zilongwang/ReadingBank huggingface dataset:
materials noted in this directive (e.g. Recruitment Plan, Equal Employment Opportunity Plan). Compliance documentation include at least two of the following samples: Standard 8.2015.2, Bullet G – Policy Review and Testing RECRUITMENT PLAN <STANDARD 8.2015.2, BULLET B> The agency maintains a recruitment plan designed to attract qualified applicants for jobs. This plan includes objectives and strategies for actively recruiting underrepresented minorities and women. Compliance documentation shall include at least two of the following samples: Standard 8.2015.2, Bullet B – Establishment of Recruitment Plan EQUAL EMPLOYMENT OPPORTUNITY PLAN <STANDARD 8. 2015.2, BULLET C> The agency shall maintain an EEO Plan outlining equitable opportunities for employment and conditions of employment to all employees regardless of race, creed, color, age, sex, religion, national origin, or physical impairment. The agency treats all employees fairly in the selection process (and in other personnel activities) by giving all employees the same opportunities for employment. The agency’s equal employment opportunity plan documents the steps the agency intends to take to ensure that there are no artificial barriers that would prevent members of a protected group from a fair and equitable opportunity to be hired, promoted, or to otherwise take advantage of employment opportunities.
About EMRC The Eastern Metropolitan Regional Council (EMRC) is a progressive and innovative regional local government working on behalf of six member Councils located in Perth's Eastern Region: Town of Bassendean City of Bayswater City of Belmont City of Kalamunda Shire of Mundaring City of Swan Our Vision To be a responsive and innovative leader in assisting Perth’s Eastern Region to be a great place to live, work, play and do business. Our Mission The Eastern Metropolitan Regional Council, by partnering with member Councils (and other stakeholders), facilitates strategies and actions for the benefit and sustainability of Perth’s Eastern Region. Our Values The EMRC places great importance on values. Our values shape the way we make decisions and how we treat each other, and importantly how we deal with the community, our customers and our business partners. EMRC has 5 core values and they are: Excellence - Striving for excellence through the development of quality and continuous improvement. Recognition - Valuing staff in a supportive environment that focuses on their wellbeing. Innovation - Focus on innovative approaches in projects and service delivery. Responsiveness - Dynamic and flexible service delivery. Benefits of Working at EMRC If you are seeking a supportive work environment that encourages excellence, values staff contribution and responds to employee needs then EMRC is the organisation for you! We pride ourselves on offering a workplace appealing to all individuals. Benefits Include: Work life balance A work environment that supports Equal Opportunity and Diversity Free parking 9.50% superannuation guaranteed plus 5% matched by EMRC when you contribute 5% 17.5 % annual leave loading and 4 weeks annual leave Health and wellbeing programmes Fresh fruit provided in the staff amenities areas at no cost Free swim passes. Employee Assistance Program. On-site shower facilities Long Service leave after 10 years (transferable between WA local government authorities) Annual remuneration reviews for all staff Competitive rates of pay (above Award rates) Rewards and Recognition program Salary sacrifice on approved items Novated vehicle leasing arrangements Integrity - Accountability and consistency in all that we do.
Position applying for: 1. Where did you see this post advertised or how did you learn of this position? 2. Gender Female Male If you prefer to use your own term please provide this here: 3. Gender Identity Is your gender identity the same as the gender you were assigned at birth? Yes No 4. Sexual Orientation: Bisexual Gay man Gay woman/lesbian Heterosexual/straight If you prefer to use your own term please provide this here: 5. Disability: Do you consider yourself to have a disability? Yes No 6. Age: 16-24 25-34 35-44 45-54 55-65 65+ 7. Ethnicity: Arab Asian or Asian British: Indian Asian or Asian British: Pakistani or Asian British: Bangladeshi Asian or Asian British: Chinese Asian or Asian British: Other Black or Black British: African Black or Black British: Caribbean Black or Black British: Other Mixed: White & Black Caribbean Mixed: White & Black African Mixed: White & Asian Mixed: Other White: British White: Irish White: Gypsy or Irish Traveller White: Other If other Ethnic Group or if you would prefer to use your own definition, please specify: 8. Religion and Belief Buddhist Christian Hindu Jewish Muslim Non-religious (Atheist, Humanist etc) Sikh Other If you prefer to use your own definition please provide this below:
Topic 4.5 Recruiting, Training and Motivating Staff: Activity JD Sports are hiring new retail assistants in their UK stores due to the increased demands caused by the Christmas holidays. They need someone who is able to work 30 hours in a week for various shifts and are willing to pay £7 per hour. The retail assistants will mainly be working on the shop floor either stocking shelves or serving customers. JD Sports have asked you to create a ‘Job Description’ and ‘Personal Specification’ for the new retail assistant jobs. Key Term: Definition: Job Description Document that describes the duties of a worker and his or her other status in the organisation. Person Specification A profile of the other type of person needed for a job – their skills and qualities. Create a ‘Job Description’: Create a ‘Person Specification’. Answer the statements True or False: No. Statement True or 1 You cannot be forced to work more than 48 hours in a week. 2 When working long hours you are entitled to a break. 3 If made redundant you are entitled to a week’s pay for every year you have been with the business.
work as the employer needs them above the 15 hour minimum throughout a 7 day week. The student will meet with his/her WIN-teacher weekly during the school year. You will interview the student to determine if you are able to accommodate the student’s career-experience goal. The student’s WIN-teacher will participate in this process, answer questions and help negotiate an experience that will be mutually beneficial to you and your new employee. Employer, student, parent/guardian and school district representatives will sign a training agreement. The training agreement outlines the roles and responsibilities of the student employee and the employer’s commitment to train the student throughout the experience. Your WIN employee will then begin working. The WIN-teacher will support you and your WIN employee by making frequent site visits to observe and coach the WIN employee. He/she will also communicate with the employer frequently so that we can successfully support our student as he/she learns positive work habits and job retention skills. During the school day, the WIN-teacher will support the WIN students basing lessons on successful employment skills and managing the money they earn (personal finance). What to expect when you mentor a student participating in Hatters Helping Hatters (H3): H3 students have volunteered to serve their school community by electing this service class. Students work one assigned period within the school district during the school day. They help where help is needed. H3 students keep a journal of volunteer activity. As an H3 mentor you assign the day’s duty to your volunteer and he/she will work on that project that day. You need to report any absence to the high school H3 coordinator/teacher. H3 students meet with the H3 coordinator/teacher at the high school to review their journal throughout the semester. Still have questions? Contact: Sue Fox Pathways & Community Learning Development Career Education and Work Curriculum Coordinator Hatboro-Horsham High School So you’ve been asked to be a mentor? Mentor Commitment Guide Graduation Project Internship Working Initiatives Hatters Helping Hatters Community Learning Post-Secondary Education
8.0 How Do We Get There? - Action Plan Aim Objective Action When Will It Be Done? Responsibility Controls Assurance Standard To ensure awareness of the importance of records management and the need for responsibility and accountability at all levels Responsibility and Accountability: To provide a clear system of accountability and responsibility for records Establish PHA Wide IG Steering Group to oversee and steer the implementation of RM strategy. Development a PHA Records Management Strategy with process for ongoing monitoring and review. Establish a Records Management Working Group to oversee and steer the implementation of the records management strategy. Monitor the performance of the PHA records management programme. Report progress to PHA Board via IGSG. Provide advice on records management. Oct 2011 onwards Governance Manager Records Management Working (RMWG) 1.1 1.1 1.3 1.4 1.6 2.1 2.2 2.3 2.5 2.6 3.1 3.2 3.3 3.4 4.1 4.2 4.3 4.4
Training: Provision of appropriate training to all staff within the PHA Develop and implement guidance for staff on the management of PHA records in line with good practice Development of the e-learning platform for staff training. Ensure that records and information management is included in induction training programmes for new staff. Governance Manager Records Management Working Group (RMWG) 2.4 4.1 4.2 4.3 5.1 5.2 5.3
Aim Objective Action When Will It Be Done? Who Will Do It? Controls Assurance Standard To ensure compliance with statutory and increase efficiency by improving the flow of information, and greater coordination of records and storage systems Security: Records must be kept securely to protect the confidentiality of their contents, and to provide further evidence of their validity in the event of legal challenge. Ensure Record Management policy includes assessment of the physical environment Access: Ensure the fast and efficient access to records to unlock the information and knowledge they contain. Implement appropriate access controls for records. Ensure records are disposed of in a secure confidential method. Develop appropriate protocols for information sharing and subject specific information sharing agreements for the exchange of confidential and personal information. Undertake a physical check of record storage areas to ensure that they are safe from unauthorised access. Review the provision of storage for records held off site to ensure that no environmental damage is caused to records and that they are safe from unauthorised access. Ongoing Feb 2012 Records Management Working Group (RMWG) Governance Manager 2.8 4.5
motivation, communication and teamwork) as a factor. This was well above the average for all capital cities (28 per cent). There were signs of cautious optimism, with a smaller proportion of employers reporting that the economy was their greatest concern than in previous years, and lower than the average for all capital cities. Darwin Darwin continued to have the strongest labour market of all capital cities, although there are signs of an ongoing easing in labour market conditions. Recruitment activity in Darwin remained the strongest of all capital cities, with (an annual) 27 vacancies per 100 This result is much higher compared with the overall average of 19 vacancies per 100 staff but far lower than the 36 vacancies per 100 staff recorded last year. Businesses in Darwin continued to experience the highest levels of recruitment difficulty of all capital cities. While declining from the very high levels experienced in previous years, difficulty still persists, especially for higher skilled occupations, where one in five higher skilled vacancies remained unfilled. Canberra Recruitment activity in Canberra continued to decline in 2015, with recruitment levels falling in line with the average of all capital cities. Recruitment difficulty has also been declining over recent years, with employers having little difficulty filling lower skilled positions. At the same time, pockets of unfilled vacancies for some higher skilled occupations (particularly in the Trades) suggest the persistence of skill shortages in some sectors. Employers anticipate continued restraint in recruitment in the period ahead. About the Survey The Survey of Employers’ Recruitment Experiences in Capital Cities investigates employers’ recent recruitment experiences, the number of vacancies advertised and filled, methods of recruitment, applicant suitability, reasons for applicant unsuitability and recruitment outlook. The Survey is a barometer of recruitment conditions over time and between key sectors of the economy. The sample is to ensure results are broadly representative by: industry location within each city reported business size The Department uses the Australia Bureau of Statistics Business Register to determine the distribution of businesses in each city by industry and size.
Closing Date: How did you hear about this vacancy? Personal Details First Name: Surname: Address and post code: Landline: Mobile: Email: Eligibility to work in the UK Are there any restrictions regarding your employment in the UK? Yes No Type of Visa/Visa Conditions End Date: References Please give the and addresses of two referees. One must be from your present or most recent employer, covering the last 2 years of your employment. Name: Name: Job Title: Job Title: Telephone: Telephone: Email: Email: In what capacity does this person know you? In what capacity does this person know you? Can we contact your current employer prior to any conditional offer of employment? Yes No Can we contact your current employer prior to any conditional offer of employment? Yes No Education and Training Qualifications (Most recent first e.g. Postgraduate, Degree, A levels) G.C.S.Es are not needed unless specifically required for the post) Name of School/ College/ University Subject Result/Grade (e.g. A,B,C or pass, merit etc) Year Obtained (Please expand the table if necessary) Dates of any Current Studies: Exam/Completion Date:
Are you? Male Female Transgender 4. Age Are you? 16 – 24 25 – 34 35 – 44 45 – 54 55 – 64 65 + 5. Religion or Belief Are you? Anglican Catholic Presbyterian Other Christian Buddhist Hindu Jewish Muslim Sikh No belief Other Religion/Belief (please specify)___________________________________________ 6. Sexual Orientation Are you? Heterosexual Homosexual Bisexual Not Declared 7. Disability A disabled person under the Disability Discrimination Act 1995 is described as anyone with “a physical or mental impairment which has a substantial and long term adverse effect on his or her ability to carry out normal day-to-day activities”. This definition can be broken down to help explain the meaning of disability. Physical impairment Mental impairment Substantial Long term Normal day to day activity Eg. visual impairment, paralysis, disease and progressive conditions,. Includes an impairment resulting from or consisting of a mental illness. The effect of the impairment on ability to carry out normal day to day activities. Has, or is likely to last at least 12 months. Normal activity for most people and carried out on a regular Do you consider yourself to have a disability? Yes No If yes, please give details THANK YOU FOR COMPLETING THIS QUESTIONNAIRE
Job Profile and Person Specification Technician Job Purpose To support the Technical Manager by assisting with the technical and logistical management and delivery of BALTIC’s artistic programme. Key Outputs and Accountabilities To assist with the technical delivery of the artistic programme under the direction of the Technical Manager. To assist and lead on specialist AV installations for the artistic programme, including live events and performances. To monitor all exhibitions and undertake repairs and maintenance where necessary. To assist the Technical Manager in supporting freelance technicians and other contracted services employed to realise the artistic programme. To assist with the appropriate management of in-house facilities and ensure the safe operation of the workshop and its equipment, portable plant and AV equipment. To carry out risk assessments and other duties relating to health and safety as required. To be responsible for keeping accurate inventories of equipment, materials and manuals, as well as ensuring their safe storage and liaising with the Technical Manager on maintenance requirements. To operate the fork-lift truck and BALTIC van. To use mobile and static access equipment and work at height. To liaise with artists, curators and external organisations as directed by the Technical Manager in order to realise the artistic programme. To liaise with external specialist contractors as directed by the Technical Manager in order to support exhibition installations. To assist with the production of schematics, layouts and designs in order to facilitate exhibitions as required by the Technical Manager. To undertake any other duties as may be reasonably required. Person Specification Essential Relevant experience gained in a gallery, museum or similar environment Effective project management skills. Effective team working skills A well developed and natural ability to solve practical problems. Highly developed attention to detail. Excellent knowledge of AV equipment and installation practice. Good knowledge of construction, fabrication, art handling and use of relevant installation equipment. Good IT skills A flexible approach to changing working conditions. Desirable Current and valid operator licence for folk-lift truck and scissor lift platforms. Knowledge of and interest in contemporary visual art. Good knowledge of computer software including Abelton, Cut Pro, Logic, Photoshop and Sketch Up. Reports to: Technical Manager Direct reports: None Pay Band: E1
Disclosure & Barring Service Checks Handling and Storage Policy Disclosure & Barring Service Checks Policy Policy statement on the recruitment of ex-offenders (ROA) Safer Recruitment Policy statement Safer Recruitment Procedural steps Risk assessed start procedure Internal appointments, secondments and acting opportunities procedure Term Worker Policy Newly Qualified Teacher Induction process Date this version agreed by SLT 13/11/2014 Date this version agreed by Forum for Employment 31/01/2015 Date this version adopted by Governors’ CQHR Committee 03/12/2014 Date new version issued by HR 10/02/2015 Next review date 03/12/2017
Recurring Decimals to Fractions Convert the following recurring decimals to fractions: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) Recurring Decimals to Fractions Convert the following recurring decimals to fractions: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) Answers
Individual item wise competitive offers must be submitted for both 1.6 mm & 1.2 mm thickness options for each (As per Table) Sl.No Item Drg.No Qty Option-1 Unit Rate C.R.M.S Sheet 1.6mm thick Unit Rate C.R.M.S Sheet 1.2mm thick 1. Expander/Reducer (1200 x 900 to 1300 x 1000 mm) FCRI/GCAR/2018/101 1NO 2.2 Expander/Reducer(1000 x 667 to 1300 x 1000mm) 1.NO 3.3 Expander/ Reducer(1300 x 1000 to Dia 475 mm) FCRI/IGCAR/2018/103 1.NO 4.4 Expander / Reducer(1300 x 1000 to Dia 1300mm) FCRI/IGCAR/2018/104 1.NO 5.5 Rectangular Duct (1200 x 900 & 3600 mm long) FCRI/IGCAR/2018/105 6.NOS 6.6 Rectangular Duct (1000 x 667 & 3600mm long 5.NOS 7.7 Circular pipe Dia 1300mm & 3600 mm long FCRI/IGCAR/2018/107 6.NOS 8.8 Circular Pipe Dia475 mm & 3600 mm long FCRI/IGCAR/2018/108 3.NOS Note: SPECIFICATION ARE INTERNAL DIMENSIONS DRAWINGS OF THE ABOVE ARE MENTIONED BELOW 2
5 Relevant technical catalogues in English with model decoding details, drawings etc. 6 Estimated utility consumption / special cable requirements, for the instruments quoted, if any. 7 Customer reference list in India and abroad. Note: If the response is ‘NO’, please enclose reasons Name & Designation Date: Authorized Signature Office Seal
Safe system of work Activity: Recuts Description of work activity: Recut for faulty / missing pieces Assessment date: 22/5/17 Assessor: Martin Lee Responsibilities Site Manager: Martin Lee Supervisors: Dean Riley Recutters 2 Number of inspectors: N/A Associated Hazards Hazards associated with activity: Manual handling (Incorrect lifting techniques), Slips, trips and falls Site specific Hazards: Busy work environment
Organizational Capability Target Associated Critical Observation Notes and Explanation of Rating Target Rating [Insert Organizational Capability Target 1 from page 1] [Insert Organizational Capability Target 1 Critical from page 1] [Insert Organizational Capability Target 2 from page 1] [Insert Organizational Capability Target 2 Critical Tasks from page 1] [Insert Organizational Capability Target 3 from page 1] [Insert Organizational Capability Target 3 Critical from page 1] Final Core Capability Rating Ratings Key P – Performed without Challenges S – Performed with Some Challenges M – Performed with Major Challenges U – Unable to be Performed Evaluator Name Evaluator E-mail Phone
Organizational Capability Target Associated Critical Tasks Observation and Explanation of Rating Target Rating [Insert Organizational Capability Target 1 from page 1] [Insert Organizational Capability Target 1 Critical Tasks from page 1] [Insert Organizational Capability Target 2 from page 1] [Insert Organizational Capability Target 2 Critical Tasks from page 1] [Insert Organizational Capability Target 3 from page 1] [Insert Organizational Capability Target 3 Critical Tasks from page 1] Final Core Capability Rating Ratings Key P – Performed without Challenges S – Performed with Some Challenges M – Performed with Major Challenges U – Unable to be Performed Evaluator Name Evaluator E-mail Phone
Ratings Definitions Performed without Challenges (P) The targets and critical tasks associated with the core capability were completed in a manner that achieved the objective(s) and did not negatively impact the performance of other activities. Performance of this activity did not contribute to additional health and/or safety risks for the public or for emergency workers, and it was conducted in accordance with applicable plans, policies, procedures, regulations, and laws. Performed with Some Challenges (S) The targets and critical tasks associated with the core capability were completed in a manner that achieved the objective(s) and did not negatively impact the performance of other activities. Performance of this activity did not contribute to additional health and/or safety risks for the public or for emergency workers, and it was conducted in accordance with applicable plans, policies, procedures, regulations, and laws. However, opportunities to enhance effectiveness and/or efficiency were identified. Performed with Major Challenges (M) The targets and critical tasks associated with the core capability were completed in a manner that achieved the objective(s), but some or all of the following were observed: demonstrated performance had a negative impact on the performance of other activities; contributed to additional health and/or safety risks for the public or for emergency workers; and/or was not conducted in accordance with applicable plans, policies, procedures, regulations, and laws. Unable to be Performed (U) The targets and critical tasks associated with the core capability were not performed in a manner that achieved the objective(s).
Organizational Capability Target Associated Critical Tasks Observation Notes and Explanation of Rating Target Rating [Insert Organizational Capability Target 1 from page 1] [Insert Organizational Capability Target 1 Critical Tasks from page 1] [Insert Organizational Capability Target 2 from page 1] [Insert Organizational Capability Target 2 Critical Tasks from page 1] [Insert Organizational Capability Target 3 from page 1] [Insert Organizational Capability Target 3 Critical Tasks from page 1] Final Core Capability Rating Ratings Key P – Performed without Challenges S – Performed with Some Challenges M – Performed with Challenges U – Unable to be Performed Evaluator Name Evaluator E-mail
Ratings Definitions Performed without Challenges (P) The targets and critical tasks associated with the core capability were completed in a manner that achieved the objective(s) and did not negatively impact the performance of other activities. Performance of this activity did not contribute to additional health and/or safety risks for the public or for emergency workers, and it was conducted in accordance with applicable plans, policies, procedures, regulations, and laws. Performed with Some Challenges (S) The targets and critical tasks associated with the core capability were completed in a manner that achieved the objective(s) and did not negatively impact the performance of other activities. Performance of this activity did not contribute to additional health and/or safety risks for the public or for emergency workers, and it was conducted in accordance with applicable plans, policies, procedures, regulations, and laws. However, opportunities to enhance effectiveness and/or efficiency were identified. Performed with Major Challenges (M) The targets and critical tasks associated with the core capability were completed in a manner that achieved the objective(s), but some or all of the following were observed: demonstrated performance had a negative impact on the performance of other activities; contributed to additional health and/or safety risks for the public or for emergency workers; and/or was not conducted in accordance with applicable plans, policies, procedures, regulations, and laws. Unable to be Performed (U) The targets and critical tasks associated with the core capability were not performed in a manner that achieved the objective(s).
Organizational Capability Target Associated Critical Tasks Observation Notes and Explanation of Rating Target Rating [Insert Organizational Capability Target 1 from page 1] [Insert Organizational Capability Target 1 Critical from page 1] [Insert Organizational Capability Target 2 from page 1] [Insert Organizational Capability Target 2 Critical Tasks from page 1] [Insert Organizational Capability Target 3 from page 1] [Insert Organizational Capability Target 3 Critical Tasks from page 1] Final Core Capability Rating Ratings Key P – Performed without Challenges S – Performed with Some Challenges M – Performed with Major Challenges U – Unable to be Performed Evaluator Name Evaluator E-mail Phone
Exercise Name: [Insert exercise name] Exercise Date: [Insert exercise date] Organization/Jurisdiction: [Insert organization or jurisdiction] Venue: [Insert venue name] Recovery Exercise Objective: [Insert exercise objective] Core Capability: Planning Conduct a systematic process engaging the whole community as appropriate in the development of executable strategic, operational, and/or community-based approaches to meet defined objectives. Organizational Capability Target 1: [Insert customized target based on plans and assessments] Critical Task: [Insert task from frameworks, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Source(s): [Insert name of plan, policy, procedure, or reference] Organizational Capability Target 2: [Insert customized target on plans and assessments] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Source(s): [Insert name of plan, policy, procedure, or reference] Organizational Capability Target 3: [Insert customized target based on plans and assessments] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Source(s): [Insert name of plan, policy, procedure, or reference]
Organizational Capability Target Associated Critical Tasks Observation Notes and Explanation of Rating Target Rating [Insert Organizational Capability Target 1 from page 1] [Insert Organizational Capability Target 1 Critical from page 1] [Insert Organizational Capability Target 2 from page 1] [Insert Organizational Capability Target 2 Critical Tasks from page 1] [Insert Organizational Capability Target 3 from page 1] [Insert Organizational Capability Target 3 Critical Tasks from page 1] Final Core Capability Rating Ratings Key P – Performed without Challenges S – Performed with Some Challenges M – Performed with Major Challenges U – Unable to be Performed Evaluator Name Evaluator E-mail Phone
Name___________________________________________Period______________Date_____________ Recycle/reuse Project Rubric Using your knowledge of Recycling/Reusing, you will create a project at home. You will use an unused/unwanted item at home (after asking your parents’ permission). Now, using your IMAGINATION and creativity, you will find another use for it: it’s new “beauty.” (further instructions below) Due_9/28_ Score: ________ /5 5-4 3-2 1-0 Project Demonstration Apparent that project is changed into something new. Somewhat apparent that project is changed into something new. Not very apparent that project is changed into something new. Written Content with no grammatical errors. Easy to understand/read. Shows knowledge of importance of recycled materials. Typed/written with some grammatical errors. Somewhat easy to understand/read. Shows some knowledge of importance of recycled materials. Typed/ written with multiple grammatical errors. Difficult to understand. Little understanding of importance of recycled materials. Creativity/Effort Project shows great effort and is well organized Project shows good effort and is somewhat organized Project shows very little to no effort or organization Name___________________________________________Period______________Date_____________ Recycle/Reuse Project Written Paper INSTRUCTIONS: You will type/write a ½ Page paper explaining: What the object was before? What it is now The process in you created that change What made you decide to choose this project? Must explain the importance of recycling
Facility Information Type of facility from wastewater is generated Enter type of facility, municipal, cheese production, yogurt production, potato processor, potato fresh pack, sugar beet processor, meat processor, vegetable processor, etc. Types of wastewater produced Industrial example: - Silt water from potato washing and in-plant fluming - Combined wastewater from slicing operations, equipment flushing, frying operations, wash down from floor drains - Condensate from sugar processing/distillation Municipal example: - Domestic wastewater from the city of …. - Pretreated industrial wastewater from xyz industry(s) Method(s) of wastewater treatment List the type of treatment processes for each separate wastewater stream. For municipal wastewater systems, provide and collection and treatment system classifications. Refer to IDAPA 58.01.16.202.01.a located at: Collection: Class level Treatment: Class level Note: Include applicable classification form or submit updated form if current form is no longer applicable. Forms are available at: For municipal wastewater treatment, designate of recycled water generated and method(s) of reuse Class A Class B Class C Class D Class E Example: Class C recycled water used for agricultural irrigation For industrial wastewater treatment, describe the different types of recycled water streams generated and method(s) of reuse Example: Treated silt water used for agricultural irrigation ~75% of process wastewater treated in secondary treatment process (aerobic) used for agricultural irrigation ~25% of process wastewater treated in secondary process (aerobic) followed by membrane filtration and UV disinfection used for in-plant reuse water Facility ownership Public (specify type): Private Site elevation (feet above sea level) USGS Quadrangle Legal location (township, range, section) County Representative soil profile for method of reuse Include general information such as typical profile by soil type or predominant soil types from NRCS soil surveys. Detailed soil information will be included in the preliminary technical report
Sustainability Recycle Schedule Monday McWherter Campus Center Operations Avon Williams Tuesday Clement Clay Perform. Arts Torrence Holland Wednesday L.R.C. Boswell Crouch R.A.S.P Elliott Gentry Thursday Harned Goodwill Manor Jackson McCord General Services Humanities Friday McWherter Campus Center Barn C.A.R.P Humphries
Recycle Right in Jacksonville Beach Do Recycle  Cereal boxes, Pizza boxes  Brown paper bags (can also be used to hold excess recyclables)  Newspapers & inserts, magazines, junk mail Shredded paper, copy paper, office paper Styrofoam Microwavable dishes (TV dinner containers)  Hardback and paperback Telephone books  File folders, packing boxes, paper towel cores, chipboard  Corrugated cardboard cut up 2'x3' pieces  or gray fiber packages (soda cartons, dry food packages, beer cartons) Plastic bags  Plastics #1- 7 (cleaned soda bottles, water bottles, detergent and cleaning milk and colored jugs) Milk cartons, juice boxes, boxed soups  Steel Cans (empty vegetable or fruit cans)  Aluminum cans and baking tins Pots & pans Glass Bottles  Glass Jars (clear, green, brown) Clean metal lids Empty Aerosol cans Don’t Recycle Needles and other medical waste Sanitary products (diapers, feminine products) Oil, pool chemical, pesticide and fertilizer bottles Plastic shavers Mirrors, window panes
1 The learner must know the types of packaging materials that can be recycled The learner must know: Assessment Requirements Evidence Location 1.a Different packaging materials Learners should identify different packaging materials The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Reasons for packaging products in different materials Learners should identify reasons for packaging products in different materials 1.c Packaging materials that could be recycled Learners should identify packaging materials that could be recycled 1.d Recognise different facilities for recycling material Learners should recognise different facilities for recycling material 1.e Symbols showing materials suitable for recycling Learners should identify symbols showing materials suitable for recycling 2 The learner will be able to promote the recycling of packaging
2.a Three different items for recycling Learners should identify three different items for recycling The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Appropriate bins for recycling Learners should identify appropriate bins for recycling 2.c An item that would not normally be recycled Learners should identify an item that would not normally be recycled 3 The learner will understand that waste can be controlled The learner must know: Assessment Requirements Evidence Location
RECYCLING CENTERS CITRUS COUNTY Inter-County Recycling 1801 W. Gulf to Lake Hwy. Lecanto, FL 34461 (352) 746-5272 DESOTO COUNTY Badger’s Recycling Rt. 17 N. in Arcadia No HARDEE COUNTY None HERNANDO COUNTY Ramm Recycling Springhill 15730 County Line Road Springhill, FL 34610 (727) 856-6681 M-F 8-5; Sat 8-12 HIGHLANDS COUNTY Allied Scrap Processors, Inc. 3330 East Main St. Lakeland, FL 33801 (863) 665-7157 HILLSBOROUGH COUNTY Ramm Recycling Plant City 705 S. Hitchcock Street Plant City, FL 33563 (813) 534-0800 M-F 8-5; Sat 8-12 Trademark Metals 2801 E. 4th Ave. Tampa, FL (813) 247- 3619 MANATEE COUNTY Best Scrap Yard 2615 29th St. E. Palmetto, FL 34221-9319 (941) 722-4136 Will make check to RMH is requested. Trademark Metals (Previously Scrap-All of Sarasota, Inc.) 1735 Myrtle St., Sarasota, FL PASCO COUNTY Land O’Lakes Recycling 5710 Land O’Lakes Blvd. Land O’Lakes, FL (813) 996-5530 They prefer the whole can. Will make check to RMH if requested. Mr. Ed’s Aluminum Center, Inc. 4349 Louis Ave. Holiday, FL 34691 (727) 943-7711 Ramm Recycling 9113 Wire Road Zephyrhills, FL 33540 (813) 782-4800 (813) 534-0800 M-F 8-5; Sat 8-12
Zephyrhills Recycling 9150 Gail Blvd. Zephyrhills, FL 33541 (813) 780-7959 Cash only. PINELLAS COUNTY Anclote Recycling 806 Anclote Rd. Tarpon Springs, (727) 938-2822 Cash or check to RMH. Best Metals Recycling, Inc. 15122 63rd St. N. Clearwater, FL (727) 536-6517 or 524-2550 Will make out check to RMH if requested. County Recycling, Inc. 5601 Haines Rd. N. St. Pete, FL (727) 522-5794 Trademark Metal 9380 67th St., N. Pinellas Park, FL (727) 544-5810 Will make out check to RMH is requested. POLK COUNTY American Allied Recycling Company 1610 Buff Ave. Haines City, FL 33844 (863) 422-5130 Will make out check to RMH if requested. Allied Scrap Processors, Inc. 3330 E. Main Street Lakeland, FL 33801 Tel: (863) 665-7157 SARASOTA COUNTY None
SHENANDOAH COUNTY ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ For more information please call 540-984-8573 Or visit our website www.shenandoahcountyva.us/landfill ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
o Food wrappers (candy wrappers, chip bags, crinkly plastic wrapping, condiment packets) o Plastic Utensils Any questions or concern regarding recycling at PLU please contact the Waste Diversion Department, recycle@plu.edu, 253-535-7170
If yes, please copy text: d. Does the ordinance clarify recycling requirements for public venues? If yes, please copy text: Yes No e. Does the ordinance spell out requirement for landlords to provide for recycling if they provide for trash disposal for tenants? If yes, please copy text: Yes No f. Does the ordinance authorize the municipality to implement unit-based pricing of solid waste at the curb or transfer station? If yes, please copy text: Yes No If you have questions about this form, please contact Maritza Pagan at .
Government Records Office . Archives of Manitoba 130 - 200 Vaughan Street, Winnipeg, R3C 1T5 13. DISCONTINUED NUMBER NA ______________________________ cu ft ___________________________________________________ year cu ft Street Address See Attachment A I confirm that this Records Schedule is an accurate description of the records and reflect the department/agency retention requirements. _______________________________________ Name / Position _______________________________________ Signature _______________________________________ Date FIELD after years or years ARCHIVES Access permitted under Section 3 (a), Freedom of Information and Protection of Privacy Act Or Approved under the authority of the _____________________________________ _______________________________________ Signature Date
### About Red Bull Music Academy The Red Bull Music Academy is a global music institution committed to fostering creativity in music. We celebrate music, its culture, and the transformative minds behind it. Since 1998, the Academy has taken the core principles from its annual workshop for selected participants and applied this curatorial approach to events, lectures, and citywide festivals throughout the year. 20 years after the first edition in Berlin, the Red Bull Music Academy will return to the German capital in 2018. Music-makers from all over the world are invited to apply between June 15 and September 4, 2017 at . More than 1,500 musical luminaries have participated in past incarnations of the Red Bull Music Academy. Former lecturers include Brian Eno, Philip Glass, Erykah Badu, Ryuichi Sakamoto, D’Angelo, George Clinton, Nile Rodgers, Frankie Knuckles, Giorgio Moroder, Questlove, Steven O’Malley, Rakim, RZA, Steve Reich, M.I.A., and pioneering synth inventors Bob Moog, Tom Oberheim, Don Buchla, Roger Linn, Dave Smith, amongst many others. Plenty Academy alumni have gone on to become true figureheads of their scenes like LA soul singer Aloe Blacc; experimental electronic music producer and beat music innovator Flying Lotus; Hudson Mohawke, the Scottish producer behind the beats of Drake and Kanye West; and UK singer Katy B, who championed the sound of London’s dubstep, funky and garage. Other notable alumni include Nina Kraviz, Jamie Woon, TOKiMONSTA, Jackmaster, Andreya Triana, Axel Boman, Evian Christ, Deradoorian, Objekt, Onra, and Krystal Klear. The Red Bull Music Academy has been pairing music legends and emerging beatsmiths since 1998 in cities such as Berlin, Cape Town, Melbourne, Barcelona, Rome, São Paulo, London, Tokyo and New York City. This unique combination of old school knowledge and new school sounds is unrivalled for its creative exploration and achievement. Each Academy edition leaves behind structures to encourage musical collaboration and creative exchange for years to come. Currently there are twelve fully equipped Red Bull Studios around the world. Join the Conversation #RBMA @RBMA
http://www.dfg.ca.gov/biogeodata/ cnddb/plants_and_animals.asp.pp. C. and M. Faull. 1991. “A new subspecies and a combination in Eschscholzia minutiflora (Papaveraceae).” Madroño 38:73–79. CNPS (California Native Plant Society). 2011. “Eschscholzia minutiflora ssp. twisselmannii.” Inventory of Rare and Endangered Plants. Online ed. Version 8-01a. Sacramento, California: CNPS. Accessed November 2011. http://www.cnps.org/inventory. Jepson Flora Project. 2011. “Eschscholzia minutiflora.” G.L. Hannan and C. Clark, eds. Jepson eFlora [v. 1.0]. Berkeley, California: University of California. Accessed December 5, 2011. http://ucjeps.berkeley.edu/IJM.html. NatureServe. 2011. “Calochortus striatus.” NatureServe Explorer: An Online Encyclopedia of Life. Version 7.1. Arlington, Virginia: NatureServe. Last updated July 2011. Accessed December 2011. http://www.natureserve.org/explorer. Sampson, M.P. 2007. “Effects of Off-Highway Vehicles on Archaeological in Red Rock Canyon.” California Department of Parks and Recreation. June 2007. Accessed November 28, 2011. http://www.parks.ca.gov/ ?page_id=24576. Sanders, A.C. and B.G. Pitzer. 2006. “Red Rock Poppy.” West Mojave Plan Species Accounts. U.S. Department of the Interior, Bureau of Land Management. January 2006. Accessed November 22, 2011. http://www.dmg.gov/documents/ WMP_Species_Accounts/Species%20Accounts-Plants.pdf.
Sanders, A.C. 2006. “Red Rock Tarplant.” BLM Species Accounts – West Mojave Plan: Plants. Accessed May 2011. http://www.blm.gov/pgdata/etc/medialib//blm/ca/pdf/ pdfs/cdd_pdfs.Par.dec67138.File.pdf/redrocktar1.PDF. Tanowitz, B.D. 1982. “Taxonomy of Hemizonia sect. Madiomeris (Asteraceae: Madiinae).” Syst. Bot. 7(3):314–339.
Our Wildlife Fact Sheet Red-bellied Black Snake This snake with its shiny black skin and red underside is quite a sensation! Scientific name Pseudechis porphyriacus Did you know? The Red-bellied Black Snake can sometimes give birth to up to 40 live snakes at one time. This species is not aggressive and will usually retreat before attacking, although when it is threatened it will raise its body from the ground flatten its neck, hiss and perform a series of strikes. There have been no recorded human deaths as a result of a Red-bellied Black Snake bite to date in Australia. Red-bellied Black Snakes enjoy feasting on frogs and the cane toad has been a problem for this species with its toxic venom destroying the snake. This snake is sometimes known to eat other snakes, including its own kind! Description The Red-bellied Black Snake can grow up to 2.5 m however adults usually average around 1.5 m. The name of this snake comes from its bright shiny black with the underside consisting of creamy pink to a rich red. The snout is brown. This snake is in the elapid family meaning it is venomous and like all venomous snakes it is front fanged. Figure 1. Red-bellied Black Snake © I. McCann DSE 2008 Diet This species preys on frogs, rats, mice, lizards, birds, fish, eels and sometimes other snakes. They have a good swimming ability so can also feed on many aquatic species. Habitat The Red-bellied Black Snake likes to reside near water bodies and can usually be found near river and creek banks, swamps and wet forests. Snakes must regulate their body temperature externally by sunning themselves or retreating to cool, shaded areas. You can sometimes see them basking on a rock or underneath timber, rocks and abandoned burrows. During the winter months snakes will hibernate. Distribution The Red-bellied Black Snake can be found all along the east coast of Australia, and northern parts of Victoria.
Is a separate timeline attached? YES NO If no, provide details of the proposed timeline and key milestones for your project in the table below. Project Deliverable Start Date Completion Date Responsibility 7.3 Who will manage the project and what qualifications, skills and experience do they have? 7.4 Explain how your organisation will ensure the project is managed responsibly: Please describe the governance processes associated with the project (i.e.; procurement, local content practices, previous experience in managing projects of this nature) 7.5 Provide details of the ongoing operating and maintenance costs of the project (service or infrastructure) and how they will be met beyond the funding period: 7.6 Provide a risk assessment for your project. Identify the risks associated with the Project and include issues that may prevent the Project progressing (such as other funding sources not being secured), or that may hinder the achievement of the stated Project outcome(s) and deliverables. Consider and explain the risk mitigation strategies which will minimise the effects of each stated risk. The focus of this section should cover the full lifecycle of the project and “post” funding risks such as operation and maintenance. Please complete the Risk Assessment table or attach a copy of your Risk Management Plan: Risk description Risk probability (low, medium, high) Mitigation strategy
Tel: 01636 673 017 Fax: 01636 707 734 Tel: 01636 707 298 Fax: 01636 707 298 Red Oaks Care Community 116 Clipstone Road West Forest Town NG19 0HL Tel: 01623 644 195 Fax: 01623 429 977 Accounts Red Healthcare 32 Brocton Avenue Farndon NG24 4TH Tel: 673 017
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Female Physical Fitness School Name: ______________________________ Flexed-Arm Hang Seconds Points Cadet 1 Team Hang 2 3 4 Standing Long Jump Inches Points Cadet 1 Team Long Jump Score 2 3 4 300 Meter Shuttle Run Time Points Lawton/Ft Sill Red-Leg Drill Meet