zilongwang/ReadingBank huggingface dataset:
late C15th the Venetians had less land to give, however pensions remained high. Florence failed to keep good discipline. Armies need inspection systems based on muster rolls and carried out by respected officials with powers to fine or dismiss soldiers. No such organisation can be found in Florence. Troops were the responsibility of a rector or podesta who was a temporary appointment. Similarly the office responsible for the hiring of condottieri was also staffed by a rapidly rotating list of people. One Milanese visitor summed it up like this: Venice failed however to fortify in the 1400s and early 1500s with only 1 fort being built at Gradisca to guard against the Turks. Inland forts were not Venice’s concern. In Florence from 1406 onwards fortifications were a major part of military policy with the architect Brunelleschi being heavily involved. In the 1470s and 80s forts such as Volterra, Colle Val d’Elsa, Brolio, Sarzana and Poggio Imperiale were all built. By 1494 the Florentines relied on their forts for defence whilst Venice relied on her army. Changes after 1494 French and Spanish agreed to settle over Naples in 1500: Louis XII of France and Ferdinand of Aragon In 1502 however the two nations fell out and Italy became the place over which they would vie for political dominance in Europe Italian diplomats believed they could solve the issue of the “barbarian” states diplomatically The leagues formed by the Italian states were always temporary in nature Mercenaries Being a mercenary was generally a respected profession in the 1400s. The Condottieri (mercenary captains) were often rewarded highly by the cities they served. In Venice this included money, palaces, statues and occasionally entry into the Great Council. However, Renaissance Humanists, especially those in Florence, criticised the mercenaries for fighting for money rather than love of their state which was the Classical ideal. Guicciadini noted that the mercenaries were likely to be fickle as they were not subjects of the prince they served. Equally Machiavelli blamed the entire ruin of Italy on the employment of mercenaries.
Teacher: Hughes Week of : Oct 10-12 Subject: General English Period: 6 OBJECTIVES ACTIVITIES RESOURCES HOMEWORK EVALUATION STANDARDS No School: Fall Break No School: Fall Break Students will identify, analyze, and discuss plot and other literary elements within the assigned novel. 1—BR # 31 2—Begin reading The Pigman SMART Board, ELMO, novels NO Vocab this week!!!! Finish reading the assigned chapter student response, Standards for the week: POWER 13: Demonstrate correct grammar, mechanics, and sentence structure. Power 1: Cite textual evidence to support analysis 7.6: Acquire and use accurately grade appropriate general academic and domain specific words. 7.4 Consult reference material to determine part of speech and meaning of a word. Students will identify, analyze, and discuss plot and other literary elements within the assigned novel. 1—BR #32 2—Reading Quiz 3—Read The Pigman SMART Board, ELMO, Novels, Finish reading the assigned chapter student response, quizzes F R I Students will work together on a project comparing and contrasting the two novels. 1—BR #33 2—Reading Quiz 3—The Pigman SMART Board, ELMO, Novels Finish reading the assigned chapter Quizzes, student response .
Teacher: Hughes Week of : Oct 15-19 Subject: General English Period: 6 OBJECTIVES ACTIVITIES RESOURCES HOMEWORK EVALUATION STANDARDS Students will read a novel and quiz on the plot for comprehension. Students will identify and discuss elements of literature found within the assigned reading. 1—BR #32 2—Reading Quiz 3—Read The Pigman SMART Board, ELMO Novels Teacher made quiz Vocab Week 10: Replenish, repugnant, sabotage, subside, transparent VOCAB IS DUE ON Wednesday Student response, quizzes Standards for the week: POWER 13: Demonstrate correct grammar, mechanics, and sentence structure. Power 1: Cite textual evidence to support analysis 7.6: Acquire and use accurately grade appropriate general academic and domain specific words. 7.4 Consult reference material to determine part of speech and meaning of a word. Same as Monday 1—BR #33 2—Reading Quiz 3—Read The Pigman SMART Board, ELMO novels Vocab due tomorrow Finish reading assigned chapter Student response, quizzes . Same as Monday 1—BR #34 2—Reading Quiz 3—Read The Pigman SMART Board, ELMO, Novels, Teacher made quiz Finish reading assigned chapter student response, quizzes Same as Monday 1—BR #35 2—Reading Quiz 3—Read The Pigman SMART Board, ELMO, Novels Teacher made quiz Finish reading assigned chapter student response, quizzes F R I Same as Monday 1—BR #36 Vocabulary Review game SMART Board, ELMO, Novels, teacher made quiz Vocab 5 on Monday Vocab Test 5 on Monday student response, quizzes .
Teacher: Hughes Week of : Oct 22-26 Subject: General English Period: 6 OBJECTIVES ACTIVITIES RESOURCES HOMEWORK EVALUATION STANDARDS No School Parent Report Card Day Students will take notes on the elements of literature. 1—BR #37 2—Elements of Literature Notes SMART Board, ELMO Power Point notes Vocab Week 11: unsightly, vulnerable, waft, brouhaha, oscillate Vocab Due on THURSDAY this week! Vocab Test 5 Review Crossword Puzzle due tomorrow Study for Vocab Test tomorrow Student response, homework, Standards for the week: POWER 13: Demonstrate correct grammar, mechanics, and sentence structure. Power 1: Cite textual evidence to support analysis 7.6: Acquire and use accurately grade appropriate general academic and domain specific words. 7.4 Consult reference material to determine part of speech and meaning of a word. Students will define and use vocab words. 1--BR #38 2—Test: Vocab 3 3—Literature Term Crossword Puzzle SMART Board, ELMO, Literature books, notes Vocab due tomorrow Literature Terms Crossword due Friday tests Students will read a short story and discuss the elements of literature found within it. 1--BR #39 2—Read “Three Skeleton Key” and answer the questions at the end of the story SMART Board, ELMO, Literature books Finish literature term crossword puzzle if need be—It’s due tomorrow! student response, homework F R I Students will read a short story and discuss the elements of literature found within it. 1—BR # 40 2--“Rikki Tikki Tavi” SMART Board, ELMO, Literature books None Student response .
Teacher: Hughes Week of : Aug 6-10 Subject: General English Period: 6 OBJECTIVES ACTIVITIES RESOURCES HOMEWORK EVALUATION STANDARDS Students will be introduced to 7th grade English. Students will write an I Am poem of introduction 1—Classroom policies, procedures, syllabus 2—I Am poem SMART Board, ELMO handouts Vocab Week 1: apex, animosity, epitome, cryptic, ravenous 1—Complete I Am poem 2—Have syllabus signed Student response, homework Standards for the week: POWER 13: Demonstrate correct grammar, mechanics, and sentence structure. Power 1: Cite textual evidence to support analysis 7.6: Acquire and use accurately grade appropriate general academic and domain specific words. 7.4 Consult reference material to determine part of speech and meaning of a word. 7.1 Explain the function of prepositional phrases Teacher will explain expectations for weekly vocab homework. Students will complete the first bellringer of the year. Students will be introduced to prepositions and their function within a sentence. 1—Bell Ringer #1 2—Vocab Week 1 3--Prepositions SMART Board, ELMO handouts Vocab Week 1 is due Thursday Student response, homework Students will identify prepositional phrases in a sentence. 1—BR #2 2—Review prepositions 3—Preposition handouts SMART Board, ELMO, handouts 1—Preposition worksheet due tomorrow 2—Vocab Week 1 due tomorrow student response, homework Students identify prepositional phrases. Students will determine the simple subject and simple predicate of a sentence. 1—BR #3 2—Identifying parts of a sentence—complete subject and predicate and simple subject and predicate SMART Board, ELMO, Handouts, teacher made quiz none Class discussion, student response, quizzes F R I Students will create and answer questions for all DOK levels. 1—BR#4 2—Preposition Quiz 3—Assign Chicken Farm project—due Monday, Aug 20 SMART Board, ELMO, handouts, quizzes Chicken Farm project due Monday, Aug 20 Quiz, project
Teacher: Hughes Week of : Aug 27-31 Subject: General English Period: 6 OBJECTIVES ACTIVITIES RESOURCES HOMEWORK EVALUATION STANDARDS Students will define and correctly use grade appropriate vocab words. Students will identify the different sections of a non-fiction reference book 1—Complete Written in Bone scavenger hunt 2—Read Ch 2 of Written in Bone SMART Board, ELMO Vocab Week 4 handouts Written in Bone books and dialectal journals Vocab Week 4: Incognito, effervescent, plethora, apparition, irascible Vocab Due Wed CHICKEN FARM IS DUE tomorrow!! Student response, classwork Standards for the week: POWER 13: Demonstrate correct grammar, mechanics, and sentence structure. Power 1: Cite textual evidence to support analysis 7.6: Acquire and use accurately grade appropriate general academic and domain specific words. 7.4 Consult reference material to determine part of speech and meaning of a word. Students will differentiate between the different levels of questioning Students write questions on all levels of questioning. Students will read book 1—BR #14 2-Read Written in Bone Ch 2 and complete Dialectal journal SMART Board, ELMO Handout of journal books Vocab Week 4 due tomorrow Student response, classwork Students write questions on all levels of questioning. Students will read book Written in Bone Ch 3 and dialectal journal SMART Board, ELMO, Book & journal handout none student response, classwork Students write questions on all levels of questioning. Students will read book 1—BR #15 2—Written in Bone Ch 3 3—Dialectal journal SMART Board, ELMO, Books & journal handout none Student response, classwork F R I Students write questions on all levels of questioning. Students will read book 1—BR #16 2—Written in Bone SMART Board, ELMO, books Student response, classwork .
Teacher: Hughes Week of : Sept 17-21 Subject: General English Period: 6 OBJECTIVES ACTIVITIES RESOURCES HOMEWORK EVALUATION STANDARDS Students will define and use vocabulary words. Students will continue reading novel. 1—BR # 23 2—Vocab Test 3 3—Work on Vocab Week 7 homework SMART Board, ELMO Teacher made tests Vocab Week 7: Concoction, debris, Conspicuous, dismal, diminish VOCAB IS DUE ON Wednesday Sudent response, tests Standards for the week: POWER 13: Demonstrate correct grammar, mechanics, and sentence structure. Power 1: Cite textual evidence to support analysis 7.6: Acquire and use accurately grade appropriate general academic and domain specific words. 7.4 Consult reference material to determine part of speech and meaning of a word. Students will differentiate between transitive and intransitive verbs. Students will identify the direct and indirect objects of a transitive verb. 1—BR #24 2—Transitive/Intransitive Verbs Ex 3 p 402 in notebook WB 75 & 76 SMART Board, ELMO Grammar books Workbook copies Vocab due tomorrow WB 75-76 due Thursday Student response, homework Students will differentiate between transitive and intransitive verbs. Students will identify the direct and indirect objects of a transitive verb. 1—BR#25 2—Transitive/Intransitive Verbs Ex 5 p 404 in notebook WB 77-78 SMART Board, ELMO, Grammar books Workbook copies . WB 75-78 due tomorrow student response, homework . Students will differentiate between transitive and intransitive verbs. Students will identify the direct and indirect objects of a transitive verb. Students will identify linking verbs and the predicate noun/adjective. 1—BR #26 2—Verb Quiz #1 3—Linking Verbs Ex 7 p 406 in notebook WB 79-82 SMART Board, ELMO, Grammar books Workbook copies WB 79-82 will be due on Monday student response, homework F R Same as Thursday 1—BR#27 2—Linking Verbs SMART Board, ELMO, Grammar books WB 79-82 due Monday student response, homework
001MAIN_ELEMENT_TD SPAN: WIDTH:ELEMENT BEGIN Section=4 Question ID=18176 presentation_type=label description ENDELEMENT END page_no=4 Question BEGIN Section=4 Question ID=18178 presentation_type=label type ENDELEMENT END page_no=4 Question BEGIN Section=4 Question ID=18179 presentation_type=label organisation ENDELEMENT END page_no=4 Question SPAN: BEGIN Section=4 Question ID=18180 expenditure END page_no=4 Question Expenditure
please hold your applause. We’ll just celebrate it quietly, right here, in our hammock of “just fine”, murmuring our “Meh, meh, mehs” while we DVR another generation’s biting reality. http://www.salon.com/2013/10/01/how_generation_x_went_from_jaded_to_sated_partner/
Table 1 (continued) 1976 M 1991 M 2006 M 1976 % v. imp. 1991 % v. imp. 2006 % v. imp. 1976 vs. 1991 t or d 1991 vs. 2006 t or d 1976 vs. 2006 t or d Altruistic rewards 3.30 (.71) 3.27 (.72) 3.23 (.74) (.018) 3.19-3.27 (.016) −.04 −.06 −.10 A job that gives you an opportunity to be directly helpful to othersa 3.32 (.80) 3.26 (.81) 3.21 (.84) 50.2 46.4 44.3 −2.62** −2.15* −4.85*** A job that is worthwhile to society 3.20 (.84) 3.22 (.85) 3.19 (.86) 43.7 44.9 43.9 .61 −.99 −.46 Social rewards 3.35 (.70) 3.28 (.70) 3.16 (.67) (.018) 3.12- 3.20 (.019) −.10 −.18 −.28 A job that gives you a chance to make friends A job that permits contact with a lot of people 3.38 (.79) 2.95 (.94) 3.28 (.82) 2.93 (.95) 3.12 (.89) 2.85 (.96) 54.0 47.9 40.7 −4.79*** −6.48*** −11.63*** 33.5 33.5 30.2 −.73 −2.90** −3.82*** Extrinsic rewards 2.63 (.68) 2.90 (.71) 2.81 (.70) 2.60-2.66 (.016) 2.86-2.94 (.019) 2.77-2.85 (.017) .39 −.13 .26 A job that has high status and prestige A job that most people look up to and respect A job that you a to earn a good deal of moneya A job where the chances for advancement and promotion are gooda Omitted items
To me, work is nothing more than making a living. I expect my work to be a very central part of my life. I want to do my best in my job, even if this sometimes means working overtime. 2.63 (.96) 2.98 (.93) 3.30 (.76) 3.43 (.75) 2.21 (1.40) 3.94 (1.16) 4.40 (.87) 2.92 (.94) 3.16 (.89) 3.44 (.77) 3.51 (.71) 2.41 (1.42) 3.80 (1.16) 4.36 (.87) 2.79 (.94) 3.16 (.89) 3.39 (.78) 3.42 (.75) 2.74 (1.40) 3.64 (1.10) 4.20 (.94) 20.4 32.3 26.0 33.9 42.9 43.2 .27 46.8 58.2 54.9 57.3 61.6 56.0 −.83 23.1 27.4 33.9 74.0 68.4 62.5 89.8 89.1 83.9 −1.53 ** *** **
When you research on the Internet, she says, "you're not walking into a library, you're not physically holding the article," so it's easier to forget that the ideas don't belong to you. But online, she says, "everything can belong to you really easily." 'No Such Thing As Originality'? The notion that it's OK to borrow from all this information to mash up a new creative work was tested earlier this year by Helene Hegemann. The German teenager's best-selling novel about Berlin club life turned out to include passages lifted from other authors. Instead of apologizing, Hegemann insisted, "There's no such thing as originality anyway." That theory doesn't wash with Sarah Wilensky, a senior at Indiana University, who took aim at Hegemann in a column in her student paper headlined "Generation Plagiarism." She says relaxing standards "does not foster creativity, it fosters laziness." Donald J. Dudley, who oversees the discipline office at the University of California, Davis, would agree. Of the 196 plagiarism cases referred to his office last year, most involved students who intentionally it was wrong. To address the problem, some colleges are requiring students to complete online tutorials about plagiarism, which at one school cut down plagiarism rates by two thirds. (Click for an online plagiarism tutorial.) And a majority of U.S. colleges now subscribe to anti-plagiarism services like Turnitin.com, which can instantly search a database of billions of online sources to ferret out plagiarism and cheating. Andrew Siewert, an English teacher at Chaminade College Preparatory School in St. Louis, Missouri, says the service is useful but won't solve the problem by itself. "I think the [real] answer is going to be continuous teaching," he says. "We just have to keep talking about plagiarism every year till students get it." (The New York Times Upfront, Vol. 143, October 25, 2010)
of State also strives to achieve equal employment opportunity in all personnel operations through continuing diversity enhancement programs. The EEO complaint procedure is not available to individuals who believe they have been denied equal opportunity based upon marital status or political affiliation. Individuals with such complaints should avail themselves of the appropriate grievance procedures, remedies for prohibited personnel practices, and/or courts for relief. Appendix A DEFINITIONS 1. Eligible Family Member (EFM): An individual related to a U.S. Government employee in one of the following ways: Spouse or same-sex domestic partner (as defined in ); Child, who is unmarried and under 21 years of age or, regardless of age, is incapable of self-support. The term shall include, in addition to natural offspring, stepchildren and adopted children and those under legal guardianship of the employee or the spouse when such children are expected to be under such legal guardianship until they reach 21 years of age and when dependent upon and normally residing with the guardian; Parent (including stepparents and legally adoptive parents) of the employee or of the spouse, when such parent is at least 51 percent dependent on the employee for support; Sister or brother (including stepsisters and stepbrothers, or adoptive sisters or brothers) of the employee, or of the spouse, when such sibling is at least 51 percent dependent on the employee for support, unmarried, and under 21 years of age, or regardless of age, incapable of self-support. 2. U.S. Citizen Eligible Family Member (USEFM): For purposes of receiving a preference in hiring for a qualified position, an EFM who meets the following criteria: U.S. Citizen; and, EFM (see above) at least 18 years old; and, Listed on the travel orders of a direct-hire Foreign, Civil, or uniformed service member assigned to or stationed abroad with a USG agency that is under COM authority, or at an office of the American Institute in ; and either:
Phase II Studies Scope & Purpose of Phase II Studies The CAISO, in coordination with the applicable Participating TO(s), will conduct a Phase II Interconnection Study that will incorporate eligible Interconnection Requests from the previous Phase I Interconnection Study. The Phase II Interconnection Study shall: update, as necessary, analyses performed in the Phase I Interconnection Studies to account for the withdrawal of Interconnection Requests from the current Queue Cluster; identify final RNUs needed to physically and reliably interconnect the Generating Facilities and provide final cost estimates; identify final LDNUs needed to interconnect those Generating Facilities selecting Full Capacity or Partial Capacity Deliverability Status and provide final cost estimates, identify final ADNUs for Interconnection Customers selecting Option (B), as provided below and provide revised cost estimates; identify, for each Interconnection Request, the Participating TO’s Interconnection Facilities for the final Point of Interconnection and provide a +/-20% cost estimate; and coordinate in-service timing requirements based on operational studies in order to facilitate achievement of the Commercial Operation Dates of the Generating Facilities. The Phase II Interconnection Study report shall set forth the applicable cost estimates for RNUs, LDNUs, ADNUs and Participating TOs Interconnection Facilities that shall be the basis for the second and third Interconnection Financial Security Postings under GIDAP Section 11.3 and GIDAP BPM Section 8.4. In circumstances where the cost estimations applicable to the total of RNUs and LDNUs are based upon the Phase I Interconnection Study (because the cost estimation for the subtotal of RNUs and LDNUs were lower and so establish maximum cost responsibility under GIDAP Section 10.1 and GIDAP BPM Section 6.2.4.4), the Phase II Interconnection Study report shall recite this fact. Roles and Responsibilities of Participating TO and CAISO
Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: A willingness to contribute to University activities and initiatives including open days, graduation ceremonies etc. Willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly on interdisciplinary activities Continuous Professional Development Application Interview Other
TIMESCALE PRECEPTORSHIP SESSION SUPPORT IN WORKPLACE Session 1 0900-1600 Programme Introduction Welcome Programme goals & expectations CPD, professional practice & revalidation Developing a CPD portfolio Introduction to projects Introduction to case study Introduction to Action Learning Sets Sessions linked to complex Case study Initial meeting (see Handbook resources) SWOT analysis decide project set goals book training ensure relevant access to IT resources (email, Pro4, Training Tracker, Elsevier Clinical Skills) Interim Meeting (see Handbook resources) Review progress Negotiate learning contract if necessary Final Meeting/Appraisal (see handbook resources) Review project outcomes Review achievements Review SWOT Set future goals Session 2 0900-1200 (-1300) PROFESSIONAL VALUES Identifying our values Conflicting values Basic Life Support * Optional Action Learning Set 1hr Session 3 1300-1600 (-1700) DOCUMENTATION & REGISTERED PRACTICE Quality vs. quantity Why document? Professional standards Optional Action Learning Set 1hr Session 4 0900-1200 (-1300) CLINICAL SKILLS: PRESSURE ULCER PREVENTION (tbc)/MENTAL HEALTH AWARENESS Workshops by specialist practitioners Optional Action Learning Set 1hr Session 5 1300-1500 (-1600) PROJECT PRESENTATIONS CQC/professional standards audit Preparation for link practitioner role Preceptors/line managers to be invited Programme wrap up & evaluation
Confidentiality Agreement < Project Title > < Principal Investigator and Department > Queen’s University at Kingston Kingston, Ontario K7L 3N6 < Date > I have read and retained the Letter of Information concerning the above referenced research project being conducted by < Principal Investigator>, Queen’s University. In my role as a <name the job> for the researcher, I understand the nature of the study and requirements for confidentiality. I have had all of my questions concerning the nature of the study and my role as a <job> answered to my satisfaction. Maintaining Confidentiality I agree not to reveal in any way to any person other than the researcher any information (i.e., name, email address, or phone number) collected from participants. Identification and Signature Indicating Agreement Name: _______________________________________________ Email: ______________________________________________ Telephone: ___________________________________________ Mailing Address: _____________________________________________________ Signature: __________________________________________________________ Should you require further information please feel free to contact the <Principal Investigator> , at the <name of department>, Queen’s University, Kingston, Ontario K7L 3N6, or by email <userid>, or by phone <phone number>. If you have any ethics concerns please contact the General Research Ethics Board (GREB) at (Toll free in North America) or chair.GREB@queensu.ca.
3.12 Residual risk Are risks controlled to an acceptable level? If not, what additional measures are needed to reduce the risks to such a level? Yes / No (If not, review risk assessment and introduce additional controls) 4. Sign off Assessment carried out by: Name: Signature: Date: Fieldwork activity organizer / course leader / supervisor Name: Signature: Date: Deans and Heads of Professional Services (or their delegated representative) Name: Signature: Date:
Demonstrated significant depth and breadth of specialist knowledge of subject matter to contribute to research programmes and to the development of departmental research activities √ Demonstrated awareness of latest developments in the field of research and in research design √ Demonstrated potential to publish in high quality, peer reviewed journals √ Skills Ability to prepare research proposals, to conduct individual research work and to disseminate results √ Ability to organise and prioritise own workload to meet required deadlines √ Ability to write research reports and to effectively disseminate outcomes √ Excellent oral, interpersonal and written communication skills √ Proficiency in appropriate techniques (as appropriate to discipline) √ Proficiency in IT skills (as appropriate to discipline) √ Attributes Commitment to working within professional and ethical codes of conduct √ Innovation and developing creative solutions √ Commitment to excellence in research √ Enthusiasm and self-motivation √ Tenacity – working to achieve own and team objectives and to overcome obstacles √ Ability to be an effective team worker √ Commitment to safe working practices √
Websites for Bauder Elementary Students Name: Username: Password: Resource Title Link/URL Login/Username Password Brain Pop or bauder_es bppinellas Destiny (Library Catalog/E-Books) Click on Bauder Pinellas County Username (R2.D2) Pinellas County Password (s.XXXXXXXX) Office 365 Pinellas County Username (R2.D2@pcsb.org) Pinellas County Password (s.XXXXXXXX) World Book Encyclopedia Pinellas schools FCAT Explorer – Grades 3-5 Pinellas County Username (R2.D2) Pinellas County Password (s.XXXXXXXX) Your School Website none none Gale Databases /Kids InfoBits Select School Name under Elementary Learn 360 – Educational Videos Pinellas County Username (R2.D2) Pinellas County Password (s.XXXXXXXX) Mackin VIA (eBooks) Log into Focus, then click on Mackin VIA under Programs on the right. Pinellas County Username (R2.D2) Pinellas County Password (s.XXXXXXXX) Tampa Bay Time E-edition Bauder news Teaching Books Select Bauder Think Central Pinellas County Username (r2.d2.pinellas) Pinellas County Password (s.XXXXXXXX) Visual Thesaurus student ST Math Click on JiJi, select “Homework” Pinellas County Username (R2.D2) Pinellas County Password (s.XXXXXXXX) Typing Pal Pinellas County Username (R2D2) Pinellas County Password (XXXXXXXX) iStation Pinellas County Username (R2D2) Pinellas County Password (s.XXXXXXXX) Focus http://focus.pcsb.org Pinellas County Username (R2.D2) Pinellas County Password (s.XXXXXXXX)
GENERIC LETTER Your name and title Organisation’s name Contact Details Re: Organic Consultation Thank you for the opportunity to respond to your consultation on whether New Zealand would benefit from an organic regulation. I/we/ name of organisation/ fully support MPI’s preferred options which will lead to the development of an Organic Act and supporting regulations. This will include defining a mandatory, national standard that includes domestic, import and exports. In doing so, this would align New Zealand with international best practice for protecting organic products, provide all customers and consumers with assurance and place us in the best position for international trade negotiations. Once New Zealand has appropriate organic legislation, it would have a positive impact for all of New Zealand by: protecting the term and use of organic providing security for those seeking to invest assisting with the provision of other environmental claims aligning New Zealand’s strategic direction as a country that provides value to quality products. With a well-designed regime, all those who wish to become organically certified can do so, regardless of scale. Please keep me informed of development of this important work. Yours faithfully Name and signature here
Support at Senior Officer level provides the suitable clarity of the operational purpose and working relationship with the applicant from within a particular emergency service e.g. Police Force/Fire Brigade. Support must be provided at Police Force/Brigade/Trust wide level and submitted by an officer who has authority to act on behalf (e.g. Chief Constable, Chief Fire Officer) of one of the following: National Police Force British Transport Police Ministry of Defence Police Ambulance Trust Fire and Rescue Service In view of this, and in order to shorten the time taken to complete the assessment of your application, section 7 of the application form(s) must be completed in full by the relevant emergency service ideally before the application form is submitted to Ofcom. However, Ofcom is content to accept applications without the emergency service section completed, in order for applicants to comply with the two month application window deadline (1 September – 31 October annually) providing that a copy of the application form with emergency service support section fully completed is received by Ofcom no later than one month after the closure of the application window i.e. 30 November. Name:…………………………………… Date:…………………………………. 7. To be completed by the Emergency Service This application to join the Airwave Sharers list is fully supported by: Name: Force/Brigade/Trust: Position/Rank: Date:
Browser Firefox Ongoing updates; use latest Mozilla Browser Opera Ongoing updates; use latest Opera Browser Chrome Ongoing updates; use latest Google Macintosh Table : Macintosh Desktop Browsers Application Type Application Name Versions Supported Vendor Browser Safari 10.1.2 - 11.0.0 + Apple Browser Firefox Ongoing updates; use latest Mozilla Browser Opera Ongoing updates; use latest Opera Browser Chrome Ongoing updates; use latest Google Windows Table : Windows Desktop Browsers Application Type Application Name Versions Supported Vendor Browser Edge Ongoing updates; use latest Microsoft Browser Internet Explorer 9 - 11 Microsoft Browser Firefox Ongoing updates; use latest Mozilla
Browser Opera Ongoing updates; use latest Opera Browser Chrome Ongoing updates; use latest Google Mobile Browsers by Operating System Apple iOS Table : Apple iOS Mobile Browsers Application Type Application Name Versions Supported Vendor Browser Chrome Ongoing updates; use latest Google Browser Opera Mini 12 - 14 + Opera Browser Safari As released with iOS Apple Android Table : Android Mobile Browsers Application Type Application Name Versions Supported Vendor Browser Chrome Ongoing updates; use latest Google Browser Opera Android Ongoing updates; use latest Opera Browser Firefox Ongoing updates; use latest Mozilla
Key Information Checklist Task Further action required Date completed 1 Read this Booklet Contact University if you have questions (contact details on page 6). 2 Ensure University have current contact details Keep Admissions Office informed of any changes. Tel 01695 650950 3 Make a note dates Ensure that family members also know key dates 4 Inform University of Examination results Written confirmation of results sent to Admissions Office as soon as received. 5 Edge Hill University Maths, English and Science equivalency test required (for applicants not holding GCSE Maths, Science & English) Contact the equivalency team on 01695 657148 or email edgehilltests@edgehill.ac.uk 6 Pass Professional Skills Tests in Literacy and Numeracy Please ensure you keep your Course Leader (see page 7 for Contact Details) about your progress and notify when you pass (also let them know of any failed attempts so advice and support can be offered) 7 Registration documentation Please bring your Birth Certificate and two copies of your LA notification as requested by Admissions. 8 Pre-Course Tasks Complete all pre-programme tasks (pages 21 and 22) before Monday 19th September 2016. Also ensure you have completed your specialist subject pre-course tasks in the separate subject specialist appendix.
Section One: Key Information Checklist Task Further action required Date completed 1 Read this Booklet Contact University if you have questions (contact details on page 6). 2 Ensure University have current contact details Keep Admissions Office informed of any changes. Tel 01695 650950. 3 Make a note dates Ensure that family members also know key dates 4 Inform University of Examination results Written confirmation of results sent to Admissions Office as soon as received. 5 Edge Hill University Maths, English and Science equivalency test required (for applicants not holding GCSE Maths, Science & English) Contact Tel: 01695 657148 6 Pass Professional Skills Tests in Literacy and Numeracy Please ensure you keep your Course Leader (see page 7 for Contact Details) about your progress and notify when you pass (also let them know of any failed attempts so advice and support can be offered) 7 Registration documentation
KEY STAFF CONTACT DETAILS Dr. Gordon Laing Secondary Undergraduate Programme Leader 01695 650833 laingg@edgehill.ac.uk Shirley Hindley Year 1 Leader 01695 650829 hindleys@edgehill.ac.uk David Wooff Design and Technology Course Leader 01695 657183 wooffd@edgehill.ac.uk Michaela Smith English Course Leader 01695 650921 micheala.smith@edgehill.ac.uk Ghada Naklhla Mathematics Course Leader 01695 657380 ghada.nakhla@edgehill.ac.uk Shirley Hindley MFL Course Leader 01695 650829 hindleys@edgehill.ac.uk Paul Smalley RE Course Leader 01695 584383 smalleyp@edgehill.ac.uk Judith Thomas Science Course Leader 01695 584626 thomasju@edgehill.ac.uk Dawne Bell Assistant Head of Secondary Education (Teaching Learning Assessment and Student Experience) 01695 584555 belld@edgehill.ac.uk Karen McCormack Assistant Head of Secondary Education (Partnership and School Improvement) 01695 650994 karen.mccormack@edgehill.ac.uk Dr Phil Rigby Head of Secondary 01695 584824 rigby@edgehill.ac.uk
Sussex Wildlife Trust Risk Assessment Form – Sites Site Assessed: Coastal Assessed by: Nikki Hills Date:- Jan 2017 Next assessment due Jan 2018 Type of Hazard Likelihood of occurrence Hazard Severity Risk Factor Action to be taken to reduce risk New likelihood of occurrence New hazard severity New risk factor Injury by thrown stones 4 4 16 Strict no stone throwing policy unless as organised activity with children suitable spaced. Warning of dangers 1 4 4 Slipping on shingle 2 2 4 Warning about shelving of beach 1 2 2 Falling into sea 2 5 10 Verbal warnings about dangers of getting too close to the sea. Set distance of 2 metres between children and sea unless otherwise stated for supervised activities. Set perimeters for movement along beach 1 5 5 Cliffs – falling rock 3 5 15 Keep children away from base of cliffs. Warning 1 5 5 Injury by sharp or contaminated flotsam 3 5 15 No picking up policy unless gloves available 1 5 5 Danger of Freak Waves in Heavy Weather 1 5 5 Access to beach denied or restricted to safe area on higher ground. Throw line carried. 1 4 4
Add other suppliers as necessary. Appendix 6 Index to Vendor Services This information is part of the State Archives Disaster Response and Recovery Plan but does not in any way constitute an endorsement of any of the businesses listed in this Appendix. Institutions should contact vendors to confirm specific types of services to include in their plans. AIR DRYING OF MATERIALS Berks Fire Water Restorations, Inc. Document Reprocessors Munters Moisture Control Services BOOK CONSERVATORS William Minter Nancy Nitzberg Etherington Conservation Northeast Document Conservation Center BOXING OF MATERIALS Berks Fire Water Restorations, Inc. Blackmon-Mooring Steamatic Catastrophe, Inc. CLEANING OF INTERIORS Berks Fire Water Restorations, Inc. Disaster Recovery Services, Inc. Document Reprocessors CLEANING OF MATERIALS Berks Fire Water Restorations, Inc.
VI. RPL Eligibility Assessment General Questions You may leave these questions blank if: Unemployed – seeking full time work Unemployed – seeking part time work Not employed, not seeking work My current or most recent industry of employment is: Agriculture, Forestry and Fishing Mining Manufacturing Electricity, Gas, Water and Waste Services Construction Wholesale Trades Accommodation and Food Services Transport, Postal and Warehousing Information Media and telecommunications Financial and Insurance Services Rental, Hiring and real estate services Professional, Scientific and Technical services Administrative and Support Services Public Administration and Safety Education and Training Healthcare and social assistance Arts and recreation services Other: Click here to enter text. My current or most recent occupation is: Manager Professional Technician or Trade Worker Community or personal service worker Clerical or Administrative worker Sales worker Machinery operator or Driver Labourer Other: Click here to enter text. Recognition of previous competencies Have you completed any industry related courses in the past? ☐ YES ☐ NO If yes, please explain what the course involved. You may be eligible for a credit transfer if you have completed any courses with the same units you are enrolling into. You will be required to supply the original or certified copies of your statement of attainment before a Credit Transfer will be granted. Click here to enter text.
End of semester checks Date / / / / Follow-up actions Signature Tick or comment Tick or comment E.g. blade and pulley alignment adjusted 02/18 John Smith Sem 1 Sem 2 Check availability of spare parts to ensure spare chuck keys (if used), drills, cutters, belts etc are available Lubricate all points in accordance with the manufacturer's specification Protect all bare metal surfaces before Term Shutdown (CRC, WD40, RP7 of similar) Clear away all dust, swarf and waste from inside and around housings, cabinets etc Examine ………………………………- Adjust if necessary Check …………………………………..- Adjust if necessary Examine bolts used for……………….. Re-tighten if necessary Check the security of Machine Mountings to the floor or base block Inspect………………………. Remove any ……………………….. Other: Other: Other: Other: Annual check Date Signature / / Tick or comment Review safety operating procedure and update if necessary. Ensure that you have the electric blower RCD tagged and tested. Other: Other: Other: Other: Other: Follow-up actions e.g. Yellow line for operator zone repainted 14/12 John Smith
ENGLISH LANGUAGE VERSION CONTROLS The English language version of this MOU and related Activity Agreements shall be the authoritative version of such documents. In the event of a conflict between the English version of such documents and any translation, the English language version shall control. SIGNATURES Signed on behalf of Ohio University Signed on behalf of (Full Name of Institution) Dr. M. Duane Nellis (Insert Name) Signature: ___________________________ Signature: _________________________ President (Title) ___________________________ Date (Month/Day/Year) _________________________ Date (Month/Day/Year) ……………………………………………………… ………………………………………………….
“Look at me and look at the earth. It was our father’s and should be our children’s after us.... If the white men take my country, where can I go? I have nowhere to go. I cannot spare it, and I love it very much. Let us alone.” —Sitting Bull, Lakota Sioux chief, 1877 Source A “I am inclined to think that the occupation of this region of the country is not necessary to the happiness and prosperity of the Indians, and as it is supposed to be rich in minerals and lumber it is deemed important to have it freed as early as possible from Indian occupancy.” —Columbus Delano, secretary of the interior, 1872 Source B
processes Number of misplaced prescriptions Reported within one working day’ persistent loss of prescriptions/dispensing errors will trigger the breach action Incident review Frequency and impact Remedial Action Plan to be agreed with the Trust authorised person and to include a review of relevant processes As required Number of dispensing errors Reported within one working day’ Incident review Frequency and impact Remedial Action Plan to be agreed with the Trust authorised person and to include a review of relevant processes As required SDC3. PHARMOUTCOMES SDC3.1. The Provider will be required to input all contacts with Service Users on Pharmoutcomes at the point of contact (or as soon as reasonable possible afterwards). SDC3.2. The Provider will ensure that, as far as is reasonable; all fields in Pharmoutcomes are completed with accurate information. SDC3.3. The Trust will be able to monitor activity and information in relation to this Service through Pharmoutcomes, the Provider will work with the Trust to ensure they are able to access all information reasonably required in relation to Service Users, should there be any problems in getting information from Pharmoutcomes. Appendix A Definitions and Interpretation AA1. The headings in this Contract shall not affect its interpretation. AA2. References to statute or statutory provision include reference to that statute or statutory provision as from time to time amended, extended or re-enacted. AA3. References to statutory provision shall include any subordinate legislation made from time to time under that provision. AA4. References to sections, clauses and Appendices are the sections, clauses or appendices of this Contract, unless expressly stated otherwise. AA5. References to any body, organisation or office shall include reference to its applicable successor from time to time. AA6. Any references to this Contract or any other documents includes reference to this Contract or other such documents as varied, amended, supplemented, extended, restated and/or replace time to time. AA7. Use of singular includes the plural and vice versa AA8. The following terms shall have the following meanings:
THE ROYAL CRESCENT AND PRESTON ROAD PRACTICE JOB TITLE: Practice Nurse MAIN PURPOSE OF POST: The post holder is responsible for the delivery of practice nursing services to the practice population. Supported by senior nurses within the practice, working collaboratively they will deliver care within the boundaries of their role, focusing upon supporting patients to be healthy, monitoring of long-term conditions, health prevention and screening activities. QUALIFICATIONS Registered (first level) Nurse RESPONSIBLE TO: Practice Nurse Team Manager PROFESSIONAL RESPONSIBILITIES OF THE POST In accordance with the NMC code of conduct the post holder will assess, plan, develop, implement and evaluate nursing care to promote health and wellbeing, and prevent adverse effects. The post holder will be deemed competent in tasks undertaken following suitable induction, training, assessment and confirmation of competence where appropriate. The post holder is responsible for ensuring that competence is achieved prior to practice. The practice is responsible for providing the support and resources to achieve competence. MAIN DUTIES OF THE POST Long Term Conditions Carry out basic annual reviews on patients with known long-term conditions based on the quality outcome framework (QOF). This may include diabetes, COPD and asthma, hypertension, cardio vascular disease, cancer, chronic kidney disease, epilepsy, Osteoporosis, rheumatoid arthritis, thyroid disease and chronic heart disease. The aim is to evaluate individual treatment plans and assess for any health care needs which need to be addressed by the patients GP and be referred on as appropriate in person or via the task system. Support patients to adopt health promotion strategies that encourage patients to live healthily, and apply principles of self-care. In addition to carrying out basic reviews, the Practice may also manage long term conditions at the following levels of competency: Competent nurse Experienced or proficient nurse Senior practitioner or expert nurse Quality Outcomes Framework Support the practice to achieve the General Medical Services contract by ensuring that Quality Outcome Framework (QOF) prompts are addressed and documentation incudes appropriate Read Codes. Integrated MDT working In order to reduce fragmentation of care for patients, the post holder is expected to promote and participate in integrated multi-disciplinary team working whereby colleagues from health and social care communicate and work in collaboration. The post holder is expected to liaise and make appropriate referrals to the wider MDT and
7 Hazards of the country e.g. health risks (prevalence of disease, foodborne illness, distance from Medical Facilities), personal security (e.g. terrorism, crime, or aggression from members of the public), political stability, religious or cultural sensibilities Consult FCO and other sources of information Inoculations / prophylaxis Means of communication Means of evacuation Provide orientation sessions for all participants 8 Hazards of the location e.g. ground conditions, rock falls, rivers, tides Footwear Specific safety equipment Awareness training / provision of information 9 Hazards of the activity e.g. use of equipment (including manual handling, defects, failures), trenching, diving, caving, climbing. Competence Training Supervision 10 Pre-existing health conditions Medication Fitness for the nature of the location and type of work / visit 11 Disabilities Consider what reasonable adjustments can be made. A person with disabilities should be no more at risk than a person without disabilities. 12 Lone working Consider whether a lone worker would be more at risk than if they were not alone. Additional control measures should reduce the residual risk to no higher than for non-line workers. 13 Remoteness / Locations with low infrastructure and support Communication in emergency Emergency help / evacuation Emergency food / water supplies
Assessor’s / Facilitator declaration: I hereby declare that I have assessed the learner’s formative assessment and find the learner ready / not yet ready for the summative assessment Assessor / Facilitator Name Signature Agreed Assessment Plan Candidate's Name: Assessor's Name: Unit Standard Title: Special Assessment Requirements Event Date, time and location Resources required Evidence to be generated Attend Training Training material, Facilitator Attendance Register Complete assessments. Assessments Completed Assessments Complete Portfolio of Evidence Portfolio of Evidence guide Completed Portfolio of Evidence Submit Portfolio of Evidence to training provider Acknowledgement of receipt from training provider Assessor roles and responsibility Roles Assessor Guide Feedback Agent Reviewer Responsibilities Consult candidate re assessment, assessment process and plan Agree assessment process and plan with candidate Forward documentation to candidate: plan, guide and assessment instruments Assess candidate with the use of different instruments Provide feedback on assessment findings Support candidate through assessment process
DOCUMENTS AND PROCEDURES REASSESSMENT 2 Assessor and Moderator Details Assessor Details Name Branch Registration No: Contact Details email: Phone: Fax: Moderator Details Name Branch Contact Details email: Registration No: Phone: Fax: Assessment Preparation Preparing The Candidate Name of Candidate Date Time Name of Assessor Venue How to prepare the candidate Document Requirements Agree (tick) Action Required Explain to the candidate why your are meeting and the purpose of the assessment NQF Framework Assessment process Discuss the assessment plan in detail Assessment strategy Explain assessment process, show assessment instruments to candidate and describe assessment conditions Assessment instruments Identify the role-players during assessment Assessors
Evidence required (Evidence required to support the practical components of the specific outcomes & assessment criteria, expressed in the context of the assessment) Sources of evidence (where/how the assessor can find the evidence) Assessor’s comments in support of judgement (where required) X SO1 AC1 SO1 AC2 SO1 AC3 SO1 AC4 SO2 AC1 SO2 AC2 SO2 AC3 SO2 AC4 SO2 AC5
Overall Assessment Decision Comments Date Signature of Assessor Signature of Candidate Moderator’s Report Moderator's Name Reg. No. Assessor's Name Reg. No. Candidate's Name ID No. Unit Standard Title MODERATION DECISION Specific Outcome C NYC Comments