zilongwang/ReadingBank huggingface dataset:
Purpose Seqwater is committed to the health and safety of all people at the workplace. This procedure forms part of Seqwater’s Permit Access Safety System (PASS) by defining the processes to isolate energy sources to allow workers to safely perform work activities at Seqwater workplaces. This procedure supports the requirements described in Element 9 – Operational control of Seqwater’s Work Health and Safety (WHS) Management System Framework. This procedure adopts and is consistent with the requirements outlined in: Work Health and Safety Act 2011 (Qld) Work Health and Safety Regulation 2011 (Qld)
The work coordinator must complete section 4 of the Forced Lock Removal Form () to complete the process. Any removed locks, tags and/or documentation must be retained as evidence for further investigation. Detached tags Any worker who finds a detached tag must assume that the tag has been unintentionally detached from the isolation device or item of plant. A worker who finds a detached tag must: if the location where the tag has detached from is clear: attach a substitute tag to the isolation device or item of plant; and contact the worker named on the tag or the line supervisor; or if the location where the tag has detached from is not clear: contact the worker named on the tag or the line supervisor in order to identify where the tag has become detached from; or if the details of the worker named on the tag or the line supervisor cannot be identified or contacted then the the event must be reported to Seqwater’s incident hotline on (07) 3270 4040 and the site’s duty operator. Training requirements All energy tag and lock out training will be provided in accordance with the requirements of the WHS Training, Competency & Behaviour Management Procedure (). Training requirements specific to PASS, including isolation training requirements are detailed in Appendix I of this procedure. Monitoring and audit The application of this procedure may be audited in accordance with the WHS Internal Audit Schedule and the Integrated Management System Internal Audit Procedure ().
Shift work Additional control measures should be implemented for special work arrangements and include: Length of shift (other than FIFO) 10 hours 13 hours Considering sleep opportunity and recovery in instances where workers are required to work on call after a normal shift or on days off Time of Shift Day Shift Afternoon shift Night shift Avoiding quick shift changeovers such as finishing at 11am and starting again at 7am Speed and direction of shift Forward rotation (morning/afternoon/night) Backward rotation (night / evening / morning) Slower rotation (i.e. weekly / 3-4 weekly rotation) Using forward rotation roster systems (day-evening-night) Split shifts and variable shifts 13 hour period Allocating shift and night workers consecutive days off to allow for at least two full nights rest including some weekends Night work The most appropriate control measures should be implemented for the identified risk factor. Control measures may include: Shift end (for those working eight hours or more between 10pm and 6am) After 10pm and before 6am Planning into work schedules enough workers and other resources to do the job without placing excessive demands on workers Sequential night shifts 8 hours 10 hours 12 hours Keeping sequential night shifts to a minimum 6 or more 8 hour shifts 5 or more 10 hour shifts 4 or more 12 hour shifts Avoiding overtime allocations after afternoon or night shifts
Hazardous Manual Tasks Code of Practice 2011 (Qld) Active Queensland State Archives General Retention and Disposal Schedule for Administrative Records Active Work Health and Safety Act 2011 (Qld) Active Work Health and Safety Regulation 2011 (Qld) Active Supporting procedures Description Status Location Corporate Safety – WHS Management System Framework Active TRIM Ref: D13/43216 - Engineering Review and Approval Procedure Draft Hazard Identification and Risk Management Procedure Active TRIM Ref: D13/2085 Integrated Management System Internal Audit Procedure Active TRIM Ref: D13/915 WHS Reporting Procedure Active TRIM Ref: D13/70792 Safe Work With Plant and Equipment Procedure Active TRIM Ref: D14/27956 – Training and, Competency Management Procedure Active TRIM Ref: D13/70676 Supporting documents, forms and templates Description Status Location Discomfort Survey Form () Active TRIM Ref: D14/36450 Job Safety and Environment Analysis / Safe Work Method Statement Template () Active TRIM Ref: D13/61698 Risk Assessment Worksheet – Manual Tasks () Active TRIM Ref: D14/36453 Work Assessment Checklist – Manual Tasks () Active TRIM Ref: D14/36451 WHS Record Keeping Matrix Active TRIM Ref: D13/70968
Description Status Location PRO-01832 Closure of a Recreation Area Procedure Active Q-Pulse PRO-01994 Control Systems Access Management Procedure Draft PLN-00294 Enterprise Risk Management Framework Active Q-Pulse PRO-00002 Integrated Management System Internal Audit Procedure Active Q-Pulse PRO-00443 Confined Space Management Procedure Active Q-Pulse PRO-00808 Contractor Management Procedure Active Q-Pulse PRO-00006 Electrical Safety Procedure Active Q-Pulse PRO-00302 Excavation, Trenching and Penetrations Procedure Active Q-Pulse PRO-00014 Energy Tag and Lockout Procedure Active Q-Pulse PRO-00014 General Construction Procedure Active Q-Pulse PRO-00009 Management of Hot Work Active Q-Pulse PRO-00015 Prevention off Falls Procedure Active Q-Pulse Supporting documents, forms and templates Description Status Location Confined Space Entry Permit Active Q-Pulse Electrical Fault Finding Permit Active Q-Pulse Excavation and Trenching Permit Active Q-Pulse Grid Mesh, Flooring and Guard Rail Removal Permit (FRM-00040) Active Q-Pulse High Risk Work Rescue Plan Active Q-Pulse High Voltage Access Permit Active Q-Pulse Hot Work Permit (FRM-00040) Active Q-Pulse Job Safety and Environment Analysis / Safe Work Method Statement Template (TEM-00013) Active Q-Pulse Major Works Permit (FRM-00114) Draft Q-Pulse
INTRODUCTION This document should be completed in full when requesting access or amendments to any Personal Data. Whilst it is not mandatory to send an Access Request using the template below, this will significantly improve the speed and accuracy of the process by removing any ambiguity. If it is impossible or unreasonably difficult to complete this form in writing then we will make reasonable adjustments to enable the request. Please also refer to our Privacy Policy and Data Subject Access Procedure. DETAIL Summary Request Reference Requesting Entity Please provide account reference Access / Amendment / Right to be Forgotten? Request Date and Time Individual Submitting This Request Description of Request Please provide comprehensive details regarding this request, this should cover – 1 – Specific information to allow us to identify the individual (subject) 2 – Any applicable timeframes during which you believe data may have been processed 3 – If this request relates to an amendment, please provide the current and required data i.e 1 – Mr John A Smith Address – 10 The Street A Town A County WS14 9DZ 2 – The previous 12 months 3 – Please change all name records to Mr John Alex Smith All other data to remain as is. Sub-processors to be informed? If required, list here and confirm when done Completed Date and Time –
thereof, agency of such State or subdivision, corporation, or partnership that owns or operates or otherwise controls and provides children's services or any individual who owns or operates or otherwise controls and provides such services. (4) Indoor facility The term “indoor facility” means a building that is enclosed. (5) Secretary The term “Secretary” means the Secretary of Health and Human Services. (Pub. L. 103–227, title X, §1042, Mar. 31, 1994, 108 Stat. 271.) References in Text The Child Nutrition Act of 1966, referred to in par. (2), is Pub. L. 89–642, Oct. 11, 1966, 80 Stat. 885, as amended, which is classified generally to chapter 13A (§1771 et seq.) of Title 42, The Public Health and Welfare. For complete classification of this Act to the Code, see Short Title note set out under section 1771 of Title 42 and Tables. The Social Security Act, referred to in par. (2)(A)(i), is act Aug. 14, 1935, ch. 531, 49 Stat. 620, as amended. Titles XVIII and XIX of the Social Security Act are classified generally to subchapters XVIII (§1395 et seq.) and XIX (§1396 et seq.) of chapter 7 of Title 42. For complete classification of this Act to the Code, see section 1305 of Title 42 and Tables. This subchapter, referred to in par. (2)(B), was in the original “this title”, meaning title X of Pub. L. 103–227, Mar. 31, 1994, 108 Stat. 265, which enacted this subchapter and section 3351 of this title, amended sections 1107, 1232h, 2421, 3381 to 3384, and 3386 of this title, sections 1632, 1633, and 1635 of Title 29, Labor, and section 11903a of Title 42, and enacted provisions set out as notes under section 2701 of this title and section 11901 of Title 42. §6083. Nonsmoking policy for children's services (a) Prohibition After March 31, 1994, no person shall permit smoking within any indoor facility owned or leased or contracted for and utilized by such person for provision of routine or regular kindergarten, elementary, or secondary education or library services to children.
V. FINANCES Is the organization tax exempt under a provision of the Internal Revenue Service (IRS) code? Yes No Not Yet Does the organization have annual budget or a projected list of expenditure? Yes No If Yes, please provide. Does the organization do a yearly audit or review? Yes No VI. FACILITIES Does the organization own, rent or have been given real property? Yes No If no, skip to Section VII If yes, please describe the land and/or buildings by type (school, church, historic structure or site, etc.). Give age or date of construction, size, number of rooms, etc. of the structure(s). Is the building or structure listed on the National Register of Historic Places? Yes No If “Yes,” is it individually listed or listed as part of a district? Individually District Is the building or structure accessible to the handicapped (for example, to a person in a wheelchair)? Yes No How the space is used (meeting room, collection storage, exhibits, office space, etc.). Does this space have fire, security and climatic control systems? Yes No Are fire extinguishers available? Yes No
What type of lighting is used in the storage areas? What type of lighting is used for exhibits? What provisions have been taken to protect objects on exhibit and/or in storage from ultra-violet radiation present in sunlight and fluorescent lighting? Are your facilities open to the public at stated hours without advanced reservations? Yes No VII. COLLECTIONS Does the organization own collections? Yes No If No, does the organization plan to own a collection in the future? Yes No Please describe the types of collections the organization has or will have. Using the following definition, attach a description of the organization's procedure used for accessioning objects. Definition: Accessioning - the creation of an immediate, brief and permanent record utilizing a control number for an object, assembly or lot, accessed to the permanent collection from the same source at the same time, and for which the institution has custody, right and title. Customarily, an accession record includes the accession number, date and nature of acquisition (gift, excavation, expedition, purchase, requests) course, brief identification and description, condition, provenance, value and name of the staff member recording the accession. What percentage of the collection is accessioned? ____________ percent
/ FORM 2019 CUSTOMER INFORMATION (*REQUIRED FIELDS) ---------------------- Check Yes or No ---------------------- Social Media: Are you Active? Social Media URLs FULL LINK NEEDED NOT JUST YOUR NAME Twitter : Yes No Follower Count: Twitter : Facebook : Yes No Follower Count: Facebook : Instagram : Yes No Follower Count: Instagram : YouTube : Yes No Follower Count: YouTube : Forums: Fishing Information Tell us about yourself (Or Attach Resume) –
that it is appropriate to release the records, we will write to you to advise you of this decision and no fee will be chargeable in those circumstances. Alternatively, should it be appropriate for the police to view the record (based on the answer to requirement 1 above), then there is the option for them to view the record in the practice in the presence of a practice staff member. In this situation a fee is not chargeable. GPs will, in all cases where there is no patient consent, consider whether the benefits to an individual or to society of disclosing the records outweigh both the public and the patient’s interest in keeping the information confidential and whether they will be able to defend any decision to disclose medical records before the GMC before agreeing to disclose the records. Yours faithfully, Dr xxxxxxxxxxxx
5.7 Training and development record Instructions Each professional staff member is required to maintain a training and development record. This will be discussed at the staff member’s annual review, and a copy placed on the personnel file. This sample record is based on Chartered Accountants Australia and New Zealand’s record for use by members in complying with CR7 – Continuing Professional Development. Section 1 – Personal details Name Identification number Firm/employer Section 2 – Training & Development Record details Training & Development Record for (dates) 1 / 7 / to 30 / 6 / Please indicate if you hold any of the following registrations/authorities: (tick the applicable box/es) Registered Company Auditor Type A Registered Company Liquidator Type L Registered Trustee in Bankruptcy Type B Australian Financial Services Licensee (AFSL) Type AF Registered Tax Agent Type T SMSF Auditor Type S Business Valuation Specialist Type BV Reviewer of Second Tier Companies Limited by Guarantee Type R Financial Planning Specialist Type FP Please supply details of each Training & Development activity Date Organisation presenting T&D activity Description of T&D activity (refer CR7 – Commentary iii) Type of specialist hours (A, B, T, BA, L, AF, S or R) Number of T&D hours Total hours
Understand the importance of extra-curricular arrangements to school life. Background information for trainees During the first weeks of the course, the trainees are briefed on the importance of professional behaviour. Discussion area for the Head/Senior Mentor/Mentor It would be advantageous to distribute photocopies of the relevant documents to the trainees prior to discussion of the following matters: Any relevant policies; to understand the school’s philosophy of teaching and learning; priorities of the school’s Development Plan; The head’s expectations of the staff, such as: professionalism punctuality dress daily duties confidentiality – data protection; The nature and organisation of teachers’ meetings, HMS and extra-curricular activities; teachers’ school-wide duties and responsibilities; Health and Safety and Child Protection responsibilities; the importance of the teacher’s pastoral role and contact with parents/guardians; the school’s contact with the community; whole school’s vision. Background reading for trainees Jacques, K, Hyland, R (3rd ed. 2007) Professional Studies: Primary and Early Years. Learning Matters t. 185-198 Cooper, H. (2nd ed. 2014) Professional Studies in Primary Education. Sage Education Workforce Council(EWC) - available at: Professional Learning Passportl (PLP) available at: PGCE School ‘A’ – Meeting 2 2. ‘Behaviour’ Promoting good behaviour across the school S2.7 They begin to acquire knowledge of strategies to promote good behaviour and establish a purposeful learning environment. S3.1.2 They match stated learning objective(s) to planned teaching. They include planning for assessment for learning. They give appropriate consideration to planning for all learners’ varying needs. S3.3.1 They begin to build successful relationships based on high expectations. They seek to establish a purposeful learning environment where learners feel secure and confident. S3.3.9 They set high expectations for learners’ behaviour and begin to establish an appropriate framework for classroom discipline to anticipate and manage learners’ behaviour constructively. Objectives To assist trainees to: Understand the influences on standards of behaviour; Understand that learners learn best in a safe environment; Understand the importance of determining expectations with regard to behaviour and promoting self-discipline; Understand the importance of establishing frameworks to maintain discipline and control learners’ behaviour constructively. Background information for trainees
Would you say you can read a newspaper or book in English? Choose Prefer Not to Answer from the drop-down menu Do you or any member of your household have a disability? Choose Yes from the drop-down menu Are you or your spouse a Veteran from the U.S. Armed Forces? Choose Yes from the drop-down menu 19h E-file – State ID (Optional) Ignore this screen 19i E-File - Submission Ready for Review Click on the Ready for Review button. Click on Save and Exit Return After the return is reviewed by the Quality Reviewer, you can print a copy of the returns for the client from this Submission screen or from the Office Client List screen
Doctor co-pays and deductibles $300 Long Term Care (LTC) insurance (Paula) $1,800 Reference: 4012 F-5 to F-6 Hint: The appropriate deduction amount for Marketplace (HealthCare.gov) policies can only be calculated after form 8962 has been completed – do NOT enter now – we will do this later. Federal Refund: 2,116 NJ Refund Amount: 594 Check: After this step, Itemized Deductions = 2,502 Q: If you were to look at Sch A now, you would see that Line 1 (Medical and dental expenses) is 6,255. Why is this amount less than the total of all the medical expenses you entered? Step 14b Notes – Deductions – Taxes You Paid Real estate tax (Principal residence) $7,135 Real estate tax (Condo in Las Vegas) $1,865 Reference: 4012 F-6 BP: You must click “Add Sales Tax Worksheet” and enter State, Zip, and Number of days (but not percents) even if you do not have any extra sales tax on cars, etc. BP: Do NOT enter any NJ Property Tax recoveries (Homestead Benefit / PTR) at this point. See the notes on Step 14f for more detail. NJ: Record appropriate Real estate tax on NJ Checklist (Property Tax) Federal Refund: 2,116 NJ Refund Amount: 594 Check: After this step, Itemized Deductions = 11,502 Step 14c Notes – Deductions – Mortgage Interest The Hales received a Form 1098 from Acme Mortgage related to the mortgage on their Principal residence. Interest $2,135 Points $565 PMI $300 The Hales received a second Form 1098 from Acme Mortgage related to their Home Equity Line of Credit on their Las Vegas condo. The principal amount was $11,000. Interest $777 Reference: 4012 F-7 Federal Refund: 2,146 NJ Refund Amount: 594 Check: After this step, Itemized Deductions = 15,279
Intersectionality and Diagnosis Worksheet Patient Identities Therapist Identities Biases and Assumptions Systemic Influences Diagnostic and Treatment Considerations Age and Generational Influences Developmental and Acquired Disability Religion and Spirituality Ethnic and Racial Identity Socioeconomic Status and Education Sexual Orientation Indigenous Heritage National Origin and Language Gender Other
Attachment 7 STATE OF DELAWARE MONTHLY USAGE REPORT SAMPLE REPORT - FOR ILLUSTRATION PURPOSES ONLY Note: A copy of the Usage Report will be sent by electronic mail to the Awarded Vendor. The report shall be submitted electronically in EXCEL and sent as an attachment to enter agency email. It shall contain the six-digit department and organization code for each agency and school district. Attachment 8 SAMPLE REPORT - FOR ILLUSTRATION PURPOSES ONLY State of Delaware Subcontracting (2nd tier) Quarterly Report Prime Name: Report Start Date: Contract Name/Number Report End Date: Contact Name: Today's Date: Contact Phone: *Minimum Required Requested detail Vendor Name* Vendor TaxID* Contract Name/ Number* Vendor Contact Name* Vendor Contact Phone* Report Start Date* Report End Date* Amount Paid to Subcontractor* Work Performed by Subcontractor UNSPSC M/WBE Certifying Agency Veteran /Service Disabled Veteran Certifying Agency 2nd tier Supplier Name 2nd tier Supplier Address 2nd tier Supplier Phone Number 2nd tier Supplier email Description of Work Performed 2nd tier Tax Id
Identify this position’s significant person-to-person work relationships or contacts (e.g., contact with the President, not the President’s secretary). Briefly describe the purpose of the contact, indicate the frequency of the contact. Position will have direct contact with: (check all that apply): Purpose of each contact checked: Frequency of contact: Institutional Officers: Regents President Executive Vice President & Provost Daily to Weekly Weekly to Monthly Less than Monthly None Major Leaders Vice Presidents Vice Provosts Deans Heads of Major Org. Departments Exec Dir./COO Daily to Weekly Weekly to Monthly Less than Monthly None Other Employees Department Chair Faculty Other Staff Members Student Employees Daily to Weekly Weekly to Monthly Less than Monthly None Students: Teaching Counseling Other Daily to Weekly Weekly to Monthly Less than Monthly None Patients Customers Daily to Weekly Weekly to Monthly Less than Monthly None Outside Institutions / Organizations Other (please specify): Daily to Weekly Weekly to Monthly Less than Monthly None Vendors Suppliers Daily to Weekly Weekly to Monthly Less than Monthly None General Public Daily to Weekly Weekly to Monthly Less than Monthly None Others (specify): Daily to Weekly Weekly to Monthly Less than Monthly None Proposed payroll title for this position: Position’s manager: name: Payroll Title: Manager’s manager name: Payroll Title: Name: Payroll Title:
DEAF-BLIND SERVICE CENTER PRO-TACTILE NEWS – OCTOBER 2014 Message from Angela Theriault, Executive Director Happy FALL! Hope you enjoy seeing the different beautiful leaves and feeling the chilly wind. Believe it or not – it is October! Happy reading the Pro-Tactile Newsletter! Message from Jorge Aristizabal, Board President Hello everyone in the DB Community – DB, SSPs, Deaf, Hard of Hearing, Hearing, and Sighted – Everyone! Fall is here and we are looking forward to the trees changing colors and eventually losing their leaves. But we are also sad because this means that it will be getting darker sooner because of the time change. Remember to set your clocks back on Sunday, November 2nd. Last August, Michelle resigned from DBSC’s board. We want to thank her for all that she has done over the years, the many hours of volunteering, and her support for DBSC – Thank you, Michelle! The board is now searching for two more volunteers to join our board. It doesn’t matter if they are hearing, deaf, or DB. If you or someone you know is interested, contact me. September 13th was our annual Walk-A-Thon. It was a great success. We raised around $4,541.00! Many thanks to our committee, especially to Nancy Sommer for all her hard work – she did an awesome job – the best! – #1 During our October board meeting we will be discussing future plans for events that you can look forward to! If you are interested in being on our fundraising committee, please let me know. And lastly - some exciting news! Last weekend was the Deaf Expo in Tacoma. DBSC had a lot of people stop by our table and wanted to know how to become an SSP! ODHH Funding We are thrilled to announce that DBSC received $65,500 from ODHH (Office of Deaf and Hard of Hearing) for the SSP program. Thank you, ODHH for supporting DBSC’s mission to provide more independence! Walk-A-Thon This year’s Walk-A-Thon was a very successful fundraising event which happened on Saturday, September 13th at Alki Beach in West Seattle. The weather was perfect
UNICEF in Turkey Requirements For Financial Submission Programme: Child Protection Assignment Title: Monitoring and Evaluation Specialist Purpose of the Assignment: Under the guidance of the Chief of Child Protection, the Monitoring and Evaluation Specialist will support the Child Protection Programme of UNICEF Turkey in the area of Monitoring ensuring that appropriate methodologies and tools are developed and utilized for monitoring the relevance efficiency, effectiveness and sustainability of key programme interventions, particularly those under the Child Protection in Emergency components. Supervisors: Patrizia Benvenuti, Chief of Child Protection TASKS DELIVERABLE DURATION Names and fee rates (TL per working day) of consultants TOTAL COST for DELIVERABLE (TL) 1 Conduct an analysis of the monitoring framework and tools currently utilized by the Child Protection Programme. Draft a report with recommendations and implementation plan. Draft report with key findings of the analysis, recommendations and implementation plan. One Month 2 Initiated the priority action envisaged in the plan, including the revision of key templates and other monitoring tools. Key templates and monitoring tools assessed and/or developed 3 Coordinates with partners to ensure that monitoring systems are properly designed, and that data collection and analysis from field visits are coordinated and standardized across programmes to feed into to programme performance monitoring, with special attention to humanitarian response. Analysis of the IMS and data collection tools of key NGO partners One Month 4 Conduct two half – day sessions with members of the Child Protection team on, key NGO partners; key changes recommended to be introduced to increase the effectiveness of monitoring activities. Tow sessions held 5 Prepare a final report detailing the Monitoring and Evaluation framework of the Child Protection Programme Final Report One Month Total estimated working days
For accommodation 35 For other costs - - - TASK DELIVERABLE ESTIMATED PERSON/ DAY UNIT COST FOR A PERSON/ DAY TOTAL COST (TL) 3 Supporting the development of local action plans Needs analysis report 10 Meeting minutes Draft action plans INCIDENTAL COSTS ESTIMATED NUMBER OF UNIT COST FOR A PERSON TOTAL COST (TL) For travel (return) 2 For accommodation 4 For other costs - - - TASK DELIVERABLE ESTIMATED PERSON/ DAY UNIT COST FOR A PERSON/ DAY TOTAL COST (TL) 4 Delivering gender-focused training sessions for government counterparts, including municipalities Training minutes 10 INCIDENTAL COSTS ESTIMATED NUMBER OF UNIT COST FOR A PERSON TOTAL COST (TL) For travel (return) 2 For accommodation 4 For other costs - - - TASK DELIVERABLE ESTIMATED PERSON/ DAY UNIT COST FOR A PERSON/ DAY TOTAL COST (TL) 5 Supporting the inter-sectorial gender equality in education activities Meeting minutes 10 Event reports INCIDENTAL COSTS ESTIMATED NUMBER OF UNIT COST FOR A PERSON TOTAL COST (TL) For travel (return) 0 For accommodation 0 For other costs - - - TASK DELIVERABLE ESTIMATED PERSON/ DAY UNIT COST FOR A PERSON/ DAY TOTAL COST (TL) 6 Supporting the preparations, organization and reporting of the International Day of the Girl Child Concept note 18 Agenda Meeting minutes Event report INCIDENTAL COSTS ESTIMATED NUMBER OF UNIT COST FOR A PERSON TOTAL COST (TL) For travel (return) 1 For accommodation 3 For other costs - - - TASK DELIVERABLE ESTIMATED PERSON/ DAY UNIT COST FOR A PERSON/ DAY TOTAL COST (TL)
Managed Services Conform to University OHS requirements; and Develop Safety Management Plans and/or Safe Work Method Statements relevant to the work activities. Contractor Safety Management Plans Contractor Job Safety Analysis or Safe Work Method Statements Risk Assessments 3.1-07F19 Working at Heights – Permit to Work 3.1-07F15 Roof Access Permit-to-Work Form Valid Induction Card 5. Definitions Working at Heights Work which is undertaken where the worker is over 2.00m from the ground. Competent Person A person who has, through a combination of training, qualification and experience, acquired knowledge and skills enabling that person to correctly perform a specified task. Project or Contract Manager University of Adelaide representative responsible for the administration and management of the contracted services. Managed Services An organisation or individual that has been engaged to provide a specific service, or range of services, for the Infrastructure, Property and Technology Branch. This may include Consultants, Agency Staff or other Contractors. 6. References AS 1891 Industrial Fall Arrest systems and devices
SECTION 3.2: THIRD PARTY MANAGEMENT PRO3.2-02 AGENCY MANAGEMENT 1. Objective The objective of this process is to provide a framework for the management of agency workers engaged by Infrastructure, Property & Technology (IPT) Branch to ensure risks associated with health, safety and welfare of the agency worker, staff, students and the general public are minimised. Note: The purpose of this process is to reflect key requirements outlined within The University of Adelaide HSW Policy and Handbook whilst addressing reporting, operational needs and site specific hazards within the IPT Branch. 2. Scope The scope of this process is limited to Managed Services contracted to perform work as an Agency worker by the IPT Branch. The selected Recruitment Service Provider and University Manager must ensure that the risks are controlled through: Clear definition, allocation and communication of responsibilities and accountabilities prior to candidate engagement; Provision of adequate health and safety induction and training; Identification, evaluation and inclusion of HSW performance delivery and site specific requirements within contractual agreements; and Evaluation of performance and the finalisation of the contract for future service opportunities. 3. Process The process provides information specifically in relation to the health, safety and welfare of Managed Services – Agency Workers utilised within the IPT Branch. Process Steps Responsible Person Frequency Relevant Documents 3.1 Recruitment Service Provider 3.1.1 The Recruitment Service Provider must search and select a suitable candidate based on the specifications of the position outlining the work required, location and any Health, Safety and Wellbeing (HSW) considerations. Recruitment Service Provider Business Unit Manager As Required Position Description Scope of Works 3.1.2 Business Unit Managers may recruit agency workers through other means apart from Recruitment Service Provider. Specifications of the position outlining the work required, location and any Health, Safety and Wellbeing (HSW) considerations will be required. Business Unit Manager As Required Position Description Scope of Works 3.1.3 A site safety inspection may be undertaken by the Recruitment Service Provider prior to commencement of the role. The Business Unit manager should obtain a copy of the inspection checklist and outcomes. Recruitment Service Provider Business Unit Manager As Required Inspection Checklist or Site Safety Review 3.2 Engagement of the Agency Worker 3.2.1 Evidence of all relevant qualifications, licences and/or certificates of competency shall be obtained where applicable. Business Unit Manager As Required Contract for Service 3.2.2 Prior to commencement of work, the Business Unit Manager Every Time
Review the Control Account information to determine the current status for each of the work packages listed. Then use the , the information contained in this module and the samples below to calculate the SV, CV, SPI, CPI, EAC, VAC and TCPI for each of the following work packages: Work Package EV Technique PV or BCWS EV or BCWP AC or ACWP CV SV SPI EAC VAC TCPI 1.1.1.1.1 Hull - Order Raw Steel (SAMPLE) 50/50 $310 m $155 m $155 m $0 ($155m) 0.5 Optimistic $310m Pessimistic $465 Most likely at this point in time $310m $0 for Optimistic ($155m) for pessimistic $0 for most likely at this point in time TCPI for EACcpi= 1 (optimistic) TCPI for EAC composite =0.5 (pessimistic) TCPI for BAC = 1 (most likely at this point in the project) Most likely is BAC 1.1.1.1.2 Hull - Order Polymer Material 50/50 $9 m $4.5 m $1m 1.2.1 Final Certified Bow Redesign % complete $4 m $3.7 m $4.1m 1.2.2.1 Systems Engineering Planning- PMB Development (SAMPLE) 0/100 $ 1.2 m $1.2 m $1 mil $0.2m Note this work is with a $0.2m $0 1 The work package is complete. EAC is based upon the actual costs incurred of $1m since the work package is complete VAC is based upon actual cost under-run of $0.2 million. This is a 0/100 EVM Technique which basically means no value could be earned until 100 percent of the work package is complete TCPI is based upon the actual cost of $1m with an under-run of $0.2m which can be re-planned and applied to other work packages that are not open or put into management reserve. 1.3.2 Project Management Planning - PMB development 0/100 $.5 m $.5 m $.3 m Adapted from DAU. (2013). Defense Manufacturing Guide for Program Managers Note: Numbers in brackets are negative
APPLICANT’S FORM Applicant’s Name II. RESEARCH AND CREATIVE ACTIVITY _________________________________________ Applicant’s Signature Date Revised 10/14 Promotion Recommendations Summary
APPLICANT’S FORM Applicant’s Name III. UNIVERSITY SERVICE AND PROFESSIONAL ACTIVITIES _________________________________________ Applicant’s Signature Date Revised 10/14
281224 nb 276645 2 7 7 16 4.0 3,5 26 3 3,2 3.0(dst) 25.06.15 276646 4 5 8 1 18 4.0 3,5 12 2.0
PRME Principle Strategic Objective Indicators Resource Strategy Purpose To mainstream sustainable development goals in different academic programs Number of academic programs with SDG in learning outcome Self capacity available Values To strengthen the PRME values in institutional culture Understanding of students, as reflected in annual evaluation Self capacity available Methods To create new material and processes for sustainability education in the context Number of study material developed Number of new inter-disciplinary courses created Knowledge partnership with other PRME signatory institutions Research To encourage research and publication focusing on SDGs and management cross cutting areas. Number of publications and research projects undertaken Partnership with PRME institutions Sponsored projects Partnership To promote partnership with different stakeholders at different levels Number of workshop/ lecture at campus Number of partnership created Number of international partnerships created Developing projects Dialogue To encourage stakeholder dialogue Number of conference/ meetings organized External funding, partly self capacity, and event-fee
C. The Unit Normal Table Lists proportions of the normal distribution for a full range of possible z-scores (G&W p. 725-728). For any z-score value, the proportions in columns B and C will always add to 1.00. Distribution is symmetrical so the proportions on the right-hand side are exactly the same as the corresponding proportions on the left-hand side. Z-score values will change signs (+ and -) from one side tot he other, but the proportions will be the same and will always be positive. D. Answering questions with the unit normal table Sketch the distribution and shade in the area you are trying to determine. Look up the appropriate value of z in the unit normal table. Note: sometimes no column in the unit normal table directly gives the answer we need, so must do some math. What proportion of the normal distribution corresponds to the tail beyond z = -0.50? The proportion in the left tail beyond z = -0.50 is the same as the proportion in the right tail beyond z = +0.50. Look up z = .50 in column A, and find the proportion in tail (column C). p(z<-0.50) = .3085 or 30.85%
Drs. Rosie Morris and Cecily Raiborn were awarded Best Case for “MEOU: The Co-Op Scratches, Not Purrs,” at the 2009 Carl Menconi Ethics Case Writing Competition. The case will be reprinted in the July, 2009 Strategic Finance magazine. Economist Dr. David Beckworth’s research on church-going rates during recessions has been cited in The New York Times, The LA Times (among other newspapers), and on the late-night program "The Colbert Report." He was also interviewed for two CNN segments. Dr. Jim LeSage received grants from the National Science Foundation ($144,059) for "Collaborative Research: (DRU) Modeling Business Return Amid Post-Disaster Uncertainties: New Orleans After Katrina" and from the Southern Economics Association ($45,867) for "Modeling Business Return in New Orleans after Katrina: Its Implications for Gulf of Mexico Economic Recovery." Dr. Eric Kirby is the co-author of "What does it mean to be green?" He is the faculty representative on the University Energy Conservation committee. Dr. Susan Kirby, the co-author of "What does it mean to be green?" teaches a sustainability module in the Management Department and attended a UN PRME conference. Ms. Vicki West received a Sam's Club Foundation grant to achieve sustainable practices and reduce carbon footprints for San Marcos companies. Advisory Board The McCoy College Advisory Board provides support to the College through the business expertise of its members. These members provide guidance to help ensure that the College programs and curricula remain relevant and leading edge. Board members invest their time, energy and knowledge to keep the McCoy College of Business Administration among the leaders of graduate and undergraduate business education in Texas. New energy partner Texas State has partnered with MicroPower Global to develop cutting-edge “green energy” technology, with the goal of developing the world’s first 20 percent efficient modules that will revolutionize the thermoelectric market. The new technology is expected to save energy, reduce harmful emissions and lead to the availability of
15.) Portia drew lollipops randomly from a bag one by one. After each draw, she recorded the flavor of the lollipop, then she returned the lollipop to the bag, and then she drew the next lollipop. Her results are recorded below: What is the experimental probability that a lollipop randomly drawn from the bag will be orange-flavored? 16.) Seth and Chris are pulling cards from a deck of hearts, numbers 1(Ace) through 5. Their results are listed below. Whose experimental probability is closer to the theoretical probability of pulling out a card with an even number on it? You must have mathematical proof to back up your answer. Seth’s Prob : Chris’s Prob: Theoretical Prob: Answer with explanation _____________________________________________________________________________ _________________________________________________________________________________________________
15. A 16. D 17. B 18. D 19. D 20. B 21. A 22. B 23. C 24. C 25. C 26. A 27. B 28. B 29. C 30. C 31. A 32. C 33. B 34. D 35. D 36. A 37. A 38. A 39. B 40. C 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
Define the events. The question asks for the probability that either event occurs; therefore, the addition rule must be applied. Rewrite the addition rule for the given events, K and D. Calculate P(K), P(D), and P(K D). Find P(K). There are 52 total cards in an ordinary deck, and 4 of the total cards are kings. Find P(D). There are 52 total cards in an ordinary deck, and 13 of the total cards are diamonds. Find P(K D). There are 52 total cards in an ordinary deck, and there is only 1 diamond that is also a king. Substitute P(K), P(D), and P(K D) into the addition rule formula and simplify to obtain the final answer. 22. Given events A and B, use the following formula, defined as the addition rule, to find the probability that A or B will occur. Define the events. The question asks for the probability that either event occurs; therefore, the addition rule must be applied. Rewrite the addition rule for the given events, B and S. Calculate P(B), P(S), and P(B S). Find P(B). There are 15 total shirts in the closet, and 8 of the shirts are blue.
To find the compound probability of these events happening at the same time, multiply the probability of each event by the other. probability of 4 × probability of blue = probability of both × = So, the probability of both events happening is . 39. To find the probability of these two events happening at the same time, first find the individual probability of each. There are 52 cards in the deck Kayla has and 13 of them are diamonds. So, the probability of her pulling a diamond is or . There are six sides to the die that she is rolling, each side with a number from one to six without any number being repeated. So, the probability of her rolling a 2 is . To find the compound probability of these events happening at the same time, multiply the probability of each event by the other. probability of diamond × probability of a 2 = probability of both × = So, the probability of both events happening is . 40. To find the probability of these two events happening at the same time, first find the individual probability of each. There are two sides to the coin Courtney is flipping, one heads and one tails. So, the probability of her flipping the coin and it landing on heads is . There are six sides to the die that Alan is rolling, each side with a number from one to six without any number being repeated. So, the probability of him rolling a 2 is . To find the compound probability of these events happening at the same time, multiply the probability of each event by the other. probability of heads × probability of 2 = probability of both × =
(a) Calculate the probability that a lion selected at random will have a mass of 350 kg or more. (b) The probability that the mass of a lion lies between a and b is 0.90, where a and b are symmetric about the mean. Find the value of a and of b. Give your answers to the nearest kg. 9. The times taken for male runners to complete a marathon can be modelled by a normal distribution with a mean 196 minutes and a standard deviation 24 minutes. (a) Find the probability that a runner selected at random will complete the marathon in less than 3 hours. It is found that 5% of the male runners complete the marathon in less than T1 minutes. Calculate T1, to the nearest minute.
The times taken for female runners to complete the marathon can be modelled by a normal distribution with a mean 210 minutes. It is found that 58% of female runners complete the marathon between 185 and 235 minutes. Find the standard deviation of the times taken by female runners. 650 male runners and 340 female runners took part in the marathon. 30% of male runners wore sunglasses and 40% of female runners wore sunglasses. Find the probability that a runner selected at random wears sunglasses. One runner was selected at random for an interview and was found to wear sunglasses. (e) Find the probability that the selected runner was male.
and physically. Student engagement increases with mathematical tasks that employ the use of relevant, applied contexts and provide an appropriate level of cognitive challenge. All students, including students with disabilities, gifted learners, and English language learners deserve high-quality mathematics instruction that addresses individual learning needs, maximizing the opportunity to learn.
PS.8† Data are collected for a purpose and have meaning in a context. The value of a sample statistic varies from sample to sample if the simple random samples are taken repeatedly from the population of interest. Poor data collection can lead to misleading and meaningless conclusions. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Compare and contrast controlled experiments and observational studies and the conclusions one can draw from each. Compare and contrast population and sample, and parameter and statistic. Identify biased sampling methods. Describe simple random sampling. Select a data collection method appropriate for a given context. † Standard should be included in a one-semester course in Probability and Statistics.
PS.19 The Central Limit Theorem states: The mean of the sampling distribution of means is equal to the population mean. If the sample size is sufficiently large, the sampling distribution approximates the normal probability distribution. If the population is normally distributed, the sampling distribution is normal regardless of sample size. Sampling distributions have less variability with larger sample sizes. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Describe the use of the Central Limit Theorem for drawing inferences about a population parameter based on a sample statistic. Describe the effect of sample size on the sampling distribution and on related probabilities. Use the normal approximation to calculate probabilities of sample statistics falling within a given interval. Identify and describe the characteristics of a sampling distribution of a sample proportion, mean, difference between two sample proportions, or difference between two sample means.
AFM Name: ____________________ Unit 6: Probability Homework 5/1 Tuesday Fundamental Counting Principle 5/2 Wednesday Permutations 5/3 Thursday Combinations 5/4 Friday Review/Quiz 5/7 Monday Probabilities with Multiplication Adding Probabilities 5/8 Tuesday Expected Values & Fairness 5/9 Wednesday Practice Day 5/10 Thursday Geometric Probability 5/11 Friday Binomial Theorem & Probability 5/14 Monday Introduction to Project Test Review Day 5/15 Tuesday Project Day/Review Day 5/16 Wednesday Unit 6 Test
A probability of 0.5: A probability of ¾: A probability of 1: Consider the letters in the state of NORTH CAROLINA. Suppose you took each letter of the word and put them into a bag. Find the probability of picking out the following at random. P(choosing an A) P(choosing a consonant) P(choosing a letter) P(choosing a K) P(choosing an O or R) P(choosing a vowel) Use the spinner on the left to answer questions 12 – 20. Write your answer as a fraction, decimal and a percent. *ALL SECTIONS ARE EQUAL* P(even number) P(negative number) P(odd number) P(multiple of 3) P(factor of 24) P(prime number) You spin the spinner 50 times. It landed on 24 ten times. According to the result of the experiment, find the experimental probability of landing on 24. According to the theoretical probability, how many times should the spinner have landed on 24? Compare the theoretical and experimental probabilities. The following question was asked to survey 6th graders at a Wake County middle school: What college in North Carolina do you want to attend? Below are the results.
Assignment Rubrics Report Rubric Criteria Level 4 Level 3 Level 2 Level 1 Communication All questions, calculations and/or results are clearly communicated to the reader All assumptions, if needed, are clearly communicated Most questions, calculations and/or results are communicated clearly to the reader Most assumptions, if needed, are clearly communicated Some questions, calculations and/or results are communicated clearly to the reader Some assumptions, if needed, are communicated Few questions, calculations and/or results are communicated to the reader Few assumptions, if needed, are communicated Organization The report is well organized and contains all necessary requirements The report is organized and contains most of the necessary requirements The report is somewhat organized and contains some of the necessary requirements The report is poorly organized and contains few of the necessary requirements Calculations All probability calculations are thorough and accurate without errors Most probability calculations are thorough and accurate with minor errors Some probability calculations are thorough and accurate, but contain some errors Few probability calculations are not thorough and accurate and contain many errors Presentation Rubric Criteria Level 4 Level 3 Level 2 Level 1 Communication The presentation clearly communicates the purpose of the report and examines all of the important findings and conclusions The presentation clearly communicates the purpose of the report and examines the most of the important findings and conclusions The presentation communicates the purpose of the report and examines the some of the important findings and conclusions The presentation attempts to communicate the purpose of the report and examines the few of the important findings and conclusions Organization The presentation is well organized and very easily followed The presentation is organized and easily followed The presentation is somewhat organized but challenging to follow The presentation is poorly organized and difficult to follow