zilongwang/ReadingBank huggingface dataset:
Waves Chapter Problems 4 m/s, 2 Hz, .5 s .45 m/s .3125 s 18 m .3 m/s, .2 Hz, 5 s .3 m/s .133 s 18 m 5 m/s 98000 N 4 m/s, 5 Hz 6.13 m/s 230400 N 4.08 m/s, 10.2 Hz 330 Hz, 660 Hz, 990 Hz, 1320 Hz 60 Hz, 120 Hz, 180 Hz, 240 Hz 2 m, 30 Hz, 60 Hz, 90 Hz 450 Hz, 900 Hz, 1350 Hz, 1800 Hz 50 Hz, 100 Hz, 150 Hz, 200 Hz .2 m, 200 Hz, 400 Hz, 600 Hz a. 10 cm b. 65 cm c. 156 m/s d. .0041 s a. 3 m b. 7 m c. 840 m/s d..00833 s a. 1 m b. 1.5 m c. 240 m/s d. .00625 s a. 4 m b. 3 m c. 300 m/s d. .01 s General Problems a. 1 m b. 9.89 m/s c. 9.89 Hz d. more loops a. 1 m b. 19.79 m/s c. 19.79 m/s d. more loops a. 2.4 m b. 1.2 m c. destructive d. constructive e. partially destructive a. .8 m b. .4 m c. destructive d. constructive e. destructive
as shown in figure P14.74. The rectangular tank has footprint area A and depth h. The drain is located a distance d below the surface of the water in the tank, where d h. The cross-sectional area of the siphon tube is A’. Model the water as flowing without friction. (a) Show that the time interval required to empty the tank is given by (b) Evaluate the time interval required to empty the tank if it is a cube 0.500 m on each edge, if A’ = 2.00 cm2, and d = 10.0 m. Figure P14.74 75. The hull of an experimental boat is to be lifted above the water by a hydrofoil mounted below its keel, as shown in Figure P14.75. The hydrofoil has a shape like that of an airplane wing. Its area projected onto a horizontal surface is A. When the boat is towed at sufficiently high speed, water of density moves in streamline flow so that its average speed at the top of the hydrofoil is n times larger than its speed vb below the hydrofoil. (a) Neglecting the buoyant force, show that the upward lift force exerted by the water on the hydrofoil has a magnitude given by (b) The boat has mass M. Show that the liftoff speed is given by (c) Assume that an 800-kg boat is to lift off at 9.50 m/s. Evaluate the area A required for the hydrofoil if its design yields n = 1.05. Figure P14.75 © Copyright 2004 Thomson. All rights reserved.
object at the distance r from the center of the Earth, and show that the force on it is of Hooke's law form, F = –kr, where the effective force constant is k = (4/3)Gm. Here is the density of the Earth, assumed uniform, and G is the gravitational constant. (b) Show that a sack of mail dropped into the hole will execute simple harmonic motion if it moves without friction. When will it arrive at the other side of the Earth? Figure P15.75 © Copyright 2004 Thomson. All rights reserved.
ROW/Access: Y N N/A Are driveways present within the project limits? Is there a need for the acquisition of any Temporary Right of Way Easements for construction access or utilities? Environmental Impacts/Concerns: Y N N/A Is the project within a Historic Corridor/District? Are there any structures that can be eligible as Historic? Are Wetlands Impacts possible? Are Stream Encroachment Impacts possible? Is there a potential for Hazardous Waste on the project? Community Facilities: Y N N/A Are there any private residences within the limits of the project? Are there any commercial businesses within the limits of the project? Are there any schools within a half mile radius of the limits of the project? Other (e.g., Malls, Entertainment Complexes, Churches, etc.) Anticipated impacts to any of the above facilities Is there evidence of another language being prevalent in the area? Additional Comments: Recommendation for CPSC:
x = ________________ x = _________________ x = _________________ 20. When solving -4x2 – 21x – 3 = 0, what is the sum of the roots? ___________________ 21. The function y = -16t2 + 450 models the height y in feet of a stone t seconds after it is dropped from the edge of a vertical cliff. How long will it take the stone to hit the ground? Round to the nearest tenth. (Use a graphing calculator) ____________ secs 22. Find the missing value to complete the square. 23. Find all zeros of 2x4 – 5x3 + 53x2 – 125x + 75 = 0. x2 + 28x + ________ Zeros: _____________________________ 24. Write a polynomial function in standard form with zeros at 3 and 2 – 3i. y = ___________________________ 25. If f(x) = find the following Evaluate the following: 27. log9 = x 28. Log81 x = 29. log2 (x2 + 8) = log2 (x) + log2 6 x = _______________ x = _______________ x = _______________
Algebra 1 Name ___________________________ Problem Solving 1. Three boys, Josh, Hans, and Simon, are sitting around on a farm with nothing to do. They walk into the barn and notice a scale used to weigh cattle. They decide to weigh themselves. Unfortunately, the scale begins at 100 kg. The problem is that none of them weigh more than 100 kg. They decide to weigh themselves in pairs. Josh was sure that he weighed the most. Hans & Simon = 132 kg Simon & Josh = 151 kg Josh & Hans = 137 kg How much did they each weigh? 2. You have $1.65 made up of pennies, nickels, and dimes. Half of the coins are nickels. How many coins of each do you have? 3. The six hundred members of the ninth-grade class are seated in rows, each of which contains the same number of chairs, and every chair is occupied. If five more chairs were in each row, everyone could be seated in four fewer rows. How many chairs are in each row? 4. What are the next two numbers in the sequence? 11, 31, 71, 91, 32, 92, 13, 73, 14, 34, 74, 35, 95, …
Question 2 Choose from Impossible Certain Likely Unlikely Evens to describe the probability of each of the following. An ordinary coin when tossed will show “heads”. Everyone in a class at school will have the same colour of hair. You will pick a black ball out of a bag only containing black balls. An ordinary die will land on an 8. Question 3 For the spinner shown find: Which colour is the spinner most likely to land on? Least likely to land on? How many more times likely is Black than Yellow? Redesign the spinner so that Black is four times more likely than yellow. Question 4 A bag contains 19 balls, 7 are red, 8 Green and 4 White. One disc is selected at random. Are all outcomes equally likely? Explain your reasoning. Calculate, the probability that it Red. How many Green balls would you have to add so that the probability of picking white is 0.16. Question 5 A fair coin is tossed and a die is thrown. Make out a sample space for this experiment and find the probability of getting a tail on the coin and an odd number on the die.
The diagram below shows part of the curve of Show that the curve divides the area of the rectangle OAPB into two regions whose areas are in the ratio . The diagram shows part of a circle having centre at (0,0) and radius of length 5. Use the trapezoidal rule with 10 intervals to find an approximation to the area of the shaded region. Does the trapezoidal rule overestimate or underestimate the true area Find the exact area of the shaded region Use the answers from (b) and (c) to estimate a value for p. The diagram below shows part of a security barrier placed above a gate at St. John’s College, Johannesburg, South Africa. The barrier is in the shape of a semicircle with a number of evenly- spaced vertical bars running through it. The semicircle is then decorated with smaller circles as shown The vertical bars in the semi-circle are evenly spaced with a gap of 12 cm between successive bars. The exterior diameter of circles A and B is also 12cm. The centre of circle A is vertically above the first vertical bar inside the inner semi-circle. The centre of circle B is vertically above the right edge of the inner semicircle. How far apart on the semi-circle are the points of tangency of circles A and B to the
Purpose: To work through elements of the impact that will affect the management of the plan. Remember, the question is not what exists, but what is significant. Major Systems Subsystems Significant Impact Characteristics Effects on the Community Key aspects of a society. Sample parts of each aspect. Using research and discussion, list the information about your area that will matter for your response, by system For each piece of information, detail its risk for your community or your operations. How could it make what you’re doing harder? Political Government Political Parties Unions NGOs How will your political leadership react? Will the power base of the community be affected? Will you be able to conduct a science-based response? Will organization partnerships be affected? Response Resources (“Military” in original text) Leadership Resources Are specific elements of your response capacity likely to be affected? Will your staff be available? What operations will you have to scale back given these impacts? Will leadership need more depth? Are alternate sites or equipment needed? Economic Production Distribution Retail Investment Will the business productivity in the community be affected? Will this cause evacuation? Could businesses close long-term, hurting the vitality of the community? Will monetary resources for the response be available? Will economic conditions lower response rates for your interventions? Will communities be unable to recover because of economic impacts? Social Identity Basic Needs Institutions Affinity Groups Will the way people think about themselves or the government be affected? Will they trust each other or the guidance you create? What institutions will the turn to for support and how might those be affected? Will your operation have problems partnering with the community or soliciting volunteers? Will there be difficulties overcoming mistrust? Infrastructure Utilities Transportation Industry Public Facilities Will keys operations in the community be impacted? Alternatively, might they choose to shut down? Will this create a lack of supply, electricity or transportation for victims? How will the type and scope of buildings affect the incident? Will your staff face problems that prohibit them from working? Will the lack of infrastructure create health or medical issues?
Timescale Stage Action Outcome Within 1 working day of the Child Protection Conference. 1 – The Child Protection Conference. The Conference Chairperson (IRO) identifies at the Child Protection Conference key actions/recommendations within the outline Child Protection Plan that need to be tracked by the IRO. Decision Sheet and Outline Child Protection Plan circulated within 1 working day. Child made subject to a Child Protection Plan. Outline Child Protection Plan agreed by conference. Within 10 working days of the Child Protection Conference. 2 – The Core Group Meeting. The Core Group meets within 10 working days of the Child Protection Conference to develop the Child Protection Plan. If the recommendations of the conference are not accepted by the agency concerned this should be reported to the Conference Chairperson and the issue will be addressed via Stage 3 below. Either: Child Protection Plan agreed, Or: Appeals Process. Within 15 working days of the Core Group Meeting 3 – Informal Resolution Conference Chairperson: Receives update on key actions/ conference recommendations; Completes a mid-point review check to monitor progression of the CP Plan; Seeks an informal resolution of any outstanding review recommendations via the appropriate agency front-line manager. Either: Agree actions & timescale for completion, Or: Not resolved. Escalate to Stage 4. Within 5 working days 4 – Starred Recommendation Conference Chairperson issues a starred recommendation to the relevant professional and their manager. The Core Group, CSC Team Manager and CSC Quality & Review Manager are also notified. Either: Starred recommendation accepted. Conference Chairperson tracks completion of required action
Problem Solving Audit (adapted from Nrich: ) Aspects to consider More information on each aspect (This could be RAG rated for each class) Comments 1. Who does most of the talking in whole-class parts of the lesson? Generally, in a strong problem-solving environment the teacher needs to be doing around 30% of the talking and the students 70%. What do you notice about the balance in your classroom? What type of things are you saying when you are talking? Explaining how to do something? Asking questions? 2. What questions do I ask? Do you ask closed questions such as, ‘can you see how the system works?’ or open questions such as, ‘what system can you see emerging in this problem?’. 3. Who answers the questions? Is it the mostly the same students? Is it the more articulate ones? Is it more often boys or girls? 4. How well do I listen to the students’ answers and seek to understand what they are saying? Do I respond by telling the whole class what I think a particular student said without checking with them? Do I slightly adjust what they said to make better sense or fit a ‘better/right answer’? Do I ask the student a ‘clarification’ question, such as ‘can I just check what I think you said was ...’? 5. What do I do with the students’ answers? Do I praise them for a fabulous answer? Do I simply evaluate their answers with comments such as ‘Good’, ‘Well done’, ‘Right’, ‘OK’, ‘No’, ‘Think again’? Do I carry on with the next thing I was going to say? Do I ask other students to comment on what was said?
Completed Example: In your own words, describe why statistics is a part of mathematical science? Answer: Statistics is a mathematical science pertaining to the collection, analysis, interpretation or explanation of data. It also provides tools for prediction and forecasting based on data. Name one real world problem you can use statistics for. Answer: Census analysis What purpose do you feel that graphs have in the application of statistics? Answer: To show a relationship between changing things. Also they are a visual diagram Name the types of graphs you are familiar with. Answer: Bar Graphs Double Bar Graphs, Stem and Leaf Plots, Line Graphs, Histogram, Circle Graph, Pictograph… What is another name for a circle graph? Answer: Pie Chart What does it mean when you are asked to collect data? Answer: The process of preparing data. What does it mean when you are asked to interpret data? Answer: Through use of statistical tools such as charts and mapping you can measure and establish relationships the data is pointing to What does it mean when you are asked to display data? Answer: One of the most popular tools to display data is by use of graphs Can you name the three kinds of averages (clue: they all start with the letter “M”? Answer: Mean, Median, Mode
Completed Example: Role Audience Format Topic Bar Graph Vendor Sales Pitch Why are bananas’ more popular than apples, oranges or pears this month? Line Graph Bank Investors Notes for meeting Why sales have plummeted to an all time low? Double Bar Graph Veterinarian Letter How many hours a day my cat sleeps, eats and plays compared to my dog Stem and Leaf Plot Teacher Letter Response to a low grade received on last exam compared to the last 8 quiz scores Circle Graph (a.k.a. Pie Graph) Friends Obituary Why my eating habits lead me to an early grave Dear Fruits “R” Us Vendor,
9. may identify a requirement for an 8(a) Participant for a possible award. SBA will submit capability statements to the appropriate procuring activities for the purpose of matching requirements consistent with the 8(a) Participant's capability; 10. shall retain the responsibility for ensuring that 8(a) Participants comply with all applicable provisions relating to continuing eligibility for 8(a) BD Program participation per 13 C.F.R. § 124.112. 11. shall select an appropriate 8(a) Participant when the U.S. Department of Agriculture submits an open offering letter for a sole source requirement. B. Responsibilities of The U.S. Department of Agriculture The U.S. Department of Agriculture 1 . shall receive and retain SBA 's delegation of contract execution and review functions by reporting all 8(a) contract awards, modifications, options and purchase orders to SBA until such time as the agreement is amended or terminated; 2. shall adhere to all provisions of contractual assistance identified in 13 C.F.R.§ 124.501 through 124.520; as well as the applicable provisions of FAR Subpart 19.8; 3. shall determine which requirements are suitable for offering to the 8(a) BD program in accordance with FAR, Subpart 19.8, and, where appropriate, identify in conjtmction with the appropriate SBA servicing office, 8(a) Participants capable of performing these requirements; 4. shall retain responsibility for compliance with the limitations on subcontracting requirement and all applicable provisions ofFAR § 52.219- 14 and any of the U.S. Department of Agriculture regulations; 5. shall include provisions in all contract awards, modifications, options and purchase orders awarded or issued under the 8(a) BD Program that require Program Participants to comply with the Subcontracting Limitations, and shall conduct and document an assessment at the time of contract award of the Participant 's ability to comply with the Subcontracting Limitations; 6. shall provide a copy of any signed contract, as defined in FAR § 2.101, including modifications, options and purchase orders executed to an 8(a) firm under the provisions of this PA to the SBA servicing district office within 15 working days of the date of award; See citation 13 C.F.R § 124.512(b);
available at: . g. FAR Subpart 34.004 Acquisition Strategy h. FAR Subpart 7.1, Acquisition Plans. i. AGAR Section 407.103. 5. ACTIONS a. Program Manager or Requesting/Requisitioning Official. The program management office is responsible for ensuring that: i. the AAR is submitted in the AgMax system for OCIO or CIO review and approval; ii. the statement of work, performance work statement and other solicitation documents, as required, are uploaded to the AgMax system; iii. the signed AAR approval memo includes: the AAR number; the name of each investment name that funds the AAR; and (c) investment type (major or non major) of each investment that funds the AAR; iv. the AAR number and signed approval are inserted in the associated requisition/request in the Integrated Acquisition System (IAS); or v. if the AAR has not been approved prior to the submission of the requisition, the AAR number and signed approval memo shall be provided to the contracting officer. (The Contracting Officer will then enter the AAR Number and insert the approval memo into IAS.) b. Contracting Officers. Contracting officers shall ensure that each applicable request for IT equipment, supplies, software, or services, as discussed in this advisory, has signed approval: i. in accordance with Section 2.c of this advisory; and ii. the AAR approval is received: (a) at the time of receipt of the requisition for the IT equipment, supplies software or services; or (b) at least 30 calendar days prior to the anticipated date of award. iii. Approval. Contracting officers shall confirm that each signed approval conforms to the following: (a) each signed approval must refer to the specific investment(s); (b) approval authority may not be further delegated and other individuals may not “sign for” the designated official; (c) the AAR number and signed approval have been input into IAS; and
Any changes to the contract and negotiation history; Billing and payment records; A history of any contractor claims; and A history of any contractor breaches. G. The following conduct will be expected of all persons who are engaged in the awarding and administration of contracts supported by School Food and Nutrition Program Funds. These written standards of conduct include: No employee, officer or agent of the (School Food Authority) shall participate in the selection or in the award or administration of a contract supported by program funds if a conflict of interest, real or apparent, would be involved. Conflicts of interest arise when one of the following has a financial or other interest in the firm selected for the award: The employee, officer or agent; Any member of the immediate family; His or her partner; An organization which employs or is about to employ one of the above. The (School Food Authority) employees, officers or agents shall neither solicit nor accept gratuities, favors, or anything of monetary value from contractors, potential contractors, or parties to sub-agreements. Penalties for violation of the standards of code of conduct of the (School Food Authority) School Child Nutrition Program should be: Reprimand by Board of Education; Dismissal by Board of Education; Any legal action necessary. Other State or local procurement requirements that may be required.
TREATMENT USES Methadone Depressant/ Sedative/Pain relief Lasts 12 – 24 hours Pain relief. Produces feelings of well being. Can produce vomiting, drowsiness and sleep. Higher doses will produce unconsciousness and death Tolerance Can increase effects of other drugs Care should be taken when taking other drugs due to interactions CANNABIS Marijuana Relaxation/ Pain relief Lasts 4-24 hours Relaxation, laughter, increased appetite, loss of concentration, slowing down of time. Can cause hallucinations Decrease in memory and concentration, difficulty in planning and organizing, increase in anxiety and depression. Respiratory problems INHALANTS/ SOLVENTS Petrol, Glue, Aerosol cans, Paint Stimulant Lasts 1 -3 hours Feelings of relaxation and happiness. Increase in drowsiness. Can cause sudden illness and death Liver and Kidney damage. Brain damage HALLUCINOGENICS LSD, magic mushrooms, Trips, Angel Dust (pcp) Hallucinogens Lasts 6 – 12 hours Hallucinations: Seeing, hearing, feeling things that don’t exist. Thought disorder. Panic and high anxiety Increase in severe mental disturbances. Complications in symptoms may mimic mental health disorders OTHER Ketamine Depressant. Short - medium term anaesthetic Hallucinations, lack of muscle control Extremely dangerous POLY DRUG USE Using one or more drugs can be either, concurrently or serially Variety Sharp increase in immediate effects of combined substances Increased risk of complications related to drug combinations PHARMACUETICALS Variety Variety As per advice from medical professional Issue Release Date Summary of Changes 6 March 2015 Saliva screening included, positions adjusted in responsibilities. 5 November 2014 Updated due to legislative changes, organisational changes, process changes and user feedback. 4 June 2008 Previous issue.
Records and Documentation Health Workplace conditions Management Practices Operating Limits Comparison of Standard Hours vs. AFM options At State Transit, Bus Operators are categorised as Standard, Other or AFM on the roster. The classification is written next to their name on the roster. For simplification and clarity the differing operating conditions are summarised in Table 4 below. Table 4: Summary of Different Hour and Rest Limits and Implication for Bus Operators Definitions To achieve a night rest 7 hours continuous rest must be taken between 10pm and 8 am. A night rest is also achieved by having a rest day (i.e. 24 hours continuous stationary rest). A night shift is a shift that finishes after 1am or starts before 5am. Stationary rest time is the time a driver spends out of a regulated heavy vehicle or in an approved sleeper berth of a stationary regulated heavy vehicle. BUS OPERATOR CLASSIFICATION IN HASTUS Criteria STD OTHER AFM 1. Rate of 24 hours continuous hours stationary rest time 4 rest days Every 4 weeks (Bus Operator Award also stipulates in clause 77.5 “no employee will work more than 12 consecutive days”). One rest day every rolling 7 days 2 rest days in any 14 days (Bus Operator Award also stipulates in clause 77.5 “no employee will work more than 12 consecutive days”). 2. Number of night rests over 14 days 12 night rests per fortnight 6 night rests in any 7 day period 4 night rests 2 of which are consecutive 2 night rests 3. Competencies and implication for Working rosters and self check required for each condition General fatigue awareness as per induction Rostered as per standard bus and coach limits table 1 Above. In any rolling seven days can do one night shift General fatigue awareness as per induction also targeted for TLIF 2010A training Rostered as above table 2. Can do night shifts as long as has the correct number of night rests over 14 days Has completed TLIF1007C Rostered as per AFM limits table 3 Can work nights shifts as long as has 2 night rests in any 14 days (this can be achieved by having 2 rest days as per item 1) Table 5: Another way of describing the differences and similarities between different roster types STANDARD OTHER AFM Maximum 12 Consecutive days work Maximum 6 Consecutive days work Maximum 12 consecutive Days work Maximum 24 workdays in 28 Maximum 24 workdays in 28 Maximum 24 workdays in 28
Caution An improperly adjusted door can cause injury and equipment damage. Inspect door operation daily using safety checklist in Owner’s Manual and at door. Safety devices should be in place and operational. Have door adjusted as recommended in Owner’s Manual if necessary. Have door inspected at least annually by a STANLEY certified technician. Should the door fail to operate as prescribed in the “Daily Safety Check”, or at any other time for any reason, do not attempt to repair or adjust the door. Discontinue operation of the door and call for service by a STANLEY certified service technician. Our technicians are trained to service your door in accordance with applicable industry safety standards. *In this manual, the word “Caution” means that injury or property damage can result from failure to follow instructions. *The word “note” is used to indicate important steps to be followed or important differences in equipment.
ENROLMENT FORM Elstree Ave Family Doctors 17 Elstree Avenue, Glen Innes Auckland 1072 Ph: 09 528 3323 Fax: 09 528 0445 EDI: elstredr New Patient  Re-Enrol  Casual  Dr Donna Lahood  MBCHB, FRNZCGP NZMC No. 15781 Dr Lara Courtenay  MBCHB,DIP DERM,FRNZCGP NZMC. 49868 Dr Arushi Kaura  MB, BS, FRNZCGP NZMC No. 50967 Dr Mary Swan MBchB NZMC No. 67296 NHI (Office use only) Name (Title) Given Name Other Given Name(s) Family Name Other Name(s) (e.g. maiden name) Please tick the name you prefer to be known as Birth Details Day / Month / Year of Birth Place of Birth Country of birth Gender    Occupation diverse (please state) Usual Residential Address House (or RAPID) Number and Street Name Suburb/Rural Location Town / City and Postcode Postal Address (if different from above) House Number and Street Name or PO Box Number Suburb/Rural Delivery Town / City and Postcode Contact Details Mobile Phone Home Phone Email Address Emergency Contact Name Relationship Mobile (or other) Phone Transfer of Records In order to get the best care possible, I agree to the Practice obtaining my records from my previous Doctor. I also understand that I will be removed from their practice register.  Yes, please request transfer of my records  No transfer  Not applicable Previous Doctor and/or Practice Name Address / Location Do you agree to receive text messages? Ethnicity Details Which ethnic group(s) do you belong to? Tick the space or spaces which apply to you New Zealand European Maori Samoan Cook Island Maori Tongan Niuean Chinese Indian Other (such as Dutch, Japanese, Tokelauan). Please state Community Services Card Yes No Day / Month / Year of Expiry Card Number High User Health Card Yes No Day / Month / Year of Expiry Card Number Do you Smoke? Yes No (ex-smoker) Never Primary Health Services Provider Enrolment Form Last Updated 2 November 2016
Does this child have any special dietary needs ? If this child have special dietary needs, please describe: Please list known allergies of this child. If you also selected "other" for allergies for this child, please describe: If any, please describe any special accommodation(s) may be required to most effectively meet this child's needs while at the center ? I will provide the Center Director a copy of this Child's Immunization record from the Physician and a Birth Certificate I will download and fully complete the CACFP Food Eligibility Form located on the center's website and give it to the Center Director. If this child is transferring from some other GA Pre-K Program, please list the School/Center and the last date in attendance: If you are enrolling your child in Georgia Pre-K, the Social Security Number of this child is required: If enrolling my child in the Georgia Pre-K Program, I understand I will need to download and complete GA Pre-K's General and Photo/Videotape releases. If enrolling my child in the Georgia Pre-K Program, I will provide the center an Eye-Ear-Dental-Nutrition Form (Form 3300) from my child's physician. I understand this child will not be added to the online Procare system without an uploaded photo (head shot only) of this child.
APPENDIX 2 Essential contacts to be used by Safeguarding Team only Home Area Under 18 Vulnerable Adults Essex Essex County Council Family Operation Hub 08456037627 08456061212/03001230779 out of hours Emotional Wellbeing and Mental Health Service (EWMHS) 0300 300 1600 and 0300 555 1201 out of hours Essex Adult Community Mental Health Teams Basildon 02168 243500 SE Essex – Rochford – 01702 538000 Essex Essex Young Peoples Drugs and Alcohol Service 01245 943311 Southend Harp Bradbury Centre – Southend Homeless 01702 430696 and 01702 615000 Harp Bradbury Centre – Southend Homeless 01702 430696 and 01702 615000 Pitsea Family Mosaic – 01268 498500 PREVENT East of England Co-ordinator 0158256231 Peter.martin@luton.gcsx.gov.uk
Procedure for the implementation of the EMS in the VMs of KSDC Introduction: The Higher Education Department, Govt. of Karnataka has decided to use a common, secured IT infrastructure for the implementation of the EMS (Examination Management System) among all universities in the state. Therefore, the dept. has requested the e-Governance Dept., Govt. of Karnataka to provide two VMs (Virtual Machine) for each university in the state at the KSDC for the above purposes. Also it has requested NIC to configure NKN connectivity to access the above required VMs between all universities to KSDC. Based on the request of the Higher Education department, the e-Governance Dept., and NKN of NIC-New Delhi have provided the IT infrastructure and secured network access respectively. The above two servers are meant for Application and Database purposes. These servers would be accessible only through white listed IPs of NKN (Mac/IPs of the identified client in the university premises). The NKN connectivity is likely to configure in such a way that any data/file transfer would be in encrypted mode (like SSL VPN) between the source and destination IPs/systems. It is the responsibility of the university to ensure that the above mentioned security features is configured before going for operation/production. Therefore, IT of all the universities are advised to check and interact with the concerned officers in the KSDC for the compliance of the above secured access. Sl.no. 2. given below gives more details about the operations Steps to be adopted: Ensure from the Co-ordinator, Higher Education Dept. that two VMs are created in the KSDC and obtain all the login/Access credentials to access the above two servers (VMs) for logging In as well as SFTP & RDP Identify one PC/Client system at the university campus to access the VMs for file/data transfer using NKN IPs Ensure to configure Firewall set-up at KSDC by filling/requesting through hard copy application form to use SFTP & RDP from the PC/Client system identified in the above step(b) Ensure from the Co-ordinator, Higher Education Dept. / KSDC that both VMs created for the university are installed with the following OS, RDBMS and other required tools. EMS Database Server(VM) Windows Server OS Ver. 2012 MS SQL Server RDBMS Ver. 2012 MS SSRS 2012
34 CFR section 300.513; 8 NYCRR section 200.5(j) Decision of hearing officer An IHO’s decision on whether your child received FAPE must be based on substantive grounds. In matters alleging a procedural violation, an IHO may find that your child did not receive FAPE only if the procedural inadequacies: interfered with your child’s right to FAPE; significantly interfered with your opportunity to participate in the decision-making process regarding the provision of FAPE to your child; or caused a deprivation of an educational benefit. Construction clause None of the provisions described above can be interpreted to prevent an IHO from ordering a school district to comply with the requirements in the procedural safeguards section of the federal regulations under Part B of IDEA (34 CFR sections 300.500 through 300.536). None of the provisions under the headings: Filing a Due Process Complaint; Due Process Complaint; Model Forms; Resolution Process; Impartial Due Process Hearing; Hearing Rights; and Hearing Decisions (34 CFR sections 300.507 through 300.513), can affect your right to file an appeal of the due process hearing decision with the State Review Officer (SRO) (see heading Appeals - Finality of Decision). Separate request for a due process hearing Nothing in the procedural safeguards section of the federal regulations under Part B of IDEA (34 CFR sections 300.500 through 300.536) can be interpreted to prevent you from filing a separate due process complaint on an issue separate from a due process complaint already filed. Findings and decision to advisory panel and general public The State educational agency or the school district (whichever was responsible for your hearing), after deleting any personally identifiable information, must provide the findings and decisions in the due process hearing or appeal to NYSED. NYSED will provide the findings and decisions to the Commissioner’s Advisory Panel for Special Education and make those findings and decisions available to the public.
APPENDIX A RESOURCES THE ARC OF 301 Chestnut Street, Suite 403 Harrisburg, PA 17101 800-692-7258 BUREAU OF SPECIAL EDUCATION’S CONSULTLINE, A PARENT HELPLINE 800-879-2301 ConsultLine personnel are available to parents and advocates of children with disabilities or children thought to be disabled to explain federal and state laws relating to special education; describe the options that are available to parents; inform the parents of procedural safeguards; identify other agencies and support services; and describe available remedies and how the parents can proceed. DISABILITIES RIGHTS NETWORK Suite C 800-692-7443 (Toll-Free Voice) 877-375-7139 (TDD) 717-236-8110 (Voice) 717-346-0293 (TDD) 717-236-0192 (Fax) HISPANOS UNIDOS PARA NIÑOS EXCEPCIONALES (PHILADELPHIA HUNE, INC.) 2215 North American Street Philadelphia, PA 19133 215-425-6203 215-425-6204 (Fax) www.huneinc.org MISSION EMPOWER 1611 Peach Street, Suite 120 Erie, PA 16501 814-825-0788 OFFICE FOR DISPUTE RESOLUTION 717-901-2145 (Phone) 800-222-3353 (Toll free in PA only) TTY Users: PA Relay 711 717-657-5983 (Fax) The Office for Dispute Resolution administers the mediation and due process systems statewide, and provides training and services regarding alternative dispute resolution methods. PARENT EDUCATION AND ADVOCACY LEADERSHIP CENTER (PEAL) 1119 Penn Avenue, Suite 400 412-281-4404 866-950-1040 (Toll Free) 412-281-4409 (TTY) 412-281-4408 (Fax) PUBLIC INTEREST LAW CENTER OF PHILADELPHIA United Way Building 1709 Benjamin Franklin Parkway, Second Floor Philadelphia, PA 19103 215-627-7100 215-627-3183 (Fax) PENNSYLVANIA BAR ASSOCIATION 800-932-0311 THE PENNSYLVANIA TRAINING AND TECHNICAL ASSISTANCE NETWORK (PaTTAN) 800-360-7282 800-441-3215 800-446-5607 STATE TASK FORCE ON THE RIGHT TO EDUCATION 1-800-446-5607 ext. 6828
This document applies to the following CHHS staff working within their scope of practice: Medical Officers Dentists Registered Nurses and Midwives Student Nurses and Midwives working under supervision. Which area in ACT Health can I contact for more information? Senior Policy Officer, Policy, Data and Quality Assurance, Clinical Safety and Quality Unit, Quality, Governance and Risk Phone: 6174 7934 How can I access the document? Guideline: Background paper: Search Terms sedation, procedural, analgesia, diagnostic, interventional, dental, surgical procedures, conscious, drug administration Disclaimer: This document has been developed by ACT Health, Canberra Hospital and Health Services specifically for its own use. Use of this document and any reliance on the information contained therein by any third party is at his or her own risk and Health Directorate assumes no responsibility whatsoever. Date Amended Section Amended Approved By Eg: 17 August 2014 Section 1 ED/CHHSPC Chair
the Monday following the deadline for application submittal. E-mail transmittal is required. Process for Board Approval Typically, the Board acts on a bond transaction twice, adopting an inducement resolution and a financing resolution at two separate Board meetings. Financings under the Small Borrower Program and refundings of CECFA bonds for purposes of savings only are reviewed by the Board just once. Inducement Resolution. A representative of the borrower is generally required to attend and to make a brief presentation regarding the proposed financing at the Board meeting at which the inducement resolution is considered. The presentation should include: a brief history of the borrower and its operations, a description of the facilities which would be financed through the proposed borrowing, and a brief discussion of the need for those facilities. It is not necessary to bring handouts or media presentations unless they would clarify the presentation. A representative of the investment banking firm involved in the financing should also attend the meeting, but may participate by telephone if travel from out-of-state would be required to attend the meeting in person. Bond counsel should also be present. If the proposed financing is part of a financing program with a term sheet, type of credit enhancement and form bond documents previously approved by the Board of Directors, the borrower’s representative may participate by telephone if travel from out-of-state would be required to attend the meeting in person. Financing Resolution. The Board will entertain a financing resolution only after all documents relating to the transaction are substantially complete. In addition, the TEFRA hearing should be completed and the State Treasurer’s TEFRA approval should be signed prior to that meeting if possible. The borrower does not need to attend this meeting, but the bond counsel and underwriter should be available to respond to any questions that may arise during the meeting. “One-Step” Borrowings. CECFA will process a transaction in one meeting for the following kinds of transactions. Such meetings will combine the elements of the Inducement and Financing meetings described above: Small Borrower Applications, where the amount of bonds to be issued does not exceed $4,000,000; Refundings for savings, where the transaction is limited to refunding prior CECFA bonds; and In unusual circumstances, the Board may allow a financing to be approved with only one Board action. Please check with staff if you seek approval on this basis.
Chapter 3 Index IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS 3.1 Purpose and Scope 3-1 3.2 Identification and referral of english learners suspected of having a disability 3-2 3.3 special considerations for el students prior to referral 3-2 3.4 student study team (sst) 3-2 3.4.a sst tEAM MEMBERS 3-2 3.4.b SST RESPONSIBILITIES 3-3 3.5 assessment procEDURES FOR ENGLISH LEARNERS 3-4 3.5.a PSYCHOEDUCATIONAL ASSESSMENTS 3-4 3.5.b OTHER PROCEDURES FOR GATHERING INFORMATION 3-5 3.5.c ADDITIONAL ASSESSMENT GUIDELINES 3-5 3.6 PROGRAM OPTIONS 3-6 3.6.a SPECIFIC PROGRAM OPTIONS FOR ENGLISH LEARNERS 3-7 3.7 IEP DEVELOPMENT FOR ENGLIGH LEARNERS WITH DISABILITIES 3-8 3.7.A linguistically appropriate goals, objectives and programs 3-8 3.7.b iep considerations for english learners 3-9 3.7.c additional linguistic and cultural considerations 3-9 3.7.d iep accommodations and modifications 3-9 3.7.e iep checklist for english learners 3-9 APPENDIX A: SAMPLE LINGUISTICALLY & CULTURALLY APPROPRIATE GOALS & OBJECTIVES APPENDIX B: INTERPRETERS 3-12 3-17 IDENTIFICATION AND ASSESSMENT OF ENGLISH LEARNERS 3.1 PURPOSE AND SCOPE
YES Document the resolution and provide a copy to the person who raised the complaint/appeal AND Place a copy in the student file and in the continuous improvement file. RTO Manager NO Go back to the stage of contacting the person who raised the complaint/appeal and work through the process again. RTO Manager Should the complaint or appeal still not be resolved after referral to the RTO Manager, the complaint should be referred to the CEO. Person raising complain/appeal Should the complaint or appeal still not be resolved after referral to the CEO, the complaint should be referred to the registering body of the RTO. Person raising complaint/appeal
HAZARD ASSESSMENT: HAZARD O2 Deficiency. Toxic or Irritating atmosphere. Mechanical equipment. Fluids. Engulfment. N.O.R.M. Flammable vapors / LEL. Illumination. POTENTIAL EFFECTS Worker could stop breathing. Worker could be exposed to airborne contaminants above the occupational exposure level. Agitators may be in the space that could potentially harm workers. Fluids present slip and trip hazard. Material within the space could fall on top of worker causing the worker to be buried. Overexposure to radiation present in vessel. Possibility of worker injury or equipment damage if explosion occurs with the presence of an ignition source. Lack of visibility could result in worker injury and disorientation. CONTROL Perform atmospheric test and ensure O2 content is between 19.5% and 23.5%. Perform atmospheric test (under SCBA or SABA) to determine if breathing apparatus are to be worn. Lockout all potential energy sources prior to allowing worker to enter confined space. Workers to wear appropriate footwear to enter the confined space. Workers entering confined space are to don full body harness with a lifeline attached which is monitored by safety standby person (if applicable). Perform N.O.R.M. survey prior entry. Don appropriate PPE before entering space. Perform atmospheric test to ensure no LEL is present. Use only intrinsically safe equipment in the confined space. Ensure intrinsically safe lighting is present.
RISKRANKING: MODERATE CONTROL 1. Monitor to be used to detect LEL. Fixed fire and LEL detection may be in place to initiate ESD. SABA/SCBA may have to be used. 2. Monitor to be used to detect H2S. Fixed H2S detection may be in place to initiate ESD. SABA/SCBA may have to be used. 3. Use face shield when lighting burners. HAZARD ASSESSMENT: CONTROL 1. Monitor to be used to detect LEL. Fixed fire and LEL detection may be in place to initiate ESD. SABA/SCBA may have to be used. 2. Monitor to be used to detect H2S. Fixed H2S detection may be in place to initiate ESD. SABA/SCBA may have to be used. 3. Use face shield when lighting burners. HAZARD 1. Flammable Vapors / LEL. 2. H2S Mercaptan. 3. Fire Hazard. CONTROL 1. Monitor to be used to detect LEL. Fixed fire and LEL detection may be in place to initiate ESD. SABA/SCBA may have to be used. 2. Monitor to be used to detect H2S. Fixed H2S detection may be in place to initiate ESD. SABA/SCBA may have to be used. 3. Use face shield when lighting burners. SAFETY EQUIPMENT: Safety Glasses with side shields, hard hat, steel toe boots, FR Clothing, face shield, gloves, SCBA I SABA and personal gas monitor. 1.. Facilities can use. natural gas directly and indirectly to heat and or supply utility gas to all of the vessels, tanks and buildings. These may include, but not necessarily used at all locations: • Treaters • Glycol heating boilers • Slurry and Desand tanks • Plant Office • Cad dyne heaters in mutilators and piping crawl spaces. • Indirect heating is accomplished by the glycol boilers and circulating pumps to: • Buildings • Produced water tanks • Fresh water tanks • Sales oil tanks
10” 1” .0066 318 12” 1 1/8” .0073 466 14” 1 1/8” .0080 466 16” 1 ¼” .0090 656 18” 1 ¼” .0100 656 20” 1 ¼” .0100 656 24” 1 1/2“ .0100 1174 600 lb. Flanges Size Bolts Size Stretch Torqueft/Ibs ¾” 5/8” .0036 74 1” 5/8” .0036 74 1 1/2” 3/4” .0036 74 2” 5/8” .0049 131 4” 7/8” .0061 212 6” 1” .0066 318 8” 1 1/8” .0073 466 10” 1 ¼” .0090 656 12” 1 ¼” .0100 656 14” 1 3/8” .0100 890 16” 1 1/2” .0140 1174 18” 1 5/8” .0140 1514 20” 1 5/8” .0140 1514
Remove gloves immediately after handling pest control articles and wash hands. Ensure pest control articles are not stored in ISO class environments, other than those strategically placed in storage areas. Report promptly any pests or evidence of pest infestation. Store chemicals in the appropriate storage based on their required storage conditions, required closure and any required special condition. Ensure segregation of chemicals according to their chemical properties and required environmental controls; different physical areas are required for the following: Chemical Storage Storage Area Required Identified and Physically Separated Sections Minimum Storage Area Requirements Non-Hazardous Current Non-Hazardous Chemical Inventory Quarantined Rejected Inventory Quarantined Returned Inventory Quarantined Recalled Inventory ISO 8 environment (minimum) No primary engineering control is present in the same room as inventory. Hazardous Current Hazardous Chemical Inventory Strong Acids Strong Bases Quarantined Rejected Inventory Quarantined Returned Inventory Quarantined Recalled Inventory Negative pressure ISO 8 environment Externally vented 12 air changes per hour Flammable Chemicals Flammable Storage Cabinet Antineoplastic Current Antineoplastic Agent Chemical Inventory Quarantined Rejected Inventory Quarantined Returned Inventory Quarantined Recalled Inventory Negative pressure ISO 8 environment Externally vented 12 air changes per hour Store chemicals in a manner that minimizes risk of breakage and leakage. Store sterile chemical containers in Ziploc bags or airtight containers. Place larger/heavy chemical containers on lower shelves and smaller/lighter chemicals containers on higher shelves. Ensure no chemical containers are stored directly on the floor. Ensure no shelved containers can be hanging over the edge of storage shelves.
INTRODUCTION The purpose of the Edge of Care Panel is to ensure that the children and families have received the appropriate support they need, in order to help them make changes and to ensure that any admissions to care are appropriate and that an early return to family is facilitated where possible. RESPONSIBILITY MATRIX SOCIAL WORKER Request panel attendance and confirm panel meeting bookings with BS Prepare papers for panel meetings Provide paper report or update to BS Remind Unit manager to attend panels BUSINESS Establish fortnightly meeting dates, book meeting rooms, send Outlook meeting invitations to Panel members for the year Attend Panel as note taker Type up draft meeting summary and actions arising Email draft minutes to Chair for approval Email relevant case extracts relating to associated social worker Email papers via secure email to Panel Members 2 days prior to the Panel date. Upload case docs to SharePoint