct The petition must be addressed to the CEO, the Mayor, or a Councillor, containing a request for action to be taken by Council Each page of the petition must repeat the full wording of the petition as contained on the first page of the petition Any signature appearing upon a page which does not bear the whole of the petition or request will not be considered by Council In addition to the signatures of the petitioners, the names and residential addresses of all persons who signed the petition must be provided All signatures must be original signatures, not photocopied, scanned or faxed copies The petition should not be indecent, abusive or objectionable in language or content The petition should not relate to a Town Planning Application, and Every page of a petition, including signatories to the Petition must be on an original piece of paper and not pasted, stapled, or otherwise affixed to any other piece of paper. How to lodge a petition? Petitions should be forwarded by mail to Wyndham City Council via at PO Box 197, Werribee Vic 3030 or delivered in person to the Wyndham City Civic Centre, 45 Princes Highway, Werribee. See the next page for a suggested Sample Petition.
FS-5700-12 (9/93) DAY TRIP AUTHORIZATION (FSM 5710: FSH 5709.11, 10) Date: _ Make/Model of Aircraft: _ Registration No: _______________________ Operator: ________ _______________________ Purpose of trip: Route of flight: Passenger Name Affiliation Forest Service sponsoring unit: I certify that the person(s) listed above has an official purpose for being on this flight and any associated surface transport. I recognize that the Government may incur increased liability exposure under the Federal Tort Claims Act, 28 U.S.C. 2671-2680, and that ownership of the conveyance(s) in question does not alter the Government’s liability (Comptroller General Decision B-231814, January 19, 1989). I have determined that the benefits justify the operation. ______________________________________________________ Signature and title of sponsoring unit representative (FSM 5716.4)
For the LADO The LADO has a responsibility for overseeing the case and as such should be satisfied that all agreed actions have been completed before the closure of the case. This would include ensuring the actions of the Children’s Social Worker and the Fostering Social Worker have been completed. For the IRO The Child’s Independent Reviewing Officer must ensure that the allegation / complaint and ongoing work is considered within the child’s review. This would ensure that the child is informed of the outcome of the allegation and any ongoing safeguarding measures have been put in place. This would also include ensuring the actions of the Children’s Social Worker and the Fostering Social Worker have been completed.
Information publication The Clean Energy Regulator: may publish on its website information about an auction, including any summary information or statistics relating to the auction that the Clean Energy Regulator considers appropriate, and will publish on its website annual (financial year) reports about purchases of ACCUs as required by section 163A of the Carbon Credits Act. The Register will also set out information about each contract that the Clean Energy Regulator has entered into, on behalf of the Commonwealth, including the: name of the carbon abatement contractor and their project duration of the contract, and the number of ACCUs to be delivered under it, and number of ACCUs the contractor has delivered to the Clean Energy Regulator. The Clean Energy Regulator will not publish confidential commercial information such as the unit price to be paid under any contract or the auction benchmark price. Timeline and information to be published on the Clean Energy Regulator website Information to be published Timeline second auction Second auction dates Auction date(s) and bidding window published By no later than six weeks before the auction. Three months notice was provided for the second auction 05 August 2015 Auction format and minimum bid size published By approximately ten weeks before the auction 21 August 2015 Project registration closes 30 business days before the auction 18 September 2015 (midnight AEST) Auction qualification closes 20 business days before the auction 6 October 2015 (midnight AEST)
than 8 years’ service as on 1st April of promotion year. (Temporary service will not be reckoned). Minimum Qualification :- VIIIth standard passed as on 1st April of the promotion year. Upper age limit :- 55 years as on 1st April of the promotion year. Number of chances :- Till he/she completes 55 years of age. Allocation of marks :- (a) Written test - General Banking -30 - English language -10 - General Awareness -10 (100 Ques. 90 mins. ½ mark each) 50 (b) Written test on computer aptitude - 20 (40 Ques. 45 mins. ½ mark each) (c) Performance Appraisal - 10 (d) Personal Interview - 20 Total Marks 100 Qualifying marks :- Written Test :- Minimum 40% in written examination and minimum 30% in computer aptitude test. Personal Interview :- Minimum 40% (i.e. 8 marks out of 20 marks for General and SC/ST candidates). (vii) Zone of Selection:- Based on the performance in the written test on both Banking, English, General awareness and computer aptitude, candidates will be called for interview in the ratio of 3 candidates for every two vacancies, in the descending order of merit. This will form the zone of selection. General Guidelines:- (Applicable for both Merit and Channels) (i) Placement will be need based anywhere in the Circle. Eligibility criteria viz. age, minimum service, minimum qualification additional qualification for the promotion under both the channels will be as on 1st April of promotion year. All newly promoted cashiers if they pass SSC will be converted as clerks after 2 years of satisfactory service as cashiers. This exercise will be done on 1st August of each year.
Mona Dorlan Burrell MSc. Disaster Management, Mona Jamaican 11,000 Total for 2010/11 49,000 2011/12 Rhon-Paul Soltau BSc. Civil and Environmental Engineering, St. Augustine (3rd year) – continuation of scholarship Jamaican 8,000 Wanda Monrose BSc. Civil and Environmental Engineering, St Augustine (3rd year) – continuation of scholarship Jamaican 8,000 Thalia Balkaran MPhil Disaster Management, Mona (year 1 of 2 years) Trinidadian 8,250 Julian Wilson BSc. Civil Engineering, St Augustine (2nd year) Barbadian 8,000 Kenton Gamble BSc. Civil Engineering, St Augustine (2nd year) Barbadian 8,000 Total for 2011/12 40,250 2012/13 (current disbursements as of June 2013) Julian Wilson BSc. Civil Engineering, St Augustine (3rd year) – continuation of scholarship Barbadian 8,000 Kenton Gamble BSc. Civil Engineering, St Augustine (3rd year) – continuation of scholarship Barbadian 8,000 Carina Rouse BSc. Humanities and Education Geography, Mona Anguilla 8,000 Herona Thompson BSc. Science and Technology Geography, Mona Jamaica 8,000 Tameka Claudius MSc. Disaster Management, Mona Jamaican 11,000 Anna Hope Tucker MSc. Disaster Management, Mona Jamaican 11,000 Rushelle Bennette MSc. Disaster Management, Mona Jamaica 11,000 Thalia Balkaran MPhil Disaster Management, Mona (year 2 of 2 years) Trinidadian 8,250 Total for 2012/13 73,250
Annexure-II FORMAT FOR PARTICULARS OF STAFF Name of Teacher Education Programme : _______________________________________________________ (DPSE/D.El.Ed./D.El.Ed.(ODL)/Diploma in Performing Arts/Diploma in Visual Arts/Diploma in Physical Education/ Bachelor of Elementary Education (B.El.Ed.)/B.Ed./B.Ed.(ODL)/B.P.Ed./B.Ed. (Part Time)/M.Ed/M.P.Ed./B.Ed.M.Ed. (Integrated) and B.A.B.Ed. B.Sc.B.ed. (Integrated) and Innovative Teacher Education Progamme) Sl. No. Name, Father/ Husband Name with Date of Birth . Aadhar Card No. Self attested Photograph (front) Whether SC/ST/OBC/other Category Designation Please mention the qualification relevant to the post starting from Plus 2, Graduation, Post Graduation and Professional Qualification Subject of Teaching Number of year of Teaching Experience in TEIs / Joining date in the current assignment %age of Marks (Plus 2) ,%age of Marks (Graduation) %age of Marks (Post Graduation) ,%age Of Marks (Professional Degree-I) ,%age of Marks NET/ Ph.D (University) (Education/ other subject specify) (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) I. Teaching Staff II. Part Time Teaching Staff
Renovations, construction, and similar services for offices and facilities University Dep’t, with advice from Office of General Counsel CAO and Columbia Purchasing (Two signatures required, except where an authorized member of Columbia’s Purchasing Department also has signature authority for the Host Country Organization, in which case only that individual’s signature is required.) Employment and consulting or independent contractor services University Dep’t, with advice from Columbia’s Department of Human Resources (employment) or central university Purchasing (consulting) CAO (for employment within the Center), with written pre-approval by University Dep’t. For consulting or independent contractor agreements: CAO and Columbia Purchasing (Two signatures required, except where an authorized member of Columbia’s Purchasing Dept also has signature authority for the Host Country Organization, in which case only that individual’s signature req.) Agreements with any governmental entity, whether or not framed as non-binding letter of intent, memorandum of understanding, grant, contract or other University Dep’t, with advice from Columbia’s Sponsored Project Administration CAO and Columbia’s Sponsored Project Administration (Two signatures required, except where an authorized member of Columbia’s Sponsored Project Administration also has signature authority for the Host Country Organization, in which case only that individual’s signature is required.) Donations, gifts, or other contributions (whether or not under a written agreement) University Dep’t, with advice from Office of University Development CAO and Columbia’s Office of University Development (Two signatures required, except where an authorized member of Columbia’s Office of University Development also has signature authority for the Host Country Organization, in which case only that individual’s signature is required.) Transaction Type Transaction Authorization Signature Authority (Where contract required)
Audience(s) - what is the gender, age, physical ability, language, level of literacy, and ethnicity of your target population, disability?? Available communication tools – is it better to advertise through posters, dramas, radio, TV or cell phone messages, music, focus groups, local action, and/or community groups? The core message – what does the target population really need to know? The budget – how can you reach the widest cross-section of the community within budgetary constraints? Before you launch your orientation or information campaigns, test your messages with a variety of stakeholders - including vulnerable populations - to ensure that the messages are culturally appropriate. Examples of SEA outreach and awareness campaigns by UN agencies and NGOs in various countries include t-shirts, wrist bands, radio messages, bumper stickers, posters, dramas, videos, and more. Make sure you awareness-raising material is not
victimizing, offending to the community or sending a confusing message as it could cause more damage than positive changes. The HQ has distributed examples of awareness raising tools and materials to be used for beneficiary awareness raising activities. To meet the requirement of this indicator there should be: Your organization should do an awareness raising campaign and develop awareness raising materials to send to the field on a regular basis. If the material is not changed on a regular basis, beneficiaries don’t pay attention to the messages on the posters, t-shirts, etc. anymore. Remember that before you launch your orientation or information campaigns, test your messages with a variety of stakeholders - including vulnerable populations - to ensure that the messages are culturally appropriate Several awareness raising tools can be found on , under Thematic Area/Awareness Raising for Local Communities (CBCM) 5. Effective community based complaints mechanisms (CBCM)
of fire Clothing fire A Water Fire Blanket Extinguisher mounting heights Max - 1200mm from floor to top of extinguisher handle Min - 100mm from floor to bottom of extinguisher Location sign mounting heights Min - 2000mm above floor level At a point that makes them most apparent to a person of average height & visual acuity The extinguisher or extinguisher sign shall be clearly visible for up to 20 metres on approach. The size of the sign shall be determined by: The location at which the sign shall be legible The distance at which the sign shall be legible A minimum of one sign must be provided above or adjacent to an extinguisher even if indicating the location of multiple or a mixed group of extinguishers. The extinguisher and fire point location signs shall have a symbol, border and letters in white on a red field, complying with Australian Standard (AS) 2700. The Australian Standard (AS) 2444 Portable Fire Extinguishers and Fire Blankets selection and location will provide comprehensive and specific information. Contact your local council’s Fire Safety Officer for further information. Small carbonaceous fire Waste paper bin A Water Foam ABE powder Wet chemical Vaporising liquid Carbon dioxide (limited) Large carbonaceous fire Pallet of cardboard A Water Foam ABE powder Petroleum based liquids Petrol oil grease turps B BE and ABE powder Foam Vaporising liquid (limited) Carbon dioxide Polar Solvents Cleaning spirits Alcohols B BE and ABE powder Alcohol resisting foam Vaporising liquid (limited) Carbon dioxide (limited) Gas fires BBQ gas LPG Natural Gas Acetylene C BE and ABE powder NOTE- Gas fires are not to be extinguished unless the gas supply has been shut down first! Metal Fires Metal shavings D Special powder Fires involving energised electrical equipment Fuse box Computer equipment E BE and ABE powder Carbon dioxide Vaporising liquid
A. PROGRAM BACKGROUND This brief background includes an overview of the program’s statutory authority, program goals, along with definitions of terms related to the IRSF program. In 1982 Indiana Legislature enacted House Enrolled Act No. 1302 establishing the legislation in IC 8-3-1.7 which created the Industrial Rail Service Fund (IRSF). The program originally was set up to provide low interest loans to Class II and III railroads to purchase or rehabilitate real or personal property that will be used by the railroad in providing transportation services.
Date Day / Night General Description of Mission Type of Operations and Comments Area or Location (Inland/Offshore) Vessel Size Vessel Propulsion Type and Number Vessel Launch Method Total Time Underway Day / Night Day / Night Day / Night Day / Night Day / Night Day / Night Day / Night Day / Night Day / Night Day / Night Day / Night APPENDIX 7 < OM > BOATING SAFETY PROGRAM VERIFICATION OF BOATER’S TRAINING AND EXPERIENCE The < OM > is an Organizational Member of the Scientific Boating Safety Association. As such, < OM > complies with SBSA guidelines and procedures for boating education and safety.
EXPENDITURE (Page 3) General Purposes Expenditure This schedule should detail all payments made in relation to the general running cost of the school. Specific Grant Expenditure The balances shown here should be transferred to the ‘Payments’ column on page 4 ‘Analysis of Grants for Specific Purposes’. It should be noted that if a school wishes to supplement a grant for specific purposes to enable greater expenditure this may only be done from general income (i.e. local fundraising) and not from any other specific grant. Such additional expenditure should be included in the ‘General Purposes Expenditure’ schedule on page 3. ANALYSIS OF GRANTS FOR SPECIFIC PURPOSES (Page 4) The purpose of this schedule is to track the expenditure of grants for specific purposes and show how much remains available for expenditure in each of these grants (Unexpended Grants b/f). SCHEDULE OF OUTSTANDING INCOME/GRANTS (Page 4) If the cut-off date is before the year-end the amount of the ‘grants/income receivable’ at should be included here. SCHEDULE OF AMOUNTS DUE (Page 4) If the cut-off date is before the year-end the outstanding amounts due by the school at year-end should be included here. (accruals) CASHFLOW STATEMENT (Page 5) The balances of all current and deposit accounts (including accounts through which grants for specific purposes are processed) should be totalled and the total opening balances should be entered on page 5. An analysis of the respective closing balances on all accounts included in the statement should be provided here.
Public resources are limited, and must be used to deliver departmental services. Generally, expenditure on staff benefits or incentives beyond normal remuneration, award entitlement or items that are explicitly allowed by , or other whole-of-government or departmental policy is inappropriate. The department’s defines principles for the appropriate and ethical use of public resources. The following examples show appropriate and ethical use of public resources to achieve desired workplace outcomes, and the relevant principles that apply. These examples should not be considered exhaustive. To boost staff morale by rewarding individuals or teams who have provided exceptional service Consider one or more of: Acknowledging staff performance at a team gathering, meeting, or in a newsletter or bulletin Holding a no cost or self-funded team event, such as ‘bring a plate’ morning tea or a team lunch (paid for by attendees) Using personal funds to purchase a token ‘reward’ that is not in form of cash or readily convertible to cash, in line with the procedure Do not: Use public resources for: gifts or rewards for individuals or groups outside of recognised staff award and recognition programs (principles 1 & 6) catering in contravention of the procedure and (principles 1 & 6) To mark a special occasion, or to express sympathy for a current or former staff member or customer who is ill or experiencing bereavement Consider one or more of: Collecting voluntary contributions for a gift and/or card Using personal funds to purchase flowers, etc. Reminding staff of the services provided by the department’s Employee Assistance Program (EAP) provider, support available, and leave entitlements Do not: Use public resources for: gifts, gift cards, flowers, or decorations (principle 1) staff absences over and above normal entitlements (principle 1) catering in contravention of the procedure and (principles 1 & 6) To promote unity in the workplace, and the school identity to customers Do: Seek advice about allowable tax deductions for uniforms and laundering (purchased by staff) Do not: Use public resources to purchase or subsidise uniforms for staff (principles 1, 2, 5 and 6)
Please read these Guidelines carefully as they include important updates in relation to the application process and requirements. Australia Awards Fellowships (Health Security) 2017 Key Dates 30 October 2017 Applications open online (http://fellowships.smartygrants.com.au/) 19 December 2017 (4pm AEST) Applications close Applications must be submitted ONLINE via: PLEASE NOTE: You have until 4pm (AEST) on the closing date to submit your application. Late or incomplete applications will not be considered for evaluation. Emailed, faxed applications will not be accepted for evaluation. March 2018* * Subject to change Successful/unsuccessful Australian organisations notified. 16 June 2018 Earliest date that Australia Awards Fellowships (Health Security) activities can commence. 30 June 2018 Latest date that Australia Awards Fellowships (Health Security) activities can commence. Information Email: Definitions Activity Completion Report The report submitted to DFAT by the Australian Host Organisation within 45 days of the completion of the Fellowship reporting on the outcomes of the program and acquitting the grant funding. This is a mandatory requirement of the Grant Agreement Deed. Applicant An eligible Australian organisation submitting an application for Australia Awards Fellowships funding.
Table 1: Massachusetts Continuum of Community Engagement Inform Consult Involve Collaborate Delegate Community Driven/ -led Community Participation Goal To provide the community with balanced & objective information to assist them in understanding the problem, alternatives, opportunities &/or solutions To obtain community feedback on analysis, alternatives, and/or solutions To work directly with community throughout the process to ensure their concerns and aspirations are consistently understood and considered To partner with the community in each aspect of the decision including the development of alternatives & identification of the preferred solution To place the in the hands of the community To support the actions of community initiated, driven and/or led processes Promise to the community We will keep you informed We will keep you informed, listen to & acknowledge concerns, aspirations, & provide feedback on how community input influenced decisions We will work with you to ensure that your concerns & aspirations are directly reflected in the alternatives developed and provide feedback on how that input influenced decisions We will look to you for advice & innovation in formulating solutions and incorporate your advice & recommendations into the decisions to the maximum extent possible We will implement what you decide, or follow your lead generally on the way forward We will provide the needed support to see your ideas succeed Examples •Fact sheets •Web sites •Open Houses •Public comments •Focus groups •Surveys •Community meetings •Workshops •Deliberative polling •Advisory bodies Advisory groups •Consensus building Participatory decision making Advisor bodies •Volunteer/ stipend •Ballots •Delegated decision •Community supported processes •Advisory bodies •Stipend roles for community •Funding for community
The planned requested funding of the programme grant should be no less than 300 000 EUR and no more than 800 000 EUR, when having partners from either Latvia or Lithuania, in addition to partners from Norway and/ or Iceland and/ or Liechtenstein. If there are partners from both Latvia and Lithuania, total requested funding should not exceed 1 000 000 EUR. Project implementation period fits the period 36 – 48 months. Eligible costs in the project correspond to the list of eligible expenditure and eligible activities and do not exceed the limits set. Cooperation with at least one research team/ research institution from Latvia and/ or Lithuania, in addition to at least one research institution from Norway and/ or Iceland and/ or Liechtenstein (donor project partner); Eligible project promoters and project partners are public or private research and development institutions, as defined in the EU Framework for State aid for research and development and innovation (2014/C 198/01); Receipt of proposal before the deadline date and time established in the call; Completeness of the form and presence of all requested files. Please note that the completeness of the information contained in the proposal will be for the experts to evaluate; the eligibility checks only apply to the presence of the appropriate parts of the proposal. If it becomes clear that one or more of the eligibility criteria have not been fulfilled, the proposal is declared ineligible and withdrawn from any further examination. If a proposal fails to meet the requirements, then the applicant will be notified of that within ten working days after the due date for submission of applications. Applications and all relevant documentation will be maintained in the databases of ETIS and in the Estonian Research Council. 5.2. Evaluation of submitted proposals Detailed description of the evaluation process is provided in the „Guidelines for Evaluators“. 5.2.1. Evaluation by the individual international experts Eligible proposals are submitted to independent international external peer evaluation. All proposals shall be evaluated by three independent experts with a doctoral degree or an equivalent academic degree. Based on the three evaluations a consensus report for each proposal will be written. Consensus report will be available for the applicants (without the experts’ names). The experts are invited to review the quality of the submitted proposals based on three core evaluation criteria: 1) Scientific and/or technical excellence (score 0-5, threshold 3.5): sound concept, and quality of objectives progress beyond the state-of-the-art quality and effectiveness of the scientific methodology and associated work plan innovation and new approaches
• Part 4.2 – Hazardous manual tasks • Part 4.3 – Confined spaces • Part 4.4 – Falls • Part 4.7 – Electrical safety and energised electrical work • Chapter 6 – Construction work • Part 7.2 – Lead • Chapter 8 – Asbestos, and • Chapter 9 – Major Hazard Facilities. There are additional Regulations about training, information and instruction in: • Part 4.3 – Confined spaces • Part 4.4 – Falls • Part 4.8 – Diving work • Chapter 6 – Construction Work • Part 7.1 – Hazardous chemicals • Part 7.2 – Lead • Chapter 8 – Asbestos, and • Chapter 9 – Major Hazard Facilities. There are additional Regulations about airborne contaminants and hazardous atmospheres in Part 4.3 – Confined spaces, Part 7.1 – Hazardous chemicals, Part 7.2 – Lead and Chapter 8 – Asbestos. Defined terms in Chapter 1 which are relevant to this Part include: • combustible liquid • combustible substance • contaminant • control measure • emergency service organisation • emergency service worker • essential services • exposure standard • flammable gas • gas cylinder • hazardous area • ignition source • lower explosive limit (LEL) • personal protective equipment, and • safe oxygen level. GUIDE TO PART 4.1 – NOISE Part 4.1 imposes duties upon persons conducting a business or undertaking about the exposure of workers to noise at the workplace. It also imposes duties about noise emissions upon designers and manufacturers of plant, and duties to obtain and provide adequate information about noise upon suppliers and importers of plant. It places a duty on the person conducting a business or undertaking to carry out audiometric testing where a worker is frequently required by the person conducting the business or undertaking to use personal protective equipment to protect the worker from the risk of hearing loss associated with noise that exceeds the exposure standard for noise. Duty-holders under this Part may also have health and safety duties under sections 19, 20, 21, 22, 23, 24 or 25 of the Act, and duties under Part 5 Division 2 of the Act, to consult with workers about matters in this Part. Section 27 of the Act applies to officers in respect of this Part. There are additional Regulations about management of risk in Part 3.1 – Managing risks to health and safety. There are additional Regulations imposing duties on designers,
which prevents change of land use to a type incompatible with maintaining desired wetland offset state for at least 99 years. Highest possible level of protection permanently secured Wetland receives full legal protection through permanent inclusion in and declaration as (part of) a Nature Reserve or area of equivalent status under NEMPAA, or alternatively securing the site through other legal mechanisms such as a conservation servitude on the title deed in combination with long term contractual obligations to manage and maintain the site as if it was a declared Protected Area under NEMPAA. 2 Catering for risks associated with planned offset activities Rationale: Offset contributions for species of conservation concern are also adjusted to take the risk / uncertainty of proposed offset activities into account. Method of assessment: This assessment is based on the expert input of an appropriate biodiversity specialist with appropriate knowledge of the risk and uncertainties of different offset options. An appropriate risk class is then selected from the drop-down list provided. Scoring guideline: The following guidelines should be used when assessing the risk of planned offset activities for species of conservation concern: Risk Class Example of offset activities Adjustment factor Low risk Protection of a site already supporting a viable population of the targeted species. 1 Medium risk Site already supports suitable habitat with re-introductions planned together with supporting management to establish a viable population of the species. 0.5 High risk Site requiring a high level of rehabilitation in order to provide suitable habitat and / or risks associated with re-establishment of populations is high based on the characteristics of the species and population characteristics. 0.25 Calculating final offset contributions The contribution of offset activities towards targets for each species of conservation concern is calculated by multiplying the preliminary species contributions (expressed as an appropriate species measure) by the adjustment factors for security of tenure and level of risk.
Ongoing Professional Development Further Information Updated February 2019 Essential obligations What is the difference between an approved OPD provider and provider of units from the Certificate IV in Celebrancy? If I do more than five hours of OPD in one year, does that count towards my OPD requirements for the following year? How will my OPD be recorded? What if I believe I completed an OPD activity but the department advises me in my performance review that I have not? What happens if I have not completed my OPD before the end of the calendar year? Can I be required to do particular activities other than compulsory activities? Choosing Activities How do I choose activities? Will there be activities relevant to me if I conduct religious marriage ceremonies for independent religious organisations? How much does OPD cost? What if I am unable to find an OPD activity in my area or attend a classroom? Will my association be able to organise a five-hour, face-to-face OPD session for me and other association members? Who can I contact to provide feedback about the OPD activities? Other exemptions from OPD What if I can’t complete my OPD? What if this is my first year of registration?