zilongwang/ReadingBank huggingface dataset:
Activity that involves being outside with the general public. Risk of theft of equipment/ injury to the staff/students by a member of the general public. – physical or mental discomfort/harm Equipment – damage/stolen Staff/students are trained to avoid any situation that may seem compromising. Staff/students are instructed that if they are confronted for their equipment, then their personal safety is much more important and they should hand it over. Loughborough University has incident reporting procedures. 2 3 6 A Risk adequately controlled.
Key: T= trivial risk; A = adequately controlled, no further action necessary; N = not adequately controlled, actions required; U = unable to decide (further information required) *Likelihood **Severity 5 Very likely – risk will occur repeatedly. To be routinely expected once every 20 – 100 operations, possibly weekly or more frequently if done regularly. 5 Fatality – death of an employee or multiple fatalities. 4 Likely – will occur several times a year so does not surprise when it happens. 4 Major injury – permanent disability, serious amputation e.g. Loss of hand. 3 Possible – may occur sometimes. Likely to occur once a year. 3 Medium injury e.g. Bad scald, or burn, fracture, minor amputation, temporary injury, loss of consciousness. Reportable to the HSE as a three day lost time (employee unavailable for normal work for over 3 days) or serious injury. 2 Unlikely – but may occur perhaps once in every 10 to 100 years. 2 Minor injury – More severe cut, sprain, strain, burn, etc. where return to work is not possible after treatment. It may be lost time less than 3 days. 1 Very unlikely to occur. Likelihood approaching zero. 1 No injury or very low injury – scratch, bruise, knock, minor cut, needle stick etc. where the injury allows return to work after first aid treatment – no lost time. *** Risk rating = Likelihood x Severity Likelihood x Severity = Risk assessment score (LOW RISK 1-8 / MEDIUM RISK 9-15 / HIGH RISK 16-25) Low risk - improve if possible (typically within 1 - 2 years) Medium Risk - Introduce further controls to reduce risk further (typically 1 - 3 months) High Risk - Possibly stop operation or immediately introduce control measures within a day or two.
ASSESSING OUR RISKS – GENERAL RISK ASSESSMENT FORM Calculate: Probability multiplied by severity for No/Post control scores. NB: For scores of 10 (High), or more contact the health & safety department for further advice. Site/Department: Eldon B0.09 – VR suite Severity Minor injury 1 Lost time/ Ill Health 2 Major / >7 days 3 Perm. Disability 4 Fatal/ Sight Loss 5 Task/Activity/Area: All VR student and research activities Highly Unlikely 1 1 2 3 4 5 Unlikely 2 2 4 6 8 10 Notes: Visitor fell while using oculus rift equipment. Possible 3 3 6 9 12 15 4 4 8 12 16 20 RA Team: Wendy Powell, Ruiying Wang Date of RA: 24/01/2014 Certain 5 5 10 15 20 25 People at risk: Employees and Visitors Students, staff and visitors in the VR suite. Dept Manager (Print Name): Steve Hand Signature: Review Date 13/5/14 Review Date
and also to ensure that there is no loose or trailing clothing which could become caught in the treadmill belt or other moving parts. Oculus Rift:. Occlusion of vision can cause trip hazard.. 4x3=12 Rift is tethered to PC workstations to be used seated only. Separate risk assessment necessary for applications using the Rift while moving around 1x3=3 L Oculus Rift Prolonged use may cause nausea and dizziness 4x1=4 All users to be advised of potential adverse effects before use (eye strain, nausea, dizziness, blurred vision) and advised to stop use immediately if any adverse effects are noticed. Use limited to 15 mins without a break (of at least 15 minutes). All users to be asked and observed for signs of adverse effects before leaving the VR suite. Any signs or symptoms of adverse affects (blurred vision, nausea, dizziness) and the user will remain in the VR lab and be monitored for 15 mins. If symptoms persist after this time then first aid assistance should be requested 2x1=2 L Eletro Magnetic Field 2x4=8 Tracking system may cause interference to pacemakers when switched on. Warnings on doors, all new visitors asked about pacemakers or metal implants, or shrapnel before entering the room. If a potential visitor reports that they have any of the above, then the magnetic tracking system must be switched off and disconnected before the user is permitted to enter the VR suite. 1x4=4 M
Flashing lights and other visual display hazards – may trigger photo-sensitive epilepsy 3x3=9 All visitors warned before entry of the risks and asked if they have a known risk condition. First Aid always on call if needed - equipment is not used without trained opperator and a phone is in place. 1x3=3 L Unaccompanied students in the VR suite at risk of all the above due to lack of familiarity with equipment and processes, and inadequate supervision 4x3=12 No students to work in the VR lab at any time unless supervised by trained staff or by a suitably trained student assistant. A list of approved supervisors will be available in the VR lab (currently Ruiying Wang, Wendy Powell, Vaughan Powell, Alex Counsell). 1x3=3 L
ASSESSING OUR RISKS – GENERAL RISK ASSESSMENT FORM Calculate: Probability multiplied by severity for No/Post control scores. NB: For scores of 10 (High), or more contact the health & safety department for further advice. Site/Department: King theatre – dressing room Probability Severity Minor injury 1 Lost time/ Ill Health 2 Major / >3 days 3 Perm. Disability 4 Fatal/ Site Loss 5 Task/Activity/Area: Filming establishing character scene Highly Unlikely 1 1 2 3 4 5 Unlikely 2 2 4 6 8 10 Notes: (Including details of previous accidents/incidents) Minimal equipment; DSLR, tripod, tie mic, mix pre Possible 3 3 6 9 12 15 Probable 4 4 8 12 16 20 RA Team: Amy Hutchin, Luke Robertson, Richard Mccalen, Luke Rides, Maxx de jong, Rory Okey Date of RA: 25/1/12 Certain 5 5 10 15 20 25 People at risk: Employees and Visitors Amy Hutchin, Luke Robertson, Richard Mccalen, Luke Maxx de jong, Rory Okey – Staff, Students, Members of the public Dept Manager (Print Name): Signature: Review Date Review Date Ref No or Task-step Identified hazards or Injury causes, highlighting risks (Injury focused - see checklist) Score -No controls (Probability x Severity = Controls/Procedures/Key Behaviours (existing controls, information, training etc) Score -Post Controls (Calculation) Further action required Action Priority (H/M/L)
calculation) Traveling to location Safety of Equipment 3 x 3 = 9 Brief crew on safety requirements and procedures Do not leave equipment unattended Do not use equipment unprofessional Do not use equipment in hazards situations All equipment portable appliances tested/charged 2 x 3 = 6 H 1 Moving and lifting the equipment 2 X 3 = 6 Marked all heavy equipment Give correct safety training Brief crew before event Check there are enough crew to transport the equipment 1 X 3 = 3 M 2 Equipment stolen 2 x 3 = 6 Never leave equipment unattended Have all equipment allocated to a name and number of a crew member 1 x 3 = 3 M 2 Filming on Location Trailing cables – (trip hazard) 2 x 1 = 2 Gather all loose cables together and tape cables to ground Allocate a crew member to watch the area If needed, filming to be stopped to safe passing 1 x 1 = 2 L 3 Camera’s on tripods (trip hazard/damage to equipment) 2 x 1 = 2 Set up tripod appropriately Locate the tripod in a safe area with no loose cables surrounding Allocate a crew member to the tripod and for all crew to be aware of the implications 1 x 1 = 2 L 4 Weather 1 x 3 = 3 L Research the forecast for the appropriate days of filming Alert all crew safety procedures for equipment in wet/windy weather Provide covers for equipment if necessary 1 x 1 = 1 L
ASSESSING OUR RISKS – GENERAL RISK ASSESSMENT FORM Calculate:Probability multiplied by severity for No/Post control scores. NB: For scores of 10 (High), or more contact the health & safety department for further advice. Site/Department: HM Naval Base, Portsmouth, PO1 3NH Probability Severity Minor injury 1 Lost time/ Ill Health 2 Major / >3 days 3 Perm. Disability 4 Fatal/ Site Loss 5 Task/Activity/Area: Interviews with the Royal Navy and cutaway shots for Remembrance day Highly Unlikely 1 1 2 3 4 5 Unlikely 2 2 4 6 8 10 Notes: (Including details of previous accidents/incidents) Possible 3 3 6 9 12 15 Probable 4 4 8 12 16 20 RA Team: (Mgr, Supervisor, EHS Adviser, Safety Rep, Employee, minimum is 2 people) Hayley Rutter, Paige Penfold, Lou Appleby Date of RA: 28.10.2011 Certain 5 5 10 15 20 25 People at risk: Employees and Visitors (e.g., visitors, contractors, hauliers, members of the public, operators, engineers, other employees etc) Students filming; Sam Millner, Mark Lever, Ryan Dawson, Employees and Visitors in the museum, Interviewees Dept Manager (Print Name): Steve Hand Signature: Review Date Review Date Ref No or Task-step Identified hazards or Injury causes, highlighting risks (Injury focused - see checklist) Score -No controls Controls/Procedures/Key Behaviours -Post Controls (Calculation) Further action required Action Priority (H/M/L)
(Probability x Severity = calculation) (existing controls, information, training etc) Travelling to location Risk of personal attack or theft of equipment 2 X 5 = 10 H Crew to travel and keep together as group. Equipment not left unattended. 1 X 5 = 5 M M 1 Moving Equipment to Location. Lifting and moving heavy equipment 4 x 4 = 16 H Mark all heavy equipment Give correct training Briefing before the event 3 x 3 = 9 M M 2 Trailing Cables - (Trip Hazard) People walking in the road to avoid the cables thus putting themselves in danger 2 x 1 = 2 L Designated cable route highlighted by taped cables. Second person to watch over the cables. If needed, filming will be stopped to allow people to pass safely 2 x 1 – 2 L L 3 Camera’s On Tripods (Trip Hazard) 3 x 3 = 9 M Locate camera as out of the way as possible. two people on each camera to protect it 2 x 1 = 2 L L 4 (Filming on Location) Walking and filming at the same time. Trip hazard and health of the camera operator. Risk of soft tissue injury and fatigue. 3 x 2 = 6 M Two people per camera. 1 as a guide. Filming is planned to be static! 2 x 1 = 2 L L 5 Weather 2 x 1 = 2 L Wear appropriate clothing for weather conditions if working outside. Advise what to bring and provide suitable refreshments if needed 1 x 1 = 1 L L 6 In case of Injury or Illness 3 x 5 = 15 H Make people of the emergency numbers for first aid or fire. 2 x 1 = 2 L Basic First Aid Training L Equipment Risk of electric from faulty equipment 3 X 5 = 15 H Only University equipment to be used. All equipment Portable Appliance Tested. 1 X 5 = 5 L L 7 Blocking fire exits in the museum
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] 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
Appendix 3 – Project Risk Assessment Template Project Title Period: March 2010 Project Description / / Background Please describe the key aspects of the project to clarify the nature , background and scope of the project Risk Category Select the risk category being considered Requirements Benefits Schedule Budget Deliverables Scope Issues Suppliers Acceptance Communication Resource Other Project Risks / Issues - Budget Consider a workshop during the “Risk Planning” stage, involving each of the key project stakeholders (project sponsor, manager, team, suppliers, customer), to identify risks List the likely risks, which may affect the project, consider each risk category Consequence: Quantitative and qualitative List all the potential consequences of each risk List the consequences in $ terms, to enable better judgement in the decision making process. E.g. The project exceeds the allocated budget by $500k Likelihood: List the issues that would affect the likelihood of the risk eventuating Consequence Rating: E.g. High -Using the scoring system below, what is the potential impact of the risk Likelihood Rating: E.g. Medium -Using the scoring system below, what is the probability of the risk eventuating Score: 40 Score: 60 Current Controls are controls in place) Future Mitigating Actions Responsibility Action Date List all controls in place that would limit our exposure to the risk occurring (i.e. reduce the likelihood of the risk occurring and reduce the potential consequence of the risk) How are these controls enforced (Who, when, how evidenced?) List all Preventative actions (reduce possibility of risk occurring) and Contingent (reduce the impact) including estimated completion and accountability for each action. List responsible persons for each action List due date for each action Priority Risk Rating - Priority equals average of Likelihood and Consequence scores. After considering the above controls - in place only ) 50 (ave of above) Moderate Matters for consideration List any other matters for consideration that are relevant to the decision as to whether the University should accept the risk Issues for insurers For Risk Administrator to complete Risk decision Accept, Mitigate, Transfer or Avoid Prepared and recommended by: xxx Reviewed and endorsed by: Xxx Date Date Approved PVC Administration Date
Extreme 81-100 Immediate Action Required (Executive management) Assign accountability High 61-80 Executive Management attention required Assign accountability Medium 41-60 Management by specific reviewing and monitoring of procedures (Managers) Assign accountability Low 0-40 Manage by routine procedures, unlikely to need specific application of resources (managers and key staff) Business as usual Risk Plan The risk plan includes a set of actions to be to avoid, transfer or mitigate each risk, based on the priority of the risk assigned. For each risk identified and in order of priority, list: Preventative actions – reduce the likelihood of the risk occurring. Contingent actions – reduce the consequence should the risk eventuate. Appendix 4 – Operational Risk Management Plan Template Example only – not based on actual risks
the adequacy of the contractor’s Earned Management (EVM) process and the realism of the integrated baseline for managing the program. Production/Facilities. The ability of the system configuration to achieve the program's production objectives based on the system design, manufacturing processes chosen, and availability of manufacturing resources (repair resources in the operations and support phase). Logistics and Supply. The ability of the system configuration and associated documentation to achieve the program's logistics and supply objectives based on the system design, maintenance concept, support system design, and availability of support data and resources. 7.2.3. Analysis. Risk analysis is an evaluation of the identified risk events to determine possible outcomes, critical process variance from known best practices, the likelihood of those events occurring, and the consequences of the outcomes. Once this information has been determined, the MAJESTIC risk event will be rated against the Air Force’s standardized criteria and an overall analysis of low, moderate, or high assigned. Tables 7.1 through 7.5 depict the MAJESTIC risk reporting matrix and definitions (from AFPAM 63-128). Table 7.1. MAJESTIC 5x5 Risk Reporting Matrix. Likelihood 5 G G Y R R R 4 G Y Y R R 3 G G Y Y R 2 G G G Y Y 1 G G G G Y 1 2 3 4 5 Consequence Table 7.2. MAJESTIC Risk Probability Criteria. Level Likelihood Probability of Occurrence 1 Not Likely 5-20%
Risk Register Risk Detail Risk List with Responses Summary Detail Response Register Response Detail Evaluation Report Incident Report Loss Register Loss Detail Accident Register Accident Detail Full Risk Data Dump Item Register Item Detail Item Browser PID Risk Metrics Summary Risk Metrics Risk Heat Map Risk Staleness Total Risk List Impact Probability Analysis Impact Cost Dashboard Corporate Report Risk Performance Report Risk Process Report Risk Process Health Risk Tracker Losses Summary Return On Investment Trend Resource Register Resource Detail User Access/Audit Log System usage Report Usage Scoring Schemes Role Rights System Security System Preferences System Maintenance System Integration System Configuration System Filters Alert Management Configuration Table E.3. Available Crystal Reports from ARM/AFERMS. Management Reports Metric Reports Administrative Reports
Breakdown of Impacts by Ownership Business Analysis Data Sheet Detailed Register Evaluation Tests Impact Category Summary List Performance Against Individual Response Owners Qualitative Impact Record Qualitative Register Qualitative Summary Quantitative Register Report Against Business Structure Response Effectiveness Register Response Evaluation Register Scoring Schemes Severity By Status Summary Detail Relationships Impact Snapshot Impact Trend Chart Increased and Decreased Impacts New and Changed Risks, Issues, etc. Chart New Risks, Issues, etc. Chart Changes Report Status Changes Chart Status Changes Report Database Schema Folder Access List Risk, etc. Access List User Groups and Users User register Users and their User Groups
RISK REGISTER Risk Name & Description What could happen and why? Current Controls Are there current controls for the risk Impacts Impact if the risk eventuates Risk Assessment Risk Treatment Depending on risk rating - additional controls / mitigation strategy to be implemented (to reduce risk rating) Responsibility / Due Date Likelihood Consequence Risk Rating Refer to your organisation’s ratings for measures Example: Insufficient funding none Delays to purchasing C Possible 4 Major High Ensure funding approvals obtained at start of project
Risk (in priority order) Possible treatment options Preferred options Resources required Person responsible for implementation Timetable for implementation How will this risk and the treatment be monitored? List in order of priority as determined in the risk register above How can the risk be controlled or treated? What option is the best option for the business for treatment and why this option was selected? Include all resources required including people, documents, equipment, etc Who has ultimate responsibility for implementation of the risk treatment option? What is the estimated timeframe for implementation – this will depend on level of risk – High risks may require immediate implementation How often will this be reviewed and how will the business know if it has successfully treated the risk?
Each thematic risk register has an owner within the organisation. Gathering intelligence: Through horizon scanning (identify potential risks/threats and opportunities and be better prepared), surveillance and stakeholders. Risks can be identified from bottom-up and from top-down. From the bottom, risks will be identified and assessed where they occur (by any member of staff) and will then be captured in departmental or strategic risk registers as appropriate. Escalating Risks: Overall Rating the likelihood and impact Contingency: an action or arrangement that can be put in place to minimise the impact of the risk when it has gone wrong involved and the impact on the organisation. We have embedded Risk Management into the planning process for the development of IRMP, departmental and unitary area plans and even considered at project level.
Severity Negligible small/unimportant; not likely to have a major effect on the operation of the event / no bodily injury to requiring minor first aid injury Marginal minimal importance; has an effect on the operation of but will not affect the event outcome / requires medical treatment Critical serious/important; will affect the operation of the event in a negative way / suffers serious injuries or medical treatment of minors Catastrophic maximum importance; could result in disaster/death; WILL affect the operation of the event in a negative way / death, dismemberment or serious injury to minors Probability LOW This risk has rarely been a problem and never occurred at a college event of this nature LOW (1) MEDIUM (4) MEDIUM (6) HIGH (10) MEDIUM This risk will MOST LIKELY at this event LOW (2) MEDIUM (5) HIGH (8) EXTREME (11) HIGH This risk WILL occur at this event, possibly multiple times, and has occurred in the past MEDIUM (3) HIGH (7) HIGH (9) EXTREME (12) Risk Matrix
Risk Assessment Table List All Activities Your activity name Associated Risk(s) Risk(s) associated with the activity Severity Level of impact on the trip and students Probability The chances of that risk happening Risk Score Risk score, found by combining impact and probability on the risk matrix Method(s) to Manage the Risk A list of methods you will use to minimize the chances of the risk happening and/or the resulting damages of the risk
10. Mycophenolate mofetil (Myora®) - Teratogenicity - spontaneous abortions - congenital malformations following exposure during pregnancy. - Educational materials for HCPs & patients. 11. Mycophenolic acid (Myfortic®) - Teratogenicity - spontaneous abortions - congenital malformations following exposure during pregnancy. - Educational materials for HCPs & patients. 12. Mycophenolate mofetil (Mofetab®) - Teratogenicity - spontaneous abortions - congenital malformations following exposure during pregnancy. - Educational materials for HCPs & patients. 13. Infliximab (Remicade®) - Risk of infection - Risk of Cancer - Infusion card, - HCP safety sheet 14. Infliximab (Remsima®) - Risk of infection - Risk of Cancer - Infusion card, - HCP safety 15. Rituximab (Mabthera®) - Infections (including serious infections) Progressive Multifocal leukoencephalopathy - Patient alert card(for RA and GPA/MPA indications only). - Educational Material for healthcare professional and patients(for RA & GPA/MPA indications only). 16. Rituximab (Mabthera® S.C) - Off-lable use of the Subcutaneous Formulation indication: (subcutaneous formulation – NHL/CLLonly) - administration route error indication (subcutaneous formulation – NHL/CLLonly) - Educational Material for Healthcare Professionals)
Healthcare professional educational plan for pre-filled syringe 43. Nilotinib (Tasigna) - QT prolongation - Myelosuppression - Cardiovascular events - Significant bleeding - Severe infections - Hepatotoxicity - Pancreatitis, lipase and amylase elevations - Fluid retention - glucose increased - Blood cholesterol increased - Use in patients with hepatic impairment - Interaction with strong CYP3A4 inhibitors - Patient / HCPs educational materials. 44. Bosentan Monohydrate (Bosentan) - Teratogenicity - Hepatotoxicity - Decrease in haemoglobin concentration - Decrease in sperm count - Controlled distribution system HCP and Patient educational materials. 45. Agomelatine (Valdoxan®) - liver Function (hepatotoxicity) - patient booklet -Doctor guide 46. Menotrophin - Ovarian Hyperstimulation Syndrome (OHSS) - Doctor guide 47. Pioglitazone/glimepride(Duetact®) - congestive heart failure - not recommended in patients with symptomatic failure - d NYHA Class III or IV heart failure is contraindicated - prescriber guide 48. Misoprestol (Misodel®) - uterine tachysystole - presciber guide 49. Acitretin (Neotigasone®) - Risk of malformation and formation of a compound (etretinate), which may be harmful to an unborn child - pregnancy prevention program (HCP , patient) educational material 50. Bendamustine (Bendavival®) - Myelosuppression - Infections - Anaphylaxis and Infusion Reactions - Tumor Lysis Syndrome - Skin Reactions - Hepatotoxicity - physician guide - pharmacist guide
PRACTICE EDUCATORS/ PRACTICE TUTOR LOG This log be may be used once a written or verbal warning has been given to a student as part 2 of the CAF. The log will provide a brief written record of any specific event of concern related to a student performance, in particular if any concerns arise about repeated safety or professional issues. The log can be used as a clear record for feedback purposes. The Discipline of Physiotherapy should be informed if any serious safety or professional issues arises. Week 1 Date Time Description Feedback written or verbal? Practice Tutor/ School informed? Week 2 Date Time Description Feedback written or verbal? Practice Tutor/ School informed? Week 3 Date Time Description Feedback given Practice
Strongly Agree Agree Neutral Disagree Strongly Disagree 1 People who know me would describe me as a cautious person 2 I feel comfortable about investing in the stock market 3 I generally look for the safer investments, even if that means lower returns 4 Usually it takes me a long time to make up my mind on financial matters 5 I associate the word “risk” with the idea of “opportunity” 6 I generally prefer bank deposits to riskier investments 7 I find investment matters easy to understand 8 I’m willing to take substantial investment risk to earn substantial returns 9 I have little experience of investing in stocks and shares 10 I tend to be anxious about the investment decisions I’ve made 11 I’d rather take my chances with higher risk investments than increase the amount I’m saving 12 I’m concerned by the volatility of stock market investments CAPACITY FOR LOSS (CLIENT 1) Less than 3 years 3 – 9 years 10 – 14 years 15+ years
T4 – Risk register Company name: Location: Date: Hazard What is the harm that the hazard could cause? What is the likelihood that the harm occur? What is the level of risk? How effective are the current controls? What further controls are required? How will the controls be implemented? Action by Due date Completed
Title of Risk Register Context of Risk Assessment The managing of risk is an integral component of effective corporate governance and builds on transparent and accountable processes consistent with informed management decisions. Implementation of the CQUniversity Risk Management , supports the management practices, decision making and resource allocation, whilst ensuring the interests of all stakeholders are considered, maintaining confidence and assurance in the University. The University’s Policy and Framework aligns with AS/NZS ISO 31000:2009 Risk Management – Principles and Guidelines. CQUniversity is committed to the management of risk as an integral part of its operations, focusing on strategies to minimise to the University’s mission and objectives. The risk appetite will be considered in strategic and operational decision making. The following risk assessment aligns with the goals within the Strategic Plan 2016-2020. Our greatness will be demonstrated through excellence in our core business areas of: Growing our Engagement and Reputation Growing Higher Education and Vocational Education and Training Providing a Great Student Experience Undertaking Great Research Expanding our Presence and The external context is considered in relation to the regulatory environment of the Tertiary Education Quality and Standards Agency (TEQSA), Australian Skills Quality Authority (ASQA) and compliance with all other relevant legislation as applicable. However, Health, Safety and Environment risks have not been considered within this Risk Assessment. To ensure compliance with Safety, Health, Environment, WorkCover and Sustainability (SHEWS) further consultation with the is required. Risk Register– Title No Risk Identification Risk criteria Risk Treatment Residual Risk Analysis Executive Responsibility (Risk Owner) Plan/Activity Indicators (lead/lag), data source, evidence Consequence Overall Risk Rating
5 Feb Broadcasting Awards 2 tickets to awards* 12 Feb Mediatique Lunch 17 Feb Burberry Women’s wear show (ticket) 19 Feb BRIT AWARDS Ticket to Brit Awards 26 Feb Sadlers Wells Theatre Premiere of RICE 27 Feb Trafalga Studios x 1Ticket To see “Ghosts” OVERSEAS TRAVEL Date(s) of trip Destination Purpose of trip ‘No 32 (The Royal) Squadron’ or ‘other RAF’ or ‘Charter’ or ‘Eurostar’ Number of officials accompanying Minister, travel is used Total cost including travel, and accommodation of Minister only *indicates if accompanied by spouse/partner or other family member or friend Secretary of State, Rt Hon Maria Miller MP 6-10 Feb Russia Sochi Winter Olympics Games Scheduled Nil £2,525.26 11-14 Mar New York Commission on the Status of Women 58 Commercial flight Nil £2,343.45 Minister for Sport, Tourism and Equalities, Helen Grant MP 16 Jan St Symphorien, Belgium To view cemetery/preparations for WWI centenary commemorations Eurostar Scheduled Nil £250 18-22 Feb Sochi, Russia To view various events at Winter Olympics Commercial flight Scheduled Nil £2413 Minister for Culture, Communications & Creative Industries, Ed Vaizey MP 11- 12 Feb Paris British Embassy Investiture Ceremony and dinner and bilateral meetings Eurostar £79.90 MEETINGS WITH EXTERNAL ORGANISATIONS (INCLUDING MEETINGS WITH NEWSPAPER AND OTHER MEDIA PROPRIETORS, EDITORS AND SENIOR EXECUTIVES)
Secretary of State, Rt Hon Maria Miller MP Date of Meeting Name of Organisation Purpose of Meeting 13 Jan 14-18NOW To discuss plans for the First World War Centenary cultural programme 14 Jan Graeme Le Saux (Footballer) To discuss concerns over football 14 Jan BBC to discuss sports (coffee) 16 Jan WAN-IFRA To discuss press regulation 20 Jan Church of England Design Council English Heritage Heritage Alliance Heritage Lottery Fund Historic Houses Association Historic Royal Palaces National Trust Sir Terry Farrell Roundtable meeting to discuss issues affecting the sector 27 Jan The IMPRESS Project To discuss press regulation 3 Feb EE To discuss mobile coverage 4 Feb Heritage Alliance To discuss English Heritage Consultation 4 Feb Historic Houses Association To discuss English Heritage Consultation 5 Feb National Trust To discuss English Heritage Consultation 11 Feb Press Complaints Commission Chair To discuss regulation 12 Feb Vodafone Introductory meeting with new CEO 12 Feb David Abrahams and Lord Burns Channel 4 Update on current issues 26 Feb Sir Keith Mills LOCOG To discuss LOCOG 27 Feb PRS for Music To discuss issues facing the music sector 6 Mar Lord Patten BBC To discuss BBC Charter Review and other major issues facing the BBC 10 Mar Tony Hall BBC, and Lord Patten BBC Trust To discuss BBC Charter Review and other major issues facing the BBC 17 Mar Opportunity Now Cranfield School of Management To discuss research into attitudes to in work
Venue: ASB Football Park Cost: $35 a day ($90 for three consecutive days) We have a facility suitable for inside activities. This includes indoor skills sessions as well as player development quiz's, presentations and task's. In case of bad weather please a towel and a full change of clothes as we try and get outside for some part of the day.
INPUT Resources OUTPUTS Actions/Services OUTCOMES Term OUTCOMES Intermediate OUTCOMES Long Term What do we invest? What do we do? How do we document? What early changes do we expect to see? What midway changes do we expect to see? What long term changes do we expect to see?
Trainee Last name(s) First name(s) Date of birth Nationality Sex [M/F] Study cycle Field of education Sending Institution Name Faculty/ Department Erasmus code (if applicable) Address Country Contact person name; email; phone Karlsruhe University of Education International Office D KARLSRU02 Bismarckstr. 10 , 76133 Karlsruhe Germany Julia Friedl ; ; +49 721 925 4224 Receiving Name Department Address; website Country Size Contact person name; position; e-mail; phone Mentor name; position; e-mail; phone < 250 employees > 250 employees Before the mobility Table A - Traineeship Programme at the Receiving Organisation/Enterprise Planned period of the mobility: from [month/year] ……………. to [month/year] ……………. Traineeship title: … Number of working per week: … Detailed programme of the traineeship: Traineeship in digital skills: Yes ☐ No X Knowledge, skills and competences to be acquired by the end of the traineeship (expected Learning Outcomes): Monitoring plan: Evaluation plan: The level of language competence in ________ [indicate here the main language of work] that the trainee already has or agrees to acquire by the start of the mobility period is: A1 A2 B1 B2 C1 C2 Native speaker Table B - Sending Institution Please use only one of the following three boxes: traineeship is embedded in the curriculum and upon satisfactory completion of the traineeship, the institution undertakes to: traineeship is voluntary and, upon satisfactory completion of the traineeship, the institution undertakes to: traineeship is carried out by a recent graduate and, upon satisfactory completion of the traineeship, the institution undertakes to: Accident insurance for the trainee Organisation
Provide system control software (Acoustic Network Manager) for: System startup, including initialization and addressing of networked devices. Masking signal volume and equalization. Audio signal volume and equalization. Masking timer scheduling. All system zoning. In-room occupant control setup. Reporting of all system settings. System diagnostics. Provide audio broadcast zoning software (Page Director) for: Setup of user-defined audio zones. User zone selection via software interface. Provide monitoring/notification software (Acoustic Network Supervisor) for: Email notification of errors to user-defined addresses. Email notification of system status at user-defined periods. Provide in-room occupant controls with: Network connectivity. A display indicating function selection and settings. A keypad interface for controlling all functions, including masking/audio selection, volume, increase/decrease, audio source selection, and masking/audio mute. An infrared remote control receiver. A single gang enclosure. Provide assemblies that: Carry power, audio and control signals over a single cable assembly. Provide overmolded micro-connectors with positive locking mechanisms. Provide audio input modules for: input for microphone, telephone or auxiliary audio sources. Analog to digital (D/A) conversion of audio signals. Input sensitivity adjustment. Provide ceiling mount adaptors to: Attach on-site to convert plenum loudspeakers to ceiling loudspeakers. Provide power supplies to: Power the system components. REGULATORY TESTING AND CERTIFICATIONS Provide system components conforming to and labeled for: [Spec Note: Delete irrelevant sections.] United States Safety and Electrical: UL 6500 Plenum Rated Components: UL 2043 [Spec Note: For air-handling plenum installation.] Plenum Rated Cabling: UL CL3P/CMP 75C [Spec Note: For air-handling plenum installation.] Electromagnetic Interference (EMI): FCC – Part 15, Subpart B, Class A Metals: RoHS [Spec Note: Voluntary best practice.] Low Voltage Supplies: UL 1310 Canada
Vocabulary Acquisition and Use Tier 2 Vocabulary Tier 3 Vocabulary (if applicable) Figurative Language latch (p. 2) dusk disguised embraced surprised journey rushed plump claws eldest (p. 3) route (p. 6) cunning (p. 8) brittle (p. 14) delighted begged paced tasty most clever directly overjoyed fetched halfway pretended tumbled furious “not fail” (p. 26) strength higher, highest (p. 24) moment peacefully (p. 25) hemp strings gingko nuts “tangible symbol for our darkness” (dedication page) “all the chicks are in the coop” “skin is so tender” “water for a taste” “one thought in his mind” “one gingko nut and you will be well again” “he broke his heart to pieces” (p. 24) Conventions of Standard English or Knowledge of Language focus standard:
Additional versions of Little Red Riding Hood for comparison Text Title and Author A description of the text and how it relates to the extended text Label Difficulty: Advanced Grade Level Meant for Scaffolding Red Riding Hood by James Marshall Little Red Riding Hood by Trina Schart Hyman Little Red Riding Hood by Davis McPhail (vocabulary rich) Little Red Riding Hood The Brothers (darker traditional version) Little Red Riding Hood retold by Candice Ransom Honestly, Red Riding Hood was Rotten The True Story of Little Red Riding Hood as Told by the Wolf by Trisha Speed Shaskan (wolf’s perspective) Little Red Cowboy Hat by Susan Lowell (Saguaro cactus and Southwest flair) Pretty Salma A Little Red Riding Hood Story from Africa by Niki Daly (African version) These are several versions of Little Red Riding Hood to use for comparison. Various levels of scaffolding will be needed based on the text Standards-Based Activities: ACTIVITY #1
h. A club may have more than one team in one division. It is responsibility to safely handle the situation should it arise. Organization must be able to effectively and safely coach both teams. 2. Tournament Format a. The Top72 Teams will Qualify for 9 Divisions 12 Teams will be in division 10 the weekend of Individual Championships. b. Meets take place over three week-ends Weekend 1: Divisions 7-8-9 Weekend 2: Divisions 4-5-6 Weekend 3: Divisions 1-2-3 Weekend 4: Division 10 - Individuals c. Each Division will 10 gymnasts per team. d. There will be Individual Awards for each Division. e. Individual Championships Top 12 All- Around from each age group determined by Division Meet scores. The next 12 gymnasts from each age group on each event will also qualify. There will be a total of 24 competitors on each event from each age group at the Championships. VII. COACH OF THE YEAR & EVALUATION 1. One award per Division 1 - 10 2. One vote PER CLUB / per division that they are competing. Amendment Evaluation forms must be given to club coach and turned in to the meet manager after the divisional championship meet VIII. TIE BREAKING PROCEDURES Div 1-9: For individual events, break the tie first with Superior Judge score, then by the All-Around score. If there is still a tie, it stands. If a tie in the all-around, use superior judge scores to break ties. If still a tie, it stands. Team ties…go to 5 scores. If still a tie, it stands. Div 10: Tie is broken by the All-Around score only. If it is still a tie, it stands. Individuals: Tie is broken by the Superior Judge. If still a tie, it stands. Awards: Do not skip ties for awards. Example, 1 2T, 2T, 3, 4, 5, IX. COMMITTEES 1. Ethics 2. Girls Competition 3. Boys Competition 4. HS Competition 5. Pre-Team Competition 6. Meet Scheduling X. EXAMPLES OF REPORTING INFRACTIONS, COMPETITION INFRACTIONS AND ELIGIBILITY INFRACTIONS Set forth examples of what the different infractions are the consequences of those infractions.
My Work Tuesday Thursday Wednesday Friday My Progress TUESDAY # of questions # correct _____ I need more help with… ________________________ ________________________ ________________________ WEDNESDAY # of questions _____ # correct _____ I need more help with… ________________________ ________________________ ________________________ THURSDAY # of questions # correct _____ I need more help with… ________________________ ________________________ ________________________ FRIDAY # of questions _____ # correct _____ I need more help with… ________________________ ________________________ ________________________
Me And Bobby McGee Kris Kristofferson 1969 (as sung by Joplin) INTRO: / 1 2 / 1 2 / [G]/[G]/[G]/[G]/ [G] Busted flat in Baton Rouge, waiting for a train When I's [G] feeling nearly as faded as my [D7] jeans [D7] [D7] thumbed a diesel down, just before it rained That [D7] rode us all the way to New [G] Orleans [G] I [G] pulled my harpoon out of my dirty red bandana I's [G] playing soft while [G7] Bobby sang the [C] blues [C] [C] Windshield wipers slappin' time I was [G] holding hand in mine [D7] We sang every song that driver knew [D7] [C] Freedom's just another word for [G] nothing left to lose [D7] Nothin', it ain't nothing honey, if it ain't [G] free [G] And [C] feeling good was easy, Lord, [G] when he sang the blues You know [D7] feeling good was good enough for me [D7] [D7] Good enough for me and my Bobby [G] McGee /[G]/[A]/[A] From the [A] Kentucky coal to the California sun Yeah, [A] Bobby shared the secrets of my [E7] soul [E7] Through [E7] all kinds of weather, through everything we done Yeah [E7] Bobby, baby, kept me from the [A] cold [A] One [A] day up near Salinas, Lord, I let him slip away He's [A] looking for that [A7] home, and I hope he [D] finds it [D] But I'd [D] trade all of my tomorrows for one [A] single yesterday To be [E7] holding Bobby's body next to mine [E7]
RECOMMENDED BUDGET 2018-2019 2017-2018 Council Tax Base 1,131.90 1,118.93 Parish Precept per Band "D" 42.18 40.17 47,743.54 44,947.42 INCOME Precept 47,744 44,947 Council tax grant element of precept. 0 2,636 User Groups Rents 4,000 4,000 Pavilion hire 1,000 1,000 Agency services 1,860 1,860 Interest earned 300 280 Allotments 620 620 TOTAL INCOME 55,524 55,343 EXPENDITURE Clerk's pay 12,810 16,937 HMRC – Council element of Clerks NI 855 1,207 Pension Fund 640 846 Caretaker 5,000 3,744 expenses 640 640 Grass cutting 12,465 16,255 Maintenance 5,000 1,325 Dog/Litter bins 2,300 2,200 Insurance 1,900 1,800 Water 420 400 Electricity 1,250 1,200 Newsletter 2,900 2,300 Office / Mileage/ Postage 500 600 Stationery 300 300 Play inspection 215 215 Audit fees 480 530 SPCA 450 450 Society of Local Council Clerks - 200 200 Public Loan Board 181 181 Fishing rights 225 225 Staffs. Com. Council 25 25 Staffordshire Playing Fields Assoc 15 15 Miscellaneous 200 200 TOTAL 48,971 51,795
Social Narrative Presents concepts and situations in a visual format Visually explains what is happening and what is expected During and after recess Karine Gleason, TASN, ATBS Suggestions for tools to help create social narratives: Boardmaker Toondoo Strip Designer App Gray 1995 Gray & Gerand, 1993 Scattone, Tingstrom, & Wilczynksi 2006 Lorimer, Simpson, Myles, & Ganz 2002 Test, Richter, Knight, & Spooner, 2011 Visual Supports: Visual Countdown System Allows student to “see” how much time remains in an activity No specific time increment is used Used when the timing of the transition needs to be flexible Countdown for clean up Countdown for computer AIM, Transitioning Between Karine Gleason, TASN, ATBS Activities Dettmer, Simpson, Myles, & Ganz, 2000 Timers Visual timers Allows student to “see” how much time remains in an activity Makes the concept of time more concrete Time Timers Dettmer, Simpson, & Ganz, 2000 Visual Supports: Schedules Object Photos Words Displays planned activities in the order in which they will occur Allows student to view upcoming activities Can be used across settings Clarifies expectations during a specific time period DVD Schedules Partial Day, Object Schedule (templates included) Karine Gleason, TASN, ATBS Partial Day, Photo Schedule AM/PM, Icon Schedule Dettmer, Simpson, Myles, & Ganz, 2000Schmit, Alper, Raschke, & Ryndak, 2000 Savner & 2000 Visual Supports: Visual transition cue to check schedule Method to initiate schedule use Can incorporate special interests Increases independence Various Transition Cues Hume, K.& Smith, S. (2009) DURING TRANSITION
Visual Supports: Schedule Cues Cues from the student’s schedule that he/she can carry during the transition to the next activity May be objects, photos, icons, words Reminds student where they are going Object Cues Photo Cues Icon Cues Written Cues Schmit, Alper, Raschke, & Ryndak, 2000 Hume, K. (2009) Visual Supports: Visual Boundaries Provides the student with a concrete cue of where they should go Addresses safety and compliance issues Lining up AIM, Visual Supports Kabot, S., and Reeve, C. (2010) Koyama & Wang, 2011; 1995) National Research Council, 2001 Other Visual Supports Any tool represented visually that supports an individual as he/she moves through the day (National Research Council, 2001) Used to decrease confusion and anxiety Increases independence Increases understanding Walk to locker Hall Pass School Arrival/ Karine Gleason, Jenny Rooney, Departure TASN, ATBS TASN, ATBS Mini-Schedule Karine Gleason TASN, ATBS Hume, K. (2008) National Research Council, 2001 AFTER TRANSITION Visual Supports: “Finished” Receptacles Lets student know he/she has arrived to the correct destination Provides a concrete cue that transition is finished Object receptacles Photo pocket Finished boxes for work List with check boxes Dettmer, Simpson, Myles, & Ganz, 2000 Auditory Cues Ringing a bell Student rings a bell after he/she arrives at destination Using a bell as an endpoint provides salient cue to help Bell Autism Internet Modules Sainato, Strain, Lefebvre, and Rapp (1987)
Table 1. Exercise Objectives and Associated Core Capabilities Participant Roles and Responsibilities The term participant encompasses many groups of people, not just those playing in the exercise. Suggestions of participant roles and their respective responsibilities are as follows: Role Suggested Personnel Responsibilities Players Greeter/Receptionist Triage Staff RN/PA/NP/Physician Other Frontline Staff Players are personnel who have an active role in discussing or performing their regular roles and responsibilities during the exercise. Players discuss or initiate actions in response to the simulated emergency. Controllers Infection Control Personnel Emergency Manager Actor Controllers plan and manage exercise play, set up and operate the exercise site, and act in the of organizations or individuals that are not playing in the exercise. Controllers direct the pace of the exercise, provide key data to players, and may prompt or initiate certain player actions to ensure exercise continuity. In addition, they issue exercise material to players as required, monitor the exercise timeline, and supervise the safety of all exercise participants. Simulators (Simulation Cell) Personnel from local health department, or Internal facility infection control personnel playing the role of the provider access line at the department of health Simulators are control staff personnel who role play nonparticipating organizations or individuals. They most often operate out of the Simulation Cell (SimCell), but they may occasionally have contact with players. Simulators function under the supervision of SimCell controllers, enacting roles (e.g., media reporters or next of kin) in accordance with instructions provided in the Master Scenario Events List (MSEL). All simulators are ultimately accountable to the Exercise Director and Senior Controller. Evaluators Infection Control Personnel Emergency Manager Actor Evaluators evaluate and provide feedback on a designated functional area of the exercise. Evaluators observe and document performance against established capability targets and critical in accordance with the Exercise Evaluation Guides (EEGs). Actors Individual with knowledge/medical background playing role of Actors simulate specific roles during exercise play, typically victims or other bystanders. Exercise Assumptions and Artificialities In any exercise, assumptions and artificialities may be necessary to complete play in the time allotted and/or account for logistical limitations. Exercise participants should accept that face
YEAR 11 Assessment Review Homework covering TEST 5 Non-calculator ENHANCED Common Graphs /15 Inequalities /12 Loci Vectors /15 Algebraic fractions /20 Algebra: Graphs 1. S Sketch the graph of (3) 2. S Which is the correct equation for the graph shown below. b) Which is the correct equation for the graph shown below. (2) 3. F Match up the graph with the correct equation (3) 4. F The diagram shows a sketch of the graph of y = x2 + ax + b The graph crosses the x-axis at (1, 0) and (6, 0).
TOTAL 15 Algebra: Algebraic fractions 1. S Simplify (3) 2. S Write as a single fraction (3) 3. F Express as a single fraction in its simplest form. (4) 4. F Simplify fully (3) 5. M Show that simplifies to a where a is an integer. (3) 6. M as a single fraction in its simplest form. (4) TOTAL 20