zilongwang/ReadingBank huggingface dataset:
2B. Interactions: Program implements strategies that promote interactions. Effective teacher-child interactions and the social emotional climate of the classroom have been found to be significant predictors of children’s academic gains in language and literacy; and have been associated with higher scores in vocabulary and math, and key skills for children about to enter kindergarten (Burchinal et. al., 2010; Howes, et. al., 2008; Mashburn et. al., 2008). Additionally, both the Environment Rating Scales (ERS) and the Classroom Assessment Scoring System (CLASS) have been extensively field tested and researched. Studies have found the measures to be reliable, valid and significant predictors of children's outcomes (Clifford, Reszka & Rossbach, 2010; Pianta, La Paro, & Hamre, 2008; Burchinal, Howes, Pinata, Bryant, Early, Clifford, et al., 2008; Mashburn, Pianta, Hamre, Downer, Barbarin, Bryant, et al., 2008; Peisner-Feinburg, Burchinal, Clifford, Culkin, Howes, Kagan,Yazejian, 2001; Cost, Quality, & Child Outcomes Study Team, 1995; Bryant, Burchinal, Lau, & Sparling, 1994). Indicator Level 2 ERS technical assistance consultation 3 ERS reliable visit and CLASS technical assistance consultation Level 4/5 ERS and CLASS reliable rater visit STANDARD 3: FAMILY AND ENGAGEMENT Criterion Rationale 3A. Family Engagement: Program communicates and partners with families. Indicator Level 2a Program Administration (PAS) score of 3 on Family Communications Item
services, and efforts to support families if they are unable to receive additional services due to eligibility requirements or capacity issues. As research notes, many parents, particularly young and/or first time parents, look to early childhood education teachers for advice and guidance and additional supports, even though they may not actively seek them (Olson & Hyson, 2005). As noted by the NAEYC, early childhood professionals should provide appropriate information and referrals to community services and follow to ensure that services have been provided (NAEYC, 1996, 2005). Families’ access to health care, housing, income support and other social services may help protect children from abuse and neglect. Indicator 2 Program provides information community-based resources for children and families related to data collected in family survey Level 3 Program provides individualized referrals for community-based resources to families and provides informal follow-up with families Level 4/5 Program participates in community-based comprehensive service councils STANDARD 4: PROFESSIONAL CULTURE, PROFESSIONAL DEVELOPMENT, AND REFLECTIVE PRACTICE Criterion Rationale 4A. Professional Culture: Program policies encourage a professional work environment and program sustainability. Indicator 2 PAS score of 3 on the following items: Staff Orientation, Staff Development, Staffing Patterns and Scheduling, Budget Planning
3B. Community Engagement: Program collaborates with community organizations to support children and families. Zero to Three defines referrals as ensuring that young children and their families are connected to services that match their identified interests and needs. This involves referral and follow-up to ensure linkages to needed services, and efforts to support families if they are unable to receive additional services due to eligibility requirements or capacity issues. As research has noted, many parents, particularly young and/or first time parents, look to early childhood education teachers for advice and guidance and additional supports, even though they may not actively seek them (Olson & Hyson, 2005). As noted by the NAEYC, early childhood professionals should provide appropriate information and referrals to community services and follow up to ensure that services have been provided (NAEYC, 1996, 2005). Families’ access to health care, housing, income support, and other social services may help protect children from abuse and neglect. Indicator Level 2 Program develops partnerships with agencies and organizations in the community to provide information/referrals to children and families Level 3 Program provides individualized referrals for resources to families and provides informal follow-up with families Level 4/5 Program participates in community-based comprehensive service councils; Program establishes strategic partnerships with community organizations, community members, and business to increase access to community resources for families; Program coordinates transition activities for incoming preschool children and their families STANDARD 4: PROFESSIONAL CULTURE, PROFESSIONAL DEVELOPMENT, AND REFLECTIVE PRACTICE Criterion Rationale 4A. Professional Culture: Program policies encourage a professional work environment and program sustainability. Indicator Level 2a Program administrator makes occasional, unannounced visits to the classroom and provides feedback and support to improve educator practice
x-intercepts: None y-intercepts: Holes: None Vertical asymptotes: Horizontal asymptotes: x-intercepts: None y-intercepts: None Vertical asymptotes: Horizontal asymptotes: x-intercepts: None y-intercepts: Holes: Vertical asymptotes: Horizontal asymptotes: x-intercepts: None y-intercepts: Holes: Vertical asymptotes: Horizontal asymptotes: x-intercepts: y-intercepts: Holes: Vertical asymptotes: Horizontal asymptotes: x-intercepts: y-intercepts: Holes: Vertical asymptotes: Horizontal asymptotes: Graphing Rational Equations Homework:
x-intercepts: None y-intercepts: Holes: None Vertical asymptotes: Horizontal asymptotes: x-intercepts: None y-intercepts: Holes: None Vertical asymptotes: Horizontal asymptotes: x-intercepts: None y-intercepts: Holes: Vertical asymptotes: Horizontal asymptotes: x-intercepts: None y-intercepts: Holes: Vertical asymptotes: Horizontal asymptotes: x-intercepts: y-intercepts: Holes: Vertical asymptotes: Horizontal asymptotes: x-intercepts: y-intercepts: Holes: Vertical asymptotes: Horizontal asymptotes: Unit Review - Multiple Choice B. C. A. A. C. A. B. D. D. C. D. A.
Ration for an adult for one week Milk – 3 pints Butter – 50g Cheese – 50 g Tea – 50 g Enough for about 6 glasses of milk Enough for about 10 pieces of toast Enough for about 3 slices of cheese Enough for about 12 cups of tea Image sources
To determine if two ratios are proportional are 2 methods Method 1 – Find common denominators Method 2 – Use cross products Ex 1 Ex 2 15 ∙ _____ = 12 ∙ _____ _________ = _________ Yes they are No they are not proportional proportional GroupWork Determine if the ratios are proportional 1) 4:7 ; 24 to 35 2) ; 33 to 36 3) ; 4) ; 80:144 5) 10 to 15 ; 2 to 3 6) 9:13 ;
3. ______________________________________ 4. ______________________________ Number of Popsicles Cost ($) 1 $0.75 2 $1.30 5 $2.50 10 $4.00 X Y 2 5 5 10 8 17 12 24 5. Look at the chart below. What would the missing value need to be in order for the chart to represent a proportional relationship?
Y 1 2 2.5 3.5 y = 3.8x y = 7x y = ⅔ x Homework Find the Constant of Proportionality. X 2 3 5 6 Y 6 9 15 18 X 2 4 7 9 Y 0.4 0.8 1.4 1.8 X 1.5 3 4.5 12 Y 1 2 3 8 y = 7.25x
$11.25 / ticket $3.75 / dog 275 people / hour Victoria 6 runs 200 defective 180 calories $2.50 Most: Mix 1, Least: Mix 2 No, they will get less. 476 miles $14.17 12 shirts 128 cartons $54 51 miles 5 pounds 7 ounces 120 jars, $150 5 boxes for $9 $4.20 $33.33 6 shirts 150 miles 11.25 in. by 7.5 in. 8.66 cm 8.3 in. 8.63 in. 8m 27 feet by 36 feet 7.2 in No. 9/3 2/1 or 9/2 3/1 2.28 m 9 cm 7.2 cm 11.25 Yes. 3/1.5 = 6/3 1.5 in. 2.5 cm 3 cm Ratios, Rates & Proportions Review PMI Pre Algebra Name ________________________ Multiple Choice– Choose the correct answer for each question. No partial credit will be given. It costs $55.60 for 8 burgers. What is the cost of one burger? $5.56 $5.95 $6.95 $7.15 Apples cost 3lbs for $3.95. Which proportion represents the process for determining the cost per pound?
= = = Net Income Tax ÷ Net Sales $23,000 ÷ $500,000 4.6% Tells you the profit per sales dollar after all expenses are deducted from sales. This margin will vary between industries as well as between companies in the same industry. = = = Net Income after Tax ÷ Weighted Average Number of Common Shares Outstanding $23,000 ÷ 100,000 $0.23 Expresses the corporation's net income after taxes on a per share of common stock basis. The computation requires the deduction of preferred dividends from the net income if a corporation has preferred stock. Also requires the weighted average number of shares of common stock during the period of the net income. = = = Earnings for the Year before Interest and Income Tax Expense ÷ Interest Expense for the Year $40,000 ÷ $12,000 3.3 Indicates a company's ability to meet the interest payments on its debt. In the example the company is earning 3.3 times the amount it is required to pay its lenders for interest. = = = Net Income for the Year after Taxes ÷ Average Stockholders' Equity during the Year $23,000 ÷ $278,000 (a computed average) 8.3% Reveals the percentage of profit after income taxes that the corporation earned on its average common stockholders' balances during the year. If a corporation has preferred stock, the preferred dividends must be deducted from the net income.
(Proposed) Rattan School Calendar 2018-19 3, 6 Teacher In-service 7 First Day of School 5 Parent- Teacher Conf. 4-7 pm 18 Professional Day 3 Labor Day 18 Parent- Teacher Conf. 4-7 pm End of 3rd Nine Weeks 18-22 Spring Break End of 1st Nine Weeks 17 Professional Day 18-19 Fall Break 16 Parent-Teacher Conf. 4-7 pm 6 Parent- Teacher Conf. 4-7 pm 19-23 Thanksgiving Break 22 Last Day of School 23 Professional Day 15 End of Semester 21-4 Christmas Break 7 School Resumes
Shire of Ravensthorpe DESCRIPTION NOTES No Copies Yes N/A Planning Application Form Has the application form been completed and signed by applicant and owner? 1 Estimated Cost of Development Has the estimated cost of development been provided on the application form which includes all materials, labour/services, fees payable, overheads met and profit margin? 1 Application Fee Has the planning application fee been paid as detailed in the Shire’s Schedule of Planning Fees and Charges including any advertising costs? 1 Site Plans At a scale of not less than 1:500 Do the site plans include the following details? The street names, lot numbers, north point and dimensions of the lot Location of new buildings & existing buildings to be retained (or removed). Proposed Finish Floor Levels and Natural Ground Levels Parking, driveways, turning & manoeuvring areas and crossovers. Location of any power poles, major drains or trees on the verge. The location of all existing easements 2 Floor Plans Do the floor plans include the following details? Floor plans to a scale not less than 1:100 indicating the use of each room / area. The location of all windows and doors. Floor area and dimensions of all proposed buildings 2 Elevation Plans Do the elevation plans show the following details? The view from each property boundary. Natural ground and proposed finished floor levels. All external materials and colours for walls and roof. 2
Work package list Work package No Work package title Type of activity Start month End month TOTAL Table 1.2b: Template –Work package description Work package number: WP<x> Start date or starting event: M<x> End: M<y> Work package title: <WP name> Activity type: <WP type> (RTD / OTHER / MGT) Participant Number: 1 2 Participant Short Name: <partner-1> <partner-2> Objectives: Description of Work: Task <x>.1: <title of task>
2013 Rawlins SEAT Base Operating Plan 1300 N. Airport Road Rawlins, WY 82301 High Desert District WY BLM Ferris Mountain Fire 2012 GENERAL AIRPORT INFORMATION Airport Name: Rawlins Municipal Airport FAA Identifier: RWL Lat: N 41 48.3 Long: W 107 12.0 Elevation: 6813’ Runway Length: 7008’ x 100’ Unicom Frequency: 123.0 Directions To Airport: Provide driving directions to the airport: From I-80 Westbound: Take first Rawlins exit (Cedar St.), Take first R. on Airport Rd. follow up the hill N. to airport. From I-80 Eastbound: Take last Rawlins exit (Cedar St.) Take first R. on Airport Rd. to airport. Airport Manager: Mike Rose, Rawlins Carbon County Airport Fuel: [ X ] Jet-A [ X ] Av-Gas General Operating 7am to 7pm Mon-Fri and 8am to 5pm Sat-Sun Office Phone: 307-324-2361 After Hours Fueling: Same as above Primary Person Designated as a Contact for the SEAT Operation: [] Airport Manager [X] Other Greg Reser District Aviation Manager (307-350-2202) Agreements: List any agreements or MOUs that are in place for the SEAT operations: [] No agreements [] Verbal Agreement [X] Formal Written Agreement [] Formal Written MOU [] Other: Lease agreement with Carbon County for Ramp space and retardant loading space as well as lease of Helibase office space.
Date:_________ SEAT BASE CONTACT LIST SEAT Managers SEAT Contractor Personnel Other Contacts Name: Phone: Name: Tanker #: Phone: [] Pilot [] Driver Title: Name: Phone: Name: Phone: Name: Tanker #: [] Pilot [] Driver Title: Name: Phone: Name: Name: Tanker #: Phone: [] Pilot [] Driver Title: Name: Phone: Name: Phone: Name: Tanker #: Phone: [] Pilot [] Driver Title: Name: Phone: Name: Phone: Name: Tanker #: [] Pilot [] Driver Name: Name: Phone: Name: Tanker #: Phone: [] Pilot [] Driver Title: Name: Phone: Name: Phone: Name: Tanker #: Phone: [] Pilot [] Driver Title: Name: Phone: Name: Name: Tanker #: Phone: [] Pilot [] Driver Name: Phone: Name: Phone: Name: Tanker #: Phone: [] Pilot [] Driver Title: Name: Phone: Name: Phone: Name: Tanker #: [] Pilot [] Driver Title: Name: Phone: Name: Phone: Name: Tanker #: Phone: [] Pilot [] Driver Title: Name: Phone: Name: Phone: Name: Tanker #: [] Pilot [] Driver Title: Name: Phone: Name: Phone: Name: Tanker #: Phone: [] Pilot [] Driver Title: Name: Phone:
on the Internet educating themselves and promoting their vocational abilities, as well as interacting and communicating with others on the different social media sites inside and outside Palestine (Kukalil, 2012). Although the cost factor and a lack of awareness are the most important factors influencing the decision to build green home also noted that studies have indicated previously, as well as the importance of information technology through mobile application of speed in the dissemination and exchange of information between people and the research about applications for cost estimating for green buildings is very little so in this section we focus on the previous studies about using mobile IT construction and the role of IT to promote green building to help us develop mobile application prototype for promoting green in Palestine and its function will be: Cost estimation for greening and traditional construction for residential buildings projects. Guide line and help tool for Palestinian to make the concept of green construction understandable. 1.6.1 Mobile IT Used in Construction Researching the use of mobile IT in construction began in earnest in the mid-nineties, spurred on by the introduction of the Apple Newton Message Pad in 1993. The first Personal Digital Assistant (PDA) (Bowden et al. 2005a). Kimoto and Endo reported a development of mobile computing system with personal digital assistants (PDA) for construction managers on construction sites. Experts researched the mobile IT application in the construction industry (Kim et al. 2011; Sutton 2010). Garrett and Sunkpho pay close attention to issues in delivering IT systems in the field, including understanding of field worker’s context, functionality, mobile computing hardware, interface, and software and field evaluation of system with users (Garett and Sunkpho 2000). By case study, Bowden, Dorr, Thorpe e.g. found the utilization of mobile technologies by point-of-activity workers in construction increases the efficiency of the process resulting in improved data collection and hence a rapid return on investment (Bowden et al. 2005b). Yuan Chen and John M. Kamara introduced a framework for the implementation of mobile computing on construction sites (Chen and Kamara 2008). They admit that the developed framework has its own limitations since it is only concerned with the limited factors that impact on the implementation of mobile computing (Chen and Kamara 2011). Nourbakhsh presents the results of usability testing of a mobile application prototype for improving information management in construction projects (Nourbakhsh et al. 2012).
Raw Data for cytotoxicity 3 kit: Total Nuclear Intensity AM conc. Experiment 1 Experiment 2 Experiment 3 0 μg/mL 233.36 225.77 214.15 5 μg/mL 413.71 433.41 417.78 10 μg/mL 474.96 457.35 417.24 15 μg/mL 523.31 542.81 515.81 Mean and SD AM conc. mean SD 0 μg/mL 224.4267 7.899765 5 μg/mL 421.6333 8.491511 10 μg/mL 449.85 24.1535 15 μg/mL 527.31 11.37981 Mitochondrial Membrane Potential AM conc. Experiment 1 Experiment 2 Experiment 3 0 μg/mL 515.45 544.11 475.44 5 μg/mL 411.23 385.12 428.19 10 μg/mL 325.77 380.56 333.77 15 μg/mL 222.76 239.21 192.56 Mean and SD AM conc. mean SD 0 μg/mL 511.6667 28.16176 5 μg/mL 408.18 17.71502 10 μg/mL 346.7 24.16436 15 μg/mL 218.1767 19.31857
Cell Permeability AM conc. Experiment 1 Experiment 2 Experiment 3 0 μg/mL 167.36 188.77 172.15 5 μg/mL 283.71 253.41 317.78 10 μg/mL 455.96 412.35 413.44 15 μg/mL 633.32 602.22 615.65 Mean and SD AM conc. mean SD 0 μg/mL 176.0933 9.174582 5 μg/mL 284.9667 26.29396 10 μg/mL 427.25 15 μg/mL 617.0633 12.73579 Cytochrome C AM conc. Experiment 1 Experiment 2 Experiment 3 0 μg/mL 214.45 212.11 202.34 5 μg/mL 321.43 325.16 289.19 10 μg/mL 573.33 530.56 598.53 15 μg/mL 622.33 619.41 675.56 Mean and SD AM conc. Mean SD 0 μg/mL 209.6333 5.244898 5 μg/mL 311.9267 16.14921 10 μg/mL 567.4733 28.05596 15 μg/mL 639.1
Reviews daily delivery plan and load plan and the status of all inbound and outbound deliveries with the Material Manager and/or Production Shift Supervisor. Thoroughly communicates during the shift and at end of day all necessary information to complete inbound and outbound shipments according to the daily plan. Effectively conveys the status of all areas of responsibility to multiple departments. Checks equipment for unsafe unusual conditions and corrects or reports findings to supervision. Follows all site safety policies and wears all required PPE for tasks performed. Completes all necessary paperwork transactions and material transfers as required by supervision along with all Raw Material Operator paperwork. Performs inspections on all inbound & outbound trailer deliveries to assure that package integrity, labeling, and shipping documents are correct and in orderly condition. Performs routine and non-routine Job Tasks as assigned. Collects samples from bulk loads of raw materials and assures quality tests/checks are performed to assure acceptable quality before intended use. Assures ALL load lines are compatible with the product to be off-loaded, by performing compatibility checks if necessary. Prepares equipment and assures permits are issued and reviewed before maintenance work in the Raw Material operator’s subject area(s) begins. 10. Follows up when permits are turned in to check out equipment and assure housekeeping is satisfactory. 11. Identifies equipment requiring maintenance and reports the situation to supervision. Maintains a clean and orderly work area. Communicates with various approved carriers to assure all delivery and dispatch requirements are met. 14. Assures all carrier drivers and personnel work in a safe and professional manner consistent with Interplastic policies. 15. Continuously focuses on teamwork, communication, and doing excellent work. Related Job Expectations 1. Demonstrates good teamwork skills in performing all job functions. 2. Communicates openly with all Production Shift Supervisors and other site operators. 3. Supports company policies and programs. 4. Active contributor to safety, efficiency, and quality improvement. 5. Stays current with process and procedure changes. 6. Assists in training new employees. 7. Performs other duties as designated by supervision. 8. Follows all company and department procedures. 9. Uses all systems as required within scope of job duties. 10. Troubleshoots process and analytical problems as required. 11. Knows safety equipment location and use. 12. Writes and updates operating procedures as identified. Exercises teamwork in matters involving overtime. Completes all required annual safety and refresher training, including DOT and IATA training.
Quick comparison of ballast water treatment systems System Salinity limitation Temp. limitation Approved UV-T (tested and certified by third party) UV lamp lifetime Use of chemical for treatment or cleaning Min power per 300 m3/h treated water* Nominal per 300 m3/h treated water* System start-up time Cleaning of system Pressure drop over system Liquid mercury inside UV RayClean 1000 None None 33-100% 12.000 hrs. None 44 kW 84 kW < 2 mins. cleaning < 0,6 bar No *Excluding optional filter pump
NEWARK CASTLE ROTARY CLUB EVENT Young Carers Ten Pin Bowling Event @ Newark Superbowl October 2017 Event organiser : David Carrott Risk assessment officer: David Strange Health and safety policy statement: Club members, volunteer helpers and other helpers will endeavour to ensure the safety of School Staff and pupils, all the members of the public, the Inner Wheel and Rotary Clubs. Display this statement at construction sites. PROBLEM HAZARD PERSONS at RISK CONTROL MEASURES RISK LEVEL ACTION Lifting, carrying, bowling balls. Back, shoulder injuries. Drop on feet. Trapped fingers , abrasions. Rotarians observers and carers. The appropriate numbers of Rotarians and members of Mansfield and Ashfield Young Carers group will be available to supervise. Use bowling ally supplied specialist footwear. Medium. Advice from Rotarians and Mansfield & Ashfield Young Carers Group to give warnings, advise and instructions to bowlers. Transportation. Injury through accident. Rotarians, observers, carers. Rotarians, observers to drive in accordance with regulations and within the law. Carers transportation by guardians. Low None. Food & Drink. Food Poisoning. Allergies Intoxication Rotarians, observers, carers. Food provided by licenced café that is regularly inspected for food hygiene. Medium Ensure dietary requirements complied with. Ensure NO alcohol. Request information on any dietary requirements. Slips, falls, faints, collapse. Injuries, Medical emergencies Rotarians, Observers and Carers Building designed and built to allow general public access. First aid equipment is available at the Bowling Alley. If medical assistance is required report to front desk and summon help. Low Duty Rotarians to know where the first aid box is located. Ensure a mobile phone is available for an emergency. Keep a record of any incident. All players to use specialist footwear provided by bowling alley. Fire Smoke inhalation, burns All helpers, observers and young carers Building designed and built to allow general public access. Club Low Duty Rotarians to guide all to the assembly point on pavement in front of Pizza Hut and liaise with
1 Introduce the grooming routine to Ray. Start at the daily calendar. Show him the object symbol (toothbrush) for the routine. Say and sign “grooming.” Real (concrete) object symbols Daily calendar Hand-under-hand modeling Tactile sign and gestures “Brush” “Wipe” (mousse) “Hair” “Smack-smack” (aftershave) “And then” “Swing” Using listening skills to help attach meaning to actions and objects. Tactile discrimination. Categorizing the items included in the grooming routine. Interacting with another person The grooming routine has a beginning. I can trust others. Other people are fun. 2 Move to the grooming station. Load the sequence box with objects for the routine. Same as above. “Finished” “And then” Listening skills. Using the sequencing box from left to right. Using a literacy system (sequencing box). 3 Use the objects and sequence box and run the routine. Same as above “Good job” “Finished” Idea of “self.” Idea of “mine” and “yours.” There is a connection between a sign or word and a specific action (i.e., words have meanings).
4 Finish putting the grooming items in the finished box. Then empty the box into grooming drawer. End the routine. Finished box Real (concrete) objects Grooming drawer “Hug” Putting things away where they are stored. Building associations between objects, actions, and people.
Despite some rather dramatic personal events, including the death of his son in 1996 at the age of 30, Razin’s academic and professional achievements are truly outstanding, said Lars E.O. Svensson, a professor in the Stockholm School of Economics. has an excellent standing in the international community of scholars,” said Svensson. “He is a most welcome visitor to universities, research institutes and international organizations all over the world, and he is a high appreciated participant in international conferences.” Razin’s portfolio is likewise unusually diverse. He did work on human capital, fertility, and growth. His early book with Elhanan Helpman, “A Theory of International Trade under Uncertainty” (Academic Press 1978), was an and brought a new and fruitful approach to understanding international trade. His work on exchange-rate regimes and a cash-in-advance approach to the demand for money, also with Helpman, inspired many. His work with Jacob Frenkel on fiscal policy, summarized in the book “Fiscal Policies and the World Economy (MIT Press 1987), has been very influential, as have several papers on international taxation. Later, his work on population, immigration, and welfare
Undivided Carriageway 2 lanes each way Multiple Carriageway: 3+ lanes Width Measurement: (Undivided carriageway – 2 Way) Width between sealed edge and road centre (m) (Divided carriageway – single lane) Width between sealed edge and edge of median or traffic island (m) (Undivided carriageway – 2 lanes) Width between sealed edge and road centre (m) (Divided carriageway – 2 lanes) Width between sealed edge and edge of median or traffic island (m) (Multiple Lane Carriageways – 3 or more lanes) Width of additional through lane (m) Criteria Road Section 1 Road Section 2 Road Section 3 Road Section 4 Road Section 5 Direction of Travel Width (m) Location (SLK-SLK) Marked Separation line Yes No Yes No Yes No Yes No Yes No Posted Speed Limit (km/h) Road Features Dedicated Cycle Lanes, Parallel Parking, Regular Angle Parking Criteria Road Feature 1 Road Feature 2 Road Feature 3 Road Feature 4 Road Feature 5 Feature Location (SLK-SLK) Width (m) Additional Comments HVS Use Only Minimum guideline requirement Criteria Road Section 1 Road Section 2 Road Section 3 Road Section 4 Road Section 5 Road Requirement Criteria Road Feature 1 Road Feature 2 Road Feature 3 Road Feature 4 Road Feature 5 Road Width Requirement Does the Town Site Road meet this requirement? Yes No Comments: Please insert photos relevant to Townsite Road Width and Features, including SLK location Road Geometry Road Alignment Are there any significant curves/bends on the road? Yes No If yes, please complete the below table SLK Signage Swept Path Completed Lane Correct Direction of Travel Sight Distance Direction of Travel Sight Distance Warning Sign Advisory Speed Yes No Yes No Warning Sign Yes Yes
HVS Use Only Minimum Guideline requirement for overhead obstructions (m): 4.9m Guidelines: Overhead Obstruction 1 Yes No Overhead Obstruction 2 Yes No Overhead Obstruction 3 Yes No Overhead Obstruction 4 Yes No (If applicable) Power line Asset Owner Approval HPRM Reference #: Comments: Please insert photos relevant to Overhead Obstructions, including SLK location Railway Crossings Warning Devices and signage for Railways: No Protection Give Way Sign Stop Sign Flashing Lights Flashing Lights and Boom Gate Advanced warning flashing amber lights Have any Railway Crossings been identified? Yes No If yes, please complete the Table
Railway Features For crossings protected by Give Way or Stop Signs, complete ALL fields. For crossings protected by boom gates or flashing lights, Approach Sight Distance only applicable. SLK Direction of Travel Road Limit Warning Devices and Signage (m) Sight Distance Along Rail (S3) Distance Along Rail (S3) Train Speed (Km/h) (Vt) Angle Between Road and Rail (Degrees) (Z) Distance From Stop Line to Rail Track (m) (Cv) Road Width at Crossing (m) (Wr) Width of Rail Track (m) (Wt) Direction (m) Direction (m) Have all measurements been taken at Truck Driver height of 2.4m Yes No Is there anything restricting Sight Distance? (e.g. shrubs, signage) HVS Use Only Minimum Guideline Requirement for Approach Distance Meets Guideline Requirements: ☐ Yes ☐ No Sight Distance Requirement as per the S3 Formula Meets S3 Formula Requirements: ☐ Yes ☐ No Trim Ref # Comments
per grade level. These elements are used by classroom teachers to build instructional units and develop assessment tasks. (RCCC) as: generating a feasible hypothesis about something that has been observed. Rubric The format used to identify essential learning elements at each grade level. Each element is described on a scale of 0.0-4.0 with sample tasks given at each level. See attached rubric sample. Proficient or 3.0 elements Proficiency is described as a student’s ability to know and understand a skill or concept independently, with little or no assistance. No major errors or omissions regarding any of the information and/or processes (simple or complex) that were specifically taught. (RCCC) 6th Grade: 3.0 While engaged in tasks that address the structure and function of cells and organisms, the student demonstrates an understanding of important information, such as Basic function of various cell parts purpose and functions of various specialized organs and organ systems within multicellular organisms Nearing Proficient or 2.0 elements A student has correctly answered all items or performed all tasks that involve simpler details and processes. This can involve parts of what is required of a 3.0 task or the knowledge of basic vocabulary required for completion of a 3.0 task. These tasks can be done with some assistance or scaffolding but the student is not able to exhibit understanding independently. 2.0 elements are directly related to the 3.0 elements and are the building blocks necessary to understand 3.0 elements. (RCCC) 6th Grade: 2.0 element related to the 3.0 element above: The student exhibits no major errors or omissions regarding the simpler details and processes, such as… Recognizing and recalling specific terminology Recognizing and recalling isolated details, such as cells are the fundamental units of life…. Novice or 1.0 elements With help, a partial understanding of some of the simpler details and processes and some of the more complex and processes. (RCCC) Advanced or 4.0 elements In addition to a score 3.0 performance, in-depth inferences and applications that go beyond what was taught. (RCCC) Sample task Sample tasks are suggested activities that help define the essential learning element and give teachers ideas for assessment of the stated tasks. Sample tasks are unlimited and can be added throughout the year. (RCCC) Use a flow chart to describe the basic function of the cardiovascular system.
Age at menarche Median 13 <11, 16> 12 <9, 15> Parous No Yes 10 (26) 28 (74) 6 (16) 31 (84) Smoking history Never Current Ex 22 (58) 11 (29) 5 (13) 15 (41) 14 (38) 8 (21) Past medical history Cardiac Cancer Diabetes Thrombosis Eye problems Osteoporosis Gynaecological diseases 2 (5) - 1 (3) 1 (3) - - 5 (13) - - - - - 1 (3) 6 (16) Previous oral contraceptive use None 3 (8) 3 (8) Breast biopsy (benign) Yes 4 (11) 2 (5) Table 2. Breast cancer risk categories at the beginning of the study Risk Category present + screening n=38 Screening only n=37 BRCA-1 germ-line mutation 1 (3) BRCA-2 germ-line mutation 2 (5) degree relative known to carry the BRCA1/BRCA2 mutation 2 (5)
Smith, E. (2016). ‘How to reframe debates about quality after the VET FEE-HELP scandal’, Criterion conference ‘Driving quality’ 27-28 July 2016, Melbourne. Invited plenary speaker. E. (2016): Re-qualifying the further education teaching workforce in Australia: How research evidence can help. Vocational Teacher Education in the 21st Century: Oppor-tunities and Challenges conference. Stirling, June 24 2016. E., Yasukawa, K. & Harris, R. (2016). Do the qualifications of Further Education teachers make a difference? The views of managers and departmental heads in training providers. Research in Post-Compulsory Education’s 2nd International Research Conference of FERA, Harris Manchester College, Oxford, 8-10 July. Smith, E. (2016). Researchers’ responses to post-compulsory education policy in recent times: A provocation. Adult Education in Austere Times:43rd annual conference of SCUTREA, the Standing Conference on University Teaching and Research in the Education of Adults, College Conference Centre, University of Leicester, 5-7 July Other activities and awards Smith, E. Featured author on VOCEDPLUS database pod (NCVER/UNEVOC) on apprenticeship Smith, E. (2016). Internal competitive grant: with Tim Harrison (Fed Uni), Young futures in regional towns pilot project, Fed Uni Faculty of Education and Arts, $6,335. Smith, E. (2016). Engaging with employers in emerging economies: India, A snapshot in 2012 and 2015. Engaging Employers in Skills Development for the 21st Century, Invitation only symposium organised by the Commonwealth Department of Education and Training and the OECD, Adelaide, 2-3 June. Smith, E. Invited participant in NCVER ‘Apprenticeships Stakeholder Forum: The future of Australian apprenticeships’, Canberra, 25 October 2016. E. Invited to national symposium of ‘thought leaders’ on the future of Training Products, NCVER and Victorian Department of Education and Training, 9 August 2016.
Click the 3 horizontal lines icon on the far right of Chrome’s Address bar. Click Settings on the pop-up menu. Scroll to the bottom of the list and click the Show Advanced Settings… link. Scroll down to the Network Click the Change proxy settings… button. Click Security tab > Trusted Sites icon > Sites button. Under ‘Add this website to the zone’, enter the address for RAVEN (), eUMB Financials () or eUMB HRMS (). Click ADD. Click CLOSE. Then click OK. You should now be able to open or save this and future downloads to 2010 or 2013.
RAVENHALL CORRECTIONAL CENTRE Visits Booking Phone and Times: Phone: (03) 8363 6355 9am - 4pm Wednesday & Thursday 9am – 12pm Friday Ravenhall Correctional Centre Contact Information 97 Riding Boundary Road Ravenhall VIC 3023 Ph: 03 8363 6500
RAVENSTONE WITH SNIBSTON PARISH COUNCIL Require an Experienced Parish Clerk Ravenstone with Snibston Parish Council is a pro-active and forward thinking organisation, delivering a range of services for a demanding and articulate community. The Council is seeking to appoint a Clerk and Responsible Financial Officer. This is an exciting opportunity for an ambitious and individual to make a difference and help the Parish Council achieve its objective to be responsive and engaged with the community. The post requires excellent communication skills and strong organisational ability including a administrative, financial and advisory skill set. The ability to work under pressure and meet deadlines is essential. Evidence of community engagement, report writing and committee work, including meeting attendance is required. An in depth knowledge of local government and of parish councils and a commitment to good practice is also expected. The successful applicant must hold a Certificate in Local Administration (CiLCA) or commit to achieving this qualification within one year of appointment, if not already obtained. We offer excellent nationally based terms and conditions of employment for this part-time post (flexible hours available) which involves home working, evening and weekend attendance for which time off in lieu will be taken. The Council has seven elected Councillors and our formal meetings take place on the fourth Thursday evening of every month (7.30pm – 9.45pm). The salary will be dependant on qualification as well as the successful completion of a six month trial period. The Council does not have an office so the clerk will be expected to work frequently at home and provide document storage. There is no requirement for the post holder to live within the parish, but they will be required to make journeys around the parish as necessary to fulfil their duties. The post holder will be entitled to certain expenses to cover costs associated with the role as per the terms and conditions of employment For further information please contact Ravenstone with Snibston Parish Council Chairman 07984 086691
DATE OF REASSESSMENT (Every two years minimum) ARE THERE ANY CHANGES TO THE ACTIVITY SINCE THE LAST ASSESSMENT? SIGNATURE OF MANAGER LOCATION OF CURRENT SIGNED RISK ASSESSMENT RISK ASSESSMENT LOG - SAMPLE RISK ASSESSMENT LOG Directorate: Area: Section/Team Risk Assessment Title Version No. Risk Assessment Category Code /Location Risk Assessor Manager responsible for signing off risk assessment Date assessment signed off Review Due Review Date Outstanding Controls/Actions Yes/No Comments
HAZARD AND RELATED ACTIVITIES e.g. trip, falling objects, fire, explosion, noise, violence etc. PERSONS AT RISK e.g. Employees, Customers, Contractors, Members of the public POSSIBLE OUTCOME RISK RATING BEFORE CONTROLS (LxS) EXISTING CONTROLS e.g. Guards, Safe Systems of Work, Training, Instruction, Authorised Users, Competent Persons, Personal Protective Equipment (PPE) RISK RATING AFTER (LxS) FURTHER CONTROLS REQUIRED? RISK RATING AFTER (LxS) Experiment specific hazards must carry out risk and COSHH assessments to identify issues with their own experiments. Any lab users at risk from the experiment must be informed. Chemical hazards User Irritation of skin and eyes 2(l)x2(s)=4 All chemical hazards are dealt with in Laboratory COSHH form Electric Shock User Electrocution or electric burns 2(l)x4(s)=8 Regular PAT testing of all electrical equipment Pulling arm down User Trapped finger in mechanism 2(l)x2(s)=4 Follow SOP to avoid and treat with care. MANAGEMENT AGREED ADDITIONAL CONTROL MEASURES REQUIRED ACTIONED BY ACTION COMPLETE POSITION NAME DATE MANAGER SIG DATE
COMMUNICATION OF RISK ASSESSMENT FINDINGS TO REFERENCE OF FORMAL COMMUNICATION TO STAFF METHOD YES DATE COMMENTS Copy of risk assessment issued to staff Controls covered in team procedure issued to staff Staff Handbook issued to staff Other - ADDITIONAL METHODS OF COMMUNICATION Induction Toolbox Talk Team Meeting E-mail circulation Other - COMMENTS AND INFORMATION (Use this section to record any dynamic risk assessment comments and information) Do additional controls adequately lower high risk activities to an acceptable level? YES / NO If NO explain in comments box above SIGNATURE OF MANAGER "The risks identified in this assessment are controlled so far as is reasonably practicable" Signature: Date: DATE OF REASSESSMENT (Every two years minimum) ARE THERE ANY CHANGES TO THE ACTIVITY SINCE THE LAST ASSESSMENT? SIGNATURE OF MANAGER
HAZARD AND RELATED ACTIVITIES e.g. trip, falling objects, fire, explosion, noise, dust, violence etc. PERSONS AT RISK e.g. Employees, Customers, Contractors, Members of the public POSSIBLE OUTCOME RISK RATING BEFORE CONTROLS (LxS) EXISTING CONTROLS e.g. Guards, Safe Systems of Work, Training, Instruction, Authorised Users, Competent Persons, Personal Protective Equipment (PPE) RISK RATING AFTER CURRENT CONTROLS (LxS) FURTHER CONTROLS REQUIRED? RISK RATING AFTER ADDITIONAL CONTROLS (LxS) Use of compressed gases See compressed gas handling risk assessment and assessments – requires training Use of balance See balance risk assessment – requires training High temperature (1350oC) Trained users and others working in laboratory Possible thermal burns on hands and damage to eyes 3x3=6 SOP to be followed. Including use of eye shade and tinted safety glasses. 2x3=6 No Handling standard materials Trained users and others working in laboratory See COSHH Handling samples Before using the LECO users must carry out risk and COSHH assessments to identify issues with user’s samples. Any lab users at risk from the samples must be informed; this includes personnel training user. MANAGEMENT AGREED ADDITIONAL CONTROL MEASURES REQUIRED ACTIONED BY ACTION COMPLETE POSITION NAME DATE MANAGER SIG DATE
Do additional controls adequately lower high risk activities to an acceptable level? YES / NO If NO explain in comments box above SIGNATURE OF MANAGER "The risks identified in this assessment are controlled so far as is reasonably practicable" Signature: Date: DATE OF REASSESSMENT (Every two years minimum) ARE THERE ANY CHANGES TO THE ACTIVITY SINCE THE LAST ASSESSMENT? SIGNATURE OF MANAGER LOCATION OF CURRENT SIGNED RISK ASSESSMENT RISK ASSESSMENT LOG - SAMPLE RISK ASSESSMENT LOG Directorate: Area: Section/Team Risk Assessment Title Version No. Risk Assessment Category Code /Location Risk Assessor Manager responsible for signing off risk assessment Date assessment signed off Review Due Review Date Outstanding Controls/Actions Yes/No Comments
A hot wash at the end of the training session gives participants the opportunity to summarize and validate the problems/issues/key points raised during the workshop. Time permitting, there will be a brief discussion of specific action items requiring follow-up to enhance the overall interagency Continuity of Operations planning and programs. Participants will also be requested to complete a participant questionnaire. All comments will be consolidated into an After Action Report (AAR). A separate Train-the-Trainer module (optional) is added at the conclusion of the workshop to help guide participants in their follow-on presentation to other groups. 9. Workshop Guidelines Participants are encouraged to participate in the discussions resulting from issues raised relative to cyber security and continuity planning. Facilitators will assist the participants in further developing individual observations and discussions. Workshop participation includes brainstorming techniques and free, non-attribution discussions, are highly encouraged. The following rules apply while brainstorming: Non-attribution is in effect Promote maximum group interaction Keep issues on a level that relates to the larger interagency community inputs based on facts; avoid hearsay Non-constructive criticism is highly discouraged on solutions Respect all ideas and comments Participate Remember, the overall workshop objective is not only to stress the process, but also to facilitate free information exchange and enhance participants’ knowledge of continuity and procedures. 10. Assumptions and Artificialities In any exercise discussion, a number of assumptions and artificialities may be necessary to complete play in the time allotted. During this workshop, the following There is no “hidden agenda” or trick questions. All participants receive information at the same time. Remain focused on your organization’s Continuity of Operations mission. Play as if all related cyber security topics have a direct impact on your organization.
Full Name Date of birth Address Town County Postcode Home Tel. No. Mobile No. National Insurance Country of Birth UTR Bank Name Bank Account No. Bank Sort Code Only complete the following section if you wish to be paid as a limited company Company name Company address (if different to above) Company registration number VAT number (if applicable) Company UTR number Bank name Bank account number Bank sort code To be paid as a limited company you must provide your company insurance certs along with this completed pack Do you have the right to work in the UK? Yes/No. Permission type Passport/EEA Passport/Visa/Other Passport/Visa details Qualifications / Competencies / Certification Driving License (detail any points) Competencies ICI (industry common induction) passed? Yes/No Name of Qualification (PTS, CSCS, etc…) Card / certificate number Expiry date Copied / Verified
Q4 of the following tools do you use and how (please tick all that apply and give details) Approx. days per month Approx. hours per day Breaker/ / Cobra/ Hilti Wacker Plate Rail Saw/hand held or mounted disc cutter Impact Wrench / Bance /nut runner Hammer drill Angle / Rail grinder Strimmer / Chain saws Other (please specify) Q5 Do your fingers ever display any of the following symptoms? (please tick relevant box for each) Yes No Turning in cold weather? (whiteness means a clear discolouration of the fingers) If yes, do you have difficulty re-warming them when leaving the cold? Turning white at any other time? numb (loss of feeling) for more than 20 minutes after using vibrating tools? Tingling for more than 20 minutes using vibrating tools? Tingling at any other time? If you answered “yes” to any of the above: Do your symptoms affect your social/leisure activities? Do your symptoms affect your work activities? Have you ever been told that your symptoms are NOT caused by vibration (i.e. caused by another illness e.g. Raynaud’s disease or another disease)? Yes No Q6 Do you wake at night with pain, tingling or numbness in your hand or wrist? Q7 Do you have difficulties picking up very small objects (e.g. screws or buttons) or opening jars? Q8 Are you experiencing any other problems with the muscles or joints of the hands or arms? If “yes”, please give details. Q9 Have you ever had a serious neck, arm or hand injury or operation? If “yes”, please give details. Q10 Are you on any long term medication? If “yes”, please give details. Q11 Do you suffer from blanching, numbness and/or tingling in your nose, toes or feet? If “yes”, please give details, including when you first noticed this Q12 Have you ever been told that you: Suffer from Hand Arm Vibration Syndrome (HAVS) or Vibration Finger (VWF)? Should not use or should your use of Hand Held Vibrating Tools
Name of Educational Setting Period (Dates) Actual Attendance (No. of Sessions) Possible Attendance (No. of Sessions) Percentage Attended SECTION A: Detailed Description of Needs The identified Special Educational Needs – What do you consider to be the child’s strengths? What are the difficulties which are acting as barriers to learning and progress over the 4 areas of need? Cognition and learning Strengths and progress Needs Social, emotional and mental health Strengths and progress Needs Sensory and / or Physical Needs Strengths and progress
SECTION C: Support Provided and Impact Support provided and funding - Reception classes within schools have access to the school’s delegated funds to support pupils with additional needs, including pupils with SEN and disabilities. Other Early Years settings (including nursery classes) have access to targeted resources supplied for individual children by the local authority. Please identify any provision made from either delegated funds or local authority resources to address the child’s needs: Additional needs funding £______________ High Needs funding £ ______________ Current support arrangements: give details of the targeted support the child/young person received that was additional to and different from ordinary differentiated classroom/group arrangements Outcomes sought from provision Provision provided Grouping: (in class, group, 1:1) PLEASE SPECIFY Frequency & Duration Delivered by Start Date Review Date Cost for this child: Please comment on the impact of the support provided, making reference to specific provisions listed above. Has the provision supported the child to make progress?
Name of Educational Setting(s) Period (Dates) Actual Attendance (No. of Sessions) Possible Attendance (No. of Sessions) Percentage Attended SECTION A: Detailed Description of Needs The identified Special Educational Needs – What do you consider to be the child’s strengths? What are the difficulties which are acting as barriers to learning and progress over the 4 areas of need? Cognition and learning Strengths and progress Needs Social, emotional and mental health Strengths and progress Needs
Provision required that is above the resources ordinarily available to meet the needs of the child Outcomes sought Provision Grouping (specify 1:1 or group size) Frequency & Duration Delivered by Date Cost for this child Total Document completed by: Position/title: Signature: