zilongwang/ReadingBank huggingface dataset:
Work for the Dole – jobactive Provider Contacts Contacts for the Northern Territory and Queensland Northern Territory Darwin (includes Alice Springs) MAX Solutions Contact Name: Tony Spurrell Phone: 0438 685 661 Email: The Salvation Army Employment Plus Contact Name: Jillian Blackman Phone: 08 8995 4700 | 0447 042 235 Email: WISE Employment Ltd Contact Name: Gemma Truscott Phone: 0439 402 068 Email: gemma.truscott@wiseemployment.com.au Queensland Brisbane South East HELP Employment Contact Name: Erana Ropiha-Maxwell Phone: 0449 736 083 Email: MAX Solutions Contact Name: Andrew Beardsley Phone: 0427 569 960 Email: Sarina Russo Job Access Contact Name: Cathleen Macpherson / Nalan Mendelson Phone: 13 15 59 Email: The Salvation Army Employment Plus Contact Name: Judi MacDonald Phone: 07 3373 0800 |0437 797 134 Email: judi_macdonald@aep.salvationarmy.org Tursa Employment and Training Phone: 1800 670 914 Email: Cairns CoAct Contact Name: Angela Rigney (Workways) Phone: 02 6627 2825 Email: CoAct Contact Name: Belynda Young (Busy at Work) Phone: 07 4092 7805 Email: Mareeba Shire Job Training Association Contact Name: Julie Marshall Phone: 07 4092 9700 | 0448 037 301 Email:
MAX Solutions Contact Name: Andrew Beardsley Phone: 0427 569 960 Email: NEATO Employment Services Pty Ltd Contact Name: Kylie Waters Phone: 07 4964 1426 Email: Somerset APM - Employment Services Contact Name: Scott Crawford Phone: 0437 328 221 Email: HELP Employment Contact Name: Erana Ropiha-Maxwell Phone: 0449 736 083 Email: MatchWorks Contact Name: Erinlee Archer Phone: 0419 869 787 Email: MAX Solutions Contact Name: Andrew Beardsley Phone: 0427 569 960 Email: Sarina Russo Job Access Contact Name: Cathleen Macpherson / Nalan Mendelson Phone: 13 15 59 Email: Tursa Employment and Training Phone: 1800 670 914 Email: Townsville (includes Mt Isa) CoAct Contact Name: Angela Rigney (Workways) Phone: 02 6627 2825 Email: MAX Solutions Contact Name: Andrew Beardsley Phone: 0427 569 960 Email: Wide Bay and Sunshine Coast Advanced Personnel Management (APM) Contact Name: Scott Kennedy Phone: 0437 819 071 Email: CoAct Contact Name: Elizabeth Garton (Community Solutions) - Sunshine Coast Phone: 07 5390 3864 Email: CoAct Contact Name: Theresa Scherer (Impact) - Wide Bay Phone: 4150 4642 Email: MAX Solutions Contact Name: Andrew Beardsley Phone: 0427 569 960 Email:
Example: The course uses a virtual classroom for synchronous web conferencing. Your Responses Does not meet/Rarely or Never (0) Meets/Often or Always (1) Describe your rationale and provide any clarifications for the rating. Provide suggestions or recommendations for fulfilling this objective. 6.3 Technological tools and resources used in the course enable student engagement and active learning. Example: Instructor uses collaborative software such as Google docs to work on group projects and/or iLearn Forums to engage students in mediated learning. Your Responses Not applicable (NA) Does not meet/Rarely or Never (0) Meets/Often or Always (1) Describe your rationale and provide any clarifications for the rating. Provide suggestions or recommendations for fulfilling this objective. 6.4 (Core 24 REQUIRED) Instructor provides clear information regarding access to the technology and related resources required in the course. Example: Instructor provides information about where and how to acquire the technologies. For downloads, instructor provides direct links. Any costs are specified Your Responses Does not meet/Rarely or Never (0) Meets/Often or Always (1) Describe your rationale and provide any clarifications for the rating. Provide suggestions or recommendations for fulfilling this objective.
Washington’s Presidency Terms & Names (Chapter 6.3) Term or Name Your Definition Picture Original Sentence Neutrality Proclamation privateers Privateers were private ships hired by a country to attack its enemies. Jay’s Treaty A treaty between the U.S. and Britain that said Britain would pay for damages it did to American merchant ships, while the U.S. would repay its debts to Britain. Pinckney’s Treaty Battle of Fallen Timbers A battle in which the U.S. army won control of the Northwest Territory from Native Americans Treaty of Greenville Twelve tribes lost their land when they agreed to the Treaty of Greenville. Whiskey Rebellion
The expression Q−P/2 gives the difference between Q and a population half the size of P. For instance, if Q=150 and P=100, this difference equals 150−100/2=100. To see why the second of these is bigger, write (Q−P)/2=Q/2−P/2 In the expression Q−P/2, we subtract P/2 from Q. But in (Q−P)/2, we subtract the same value, P/2, from a smaller amount, Q/2. The expression Q+50t is larger. In both expressions, the same value, 50t, is added to the population. Since P<Q, adding 50t to P results in a smaller value than adding the same amount to Q. The expression 0.5 is larger. The total size of the two populations put together is P+Q, so the expression PP+Q gives the fraction of this total population belonging to P. Since there are fewer animals in population P than Q, this fraction is less than 12. For instance, if P=100 and Q=150, this fraction equals 100/(100+150)=0.4. PQ and QP can be interpreted in two different ways. PQ can be interpreted as a unit rate, namely, the number of animals in population P for every 1 animal in population Q. Similarly, QP can be interpreted as the number of animals in population Q for every 1 animal in population P. Since there are more animals in population Q, the unit rate QP will be greater than the unit rate PQ. For example, if P=100 and Q=150, then 100150=23, so there would be 23 of an animal in population P for every 1 animal in population Q, while 150100=32, so there would be 32 of an animal in population Q for every 1
Endowment Foundation report ‘Maximising the Best Use of Teaching Assistants Monitoring Evaluation and Internal QA A key role of EYFS leadership includes making time to monitor and evaluate the effectiveness of the EYPP/Pupil Premium strategy in EYFS. Accurate knowledge of disadvantaged children and their families shows a true representation of a class and it is not the case of higher attaining pupils masking the lower attainment of others? Numerous success criteria that are useful in tackling educational disadvantage: Improved disposition to learning, better attendance, better behaviour for learning, pupil voice, parental voice are used to assess impact. This is not left to end of key stage EYFS Profile outcomes. Effective use of the Pupil Premium is about equality of opportunity, not equality of provision. The very nature of disadvantaged learners means that needs can change over time. Continuous monitoring is in place to ensure that disadvantaged pupils are accessing EYPP/ Pupil Premium funded activities, particularly around enrichment and cultural capital. Scrutiny of impact measures and clear understanding of how and why they worked (or
School/College/Institute Dates from-to Examinations taken and/or qualifications obtained Result 4. Professional Qualifications Institute or Professional Body Qualification obtained Date Obtained 5. Further Education and Employment History Please provide details of all positions held and of all training/further education, employment, self employment, voluntary work and/or career breaks since leaving secondary education in chronological
Site: <Enter site> Instructions: This is a sample Essential Documents Review Tool, based on ICH-GCP. Mark the appropriate box for each criterion listed. Any issues noted within “Comments” will be summarized in the QM Quarterly Review Tool. File the completed tool in the study files with other QM materials. Document Criteria YES √ NO √ N/A √ Comments Study Identification Identification of the site, including name of PI, study location(s), Protocol Number and title, etc. is present and correct on the study file. Protocol A current and IRB approved copy of the Protocol is on file. All previous versions of the Protocol are on file. Signed versions of the protocol signature page are available for each version of the Protocol. Any lapses have been documented properly. Consent Document(s) A current and IRB approved copy of the Consent Document is on file. All previous versions of the Consent Document are on file. Any lapses have been documented properly. Local Regulatory Approvals All local, state, and/or special authorizations related to the protocol are maintained and Federal Wide Assurances (FWA) Current Federal Wide Assurance and IRB Registration documents for governing regulatory bodies (e.g., IRB), issued from
Concomitant Medications Documentation and Case Report Forms (CRF/eCRF). Protocol prohibited medications are found in Source Documentation/(e)CRF. If yes, review protocol and eligibility. Study Product Administration Processes Study product has been administered per protocol/MOP and documented accordingly. Note: This includes a review of the documentation supporting correct mixing procedures, labeling, cold and custody chain, licensed personnel, and blinded/unblinded handling and administration. UP, AE, SAE Identification and Reporting UPs, AEs, and SAEs have been identified, recorded, and reported properly and within the specified timelines. Missed Visits and Follow-up The participant has missed one or more study visits. If yes, missed visits are documented according to protocol and institutional requirements. Documentation of attempts to contact the participant is present (i.e., phone call, certified mail, etc.) If missed visits resulted in a protocol deviation, they have been recorded as protocol deviations. Missed Lab Tests/Procedures All protocol-required lab tests and procedures have been performed. If no, missed tests/procedures have been reported as Protocol Deviations. Study Product / Study Discontinuation If the participant has discontinued study product or study visits, all protocol-required steps have been followed. Miscellaneous Source Documentation Standards are being followed.
Page 3 Instructions: The supervisor of the service should review pages 1-2 of this form, complete page 3 and submit to the LME responsible for the geographic area in which the service is provided. If a consumer dies or is permanently impaired as a result of the intervention, this report must also be submitted to the consumer’s home LME and to DHHS (see addresses below). Consumer deaths within 7 days of a restrictive intervention must be reported immediately. Providers have 72 hours to complete all other reports of restrictive intervention. STAFF Name(s) of Staff Conducting Intervention Current Certification CPR First Aid NCI CPI Other Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No EVALUATION Describe the debriefing with the individual and/or guardian: Describe the debriefing with staff: (What could have been done differently to avoid the need for restrictive intervention in this situation? What can be done to reduce the need for future restrictive interventions?) Has the Person-centered Planning or Child & Family Team previously addressed this issue? Yes No Does consumer have a crisis plan? Yes No Was the current plan effective in addressing this issue? Yes No Does consumer have a behavior plan? Yes No Was the current plan used prior to the intervention? Yes No Has the need for a crisis or behavior plan (or plan revision) been communicated to the service planning team? Yes No Describe plans for follow-up: Persons notified: Name Date Time Person-centered Planning Team Representative am pm Host LME (specify) am pm Legal Guardian am pm Other (specify) am pm
7. Going back to the two original regressions, which one fits the data better? CIRCLE ONE THE SIMPLE REGRESSION THE MULTIPLE REGRESSION How do you know? SECTION 2 College Grads The next questions use data on a 2013 survey of college graduates. This dataset divides marital status MARSTA into 1. married 2. living in a marriage-like relationship (but not married) 3. widowed 4. separated 5. divorced 6. never married Also, in this dataset GENDER is a string variable where males are coded M and female F. I want to study what kind of MEN live in a marriage-type relationship rather than get married. Therefore, I would like to only include those men who are married OR living in a marriage-like relationship, and make a variable “married” that =1 if the guy is married, 0 if the guy is living in a marriage-like relationship but not married, and missing otherwise. What Stata commands would I write to make this variable? I have made this variable “married” and run the following regression of this variable on: age: the age of the man (which goes from 20 to 75.) citizen: an indicator/dummy variable for if the man is a US citizen Note: I have erased some numbers. . regress married age citizen
Frame 5: Now, read Dimensions III and IV of the EQuIP Rubric. Underline or circle any words that are in common with those your group listed on the previous frame. Note any new words that you feel are important to the topics of instruction and assessment as well. Within your groups, develop a working definition of instruction and assessment. Lead the group to a common understanding of the terms. Use the language in the rubric and let the group know that we will use the rubric as our common understanding of the components of instruction and assessment. Frame 6: Now that we have a common understanding from which to speak about instruction and assessment, let’s help translate our understandings into our classroom practice. You will need your handout packet of instructional strategies as well as your Literacy Standards and the graphic organizer about purposeful planning. Just as a refresher to your memory, let’s look at how the Literacy Standards are organized. Lead participants through a quick refresher of the standards, paying close attention to the subheadings. When we are incorporating the content literacy standards into a lesson, our purpose for what we ask students to do will fall into at least one of the subcategories. For example, if I am wanting students to _______________, I am wanting them to ________________. If I can
iLEAP Pick a Student – Helps the teacher pick a student from the class, and uses turn-based selection so every student is selected before a student is picked again. Supports multiple classes and has a number of selection options. InfuseLearning – A platform by which teachers can engage all students on any device, getting valuable formative feedback along the way. iThoughts – This mind mapping app for Apple’s iFamily® is a great visual tool to help you brainstorm ideas, plan projects and themes, and set goals. As students discuss ideas and possible answers to discussions, educators can visually see the path that their thinking takes, helping to understand how students are learning. Mentimeter – Allows you to use mobile phones or tablets to vote on any question a teacher asks, increasing student engagement. Padlet – Provides an essentially blank canvas for students to create and design collaborative projects. Great for brainstorming. Pick Me! – An easy to use app for the iPod, iPad and iPhone that facilitates random student selection. Can be organized by class for convenience. PollDaddy – Quick and easy way to create online polls, quizzes and questions. Students can use smartphones, tablets, and computers to provide their answers and information can be culled for reports. RabbleBrowser – An iPad app that allows a leader to facilitate a collaborative browsing experience. QuickVoice Recorder – Another free voice recording app for the iPhone or iPad that allows you to record classes, discussions or other project audio files. You can sync your recordings to your computer easily for use in presentations. Random Name/Word Picker – This tool allows the teacher to input a class list and facilitates random name picking. You can also add a list of keywords and use the tool to have the class prompt a student to guess the word by providing definitions. SMART Response VE (for SMARTboards) – A cloud-based software that enables students to respond to planned and spontaneous questions and take quizzes using any of their favorite Internet-enabled devices, from anywhere. Tagxedo – A tag cloud generator that allows you to examine student consensus and facilitate dialogue. ThinkBinder – A collaboration tool that allows students to ask questions and discuss topics in a group, share, create and work together on almost any project.
Know (concepts, facts, formulas, Key vocabulary) Understand (big idea, large concept, declarative statement of enduring understanding) Do (skills, competencies) Additional Information Growing only cotton will use most of the nutrients in the soil. Peanuts put nutrients back into the soil. Crop rotation is a process farmers can use to avoid stripping the soil of all of its nutrients In the 1800’s the South depended on cotton as a money making crop. Using peanuts for many products helped farmers become more self-sufficient. George Washington Carver’s interest in plants was beneficial to U.S. Describe how overplanting of some crops can harm the soil. Determine the main idea and key details of The Peanut Man. Botanist Tuskegee Institute Additional products made from peanuts Unit formative assessment(s) Write a paragraph about the effects that overplanting has on the soil and tell what crops can be planted to add nutrients back into the soil. Levels, Groups One Activity: Daily formative assessment: Two Activity: Daily formative assessment:
AEROJET ROCKETDYNE RESPONSE MATERIAL REVIEW DISPOSITION BY: QUALITY ASSURANCE 28. ENGINEERING /DESIGN 30. GOVERNMENT 31. CUSTOMER 33. PROGRAM MGR DATE: 29. DATE: 32. DATE: 34. DATE: GUIDE FOR USE OF SUPPLIER SUBMITTAL REQUEST (SSR)
Sandhills Center LME-MCO Quarterly Complaints Report 1st Quarter FY 15-16 July—Sept Brief Description of the Report: This report reflects the number and type of Complaints received during the first quarter of Fiscal Year 2015-2016. Complaints Apr-Jun 2015 Jul-Sep 2015 Total Complaints 66 70 Against Providers 58 58 Against LME-MCO 8 12 Types of Complaints Apr-Jun 2015 Jul-Sep 2015 Basic Needs 1 0 Client Rights 1 3 Other 1 7 Administrative Issues 2 1 Service Coordination Between Providers 0 2 LME-MCO Functions 6 8 Access to Services 9 8 Authorization/Payment/Billing 11 11 Abuse, Neglect, Exploitation 12 8 Quality of Services 23 22 Gender of Consumer On Whose Behalf Complaint is Being Made Apr-Jun 2015 Jul-Sep 2015 Male 21 23 Female 27 27
Gaps in Service Update: Consultative Services for Behavior Plans Survey Results on Network Providers Qualified to Complete Behavior Plans Two (2) emails were sent to all network providers requesting them to submit information on individuals in the Network qualified to do Behavior Plans. Three (3) providers responded Recommendation: Continue to reach out to those providers in our network. Target the eight (8) in our catchment area and reach them by phone so we will know why they would not be interested. B3 Waiver: Concern of billing trends of two providers: Further review of the specifics of billing and any QOC’s issues. Committee Highlights Top Significant Accomplishments Identified Accomplishment Factors That Supported Success Re-Credentialing Mailing Notification: Timely mailing and consistent process Documented MD initial credentialing information that thoroughly assisted in the re-credentialing process. Enhanced oversight process with Network manager, MD and QM NC Projects in Assistance in Transition from Homelessness Program (PATH) awarded to provider RFP released and provider awarded contract. B3 Services Implementation: Respite, Community Guide, Peer Support, SE/MH, SE/IDD, Personal Care, Physician Consult Pending: One Time Transitional Cost and NC Innovations Services Network Development support and collaboration with SHC departments and community stakeholders/providers NC TOPPS: Have met state performance standard of 90% for Three consecutive quarters. Will request to terminate this QIP. Coordination with QM Department and Credentialing monitoring and reminders to providers. Identified Areas of Need and Possible Solutions Item/Area of Need Identified Recommended Solutions Sanction and dispute process Review and revision of procedure and sanction grid. Procedure QM 36a 100% Execution of contracts Continue to enhance the contract process via the QIP Goals Re-Credentialing and Shaping the Network: Providers who haven’t billed. But decline to voluntarily terminate or amend their contract. Establish billing requirement and/or evaluate current contract requirements. Data reports that identify actual needs per catchment zip code
Company Name Contact Name Contact Details Date Samples Submitted Purchase Order ALT ID Project LINE Sample Type Raw, RTE, Swab, Water Client ID (Exact Sample description to appear on Test Certificate) Shelf Life Y/N Required Testing date Suite Code 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Customer Comments
M - Measure Phase: Measure the process to determine current performance; quantify the problem. Define Defect, Opportunity, Unit and Metrics Detailed Process Map of Appropriate Areas Develop Data Collection Plan Validate the Measurement System Collect the Data Determine Process Capability and Sigma Baseline
Appendix A - Quality Management System documentation requirements guide AS/NZS ISO 9001 reference Quality Management System Quality Management Plan Inspection and Test Plan 4 Quality Management System 4.2 Documentation requirements Contract specific ITPs Contract specific Quality Management Plan Documented Quality Management System 4.2.3 Control of documents Controlled documents Controlled documents Documented procedures 4.2.4 Control of records Inspection & test records controlled Method of control and maintenance of contract records identified Documented procedures 5 Management responsibility 5.1 Management commitment Documentation not required Documentation not required Top management commitment documented 5.2 Customer focus Customer specified requirements included Customer contract requirements identified Process documentation for incorporating customer requirements for contracts 5.3 Quality policy Documentation not required Documentation not required Service provider's policy documented 5.4.1 Quality objectives Activity objectives documented Contract objectives documented Service provider's objectives documented 5.4.2 Quality Management System planning Not applicable to ITPs Not applicable to a Plan Planning documented 5.5 Responsibility, authority and communication Documented for ITPs to suit activity Documented for contract Process documentation 5.6 Management review Documentation not required Planned contract specific reviews documented Planned system reviews documented AS/NZS ISO 9001 reference Quality Management System Quality Management Plan
Inspection and Test Plan 7.4 Purchasing Inspections and tests identified to ensure purchased product meets requirements Purchased product identified, with process for specifying and verifying, including control of subcontracted work Process documentation 7.5 Production and service provision Inspections and tests necessary to verify controlled conditions and work methods are identified Controlled conditions and work methods identified Process documentation 7.6 Control of monitoring and measuring equipment Monitoring and measuring equipment used in Inspections and tests identified Monitoring and measuring equipment identified for contract work and controls referenced Process documentation 8 Measurement, analysis and improvement 8.2 Monitoring and measurement Inspection and tests identified Methods identified Process documentation 8.2.1 Customer satisfaction Documentation not required Methods identified Process documentation 8.2.2 Internal audit Documentation not required Methods identified Documented procedures 8.3 Control of non conforming products Conformity sign-off identified Methods identified Documented procedures 8.4 Analysis of data Documentation not required Documentation not required Process documentation 8.5 Improvement Documentation not required Methods identified Documented procedures 8.5.2 Corrective action Documentation not required Methods identified Documented procedures 8.5.3 Preventive action Documentation not required Methods identified Documented procedures
Is a review carried out and recorded, before submitting a tender, to check that the customer’s tender documents adequately define the requirements for work under the contract? (Clause 7.2.2) Is action taken to resolve any differences with requirements previously expressed or otherwise expected? (Clause 7.2.2) Does the review of tender documents include confirmation that the service provider has the ability to meet the defined requirements confirmed? (Clause 7.2.2) Does the service provider deal with changes to customer requirements and ensure that documents are amended and personnel are made aware of the changes? (Clause 7.2.2) Does the service provider deal with customer communications/feedback, including customer complaints? (Clause 7.2.3) 7.3 Design and development (may be addressed in QMP/design plan) 7.3.1 Design and development planning In the processes documented and implemented by the service provider: Does the service provider provide for the determination of the design stages, including the review, verification and validation that are appropriate to each design stage? Is provision made for personnel/group responsibility and authority to be determined for the design processes? Is provision made for the interfaces between different groups involved in the design processes to be managed to ensure effective communication and clear assignment of responsibility? 7.3.2 Design and development inputs In the processes documented and implemented by the service provider: Is provision made to determine and record design input requirements, including: functional and performance requirements? applicable statutory and regulatory requirements? other essential requirements and, where applicable, information from previous similar designs? Is provision made for the design inputs to be reviewed for adequacy, including consistency and completeness? 7.3.3 Design and development outputs In the processes documented and implemented by the service provider: Does the service provider provide for the outputs of design and development to be in a form that enables verification against the design inputs and approval prior to release? Does the service provider ensure that in the design outputs: all design input requirements have been met? appropriate information is provided to enable the procurement of relevant materials and products/services? relevant acceptance criteria for completed work are provided or referenced? characteristics essential for safe and proper use of products (during construction and post-construction, as applicable) are specified?
*W = Witness Point; H = Hold Point; H(A) = Inspection/Test by Authority; U(C) = Inspection/Test by Consultant; S = Surveillance or monitoring; X = Self inspection by performer of work. Checklist INSPECTION AND TEST PLAN CHECKLIST for: PAINTING (To be completed by the person(s) directly responsible for the work) Contract Number: Contract/Project Name: Contractor: Subcontractor: Work area: Checklist Number: Work Items/activities to be verified Reference Initialled/OK Comments Preliminary activities Access permission obtained Access obtained Equipment approved/on site - Scaffold/ladders Signage/barricades Brushes/rollers/drop sheets Materials approved/on site - Filler/thinners Paints/colours Repairs completed I have carried out all necessary inspections and verify that the above items/activities conform to the contract specification/documents Name: Signature: Date: Surface preparation Notification of power disruption Protective measures Isolate appropriate circuits Filled correctly Free of oil/grease Free of dirt and loose particles Sanded smooth Washed down Spot primed I have carried out all necessary inspections and verify that the above items/activities conform to the contract specification/documents Name: Signature: Date: Painting Humidity/temperature appropriate Protective measures Paint applied to manufacturer’s instructions Each coat free of imperfections such as runs, patchiness, pinholes, misses etc. Drying time between coats appropriate I have carried out all necessary inspections and verify that the above items/activities conform to the contract specification/documents Name: Signature: Date: Pre-handover activities Replace fixtures Touch up Remove protective measures Final inspection confirms conforming Remove scaffold/ladders, clean up etc. I have carried out all necessary inspections and verify that the above items/activities conform to the contract specification/documents Name: Signature: Date: I have carried out all necessary inspections and verify that the above work for this work area has been completed and conforms to the contract specification/documents Name: Signature: Date: INSPECTION AND TEST PLAN CHECKLIST for: ELECTRICAL (To be completed by the person(s) directly responsible for the work)
6. Ethnic Origin Please tick the box that best describes your ethnic origin. These categories are recommended by HESA (Higher Education Statistics Authority), which reflects the classification system used in the 2011 Population Census. White – Scottish Gypsy or Traveller Other White Background Black or Black British Black or Black British Other Black Background - Caribbean - African Asian or Asian British Asian or Asian British Asian or Asian British - Indian - Pakistani - Bangladeshi Chinese Other Asian Mixed - White and Black Background Caribbean Mixed - White and Mixed - White and Other Mixed Background Black African Asian Arab Other Ethnic Background (please specify) 7. Country of Legal Nationality – Country of Birth Please tick the box that best reflects both your Country of Legal Nationality and Country of Birth. UK - Scotland UK - England UK - Wales UK – Northern UK - Other Non UK – Other Ireland (please specify) (please specify) 8. Religious Beliefs Please tick the box that best describes the religion or religious bodies that you belong to, or which best reflects the beliefs that you hold. Christian – Church of Scotland Christian – Roman Catholic Christian – Other denomination Any other religion/belief Hindu Sikh Muslim Jewish Buddhist Spiritual
Ability to learn to compose project reports and other technical documents Knowledge of and applications Proficient in MS Word and Excel Quantitative analysis skills Ability to work in a team environment Critical thinking skills Technical writing skills Ability to sit and stand for long periods Strong ability to communicate well (in writing and verbally) with other staff, clients, and agencies to accomplish team goals Visual acuity and manual dexterity Repetitive wrist and hand motions required Ability to travel to field sites and walk long distances may be required on occasion Desire to be helpful to internal and external clients Ability to create strong relationships, including one of a mentor/protégé capacity Able to remain flexible with the workload, working conditions and project/agency requirements Ability to drive one’s own career path, develop relationships with mentors, and seek opportunities for growth Well organized and unafraid to work against a deadline Proven self-motivation Bachelor’s degree in land use, urban, regional, or city planning, community planning, landscape architecture, geography, or related field. AICP preferred Knowledge of basic purposes and functions of planning division, methods in designing research studies and identifying and utilizing data sources Knowledge of title reports, tentative maps, and entitlements strongly desired Bachelor’s degree in environmental planning, natural resources management, or environmental science. AICP preferred Knowledge of title reports, tentative maps, and entitlements a plus Knowledge of NEPA and CEQA requirements and implementations Organizational Relationships The Associate Environmental Planner collaborates with all members within the planning discipline. Associate Environmental Planners report to a Group Leader/Branch Manager. The Associate Environmental Planner is encouraged to create a mentor/protégé relationship with one or more senior members of the planning team and may be asked to act as a Teaming Advisor for junior staff. Associate Environmental Planners are expected work seamlessly with planning team members, as well as team members from other disciplines throughout the entire company in order live our “One Company” vision.
H&S into one directorate and to standardise statements such as “health, safety and well-being” no policy /structure changes made Submitted to HSAG February 2012 Submitted to QMSE March 2012 2 March 2012 Filename/path changed from HS-001 Darren Ford 3 December 2015 Editing of text to take into account the separation of OH and H&S. No policy/structure change however, the statements such as ‘health, safety and well-being’ amended as ‘health and safety (including fire safety)’. Zarah Laing Director of Health and Safety Submitted to HASAG 02/12/2015 Submitted to QMSE 05/01/2016 3b December 2015 Filename/path changed from OHSD_001 Darren Ford 4 June 2017 The Policy re-drafted. Zarah Laing, Director of H&S Submitted to HSAG June 2017 and Signed by the Principal 28th Feb 2018.
5 10 15 20 25 4 8 12 16 20 Serious 3 6 9 12 15 Moderate 2 4 6 8 10 Low 1 2 3 4 5 Likelihood: Descriptor 1 2 3 4 5 Rare Unlikely Possible Likely Certain Frequency of such an incident occurring Very unlikely to occur Less than a 5% chance of occurring Unlikely to occur 5 – 25% chance of occurrence May or may not occur. 26 - 74% chance of occurrence More likely to occur than not. 75 - 90% chance of occurrence Almost certain to occur. More than a 90% chance of occurring So unlikely that it is not expected to happen again. It is not expected to happen again in the foreseeable future It may occur from time to time It will reoccur, but not as an everyday event It will happen again and soon When deciding the ‘likelihood’ staff should consider the effective controls, such as policies, guidelines and training that are already in place. If effective controls are already in place this should have the effect of reducing the likelihood Consequence: 1 2 3 4 5 Descriptor Insignificant Minor Moderate Major Catastrophic Injury (Physical / Minor injury not requiring first aid or no apparent injury Minor injury or illness, first aid treatment needed RIDDOR reportable Major injuries, or long term incapacity / disability (loss of limb) Death or major permanent incapacity Complaints / Claims Locally resolved complaint Justified complaint peripheral to health and safety arrangements Below excess claim. Justified complaint involving inadequate health and safety arrangements Claim above excess level. Multiple justified complaints Multiple claims or single major claim Service / Business Interruption Loss / interruption > 1 hour Loss / interruption > 8 hours Loss / interruption > 1 day Loss / interruption > 1 week Permanent loss of service or facility Financial Small loss Loss > 0.1% of budget Loss > 0.25% of budget Loss > 0.5% of budget Loss > 1% of budget Regulator Minor given. Challenging Enforcement Action. Critical Prosecution. Zero Rating.
Contact with animals allergies, asthma (bites and other physical contact, dermatitis, rabies) Contact with insects bites/stings (Lyme’s disease, malaria, yellow fever, other) Contact with reptiles availability of antidotes/medical back-up (poisoning, snakes, scorpions etc. remoteness, shock) Contaminated food allergies (food poisoning, Hepatitis A) Contaminated water diarrhoea, legionella, leptospirosis Contaminated (drinking) water cholera, polio, typhoid, other Electricity compatibility of equipment and supply, safety standards (higher/lower/ different) Emergencies (including fire) arrangements and procedures (first aid provision, “help” numbers/contacts, response expected) Environment (local) culture (customs, dress, religion) Hazardous substances/ chemicals antidote availability (CHIP, spillage arrangements, transport requirements) Legal differences local codes/guidance (local standards, local statute - staff informed and trained) Natural phenomenon avalanche, earthquake, volcano, other Needles (contaminated) / sexual contact HIV, Hepatitis B Stress accommodation problems, civil unrest, crime, vandalism and violence, extremes of heat/cold, fatigue, language/communication problems, lack of support (especially family/peers),
No Yes – including oxygen Yes – not including oxygen 5 Are you able to move around indoors without your chair? Yes – with other mobility aid(s) Sometimes Usually No 6 Is your usual wheelchair Manual (propelled by you) Manual (pushed by a helper) A powered chair A powered scooter 7 Do you sometimes need a different chair from your usual one? Yes No If you do occasionally use a different chair indicate which type: Manual (propelled by you) Manual (pushed by a helper) A powered chair A powered scooter 8 Are you usually able to transfer into and out of your wheelchair: Without any assistance With minimal assistance from another person With human assistance (including some limited lifting / handling) Only with use of a hoist / other equipment 9 Are you usually able to get down stairs and out of emergency exits safely in an emergency: No
Status: Version 1 Date of Issue: May 2012 Revision(s) Version No. Date of alteration and re-issue Details of changes Changes made by 1 May 2012 Filename /path changed from 0116 Darren Ford 2 October 2013 Review and changes made to whole document David Scott 3 February 2016 File path changed from QMUL_OHSD_FS011 Darren
Expanded Information Has the individual been involved in a fire evacuation or building in the past 12 months? Question 1 (if answer is YES to Q1) the individual has participated in a fire evacuation whether a formal fire drill or any subsequent unwanted fire alarms over the past 12months; there is no requirement for the individual to be physically walked along the fire escape routes to the Fire Assembly Point(s) If answer is NO to Q1 – then the individual MUST be shown and physically walk the main and alternative fire escape route(s) to the Fire Assembly Point(s) Is the individual familiar with their main and alternative escape routes from their place of work? Question 2 (if answer is YES to Q2) – the individual is familiar with the escape route(s) due to buildings simple layout, regular use of routes, has participated in the past 12 months in a fire drill or unwanted fire alarm(s); there is no requirement for the individual to be physically conducted along the fire escape route(s) to the Fire Assembly Points If answer is NO to Q2 – then the individual MUST be shown and physically travel the main and alternative fire escape route(s) to the Fire Assembly Point(s) Note: New staff or Initial Induction of staff MUST BE physically conducted along all escape routes to the Fire Assembly Point. How to raise the fire alarm on ‘discovering a fire’: This information is available from the buildings Fire Action Notices positioned at Fire Alarm Call Points and by fire equipment throughout the premises: Raising the Fire Alarm: On discovering a fire – operate the nearest fire alarm call point. The action to be taken on hearing the ‘fire alarm’: This information is available from the local building Fire Action Notices positioned at Fire Alarm Call Points and by fire equipment throughout the premises: On hearing the fire alarm – leave the building by the nearest available exit (this may not necessarily be the way that occupants entered the building). CLOSE – all doors as occupants leave
Document Control Initial Data Author: David Scott Position: Fire Safety Adviser Checked by: Keith Vagg Position: Senior Fire Safety Adviser Approved by: Marion Richards Position: Director of Occupational Health and Safety Status: Version 1 Date of Issue: June 2012 Revision(s) Version No. Date of alteration and re-issue Details of changes Changes made by 1 October 2013 Review and changes made to whole document David Scott
Email address: Start date: Finish date (if known): Indicate worker’s employment status Staff Visitor / Volunteer PG-Student other: Temps: Name of Manager / Supervisor completing form: Date: Health Safety and Wellbeing Training required Training Provider (QMUL or external providers) Mandatory Desirable Date to be attended / completed by Date attended / completed MANDATORY Event Access at QMUL (CPD) Health, Safety, Fire and Wellbeing (local manager / Safety Coordinator – School / Institute – Center / Directorate). Baseline QMUL H&S Induction checklist and guidance at School / Institute / Directorate Fire Safety and Familiarisation for local area (local manager / Safety Coordinator – School / Institute – Center / Directorate). Use School / Institute / Directorate Display Screen Equipment Safety Awareness – online module Access link at HSD – access via website link Fire Safety Awareness – online module Access link at HSD – access via website link PHYSICAL AND INFRASTRUCTURE HAZARDS
100mm x 100mm Code Number required £0.90 per label (apart from where indicated otherwise) (100 x 100) (100 x 200 - £1.80) Shower5$ Shower7$ (100 x 200 - £1.80) Spill-Kit3$ (100 x 200 - £1.80) Eyewash9$ (100 x 200 - £1.80) D-Water5$ First Aid box location (100 x 200 mm) £1.80 per label First Aiders names and location Bespoke – typically A4 size Enquire for cost Dangerous Goods Transport Name: School / Institute / Directorate: Campus and Building: QMUL Telephone Extension: Email: @qmul.ac.uk Your QMUL Budget Code: Account Code: 100mm x 200mm Code Number required £0.90 per label (apart from where indicated otherwise) (100 x 200) £1.80 per label Cryo1$ (100 x 100) EQ-Mark-Sqr$ (100 x 200) £1.80 per label Ltd-Qty2 M3373-2
Genetically Modified Organisms (Contained Use) Regulations 2014 (as amended) Control of Substances Hazardous to Health Regulations 2002 (as amended) Containment Level 3 Inspection Checklist For genetically modified micro-organisms (assigned to GM Class 3) and/or wild type pathogens (ACDP Hazard Group 3) Laboratory: Date of Inspection: This checklist is based on COSHH (bold), GMO (CU) Regulations, Dangerous Goods Transport and Biosecurity legislation, in order to conduct inspections of biological / GM Agent work at Containment Level 3 (CL3). Bullet points are added where ACDP / SACGM / HSE guidance recommends specific practical actions and key Industry Standards are referred to where applicable. There may be other H&S Regulations applicable to the work and other QMUL Policies / Guidance and checklists should also be utilised as required during inspections. This checklist can also be used as a ‘guide’ for CL3 facility planning, design and commissioning and must be used in conjunction with the detailed ACDP / SACGM, HSE requirements, QMUL Standards and relevant Industry / Sector Standards. No. Requirement Achieved Comments GMO CU Reg 18 Sch 8/ COSHH Sch 3 or Reg BIOLOGICAL CONTAINMENT MEASURES AND SAFETY ARRANGEMENTS YES (or N/A) NO LABORATORY M1 / Part II 1 Isolation from other areas in the building (required) (M1) Adequate spacing for staff and work undertaken (guidance) M2 / Part II 4 Guidance Sealable for fumigation – validated (required) Periodic checks for dust trails conducted – e.g. visual, smoke pencil test M14 / Part II 7 Laboratory proofed against disease vectors ( e.g. rodents, arthropods) (required) M19 / Part II 11 Observation window or alternative mechanism for viewing all occupants (required) M 4 / Guidance Entry to lab via airlock (required if the risk assessment shows) or lobby area (guidance) M5 / Part II 6 Guidance Maintain laboratory at negative pressure to atmosphere (required) Control panel for air handling
Abbreviations used: ACDP – Advisory Committee on Dangerous Pathogens ATCSA 2001 – Anti Terrorism, Crime and Security Act 2001 BSA – Biological Safety Adviser CDG / ADR - The Carriage of Dangerous Goods and Use of Transportable Pressure Equipment Regulations (CDG) and the European agreement "Accord européen relatif au transport international des marchandises dangereuses par route" (ADR) CU1 / CU2 – HSE GM notification forms GMM – Genetically Modified Micro-Organism GMP / GOSH – Good Microbiological Practice / Good Occupational Safety and Health GMSC – Genetic Modification Safety Committee HEPA – High Efficiency Particulate Absorption HSE – Health and Safety Executive MH&SWR / SRSCR / HSR – The Management of Health and Safety at Work Regulations 1999, The Safety Representatives and Safety Committees Regulations 1977 and the Health and Safety (Consultation with Employees) Regulations 1996. OOH – Out of hours PAT – portable appliance testing PPE – Personal Protective Equipment RA – risk assessment SFAIRP – so far as is reasonably practicable WT – wild type
it is, where it has come from, a contact name and telephone number before removal to a disposal area or packaged for transfer or transport? Note any associated documents: Have microbiological safety cabinets or other Local Exhaust Ventilation system (e.g. non-ducted fume cupboards) had their HEPA or other absorbent filters removed and made safe for their disposal of as clinical or hazardous waste? • Note any associated documents: Have fume cupboards/microbiological safety cabinets/ other local exhaust ventilation devices been decontaminated and cleaned appropriately depending on what has been used / stored in them i.e. chemicals, radioactivity, and/or biological substances? For further information, refer to QMUL H&S procedures / contact HSD. RADIOACTIVE WASTE , SOURCES / CONTAMINATED EQUIPMENT / FITTINGS Notify / Consult with the QMUL Radiation Protection Officer for this section Y/N Details Date Actioned Name and Signature • Has the QMUL Radiation Protection Officer been sent the room plan, radioactive material stock list and history of use? Note any associated documents:
regulatory approvals been obtained (e.g. HSE, DEFRA) and suitable transport of correctly packaged items been arranged? Note any associated documents: Have any other infectious materials been handled or stored in the laboratory? Has a decontamination procedure been established to ensure to inactivate this material? Note any associated documents: Following decontamination of all high risk pathogen / infectious / GM work areas, has a final decontamination certificate been issued (e.g. the fumigating contractor) and required regulatory notifications been obtained? Note document references:: Type of Waste Method of removal If not, name of person arranging waste removal? Date completed Signature DOMESTIC WASTE • Have smaller items of domestic waste been placed in black domestic waste bags and removed from the laboratory? • Have non-contaminated glass items been packed into an appropriate rigid container and removed as appropriate? Have arrangements been made to remove items of furniture?
Compliance with our Thames Water Trade Effluent Permit (CHARTERHOUSE SQUARE) Can go down the Sink May be acceptable Can never go down the sink Small volumes of relatively innocuous chemical solutions that would no longer be classed as hazardous following moderate dilution. Well diluted biodegradable disinfectants and washing up liquids. Clean waste water. Water from hand washing. Check with Health and Safety Directorate if unsure Limited amounts with chemical oxygen demand e.g. oils, solvents Water containing solids (suspended or settleable) Saponifiable material e.g. lipids* Sulphates Formaldehyde* Available chlorine* Unsaponifiable material* Ammoniacal nitrogen* Total phosphorus * Silver* Sulphide* Check with Health and Safety Directorate if unsure *Indicates very low consent level –check concentration. Petrol (and similar) Calcium carbide Thiourea and derivatives Non-biodegradable detergents. Temperature exceeding 43.3 oC pH less than 6 or greater than 11. SCHEDULE 1 PRESCRIBED SUBSTANCES Mercury and its compounds Cadmium and its compounds gamma-Hexachlorocyclohexane DDT Pentachlorophenol Hexachlorobenzene Hexachlorobutadiene Aldrin Dieldrin Endrin Carbon Tetrachloride Polychlorinated Biphenyls Dichlorvos 1, 2-Dichloroethane Trichlorobenzene Atrazine Simazine Tributyltin compounds Triphenyltin compounds Trifluralin Fenitrothion Azinphos-methyl Malathion Endosulfan In an emergency contact Security 020 7882 3333 HSD 020 7882 3368 or 5701 Thames Water 0800 316 9898