zilongwang/ReadingBank huggingface dataset:
Aucoin, Peters (2006) “Accountability and Coordination with Independent Foundations. A Canadian Case of Autonomization”, in Christensen and Laegreid (eds) Autonomy and Regulation. Coping with agencies in the Modern State. Cheltenham, UK: Edwar Elgar Publishers. Pp. 110-126. Ayala Espino, José (1998) Instituciones y economía: Una introducción al neoinstitucionalismo económico. FCE. UNAM: México. Baldwin, Robert (2005) “Regulatory Legitimacy in the European Context: The British Health and Safety Executive” in Majone Giandomenico. Regulating Europe. Routledge: Canada. Bouckaert, Geert, Guy Peters and Koen Verhoest (2006) “ Janus faced re-organisation: Specialisation and Coordination in four countries in the period 1985-2005”, paper prepared for the EGPA permanent study group on Governance on Public Sector Organisations. Milan, 6-8 September. Bull, B (2007), liberalization and the spread of regulatory institutions: the case of Chile”. In Regulation & Governance, Vol. 1, No. 4, pp. 372-82 Checkel, Jeffrey (1999) “International Institutions and Socialization”, ARENA, Working Paper, 99-5: Oslo. Christensen Tom and Per Laegreid (2006) (eds) Autonomy and Regulation. Coping with Agencies in the Modern State. Edward Elgar Publishing: Cheltenham, UK. Christensen, Tom and Per Lægreid (1999) “New Public Management – Design, Resistance or Transformation?”. In Public Productivity and Management Review. Vol. 23. Nr.2. December. (169-193). Christensen, Tom and Per Laegreid (2004) “The Fragmented State – the Challenges of Combining Eficiency, Institutional Norms and Democracy”, Paper presented at an International seminar at the Division of Public Administration of CIDE, México City, January 15-16. Christensen, Tom and Per Lægreid (eds) (2001) New Public Management. The transformation of ideas and practice. Aldershot: Ashgate. Christensen, Tom and Per Laegreid (eds) (2007). Transcending New Public Management. The Transformation of Public Sector Reforms. Aldershot: Ashgate
Rivera Urrutia, Eugenio (2003) Teorías de la Regulación: Un Análisis desde la perspectiva de las políticas Públicas. Documento de Trabajo. DAP. CIDE: México. Scott, W.R. (1995) Institutions and Organizations. Thousand Oaks: Sage Publications. Vibert, (2007) The rise of the unelected: Democracy and the new separation of powers. Cambridge University Press: Cambridge, N.Y.
In section 3.5 Training and development: Training and development topics Training and development may cover CDEM PIM in general, or cover specific topics such as: using Plain English (see Glossary of key terms … …writing for translation into other languages preparing messages for users of other languages using interpreters and translation services effectively… …improving cultural competency… In Appendix I Information accessibility, under How to make information accessible: Cultural considerations Additional considerations to ensure information is accessible by CALD communities include: understanding the importance of initiating engagement and maintaining it during readiness providing information in hard copy being aware that some CALD communities will have limited or no internet access providing information in English alongside translated information distributing information through existing CALD community networks and hubs, and making use of existing specialist media such as CALD communities’ publications and student and community radio.
The following summarises the different impact assessments that are carried out by different agencies/personnel (including CDEM) during response and recovery. Name of assessment Carried out by Description of assessment When conducted Civil Defence Emergency Management (CDEM) Rapid impact assessments Local authority personnel (may include suitably trained volunteers), in conjunction with emergency services and other response organisations and agencies. Information about initial impact of emergency, gathered rapidly from ground, air, or water. Analysis is carried out at the respective EOC or ECC. Response (early and ongoing stages) Recovery (early stages) Detailed needs assessments Local authority personnel and trained volunteers, in conjunction with other agencies and organisations involved in response and recovery, particularly welfare agencies. Detailed needs assessment of social, economic, built, and natural environments to determine response/recovery needs/activities. Used for community-wide assessment and, where necessary, direction of services to specific cases. Response (later stages) Recovery Building assessments (on behalf of the Controller) Rapid building assessments Personnel trained according to Ministry of Business, Innovation, and Employment (MBIE) models/guidance. May include: local authority staff contractors trained volunteers MBIE staff 1: Building Usability Triage – assessment from the exterior only all buildings (street by street). This level of assessment distinguishes between ‘entry prohibited’ and ‘usable’ for complex buildings. Level 2: Building Usability Triage – more detailed evaluation from exterior and interior of buildings identified as priorities, then other buildings street by street. Response Residential assessments Personnel trained according to MBIE models/guidance. May include: local authority staff contractors trained volunteers MBIE staff Level 1: Building usability assessment from the exterior only, unless can see inside with little additional risk. Response New Zealand Fire Service/Urban Search And Rescue International Search and Rescue Advisory (INSARAG) assessments Trained USAR personnel, assisted by NZ Response and other response agencies. Under control of Local EOC or Group ECC. 1: Wide area assessment. Level 2: Sector assessment and triage. Level 3: Primary search and rescue; victim extraction. Level 4: Secondary search and rescue. 5: International deployment - full coverage search and rescue. Response MBIE also provides guidance to building owners on conducting Detailed Damage Evaluations for their properties. These evaluations take place in recovery, and are the responsibility of the building owner.
(56) here Aa, Ac and m are material parameters, a0 and c0 describe the crack depth a and crack length c, respectively, after N1 cycles and where the stress intensity ranges are ΔKa(Δσ) and ΔKa(Δσ). Failure is considered when a crack grows through the thickness of the monopile/transition piece steel and can be summarized in the following limit state function: (57) Figure68: Weld geometry parameters for crack growth model, [64]. Where t is time in the interval between 0 and service life TL. Crack dimensions at any given time within turbines service life can be calculated using following equations: (58) (59) (60) (61) (62) (63) (64) Here Ni is number of stress ranges Δσi within considered lifetime window; A1, A2 m1 and m2 are material parameters based on crack growth environment for bi-linear crack growth curves; CSIF is model uncertainty related to stress intensity magnification factors (Mkma(c) and Mma(c)); CLOAD models uncertainty related to load (stress) modelling and CSCF models uncertainty related to stress concentration factor calculation. Stress intensity magnification factors based on weld and crack geometry (see Figure 68) are calculated based on [61], [62] and [63] using f1, f2, f3, M1, M2, g, fΘ geometrical coefficients. θ is weld angle in Figure 70 on the left and Θ is the crack growth direction angle in Figure 68 on the right (90 for growth in depth direction “a” and 0 for growth in width direction “c”). It should be noted here that only “membrane loading” was considered, and thus only M(k)ma(c) stress magnification factors are used (M(k)ba(c) magnification factors are considered for “bending” loading and most applicable for tubular members in jacket structures).
Project Management Process Groups Project management process groups progress from initiation activities to planning activities, executing activities, controlling activities, and closing activities. These are process groups and not the project life cycle phases. Figure 2-5 to show how the process groups relate to each other and the level of activity over time. Mostly time should be spent on executing processes followed by planning processes.
CHAPTER 5 Project Time Management Hand Out # 5 Learning Objectives reading this chapter you should be able to: Understand the importance of good project time management Explain the basic process for developing project schedules Describe how various tools and techniques help project managers perform activity definition, activity sequencing, activity duration estimating, schedule development, and schedule control Use a Gantt chart for schedule planning and tracking schedule information Construct a project network diagram and understand its importance for determining overall project completion dates Understand and use critical path analysis Describe several techniques for shortening project schedules Explain the basic concepts behind critical chain scheduling Discuss reality checks and people issues involved in project schedule management and control Describe how software can assist in project time management Chapter Outline Importance of Project Schedules Where Do Schedules Come From? Defining Activities Activity Sequencing Project Network Diagrams Activity Duration Estimating Schedule Development Gantt Charts Critical Path Method Using Critical Path Analysis to Make Schedule Trade-Offs Techniques for Shortening a Project Schedule Importance of Updating Critical Path Data Critical Chain Scheduling Program Evaluation and Review Technique (PERT) Controlling Changes to the Project Schedule Reality Checks on Scheduling Working with People Issues Using Software to Assist in Time Management Words of Caution On Using Project Management Software
Information Sharing Agreement Signatures (add other signatory sections as appropriate dependant on the number of organisations signing the Agreement – two tables for organisation are included in this template but a separate page for each one is not necessary – they can be listed together) Signed for and on behalf of: NB. specify service/area and include the address Name: Position: DPA Registration No. Date of expiry/re-registration: Signature: Date: Information Sharing Agreement Signatures Signed for and on behalf of: NB. specify service/area and include the address Name:
Henkel, M. (1997) ‘Academic values and the university as corporate enterprise’, Higher Education Quarterly, 51(2), pp.134–143. Hughes, T., N. & Wornham, D. (2008) ‘The credibility issue: closing the academic/practitioner gap’ Strategic Change, 17(7-8), pp.215–233. Independent Review of Higher Education Pay and Conditions: Report of a Committee. Stationery Office, 1999. Jackson, M.P. (1999) ‘The role of the head of department in managing performance in UK universities’, International Journal of Educational Management, 13(3), pp.142–155. Jackson, M.P. (2001) ‘Personnel management in UK universities’, Personnel Review, 30(4), pp.404–420. Jarratt Report (1985) Report of the Steering Committee for Efficiency Studies in Universities, CVCP. Kitson, A., Harvey, G. & McCormack, B. (1998) ‘Enabling the implementation of evidence based practice: a conceptual framework’ Quality in Health Care, 7(3), Lawler, E.E. (2007) ‘Why HR practices are not evidence-based’ Academy of Management Journal, 50(5), pp.1033–1036. Marshall, S (2010) 'Change, technology and higher education: are universities capable of organisational change?', Research in Learning Technology, 18 (3), pp.179-192 McRoy, I. and Gibbs, P. (2009) ‘Leading Change in Higher Education’, Educational Management Administration & Leadership, 37(5), pp.687–704. Middlehurst, R. (1991) The Changing Roles of University Leaders and Managers: Implications for Preparation and Development, Final report to the DES. London: DES. Middlehurst, R. (2004) ‘Changing internal governance: A discussion of leadership and management structures in UK universities’, Higher Education Quarterly, 58(4), pp.258–279. Ogbonna, E. and Harris, LC. (2004) ‘Work intensification and emotional labour UK university lecturers: An exploratory study’, Organization Studies, 25(7), p.1185.
This versatile 1 second to 64 minute ISARMv3 now has a new mode 7 in addition to the previous version’s 6. Timing period potentiometer is replaced by a DIL switch enabling quicker and more accurate time settings. Time range is extended to 64 minutes. Individual +ve & -ve terminals for trigger and reset eliminate the need for jumper links to select polarity of both. Auto voltage selection – just connect either 12 or 24volts DC to the power terminals and the ISARMv3 will do the rest. Operating Modes: Mode 1 Relay latches on after a trigger – requires a reset Mode 2 Relay on for the timed period after a momentary trigger Mode 3 Relay on whilst trigger is present, stays on for timed period after trigger removed, timer resets if trigger re-applied during time period, – thus extending the time period Mode 4 Relay on after trigger present for more than timed period, off when trigger removed Mode 5 Relay on whilst trigger is applied for a maximum of the timed period Mode 6 Timed period starts after trigger is removed, relay on if trigger not before time out Mode 7 Momentary trigger, relay on for set time period, off at end of time period. Or if trigger is still present after time period relay on until trigger removed Operating Voltage 10 - 24 Volts DC Quiescent Current 15mA at 12 V 17mA at 24 V Relay Active 39mA at 12 V 41mA at 24 V Operating Conditions -10°C to +60°C Trigger and Reset High: >5 V DC Low: <0.8 V DC
Interschool Athletics Carnival List of Competitors 2018 Wednesday 12th September START 9:15am-2:45pm West Leederville Wembley Downs Kapinara Churchlands City Beach Woodlands 1 Yr 3 Div A Long Jump Boys (1) 2 Yr 3 Div B Long Jump Boys (1) 3 Yr 3 Div A Long Jump Girls (1) 4 Yr 3 Div B Long Jump Girls (1) 5 Yr 4 Div A Long Jump Boys (1) 6 Yr 4 Div B Long Jump Boys (1) 7 Yr 4 Div A Long Jump Girls (1) 8 Yr 4 Div B Long Jump Girls (1) 9 Yr 5 Div A Long Jump Boys (1) 10 Yr 5 Div B Long Jump Boys (1) 11 Yr 5 Div A Long Jump Girls (1) 12 Yr 5 Div B Long Jump Girls (1) 13 Yr 6 Div A Long Jump Boys (1) 14 Yr 6 Div B Long Jump Boys (1) 15 Yr 6 Div A Long Jump (1) 16 Yr 6 Div B Long Jump Girls (1) 17 Yr 4 Div A Triple Jump Boys (1) 18 Yr 4 Div B Triple Jump Boys (1) 19 Yr 4 Div A Triple Jump Girls (1) 20 Yr 4 Div B Triple Jump (1)
Page ___ of ___ Operator Name Address Details of Finding Auditor’s Name Signature Date Operator Remedial Action Plan (including estimated date of completion) Manager of the Operation Signature Date Remedial Action Plan Acceptable Not Acceptable Auditor’s Name Signature Date Auditor Validation and Comments: Follow-up Review Acceptable Not Acceptable Auditor’s Name Signature Date
Release of rainfall data recording user interface (UI). Beginning Reads rainfall data (with assistance) for a local area from the BOM website Can read a rainfall map of Australia (with assistance) and make a statement showing some understanding. Can (with assistance) pick out some important points from the BOM datasets. Saves some data from the BOM website for a data visualisation, e.g. chart or graph (with assistance). Collects data from a dataset and enters it (with assistance) into a spreadsheet. Looks at BOM data and (with assistance) makes a statement about meaning. Records (with assistance) data from the rain gauge. Makes a statement (with assistance) about rainfall data. Designs (with assistance) a rainfall data recording User Interface (UI) using non-digital technologies. Makes a model (with assistance) of the rainfall data recording User Interface (UI) using digital or non-digital technologies. Tests (with assistance) the UI with a sample of users. Notes user feedback. Makes changes (with assistance) to the UI, if necessary. Releases (with assistance) the rainfall data recording user interface (UI). Emerging Understands (with guidance) some BOM website rainfall data for a local area. Can understand a rainfall map of Australia (with guidance) and make some Collects and enters (with guidance) data from a dataset and enters it into a spreadsheet. Looks at BOM data and (with guidance) Designs (with guidance) a rainfall data recording User Interface (UI) using digital or non-digital technologies.
Produces visualisation (chart, infographic, etc) of major findings. website and locally sourced dataset. Modifies the UI in the light of this feedback. Releases the rainfall data recording user interface (UI). Proficient Searches/filters rainfall data for a local area from the BOM website. Can search and filter rainfall data from the BOM website to understand historical differences. Interprets data from the BOM website (text/graphs/maps). Selects, labels, stores (and can retrieve) important data from the BOM website. Produces oral and written reports that include a visualisation (chart, infographic, etc) of major findings. Collects and enters data from both dataset sources into a spreadsheet. This data needs to show evidence of sorting, and having a function applied (eg Sum, Average) and made into a chart/graph. Analyses data from both datasets and makes some statements about meaning. Identifies and discusses key data from the BOM website and locally sourced dataset. Designs a rainfall data recording User Interface (UI). Plans production process using digital technologies, and project manages the construction of the UI. Tests the UI with a sample of users. Modifies the UI. Releases the rainfall data recording user interface (UI).
April 12: Syria Frederic Hof, “Protecting Civilians in Syria: The Road Not Taken,” December 2017, Commentary available Mona Yacoubian, “Critical Junctures in United States Policy toward Syria: An Assessment of Counterfactuals,” United States Holocaust Memorial Museum, December 2017, also available IX. Transitional Justice and Criminal Accountability Atrocity 17: Overview: Key Debates and Approaches Scott Straus, Fundamentals of Genocide and Mass Atrocity Prevention (Washington, DC: United States Holocaust Memorial Museum, 2015), Chapters 10. Stephen Hopgood, The Endtimes of Human Rights (Ithaca: Cornell University Press, 2013), Chapter Six. Ruti Teitel, Humanity’s Law (New York: Oxford University Press, 2011), pp. 3-14. April 19: The International Military Tribunal (Nuremberg) Zachary Kaufman, United States Law and Policy on Transitional Justice: Principles, Politics, and Pragmatics (New York: Oxford University Press, 2016), 66-91. April 24: Ad Hoc International Criminal Tribunals (guest lecture by Rachel Jacobs) Janine Natalya Clark, “The Limits of Retributive Justice: Findings of an Empirical Study in Bosnia and Herzegovina,” Journal of International Criminal Justice 7 (2009), 463-487. Thierry Cruvellier, The Master of Confessions: The Making of a Rouge Torturer (New York: Ecco, 2014), pp. 261-291. April 26: The International Criminal Court Bosco, Rough Justice: The International Criminal Court in a World of Power Politics (New York: Oxford University Press, 2014), pp. 1-51. Courtney Hillebrecht and Straus, “Who Pursues the Perpetrators? State Cooperation with the ICC,” Human Rights Quarterly 39:1 (2017), pp. 162-188. Explore the ICC website:
Total Confirmed 1,262,170 466,826 581,705 638,566 277,370 12,006 41,006 1,385,158 30,289 1,201,316 320,125 249,223 446,417 707,788 678,054 655,398 99,195 10,746 94,969 45,000 16,250 827,750 474,037 1,747,350 12,268,714 GAC Global Affairs Canada GAC Global Affairs Canada ECHO WASH Kirkuk Cordaid Netherlands ECHO Education UNICEF UNICEF RRM MFA Norway IRQ SEF 2015 Match to SDC and SCCH CP and Education for IDPs SDC Match 2 SDC Match Integrated CP, Edu and WASH OCHA Child Protection OCHA Education OCHA WASH OFDA Dohuk OFDA Kirkuk SIDA WFP RRM WFP Food Vouchers SCI Pooled Funds Member Pooled SIDA MFA Finland MFA Norway
Example #4 In 1922 Benito Mussolini became Minister of Italy. Within several years Mussolini eliminated all conventional and constitutional restraints on his power. In 1928 he outlawed political parties and abolished parliamentary elections. Through his complete control of the military and a massive campaign of propaganda, Mussolini was able to subjugate the minds of the Italian people and create a fascist state. He eventually became dictator of Italy and gained complete control of the Italian government. Absolutism? YES NO If yes, what critical attributes does this example have?
Is this a rubber? Yes, it is. No, it isn’t Is this a ruler? Yes, it is. No, it isn’t Is this a crayon? Yes, it is. No, it isn’t Is this a school bag? Yes, it is. No, it isn’t Is this a pencil case? Yes, it is. No, it isn’t Is this a pen? Yes, it is. No, it isn’t Is this a glue stick? Yes, it is. No, it isn’t Tick the correct answer
Is this a table? Yes, it is. No, it isn’t Is this a chair? Yes, it is. No, it isn’t Is this a book? Yes, it is. No, it isn’t Is this a notebook? Yes, it is. No, it isn’t Is this a folder? Yes, it is. No, it isn’t Is this a pencil? Yes, it is. No, it isn’t
Any vegetable or 100% vegetable is part of this group. Vegetables are sorted into five subgroups including: Dark green vegetables Orange vegetables Dry beans and peas Starchy vegetables And other vegetables Examples of vegetables in each subgroup Dark green vegetables Bok choy Broccoli Collard greens Dark green leafy lettuce Kale Mesclun Mustard greens Romaine lettuce Spinach Turnip greens Watercress Orange vegetables squash Butternut squash Carrots Hubbard squash Pumpkin Sweet potato Dry beans and peas Black beans Black-eyed peas Garbanzo beans (chickpeas) Kidney beans Lentils Lima beans (mature) Navy beans Pinto beans Soy beans Split peas Tofu (bean curd made from soybeans) White beans Starchy vegetables Corn peas Lima beans (green) Potatoes Other vegetables Artichokes Asparagus Bean sprouts Beets Brussels sprouts Cabbage Cauliflower Celery Cucumbers Eggplant Green beans Green or red peppers Iceberg (head) lettuce Mushrooms Okra Onions Parsnips Tomatoes Tomato juice Vegetable juice Turnips Wax beans Zucchini Over a week’s time eat vegetables from as many of the five subgroups as you can.
Play or use interactive games and toys with your dog: There are numerous interactive games and toys sold to keep your dogs mind active. Using one of these or even paying a game of simple doggy memory, using some plastic cups and some dog treats. Hide a treat under a cup and move them around and see if your dog can find the treat (like the old magician trick of find the ball). Obviously you don't want the dog to be spending numerous minutes sitting there looking at you as if to say "Huh, what do you want me to do?" You may have to teach your dog the rules to begin with, but this in itself is still creating stimulation for your dog. Even just a simple game of fetch with a new toy is another game or activity that will increase mental and physical stimulation. Running errands with your dog: The simple act of going down to the local post office or post box to post a letter. Or popping up to your local coffee shop for a coffee and sitting outside and enjoying it with your dog, allowing your dog to see the comings and goings. Or simply going for a drive in the car to the local carwash. Introducing new toys / rotating old ones: You wouldn't want to play with the same toy day in and day out, neither do your dogs. So providing a new toy (not necessarily a brand new one) every couple of days will keep your dog interested. Rotating toys is a great way to get renewed interest in their toys and keeping them mentally stimulated. Introducing new places and faces: Sometimes just taking your dog for a walk to somewhere different: such as a new dog park, the beach (dog friendly of course) or even as mentioned before, going to your local coffee shop and having a coffee outside so that your dog may see the comings and goings of what is happening around him. These simple acts break up the boredom of staring at the same four walls or fences that they see each and every day, increasing their mental stimulation. Providing areas of stimulation for your dogs within your backyard as well:
wage and hour claims under the FLSA. Many of these endorsements do not provide indemnification and only provide coverage for defense costs, which can easily escalate and total in the millions of dollars. Although coverage of defense costs is of great benefit, policyholders must appreciate and understand the scope of exactly what type of coverage they are purchasing for FLSA claims and wage and hour lawsuits. As emerging technologies introduce new risks, and as wage and hour class actions proliferate, the hospitality industry finds itself with an ever-expanding target on its back. Consequently, hospitality businesses have an increasing need to look to EPLI coverage for these growing potential liabilities. Although many aspects of EPLI policies are suited to meet the emerging trends and claims in employment litigation, policyholders can only maximize their EPLI coverage through a full analysis of available policies and understanding of the terms of their current coverage. Darin J. McMullen is a shareholder in the Philadelphia office of Anderson Kill. Mr. McMullen’s practice is concentrated in representing corporate policyholders in obtaining insurance recovery in complex coverage claims. He is also a member of Anderson Kill's Financial Services Industry group, Hospitality Industry Practice group, as well as the firm's Cyber Insurance Recovery group.Mr. McMullen represents policyholders in a wide variety of first and third-party coverage matters including property loss, business interruption claims, bad faith claims, EPLI insurance coverage, D&O and E&O claims, as well as construction-related coverage disputes. For more information, analyses, and solutions, and our blog.
Department of Children and Families”. If the sponsorship reference is in written material, the words “State of Florida, Department of Children and Families” shall appear in at least the same size letters or type as the name of the organization. 17. Employee Gifts. The Provider agrees that it will not offer to give or give any gift to any Department employee. As part of the consideration for this contract, the parties intend that this provision will survive the contract for a period of two years. In addition to any other remedies available to the Department, any violation of this provision will result in referral of the Provider's name and description of the violation of this term to the Department of Management Services for the potential inclusion of the Provider's name on the suspended vendors list for an appropriate period. The Provider will ensure that its subcontractors, if any, comply with provisions. 18. Official Payee and Party Representatives a. The Provider name, as shown on page 1 of this contract, and mailing address of the official payee to whom the c. The name, address, telephone number and e-mail address of the contract manager for the Department for this contract is: Name: Address: City: State: Zip Code: Phone: ext: email: Name: Address: City: State: Zip Code: Phone: ext: e-mail: b. The name of the contact person and address, telephone, and e-mail address where financial and administrative records are maintained is: Name: Address: City: State: Zip Code: Phone: ext: Email: d. The name, address, telephone number and e-mail of the representative of the Provider responsible for administration of the program under this contract is: Name: Address: City: State: Zip Code: Phone: ext: e-mail:
As mentioned previously, it is important that departments maintain up to date records of employee training which can be used as evidence during any investigations of unauthorised use. Training records, at a minimum, should capture information such as: training topic name of the instructor the date length of the training course trainee’s name. Departments should consider the use of training sign-in sheets, which can be used as evidence in the event of a dispute. Training quizzes can also be an effective mechanism to support that an employee not only attended, but understood the content. Departments should also consider keeping a register of other employee communications such as email notifications, alerts and newsletters etc. It is also important that all training records are kept up to date and revised following each training session. Employee acknowledgement To ensure employees have an understanding of, and acknowledge their obligations and responsibilities when using ICT services, facilities and devices, departments may wish to consider the implementation of formal employee acknowledgement/agreements through written agreements. To highlight the department’s policy on the use of ICT services, facilities and devices departments should consider inclusion of what resources (i.e. mobile laptop computers etc.) can be used for private purposes and the limitations on the use of these devices in other departmental policies and documentation such as terms of employment and/or information and systems access forms. Issues to consider when defining policy and practices for this include: How will employees acknowledge they have read and understood the policy and Cabinet Statement on the use of internet and email? An example ‘Employee agreement on use of internet and email’ template is located at appendix E. How will employees acknowledge what is authorised and unauthorised use? How will the department ensure that employees know that when receiving unsolicited or inappropriate material from the internet or through an email, they delete such material from departmental systems immediately? (Action to delete this material would not constitute unauthorised use.) How will employees acknowledge their ethical and code of conduct obligation to report any improper conduct or practices of which they become aware? Relevant departments should also be aware of requirements under the , issued by the Public Service Commission, to have procedures in place when an employee separates from employment in the Queensland public service. Departments should also ensure that these procedures are communicated to employees. Other relevant information In addition to specific departmental policies and procedures on the use of ICT services, facilities and devices, departments should also ensure that they inform employees where they can freely access all other relevant information including:
Excellent Mastery (5) Good Mastery (4) Some Mastery (3) Minimal Mastery (2) No Mastery (1) International Competency Thoroughly describes historical and cultural complexities related to research questions Clearly describes the international complexities of research questions Generally describes the international complexities of research questions Limited description of international complexities, unclear research questions Research questions not related to international issues Scope and Complexity of Topic Thoroughly frames complex topic and maintains appropriate focus Clearly frames complex topic and maintains focus Generally frames topic and maintains some focus Over-simplifies topic and maintains no focus Topic is not identifiable. Use of Literature and Theory Thoroughly situates work within existing theoretical and/or comparative literature and makes contribution Clearly situates work within existing theoretical and/or comparative literature Generally uses theoretical and/or comparative literature Inconsistent use of theoretical and/or literature, may over-rely on too few sources No use of theory and/or literature Argument Thoroughly develops defensible argument Clearly describes argument Generally describes argument Limited description of argument No argument Approach and Methodology Thoroughly uses appropriate methods Clearly uses methods related to research Generally uses methods related to research Inconsistent use of methods related to research Unclear or inappropriate methods Use of Data and Evidence Thoroughly uses data and evidence Clearly uses data and evidence Generally uses data and evidence Inconsistent use of data and evidence Presents no data and evidence Insight and Conclusions Thoroughly connects ideas and develops insightful conclusions Clearly connects ideas and draws conclusions Generally describes and draws some conclusions Limited description of ideas and draws simplistic conclusions No description of ideas and draws unclear conclusions
Grammar, Spelling and Usage Virtually no errors Some minor errors Frequent or serious errors Errors begin to impair readability Significantly impairs readability Organization Structure enhances the argument; Strong sections and seamless flow Structure supports the argument; Clearly ordered sections Structure has choppy transitions and/or redundancies or disconnections Structure is of inconsistent quality Needs significant reorganization Clarity and Style Mastery of the genre, including elegant style, established voice Effective style; Follows relevant scholarly conventions; Emerging voice Beginning to be comfortable with appropriate conventions Style is inconsistent or uneven Style gets in the way of reading for content COMPETENCY SCORE International Competency Scope and Complexity of Topic Use of Literature and Theory Argument Approach and Methodology Use of Data and Evidence Insight and Conclusions Grammar, Spelling and Usage Organization Clarity and Style =
Influencing, at the highest levels within the university, in to shape opinion and facilitate strategic outcomes. Represent the department by undertaking a high level of engagement with university staff and students so as to present Information Services as a trusted partner. For example by participation in committees, working groups, student union meetings, and other student or staff forums. Engagement with external partners, representative groups, suppliers, and other organisations to communicate and maintain awareness of new developments within the university, the higher education sector and IT. Undertake regular networking with peers at other organisations to share information, ideas, problems and solutions; be an active participant in relevant sector professional bodies such as UCISA and Jisc. Regularly elicit and communicate feedback from service customers in order to demonstrate service excellence as well as identifying areas for improvement. Special projects, services, or other duties as agreed with the Director of Information Services. Take responsibility for the overall delivery of specific projects agreed with the Director of Information Services ensuring that they meet planned outcomes. Any other duties commensurate with the level and grade of the post as agreed with the Director of Information Services. Selection criteria: The criteria below indicate the qualities that are needed to do the job well. Candidates for the post will be selected according to the extent to which they satisfy them. Evidence of potential will also be considered. Most of the criteria must normally be met in order to qualify for selection. Essential: with a qualification in information technology or a related subject. Extensive experience of successful management at a senior level in IT, preferably in a university environment. Professional qualifications in service and project management such as ITIL v3 and PRINCE 2. Core skills and Experience: Experience of IT leadership including substantial achievement in a management role within a relevant private or public sector organisation. Significant and successful experience in leading, managing, and developing a service function in a large
Performance Metric Measurement Period Minimum Performance to Liquidated Damages Liquidated Damage* Minimum Performance to Avoid Failure Threshold “Earn Back” for Liquidated Damages Average Response Time Monthly Less than 3.0 seconds $50,000 Less than 5.0 seconds Equal to or less than 2.0 seconds Average Resolution Time – Severity 1 Incidents Monthly 2 Hours $50,000 6 Hours to or less than 1 hour Average Resolution Time – Severity 2 Incidents Monthly 8 Hours $25,000 16 Hours N/A Average Resolution Time – Severity 3 Incidents Monthly 7 Business Days $25,000 21 Business Days N/A Defect Density for code deployed to production Monthly Less than 3 Severity 1 incidents per Release $25,000 Less than 5 Severity 1 incidents per release N/A ACCESS Florida System Reports and File Extracts Delivered Monday to Friday by 6:00 am Monthly 99% of the time $25,000 98% of the time Enhancement Deliverables Produced On-time Monthly 90% of the deliverables due this month delivered on time $50,000 80% of the deliverables delivered on time or within 3 days of scheduled date N/A Enhancement Deliverables Produced On-budget Monthly 90% of the deliverables due this month delivered on budget $50,000 80% of the deliverables delivered on budget N/A Performance Satisfaction for ACCESS Florida System customer surveys Annually 90% performance satisfaction $50,000 80% performance satisfaction N/A Year-over-Year Streamlining of Maintenance and Operations Annually 5% efficiency of routine activities $25,000 No efficiency of routine activities N/A Year-over-Year productivity improvement in enhancement work Annually 5% efficiency of enhancement work $25,000 No efficiency of enhancement work N/A Commitments and replacement of individuals for Key as listed in 2.3.1.4. Continuous Replace Key Personnel within 20 business days (see 2.3.1.4 & 2.3.1.5) $10,000 + $2,500 each additional 5 business days 2 calendar months N/A * Liquidated Damages assessed per Measurement Period. Exhibit B: Payment Terms Method of Payment The predictable work under this contract is a fixed price (unit cost) contract based on the results delivered each month. The Provider will invoice monthly, for the prior month’s services, for:
Job description Job Assistant Librarian (Bibliographic Services) Department Information Services Location Moulsecoomb Post number IS5085 Grade 5 Responsible to Acquisitions and Metadata Librarian Main areas of responsibility: 1. Share responsibility with other team members for procedures associated with the acquisition, cataloguing and classification of library materials 2. Participate in management of the operations of Library Technical Services, and deputise for the Acquisitions and Metadata Librarian in procedures associated with his/her day-to-day duties 3 Assist with the identification, planning and implementation of developments in bibliographic services operations 4 Contribute to special projects or services as agreed with Acquisitions and Metadata Librarian. Specific duties: 1. Share responsibility with other team members for procedures associated with the acquisition, cataloguing and classification of library materials. 1.1 Assist the Acquisitions and Metadata Librarian to determine appropriate local cataloguing standards and procedures, in particular the re-use of bibliographic records from the union catalogue and other sources of catalogue records, and the creation of basic records from scratch. 1.2 Create and/or import MARC catalogue records of and non-print materials for the University libraries to an agreed standard. 1.3 and amend records in the library catalogues and maintain authority files. 1.4 Order library materials requested by site libraries. 1.5 Classify new library materials in accordance with established policy and where necessary re-classify existing library materials in site libraries. 1.6 Develop expertise in acquisitions, cataloguing, and metadata creation and provide training, supervision and advice on these areas to colleagues in Information Services. 2. Participate in management of the operations of Library Technical Services, and deputise for the Acquisitions and Metadata Librarian in the procedures associated with his/her day-to-day duties. Assist the Acquisitions and Metadata Librarian with the training and supervision of Resource Assistants in the Bibliographic Services, including conducting Staff Development Reviews if required. Undertake regular reviews of procedures in the Bibliographic Services section and, where appropriate, agree, test, and implement procedural changes. Contribute to the preparation and maintenance of procedural documentation. Deputise for the Acquisitions and Metadata Librarian including liaison with vendors, and responding to enquiries from site libraries, when required. 3. Assist with the identification, planning and implementation of developments in bibliographic services operations.
Solve problems and use own initiative Commitment to continuous self-development Listens well and understands the perspectives of others, showing awareness of the need to ensure equality of opportunity. Desirable Experience of working in a further or higher education setting Practical knowledge of library services delivery A,I Any appointment is generally made at the bottom of the salary for the grade dependent upon experience and previous salary. This is a part-time post and is permanent. Annual leave entitlements are shown in the table below and increase after 5 years’ service. In addition, to the eight Bank Holidays, there are university discretionary days between Christmas and New Year. All leave, including bank holidays and discretionary days, is pro-rated for part-time employees. Grades Basic entitlement per year Grades After 5 years’ service 1-3 23 days 1-3 28 days 4-7 25 days 4-7 30 days 8-9 27 days 8-9 30 days More information about the department can be found Academic departments (schools and colleges) Read the University’s The University has an attractive range of benefits and you can find more information about them on our Date: January 2018
Test Test Deliverables 10/24/2014 3.51% $888,286 $44,414 $44,414 $799,457 Implement Implement Deliverables 11/14/2014 1.77% $447,560 $22,378 $22,378 $402,804 System Acceptance Hold Back Warranty 2/15/2015 5% $301,428 Warranty Hold Back Warranty 5/15/2015 5% $301,428 Total 23.82% $6,028,551 $301,428 $301,428 $6,028,551
Job title: Assistant Information Adviser Post No: IS5407 Reports to: Information Services Manager Department: Information Services Location: Aldrich Library, Moulsecoomb - Post holders at Brighton may be required to work in any of the university campus libraries at Brighton. Grade: 5 Purpose of the role: To assist the Information Adviser(s) and contribute to the provision of library and information services in order to deliver customer focused services to students and academic staff. Duties include evening and weekend working, taking responsibility for library, staff and services as the most senior staff member present. Line management responsibility for: Main areas of responsibility: Select, manage and advise users on materials in all formats in line with the Library Services collection development policy and within annual budget allocations; in order to provide relevant resources to sustain and support university teaching and research activity Develop and maintain an in-depth knowledge of the resources available in each subject area that is supported by the site library, in order to provide the most comprehensive and up to date material available. Develop and deliver engaging, generalist and specialised training for students and staff; prepare and produce materials in print and/or electronic formats; in order to support full and effective use of both subject specific and generic, information resources. Collaborate in the development and use of technologies in information delivery and communication; develop and maintain web based content, liaise with other IS experts to integrate provision within the VLE in order to expand and enhance the learning experience of students. Take an active role (e.g. as student, facilitator or teacher) in staff development programmes for colleagues in Information Services and the university as a whole, in order to ensure that appropriate professional expertise is available to support the work of the university. When required, deputise for the Information Adviser(s) and liaise with the relevant
The service that AADs provide is designed to support the ongoing responsibilities of parents/carers, assist in reducing the pressures and physical demand on parents/carers and provide positive companionship to the child. Independence An AAD assists with early intervention training for independence and to manage challenging behaviour / situations while reducing levels of stress and distress. An AAD will assist the parent with their child by providing independent mobility, whether walking to school or to other destinations in the community. The child can walk freely alongside the dog but remain safe, hence extending a comfortable access to a wider variety of environments. An AAD can be utilised to assist with personal tasks of daily life and to develop skills for the child to participate as autonomously as possible. The presence of the AAD calms the child, distracting or preventing meltdowns and interrupting repetitive behavior patterns before sensory overload is experienced. The dog can provide companionship for the child, as well as social and emotional support for the parent. Some of the family benefits reported to us include: improved quality and quantity of sleep (the child may wake less because of the AAD sleeping in their room); lower overall stress levels; increased number of outings and social interactions. Inclusion An AAD can help the child participate in social, leisure and educational activities, as well as reducing the stress associated with interacting with other people. The benefits for the entire family are individual and varied. The majority of families with an AAD report that outings with the entire family become possible and less stressful with the assistance of the trained dog. The dog’s presence may also encourage and increase social interaction between the child and his or her siblings and peers. An AAD has the same legal rights of access as a Guide or Hearing Dog. It is clearly identified by a coat which has securing points and a handle that the child can hold if appropriate or required. The purpose of the coat is to bring awareness to the special circumstances regarding the dog. This also increases the ease of access to public places by differentiating the status of an AAD from that of a pet. General The program is currently available to families residing in South Australia.
Further to the positions presented above, ISA offers the following suggestions based on our analysis of the migration program and its influence on our innovation, science and research system,: Reinstate the 50 years age limit to the skilled migration program, particularly in occupations where experienced business management and leadership skills are required. Review the current capping level of the skilled migration scheme in response to a growing economy and competition for overseas talent. Reform Entrepreneur visas criteria to facilitate attraction of startup founders including through allowing sponsorship by a recognised startup accelerator program. Make further improvements to the cost and speed of processing visas to enable Australia to compete for entrepreneurial skills and talent with equivalent countries where visa conditions and application processes are more streamlined. Build on strength in accessing overseas talent through improved marketing to suitable talent especially through Austrade (with a focus on target markets). Thank you for the opportunity to provide input into your department’s annual review of Australia’s migration program. ISA continues to have a significant interest in ensuring skilled migration policy changes do not adversely impact the efficient and effective operation of Australia’s innovation system and appreciate being actively engaged on this agenda. Should you require any clarifications on our submission, please contact the Office of Innovation and Science Australia at . Yours sincerely [insert electronic signature] Bill Ferris AC 2 February 2018