zilongwang/ReadingBank huggingface dataset:
This assessment covers each of the phases of a Tetrathlon, whether it is for a competition or a rally. SHOOT Is there a competent range officer? Has the range been set out and checked thoroughly? Access to and from the range? Shooting Date____________ Time ____________ Location_______________________________________ Map Reference_____________ Hazard Hazard Details Risk Group Actions Planned Risk Level Remarks. Guns Law relating to carrying and use air pistols. PC Members. PC Officials. Parents. General Public. Animals. Property. Display notices detailing the requirements for the use of air pistols All guns boxed except at firing point Supervision of competitors Stewards briefed .177mm calibre pistols used with wad cutter pellets to minimise risk of injury. High  Significant  Acceptable  Low  Range Stray shots Changing targets PC Members. PC Officials. Parents. General Public. Animals. Property. Firing Point Steward in control of shoot., giving specific commands to load and shoot. Safety briefing for each detail Automatic turning targets used. Targets changed with guns 'broken' Energy absorbing material behind targets (eg carpet, canvas) Access to range controlled by a steward High  Significant  Acceptable  Low  SWIMMING Public or private pool?
Running Date____________ Time ____________ Location_______________________________________ Map Reference_____________ Hazard Hazard Details Risk Group Actions Planned Risk Level Remarks. The Course Safe terrain Wire fences PC Members. PC Officials. Parents. General Public. Animals. Property. Check course for rough ground and holes. barbed wire near course. Cover gate posts if necessary High  Significant  Acceptable  Low  First Aid Exhaustion PC Members. PC Officials. Parents. General Public. Animals. Property. First aider near end of course High  Significant  Acceptable  Low  RIDE Has the course designed and built by a competent designer and builder? Has the course been flagged correctly?
Date______________ Location to be visited_____________________________________________________________________________________________________________ This assessment needs to cover all aspects of supervising the members, and any accompanying adults, during the course of the visit and the journey, when organised by the Branch. Consider the travel arrangements including rest breaks, meeting points etc. Do you need to consider risks at the attraction? Back up in the event of a car breakdown or accident. Hazard Hazard Details Risk Group Actions Planned Risk Remarks. Transport Private transport Hired Minibus Coach Train Air Line PC Members. PC Officials. Parents. General Public. Animals. Property. Pick up and drop off points and times agreed, circulated and supervised Insurance details Supervision during journey Seat belts for all car passengers. High  Significant  Acceptable  Low  Name of transport firm Private cars driven by 1 – 2 – 3 – 4 – 5 - Rest Periods during journey PC Members. PC Officials. Parents. General Public. Animals. Property. Supervision – male and female Locations agreed – alternatives included. Eating arrangements agreed Special diets High  Significant  Acceptable  Low  At the attraction Supervision Pick up arrangements Weather PC Members. PC Officials. Parents. General Public. Animals. Property. Pony Club supervision – male & female Attraction supervision – male & female Clothing and arrangements wet weather. Refreshments and drinks for hot weather First aid arrangements For swimming parties lifeguard. High  Significant  Acceptable  Low 
Hazard Hazard Details Risk Group Actions Planned Risk Level Remarks. Overnight stays Supervisors Competent? Safeguarding DBS Checks Male & Female? Accommodation PC Members. PC Officials. Parents. General Public. Animals. Property. Accommodation checked in advance Brief supervisors Adequate communications Self declaration forms completed. Local Police/Social Security checks Alcohol policy agreed. High  Significant  Acceptable  Low  Emergencies Contact details Parents Each vehicle PC Members. PC Officials. Parents. General Public. Animals. Property. First aid or responsible person. High  Significant  Acceptable  Low 
Form RA4 RISK ASSESSMENT FOR AN ACTIVITY INVOLVING DELIBERATE WORK WITH RECOMBINANT ADENOVIRUSES PART 1 ADMINISTRATIVE DETAIL Review History Review 1 Review 2 Review 3 Due Date of Review Date Carried out Carried out by (initials) 1. PERSON/S RESPONSIBLE FOR THIS WORK (PRINCIPAL INVESTIGATOR) Name: Position: Faculty: Department: 2. OTHER STAFF INVOLVED Name Position and Experience Faculty Department Start date Finish date (when known)
rates are reduced). forest, wading birds foraging for food in a marsh Predation Parasitism One species benefits, one is harmed. Predation: wolf and rabbit Parasitism: flea and wolf Mutualism Both species benefit. Relationship may not be essential for either. Humans and house pets, insect pollination of flowers Commensalism One species benefits, one is not affected. Maggots decomposing a rotting carcass Amensalism One species harms another (typically by releasing a toxic substance), but is not affected itself. Allelopathy (plants that produce substances harmful to other plants): rye and wheat suppress weeds when used as cover crops, broccoli residue suppresses growth of other vegetables in the same plant family
JASPER COUNTY SCHOOLS Special Projects and Programs Special Revenue and Expenditure Budget Project or Program Name: Project or Program Number: Project Year: Project Start/End Dates: Name of Person Preparing Form: Funding Type: Federal State Local Other (Define): Description of Funding Source: Account Description Revenue Fund/Acct Revenue Amount Expenditure Account Expenditure Amount Totals When submitting a proposed project or program budget planning document, the director or other program leader must include anticipated amounts and descriptions for revenues (including carry-over amounts) and expenditures by account number. Anticipated expenditures may not exceed anticipated or carry-over revenues. The Finance Office must review this form before it goes to the Superintendent for approval. Attach authorization letter from revenue source. Signature: Project Director/Leader Date Signature: Chief Finance Officer Date Signature: Superintendent Date
Address: Email: Director 3: First Name: Surname: Position: Country of Country of Residence: Date of Birth: Address: Phone/Fax: Email: Director 4: Name: Surname: Position: Country of Country of Residence: Date of Birth: Address: Phone/Fax: Email: Director 5: First Name: Surname: Position: Country of Birth: Country of Residence: Date of Address: Phone/Fax: Email: Director 6: First Name: Surname: Position: Country of Country of Residence: Date of Birth: Address: Phone/Fax: Email: the full name, position, and contact information of all officers of the applicant: (attach additional page if needed) Officer 1: First Name: Surname: Position: Country of Birth: Country of Residence: Date of Birth: Address: Email:
Every business name and/or trade name used by the applicant or that the applicant intends to use in connection with its registrar business at the time of approval. Attach documentation demonstrating that the Applicant entity is legally established and in good standing. For proof of establishment, provide articles of association or other equivalent document (e.g., statutes, membership agreement) of the entity. If the Applicant is a government body or organization, provide a certified copy of the relevant statute or governmental decision under which the government body or organization has been established. Where no such certificates or documents are available in the Applicant's jurisdiction, an affidavit drafted and signed by a notary public or a legal practitioner duly qualified in the courts of the Applicant's jurisdiction, declaring that the organization is established and in good standing, must be submitted. Check this box to certify that you have attached required documentation Correspondence address for the Applicant. This address will be used for contractual purposes, and the Applicant must be able to accept notices and service of legal process at this address. No Post Office boxes are allowed. Primary phone number where the Applicant can be reached for contractual purposes. Primary Fax number where the Applicant can be reached for contractual purposes. Email address where the Applicant can be reached for contractual purposes. the location or address of Applicant's principal place of business is different from the address provided in Question #7 please provide details including address,
Officer 2: First Name: Surname: Position: Country of Birth: Country of Residence: Date of Birth: Address: Phone/Fax: Officer 3: First Name: Surname: Position: Country of Birth: Country of Residence: Date of Birth: Address: Phone/Fax: Email: Officer 4: First Name: Surname: Position: Country of Birth: Country of Residence: Date of Birth: Address: Phone/Fax: Email: Officer 5: First Name: Surname: Position: Country of Birth: Country of Residence: Date of Birth: Address: Phone/Fax: Email: Officer 6: First Name: Surname: Position: Country of Country of Residence: Date of Address: Phone/Fax: Email: Note: Officers are staff at Executive Level (e.g. CEO, COO, etc.), Executive VP/Senior VP, and VPs. the full name, position, and contact information of all relevant domain name business managers of the applicant: Manager 1: First Name: Surname: Position:
communication. It is used to encourage and support language development in children and adults with communication difficulties. It is not the same as Sign Language. the Key Word Sign Australia website: Visual Resources and Aids Visual resources for communication may include books, boards, picture cards, eye-gaze charts, and comprehension supports such as picture timetables. To see a range of different communication aids with explanations, visit the NECAS website (Non-Electronic Communication Aids Service): Easy English Easy English is a way of designing written information to make sense to people who have difficulty reading and/or understanding written English. Examples of Easy English can be found on the Scope Victoria and the Access Easy English websites: Talking Mats Talking Mats is a tool to help people with communication difficulties express opinions, choices, and preferences. For more information about Talking Mats and how they can be used, see: Supported Decision Making These resources contain information about providing decision-making support to people with mild and moderate cognitive disability. Print and film resources have been developed for three Access a range of free downloads from:
groups: Service providers, families and carers, and legal professionals. Checklists Communication checklists can help to reliably track and document a person’s communication preferences and support needs. Communication checklists can also help in understanding challenging behaviour and diverse communication methods. Triple C Checklist: Checklists for behaviours of concern: Communication Assessment Profile for people with learning Disabilities (CASP): Social Networks Inventory: Communication Matrix (free online tool): Passports and Dictionaries Communication passports, communication dictionaries, and About Me books are all ways of documenting a person’s communication needs and other important information about them. For detailed instructions on creating a communication passport, see: Multimedia Profiling A person with disability works with supporters to develop a multimedia profile about themselves using video, audio, and pictures. There are several MMP apps for mobile devices. For a blog post on MMP, see: An online information hub about complex patient-provider
What is the risk of suspension of emergency medical evacuations, aero-medical flights and other critical services due to the state of the aerodrome? Please provide evidence of the risk applicable, such as a technical report, description of the risk and/or photographs. Project Summary Outline of the project, including all works to be undertaken. Why are the works required? (eg to meet operational requirements, CASA standards, etc). Has co-funding from your organisation and/or nominated been secured for this project in the 2017-18 financial year and the 2018-19 financial year, if required? Yes No If Yes, please attached correspondence, letter of offer or other evidence If No, when will funding be secured, from which programme(s) and from which funding cycle?
2.3.2 Option 2 (all of option 1 and the following detailed amendments to certain provisions) RAAV suggests that the following amendments be made to underpin the new model. Relevant Provisions: The tenant may change the barrel of a lock device in a lock that complies with RTA’s minimum standards with consent from the owner or operator. If the tenant installs a lock which is not mandated under tenancy or building laws, the operator may notify the tenant that the lock does not meet the minimum standards and can remove the lock. Define a duty for urgent repairs by tenant: This would be applicable where an essential safety item has been tampered with, broken or removed. These items would be defined these items to include: Smoke detectors, fire blankets, fire hoses, fire extinguishers, safety information, mandated rooming house safety provisions. Notice to vacate for urgent repairs: After ignoring three notices of a breach which have been issued by the operator, allow a notice to vacate be served if any essential safety item requires repair. Notice to vacate for damage: Make this provision available, and only require damage be serious, intentional or reckless, but not require it be malicious as under Part 2. Notice to vacate for hoarding: Allow a vacate notice be issued where hoarding exists in the bedroom, the house or the property if it is supported by the MFB or CFA clutter rating scale if it is above “set point” . Notice to vacate for negligent water or utilities usage: Allow a notice to be served if after three warnings, the tenant tampers with cost saving and energy efficient devices. Duty to pay rent (s112): Make the method of rent payment a duty also under Part 2 for rooming houses so that the manager has the option of serving this alternative notice in the case of late payment by repeat offenders, despite the presence of a lease. Notice for breach for interference with (s113): Extend the provision which is available to also protect owners, neighbours and councils.
Aptitude/skills Able to deliver sermons and shiurim to a diverse audience that are topical and inspiring Fluent in English with good verbal and written communication skills Able to lead services clearly and accurately Able to motivate and lead people towards active engagement in community life Able to offer meaningful spiritual comfort to those in need Able to engage with members of the community, irrespective of their level of religious observance and demographic make-up, in both formal and informal settings Able to attract young members to the NWES Welcoming to new members Musical Has a pleasant singing voice Holds a valid driving licence Computer literate Conversant in social media (e.g. Twitter, Facebook, blogs etc) Ability to layn The Rabbi should be able to work effectively in a team with the Board of Management, and other members to retain and increase membership and improve the provision of services. The Rabbi should have an understanding of the backgrounds and needs of Anglo Jewish families In sermons and educational activities, the Rabbi should adapt his message to be challenging & stimulating, while making the message accessible to the majority of the community Personal circumstances Be prepared to undertake this role as a full-time vocational commitment with all professional interests coming secondary to the needs of the NWES and the community There is an acknowledgement of the Rabbi’s need for continuing study and inspiration in order that he may, in turn, be able to inspire members of the community Experience Must already have experience or equivalent leading a community He must have an understanding of the backgrounds and needs Teaching young people and adults, promoting and ensuring the education and The Rabbi should create a spirit which is inclusive and sustainable for the future and he should
As they contemplated in this manner, the old monks began to treat each other with extraordinary respect on the off chance that one among them might he the Messiah. And on the off, off chance that each monk himself might be the Messiah, they began to treat themselves with extraordinary respect. Because the forest in which it was situated was beautiful, it so happened that people still occasionally came to visit the monastery to picnic on its tiny lawn, to wander along some of its paths, even now and then to go into the dilapidated chapel to meditate. As they did so, without even being conscious of it, they sensed this aura of extraordinary respect that now began to surround the five old monks and seemed to radiate out from them and permeate the atmosphere of the place. There was something strangely attractive, even compelling, about it. Hardly knowing why, they began to come back to the monastery more frequently to picnic, to play, to pray. They began to bring their friends to show them this special place. And their friends brought their friends. Then it happened that some of the younger men who came to visit the monastery started to talk more and more with the old monks. After a while one ask if he could join them. Then another. And another. So within a few years the monastery once again became a thriving order and, thanks to the Rabbi's gift, a vibrant centre of light and spirituality in the realm. M. Scott Peck, MD is the author of the groundbreaking bestseller, The Road Less Traveled, first published in 1978. In The Different Drum: Community Making and Peace (1987), he explores the role of civility in personal relationships and society. A graduate of both Harvard University and Case Western Reserve, Dr. Peck served in the Army Medical Corps before maintaining a private practice in psychiatry. During the last 20 years of his life, he devoted much of his time and financial resources to the work of the Foundation for Community Encouragement, a nonprofit organization that he helped found in 1984. See the , narrated by M. Scott Peck himself, made available by . © 1987 M. Scott Peck From the prologue of
Clover (WHITE only) Collard Greens (not too much may cause bladder sludge) Dandelion Greens (no pesticides) Eggplant (purple fruit only; leaves are toxic) Endive Escarole (if cut from your own back yard) Kale Lettuce (Dark Green/Red Leaf, Butter, Boston, Bibb, or Romaine NO ICEBERG it has no nutritional value, may cause diarrhea]) Mustard Greens Spinach Nappa/Chinese Cabbage Okra Leaves Pumpkin Radicchio Radish tops (Limited amounts: can cause gas) Raspberry Leaves Rhubarb (RED STALKS ONLY–LEAVES ARE POISONOUS) Squash: Yellow, Butternut, Pumpkin, and Zucchini Swiss Chard Turnip Greens Watercress Wheat Grass SAFE IN MODERATION: (Too much can problems, don’t feed everyday) Broccoli Brussels Sprouts Cabbage Cauliflower Kale Mustard Greens Spinach FRUITS These should be no more than 10% of the diet (about 1 teaspoon per 2lbs of body weight per day). NOTE: it is more nutritious to leave the skin on the fruit (particularly if organic), just wash thoroughly. IF you are in doubt about the source of the fruit or concerned about chemicals in the skin, then remove them. Apple (any variety, without stem and seeds) Cherries (any variety, without the pits) Pear Peach Plum (without the pits) Kiwi Papaya
Principal Investigator Protocol Number Average Daily Census Breed Rabbit Weights Comments Mark Rogers Orthopedics 299 12 New Zealand White < 5.4 Kg Three year study on the influence of exercise on bone healing in mature rabbits. Started – 1/15/12; Ending – 1/14/15 Bence Jones Immunology 302 4 New Zealand White >5.4 Kg Antibody producers; expected duration of housing – 3 years. Mary Kidman 314 14 Dutch Belted < 2 Kg 14 rabbits ordered every two weeks; all rabbits used in terminal renal perfusion study within 10 days of arrival. VA Merit award – renewed 10/10/11. Animal Holding Rooms – currently vacant Room # Housing type Features Dimensions 2 Multipurpose Automated water system Automated rack flushing Floor drains 12’ X 16’ 3 Multipurpose Automated system Automated rack flushing Floor drains 12’ X 16’ 5 Large Animal (12) 4’ X 6’ runs Chain link, sealed concrete floors Trench drains with covers 36’ X 20’ Cage Inventory (currently not in use/in storage) Cage type Dimensions Arrangement Quantity Dog cages Animal space: 48”W X 36”D X 36”H SS w/ expanded metal vinyl coated floors, excreta pan, bowl holders, casters 2 cages stack/unit 6 units Cat cages Animal space: 24"W x 24"D x 24"H SS slotted floors, excreta pan, 4 cages/unit 6 units
Number of Submissions and Positive Results by Species Raccoons, skunks and bats accounted for the large majority of rabies positive animals in Massachusetts, although their proportion of all rabies positive animals varied by quarter (Figure 2). Table 2. Number of Animals Positive for Rabies/Animals Submitted (%), 2016 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter Total Animal Number Positive Number Submitted % Number Positive Number Submitted % Number Positive Number Submitted % Number Positive Number Submitted % Number Positive Number Submitted % Raccoon 12 23 52.2% 17 60 28.3% 17 39 43.6% 9 23 39.1% 55 145 37.9% Skunk 10 19 52.6% 1 23 4.3% 23 80 28.8% 10 16 62.5% 44 138 31.9% Cat 1 149 0.7% 1 177 0.6% 2 224 0.9% 1 136 0.7% 5 686 0.7% Fox 1 5 20.0% 3 8 37.5% 7 12 58.3% 0 5 0% 11 30 36.6% Woodchuck 0 4 0% 3 36 8.3% 2 48 4.2% 0 4 0% 5 92 5.4% Bat 2 78 2.6% 4 208 1.9% 13 485 2.7% 2 62 3.2% 21 833 2.5% Cow 0 1 0% 0 1 0% 0 0 0% 0 0 0% 0 2 0% Coyote 0 0 0% 0 1 0% 0 1 0% 0 1 0% 0 3 0% Dog 0 104 0% 0 137 0% 0 123 0% 0 139 0% 0 503 0% Other* 0 17 0% 0 33 0% 0 30 0% 0 21 0% 0 101 0% 26 400 6.5% 29 684 4.2% 64 1042 6.1% 22 407 5.4% 141 2533 5.6% * Includes squirrels, rabbits, sheep, pig, goats, horses, chipmunks, muskrats, rats, deer, mice, bears, ferrets, fishers, and opossums
In 2014, 2,819 specimens were submitted to Hinton State Laboratory Institute (HSLI) for rabies testing. Of these specimens, 148 (5%) tested positive for rabies. Table 2 shows data on positive animals for 2014. In 2014, four domestic animals tested positive; all were cats. Three of these cases illustrate why domestic animals with wounds of unknown origin must be treated as possible rabies exposures. While visiting Pennsylvania (PA) a Middlesex County resident found a kitten and returned with it to Massachusetts (MA). The kitten was from a litter, all of which had wounds of unknown origin. Two weeks later, the kitten developed fever and ataxia, was euthanized and tested positive for rabies. Five MA adults who syringe-fed the kitten received post exposure prophylaxis (PEP). One dog in the home was placed under quarantine. The MA Department of Public Health (MDPH) worked with PA public health officials to identify the litter of kittens in PA and human exposures there. In Worcester County, a cat was captured by the local animal inspector (AI) and brought for care for apparent broken hind legs. After surgery, the cat died. Because it bit a veterinary technician during treatment, it was submitted and tested positive for rabies. The technician and another with an open wound exposed to the cat’s saliva, received PEP. The local AI posted flyers in the area and one adult and one teenager were identified as exposed and both received PEP. The local health department issued a press release and the local AI collected additional stray cats that may have been exposed to the rabid cat. A kitten found with a wound of unknown origin a month earlier was placed in a foster home in Essex County. Approximately a week after placement, the kitten developed symptoms of neurologic illness and was returned to the shelter. From there, it was taken to a veterinary clinic where it was euthanized. It was submitted and tested positive for rabies. The foster owner and two staff members at the veterinary clinic were bitten by the kitten and all received PEP. Four other cats in the foster home were placed under quarantine.
ARKANSAS DEPARTMENT OF HEALTH Public Health Laboratory Rabies Examination Form Submitter’s Information Owner’s Information Agency Name Name Address Address City State Zip City State Zip County Phone County Phone Person Bitten by this Animal Animal Bitten by this Submitted Animal Name Kind of Animal Owner Address Address City State Zip City State Zip County Phone County Phone INFORMATION ON SUBMITTED ANIMAL Specify Kind of Animal Location Submitted Animal At Owner’s Home Address County City State Zip Date Animal Died __/__/______ Was Submitted Animal Bitten by Another Animal? Was Submitted Animal Vaccinated Against Rabies? Information about the veterinarian who observed the animal Name Phone Address City State Zip Noted Symptoms: _________________________ _________________________ LABORATORY USE ONLY (Do not write in this section) Microscopic Exam of Brain Material for Rabies was: Negative Positive Unsatisfactory Specimen Number Date / Time Received ____/____/____ ____:____ Test Completed on ____/_ _/__ Ship via Analyst Results Reported to on ____/____/__ HL-12 (R 2/09)
Awareness of of transportation – Who is eligible? Requirements? Pre-assessment needs Identify needs and individuals to be served; “knowledge of who is out there” Identify underserved areas Education/Information Consistent message between transportation providers High touch needs of riders Communication Marketing Educate line staff Mobility education for providers and consumers Funding Simplify funding Break down funding silos Additional funding sources Creative funding (private, community) Population-based payments Cost-reimbursement rates Money/payment Remove Redundancies Collaboration and Coordination Challenges: Medicaid Expansion Political Support Legislation Lack of interest Political advocacy (“eat your own dog food concept”) Funding Coordination of resources Funding silos - restrictions Reliability Limited routes Expedience (same day or next day appointments) Time to get through door to door Flexibility Can a healthcare provider delay an appointment Build the system to meet the needs Training/Education/Communication Between healthcare providers, transit providers and riders Getting word out/awareness Overcoming stigma/stereotypes (NEMT=welfare) Older individuals – “fear of unknown” Stakeholder education (how can we educate stakeholders?) able to provide feedback Patient attitudes – trust with transportation driver Silos – system is comprised of silos; hard to pinpoint actual barrier HIPAA Compliance Law Technology More common technology IT solutions Data how to use it to determine solutions gathering data from providers towards reimbursement Lack of Providers Lack of Public Transportation Partnerships: Accountability Planning - coordination of next steps Healthcare and Transportation Advocacy Campaign Coordination Round Table Meetings with Community Partners or System of Care Providers Education and Marketing Collaboratives Executive Summits and Summaries Facilitate Communication Build on the Rides to Wellness Summit Education – tracks of service Types of partners: Legislature Consumers Local Government Law Enforcement Civic Groups Churches Transit Providers Medical Partners Human Services Economic Development/Employers Rideshare Telehealth Senior Centers Hospitals
Social Services Veterans Administration Employment Centers Vocational Rehabilitation Childcare Centers Additional community organizations to promote resources Actions/Solutions: Funding Pass-through Funding Fundraisers Expand Reimbursement – for natural supports providing transportation Reimbursement Multiple Revenue Streams Buy a “packet” of Provider Buy-in – data to support and showcase Volunteer Transportation – donation Streamline Compliance Education More Seminars Legislators (riders help educate legislators) Consumers Home Health Medical Personnel Business Connection – economic benefit Coordination Rideshare Options Community Support/Advocacy Success Stories Gap Stories - identify gaps in service Local Government Authorize Health/Medical Transportation Districts (accountability) Services to People (e.g., schools) Mayo Clinic Model – one stop shop, centralized system Involve Medical Facilities Technology Applications, plus
Diagram 3 (Pre Sept 2013 definition – ‘frequency’ test dependant) – ONLY COMPLETE IF YOUR CURRENT DBS WAS ISSUED PRE SEPT 2012 Client -  Adults or Children Adult Conducting activity (supervised or unsupervised) of a Specified nature– Yes (go to frequency question)No (go to specified place question) Further exploration required Conducting activity (supervised or unsupervised) in a Specified place?– Yes (Go to frequency question) No (check Diagram 1/no/standard DBS required) Further exploration required Frequent/Intense/overnight, unsupervised contact? – Yes (Enhanced DBS, no ISA, req.) No(go to specified question/ check Diagram 1/no/standard DBS required) Further exploration required Children Conducting (supervised) activity of a Specified nature – Yes (Go to frequency question)No (go to specified place question) Further exploration required Conducting supervised activity in a Specified place– Yes (Go to frequency question) No (check Diagram 1/no/standard DBS required) Further exploration required Frequent/Intense/overnight, unsupervised contact? – Yes (Enhanced DBS, no ISA, req.) No (No/Standard DBS req.) Further exploration required
Identify key vulnerability issues and work with stakeholders to address them (e.g., physical and cyber security, situation awareness and coordination across neighboring systems, human performance, equipment misoperations/failures). N Review and update as appropriate the Performance Category Upgrade Request Process StS N Revise the Project Coordination, Path Rating, and Progress Report Process to align with RAC StS Enhance WECC’s capability to assess Essential Reliability Services Essential Reliability Services Assessments – Work with NERC to make sure the information is available. StS WECC undertakes focused reliability assessment work, including scenario and sensitivity analyses, as well as adequacy and stability analyses N Review 10-Year Supply Assessment StS N Develop and approve Integrated Transmission and Resource Assessment (ITRA) Annual ITRA StS 2018 2019 2020 WECC develops and provides the necessary models, tools, and datasets for its own use in conducting reliability assessments and for the use of the Region’s transmission planning and operating entities (consistent with WECC’s designation as the MOD-032 Model Builder). Y Finalize 2018 ADS ADS PF and ADS PCM cases RAC, N Review and assess continuing use of reliability assessment models (GridView, PSLF, others) MS Y Identify Next Steps based on the BATF Recommendations DS N Annual Base Case Compilation Schedule Approved scheduled DS 2019 2020 2021
Oracle DBA Interview Questions and Answers - RAC Oracle RAC Interview Questions and Answers How does starts first if voting disk & OCR resides in ASM Diskgroups? You might wonder how CSSD, which is required to start the clustered ASM instance, can be started if voting disks are stored in ASM? This sounds like a chicken-and-egg problem: without access to the voting disks there is no CSS, hence the node cannot join the cluster. But without being part of the cluster, CSSD cannot start the ASM instance. To solve this problem the ASM disk headers have new metadata in 11.2: you can use kfed to read the header of an ASM disk containing a voting disk. The kfdhdb.vfstart and kfdhdb.vfend fields tell CSS where to find the voting file. This does not require the ASM instance to be up. Once the voting disks are located, CSS can access them and joins the cluster. What is gsdctl in RAC? list gsdctl commands in Oracle RAC? GSDCTL stands for Global Service Daemon Control, we can use gsdctl commands to start, stop, and obtain the status of the GSD service on any platform. The for gsdctl are:- $ gsdctl start -- To start the GSD service $ gsdctl stop -- To stop the GSD service $ gsdctl stat -- To obtain the status of the GSD service Log file location for gsdctl: $ ORACLE_HOME/srvm/log/gsdaemon_node_name.log What is RAC? RAC stands for Real Application cluster. It is a clustering solution from Oracle Corporation that ensures high availability of databases by providing instance failover, media failover features. Oracle RAC is a cluster database with a shared cache architecture that overcomes the limitations of traditional shared-nothing and shared-disk approaches to provide a highly scalable and available database solution for all the business applications. Oracle RAC provides the foundation for enterprise grid computing. What is Oracle RAC One Node? Oracle RAC one Node is a single instance running on one node of the
including its handling, storage and disposal or dismantling is so far as is reasonably practicable without risks to health or safety when used for its intended purpose. safety requirements when used for a purpose for which it was manufactured. ensure that when used for its intended purpose it is safe and without risks to health or safety. Current relevant information must also be provided, so far as reasonably practicable, to other end users at a workplace upon request. Importers of plant, substances or structures (section 24) A PCBU who is an importer of any plant, substance or structure which is to be used, or could reasonably be expected to be used, at a workplace must ensure all workplace activity relating to it including its handling, storage and disposal or dismantling is, so far as is reasonably practicable, without risks to health or safety when used for its intended purpose. Importers must out or arrange tests and examinations sufficient to ensure that the imported plant, structure or substance meets work health and safety requirements when used for its intended purpose. Alternatively importers must ensure that these tests and examinations have been carried out. Adequate information must be to any person who the importer supplies with the plant, structure or substance about its intended purpose, test results and any conditions necessary to ensure that when used for its intended purpose it is safe and without risks to health or safety. Current relevant information must also be provided, so far as reasonably practicable, to end users at a workplace upon request. Duty holder Duty to ensure health and safety in the workplace Duty to test Duty to provide information Duties of suppliers of plant, substances or structures (section 25) A PCBU who is a supplier of any plant, substance or structure that is to be used, or could reasonably be expected to be used, at a workplace must ensure all workplace activity relating to it including its handling, storage and disposal or dismantling is, so far as is reasonably practicable, without risks to health or safety when Suppliers must carry out or arrange tests and examinations sufficient to ensure that the supplied plant, structure or substance meets work health and safety requirements when used for its intended purpose. Adequate information must be to any person who the supplier supplies with the plant, structure or substance about its intended purpose, test results and any conditions necessary to ensure that when used for its intended purpose
Table 5.9.56.A—Racecourse precinct neighbourhood plan: material change of use Use Categories of development and assessment Assessment benchmarks MCU, if assessable development where not listed in this table No change Racecourse precinct neighbourhood plan code If in the Racecourses precinct (NPP-002), in the Sport and recreation zone Outdoor sport and recreation Accepted development, subject to compliance with identified requirements If complying with acceptable outcomes AO19, AO20, AO22, AO23.1, AO23.2 and AO25 in the Outdoor sport and recreation code Not applicable Assessable development—Code assessment If not complying with acceptable outcomes AO19, AO20, AO22, AO23.1, AO23.2 and AO25 in the Outdoor sport and recreation code Outdoor sport and recreation code—purpose, overall outcomes and outcomes PO19/AO19, PO20/AO20, PO22/AO22, PO23/AO23.1, AO23.2 and PO25/AO25 only If in the Kingsford Smith Drive west sub-precinct (NPP-003a), where in the Neighbourhood centre zone Centre activities (activity group) where for health care service, office or short term accommodation Assessable development—Code assessment If involving a new premises or an existing premises with an increase in gross floor area Racecourse precinct neighbourhood plan code Centre or mixed use code Prescribed secondary code Centre activities (activity group) (excluding health care service, office and short term accommodation) Assessable development—Impact assessment If involving a new premises or an existing premises with an increase in gross floor area The planning scheme including: Racecourse precinct neighbourhood plan code Centre or mixed use code Neighbourhood centre zone Prescribed secondary code Table 5.9.56.B—Racecourse precinct neighbourhood plan: reconfiguring a lot Development Categories of development and assessment Assessment benchmarks ROL, if assessable development No change Racecourse precinct neighbourhood plan code Table 5.9.56.C—Racecourse precinct neighbourhood plan: building work Development Categories of development and assessment Assessment benchmarks
Building work, if assessable development No change Racecourse precinct neighbourhood plan code Table 5.9.56.D—Racecourse precinct neighbourhood plan: operational work Development Categories of development and assessment Assessment benchmarks Operational work, if assessable development No change Racecourse precinct neighbourhood plan code
a. scapegoating b. racism c. prejudice d. discrimination 17. Stereotypes refer to a. any generalizations about social life. b. exaggerated descriptions applied to everyone in some category. c. only positive statements a minority. d. only negative statements about a minority. 18. statement about immigrant workers in the United States is CORRECT? a. In general, immigrants do the jobs that no one else wants. b. Most immigrants to the United States become wealthy within a few years of arriving here. c. Most immigrant workers receive far more than the minimum wage and get at least some benefits. d. About 5 percent of all U.S. housekeepers and restaurant workers are people born abroad. 19. Recent research on social distance among U.S. college students shows that a. there is a trend toward less acceptance of minorities. b. students see more and more difference among various minorities. c. students are more accepting of minorities than they were decades ago. d. students are least accepting of African Americans. 20. __________ refers to a belief that one racial category is innately superior or inferior to another. a. Scapegoating b. Discrimination c. Prejudice d. Racism 21. Based on scapegoat theory, you would conclude that prejudice is caused by a. culture itself. b. high levels of immigration. c. frustration among people who are themselves disadvantaged. d. people with rigid personalities. 22. Authoritarian personality theory states that extreme prejudice is a. a trait of most people. b. a trait of people raised to see “better” categories of people dominating those who are “weaker.” c. found among poor and disadvantaged people. d. less common in today's society. 23. Which of the following is NOT a trait of Theodor Adorno's "authoritarian personality"? a. a view of society as naturally hierarchical b. a view of society as naturally competitive c. belief that one cannot easily judge any action as right or wrong d. rigid conformity to conventional cultural values 24. Thomas Sowell studied the intelligence (IQ) test scores of categories of people and concluded that
Name:_____________________RACER Rubric Writing Prompt Question: Am I each section of RACE? NOT YET STARTING TO YES! R Restate the Question I can restate the question in my own words using the KEY WORDS. A Answer the Question I can answer the question accurately. C Cite Evidence I can use transition words by referring to the “What does the text SAY?” writing prompts. I can use information from the text to prove my answer. I can use ONE direct quote from the text to prove my answer. The ONE quote is only one sentence long. I can use evidence that is related to the question and my answer. E Explain the Evidence I can use the “What does the author MEAN?” and/or the “Why does it MATTER?” writing prompts. I can explain the answer using KEY WORDS from the text. I can explain the answer in ways that are relevant and related to the question. I can use at least three sentences in my explanation. R Restate the claim (conclusion) I can restate the claim in my conclusion. I can write a conclusion that is two sentences long.
Explain – the connection. What does the evidence reveal? How does the evidence connect to the claim? Restate again (reiterate) – bring the fulfilled response to a close USE THIS RUBRIC AS YOUR GUIDE. DID YOU FOLLOW ALL OF THE NECESSARY STEPS? EXCEEDS STANDARDS (100-90) MEETS STANDARDS (89-80) APPROACHING STANDARDS (79-70) BELOW STANDARDS (69-60) -Establishes and maintains a clear position with complex thought and continuity. relevant textual evidence to support claim (2x) -Provides clear and insightful explanation of evidence and connects back to the claim. Provides strong inferential thinking and analysis. (2x) -Appropriate organization of ideas with effective transitions and fluency. -Demonstrates sophistication of grammar and mechanics. -Vocabulary is precise, purposeful. -Task thoroughly fulfilled -Establishes and maintains a clear position with thought and continuity. -Cites evidence from the text that fully supports the claim. (2x) -Provides clear explanation of how the evidence supports the answer. Some inferential thinking and analysis is presented. (2x) - Appropriate organization of with use of transitions and fluency. -Demonstrates a command of grammar and mechanics throughout most of the essay. -Reasonable use of vocabulary that is precise and purposeful. -Task fulfilled -Establishes a position but presents some inconstancies. -Cites evidence that may not support the claim. (1x) -Provides some explanation and reasoning with some inconsistencies that may not fully support the claim. Provides a mostly literal recounting. -Organization is attempted but may be unclear and/or underdeveloped with transitions and fluency. -Demonstrates an uneven command of grammar and mechanics. -Minimal use of precise and purposeful vocabulary. -Some components of the task may be unfulfilled -Attempts to establish and maintain a position throughout. -Evidence does not support the claim or is not presented. -Explanation lacks a clear connection to the claim and is not plausible. Inaccuracies or literal recounts may be presented. - Organization may be unclear and/or may confuse the reader. Transitions are not effectively placed or are not presented. - A pattern of frequent errors in grammar and mechanics affect the readability of the response. -Lacks precise and purposeful vocabulary. -Task ultimately unfulfilled.
Criterion 5=Advanced 4=Proficient 3=Developing 2=Beginning Accuracy Provides either a correct or logically plausible response that directly addresses the focus of the prompt Provides a plausible response but may at times lapse in explanation or analysis Provides an incorrect interpretation of the prompt and does not focus on what is expected Provides a summary of the text without analysis or connection Supporting Evidence Cites precise, relevant evidence that advances the thesis or claim Cites general evidence that supports the thesis or claim Cites little or irrelevant evidence but lacks a solid connection Cites irrelevant or no evidence Analysis and Elaboration Provides substantial elaboration and analysis that are original and sophisticated; engages the reader to examine the thesis and to move beyond the obvious Provides adequate elaboration that an understanding of the text; moves beyond summarizing and applying what is obvious; the interpretation is relevant Provides a more literal comprehension of the text and prompt; more recall in nature; ideas are predictable; some connection but lacks critical components to promote understanding Is unable to demonstrate an understanding of the prompt and cannot move beyond mere recall of the text; lacking connections Grammar Sentences are sophisticated; transitions are natural; structure of writing adds to understanding; minimal grammar errors but none that interfere with meaning Correct sentence structures; transition are sometimes forced; structure is predictable; a a few grammar errors but none that interfere with meaning Sentences do not vary and at times are incomplete; forced transitions; structure is formulaic; grammar errors do interfere with meaning Lacking complete sentences and transitions; many grammar errors Note: The main aspect of any rubric is the reflection of the language of the standards. Blank Template
RACES Writing Rubric Element/Points 1 (Needs Work) 2 (Fair) 3 (Good) 4 (Excellent) Restate the Prompt The question is not restated. Response begins with "Because," "So," or "That." There is an attempt to restate, or the question is restated partially, but it is not clear. The question is clearly restated/reworded in the response. The reader knows what to expect. Clearly restated/reworded in the response. Reader what to expect. Creative word choice or sentence structure. No grammar errors Answers the Question There is no answer or the answer has nothing to do with the question. The answer is partly correct, incomplete, or student does not show a clear understanding of how to proceed. Answer responds to questions not asked. The question is answered fully and correctly, showing that the writer knows what is being asked. question is answered and correctly, the writer knows what is being asked. Creative word choice or sentence structure. No grammar errors Cites Evidence There are no examples provided. One example is provided or examples are present, but do not support the answer. Two or more examples are provided, they are relevant to the question and they fully support the answer. Three or more examples are provided, they are relevant to the question and they fully support the answer. No grammar errors.
Explains Evidence No attempt to support the answer and examples have been made. The response attempts to supply reasoning and/or inferencing which supports the answer. The response supplies reasoning and/or inferencing which strongly supports the answer. The response supplies reasoning and/or inferencing which strongly supports the answer. Creative word choice or sentence structure. No grammar errors. Summarizes No attempt is made to summarize is made. A summary is attested but may be off topic or irrelevant. Summary of main argument and main supporting ideas are present. Summary of main argument and main supporting ideas are present. Creative Word choice or sentence structure. No grammar errors Name: ________________________ Article: _______________________ Prompt: _______________________ Total score = ____________ out of 20 points.