zilongwang/ReadingBank huggingface dataset:
Reconstruction Document Analysis Directions: Attached to this handout is a DBQ that asks you the following question: “In the years immediately following the Civil War, were slaves really “free”?” The DBQ has 6 documents. Pick 6 of those 8 documents and complete the chart below (2 points per box). Doc Does This Doc Suggest Slaves Were Really Free? (Yes or No?) How Can You Tell? Document A: The 13th Amendment (1865)
April 1863 – Lincoln’s Reconstruction Plans allowed the South to rejoin under the following conditions: Take an oath of loyalty to the US and pledge to obey laws pertaining to slavery. Confederate and military officials will be temporarily excluded from the process 1/10th of voters in the state take the oath, then state can create new government. May 1865 – After the assignation of Lincoln, President Andrew Johnson added to Lincoln’s plan. Many felt this plan was too soft on the South. Grant pardons to those taking loyalty oath Pass 13th amendment Repeal secession ordinance December 1865 - to the Constitution declared that "Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction." Formally abolishing slavery in the United States. 1867- 1870: Radical Republicans were stricter on the South. Southern states would be ruled by the military Each state writes a new Constitution Pass 14th amendment Pass 15th amendment Former confederate 1868 – The 14th Amendment granted citizenship to “all persons born or naturalized in the United States,” which included former slaves recently freed. In addition, it forbids states from denying any person "life, liberty or property, without due process of law". 1870 - to the Constitution granted African American men the right to vote by declaring that the "right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude."
Witnesseth-That Fenner Powell hath barganed and agreed with A. T. Mial to work as a cropper for the year 1886 on Mial's land on the land on the west Side of Poplar Creek and a point on the east Side of Said Creek and both South and North of the Mial road, leading to Raleigh. That the Fenner Powell agrees to work faithfully and dilligently with-out any unnecessary loss of time, to do all manner of work on the farm as may be directed by Mial, And to be respectful in manners and deportment to Mial. And Mial agrees on his part to furnish mule and feed for the same and all plantation tools and Seed to plant the crop free of charge, and to give Powell One half of all crops raised and housed by Powell on the land except the cotton seed. Mial agrees to advance as provisions to Powell fifty pound of bacon and two sacks of meal per month and occationally Some flour to be paid out of Powell's part of the crop or from any other advance that may be made to Powell by Mial. As witness our hands and seals this the16th day of January A.D. 1886
Bee Improvement Programme for Cornwall (BipCo) Queen Record Card 2019 Beekeeper Hive Type Site Hive No. Colony Origin Queen: mark and description Name of Strain/Mother Name if BREEDER QUEEN H-health assess BP- pattern assess Date Size of Colony 1.Nat. App. 2a. Temper 2b. Qt on comb 4.Hlth/ BrPatt. 5.Hon. Yield Amt. Fed Comments Needs Swarming V Treat- ments Age of Queen QUEEN SUMMARY 1. Nat. Appear. 2. Docility 3. Swarming 4. Health/ Br. pattern 5. Honey Production BREEDING POTENTIAL?
Total: RECOGNITION OUTCOMES The receiving institution commits to provide the sending institution and the student with a Transcript of Records within a period stipulated in the inter-institutional agreement and normally not longer than five weeks after publication/proclamation of the student’s results at the receiving institution. The Transcript of Records from the receiving institution will contain at least the minimum information requested in this Learning Agreement template. Table E (or the representation that the institution makes of it) will include all the educational components agreed in table A and, if there were changes to the study programme abroad, in table C. In addition, grade distribution information should be included in the Transcript of Records or attached to it (a web link where this information can be found is enough). The actual start and end dates of the study period will be included according to the following definitions: The start date of the study period is the first day the student has been present at the receiving institution, for example, for the first course, for a welcoming event organised by the host institution or for language and intercultural courses. The end date of the study period is the last day the student has been present at the receiving institution and not his actual date of departure. This is, for example, the end of exams period, courses or mandatory sitting period. Following the receipt of the Transcript of Records from the receiving institution, the sending institution commits to provide to the student a Transcript of Records, without further requirements from the student, and normally within five weeks. The sending institution's Transcript of Records must include at least the information listed in table F (the recognition outcomes) and attach the receiving institution's Transcript of Record. In case of mobility windows, table F may be completed as follows: Component code (if any) of recognised component (as indicated in the course catalogue) at the sending institution Number of ECTS credits Sending institution grade, if applicable Mobility window Total: 30 ….. Where applicable, the sending institution will translate the grades received by the student abroad, taking into account the grade distribution information from the receiving institution (see the methodology described in
Regular Hours – Users record regular work hours in this hour bucket row and are able to view recorded hours after saving Disabled when the biweekly timesheet is not editable OT Hours – Users record overtime work hours in this hour bucket row and are able to view recorded hours after saving Overhead Accounts – Hour entry fields in this row are always disabled Disabled when the biweekly timesheet is not editable Comp Hours – Users record comp work hours in this hour bucket row and are able to view recorded hours after saving Overhead Accounts – Hour entry fields in this row are always disabled Disabled when the biweekly timesheet is not editable In-Office – Users record hours worked in a physical office in this hour bucket column and are able to view recorded hours after saving Telework Hours – Users record telework hours worked in this hour bucket column and are able to view recorded hours after saving Total Hours – Totals for In-Office Hours & Telework Hours displayed Daily Total – Grand Total for the day for the account The Hour Entry fields are disabled when the following conditions are met: The account on the page is not authorized for the fiscal year of the date The account authorization has already reached its maximum level When viewing the Record Hours page for a departed employee (Inactive) and the date on the page is after the departed employee’s date of departure Labor has posted for the month containing the date in the Record Hours page The month is in the EOM labor approval cycle – no accounts on an EOM timesheet are disapproved The month is in the EOM labor approval cycle – after the close of the 3rd business day following the end of the month – managers excluded Figure : Record Hours – Hours Fields The new hour entry buckets replace the hour entry buckets on the legacy application time recording page. There is no comparison in the legacy application time recording page for schedule hours and a daily total. Figure : Legacy Application – Record Hours Buckets & Totals Save Button The Save Button initiates the recording of hours to the biweekly timesheet. This button is disabled when the following conditions are met: The account on the page is not authorized for the fiscal year of the date
Record of Assessment Applicant’s name: Contact Details: Evidence Interview Currently Performing Task at Work Previous Qualifications Other Courses Valid Covers a range of contexts Current Relates to current work practices Authentic Applicant’s own work Sufficient Covers all elements of the competency Units assessed below meet the requirements of the Training Package Unit Number Unit Name Core Unit Elective Unit Assessment Method
Recognition Redesign: Frequently Asked Questions About Recognition Redesign Why is NCQA Redesigning the PCMH Recognition Program? NCQA is redesigning its PCMH Recognition program! The redesigned program—to be launched March 31, ongoing, sustained recognition status with annual check-in and reporting instead of the current program’s three-year recognition cycle. The process offers: Flexibility. Practices take the path to recognition that suits their strengths, schedule and goals. Personalized service. Practices get more interaction with NCQA. Each practice is assigned a Relationship Manager who’ll serve as the primary NCQA contact. User-Friendly approach. Reporting requirements remain meaningful, but with simplified reporting and less paperwork. Continuous improvement. Annual check-ins help practices strengthen as medical homes by reviewing progress and encouraging performance improvement more frequently. Alignment with changes in health care. The program aligns with current public and private initiatives and can adapt to future changes. What feedback has NCQA received that led to these changes? NCQA received the following feedback about the current PCMH Recognition Program that helped shape the redesign. The current recognition process can be too difficult for smaller practices. There needs to be less emphasis on process and more emphasis on performance. Currently there is too much documentation required. Practices want more and ongoing interaction with NCQA representatives. Practices should be demonstrating ongoing quality improvement and ongoing implementation of PCMH principles. There should be more education and guidance for practices. The current process requires the use of two separate, complicated tools. What does the redesigned process look like? The current recognition process requires the practice to guide itself through recognition, submit a large amount of documentation, at which point a practice is recognized for a three-year period and must repeat the process every three years. The recognition process has three parts: Assess. When a practice signs up to work with NCQA, it completes an assessment online. The practice works with their Relationship Manager to develop an evaluation plan and schedule. Transform. Practices gradually transform, building upon their prior success. During this time, they demonstrate progress by submitting documentation and data to be evaluated by NCQA. Practices submit through a new system designed to reduce paperwork and administrative hassles. Along the way, NCQA conducts virtual reviews—check-ins—with the practice to gauge progress and to discuss includes
ORAL ROBERTS UNIVERSITY Graduate School of Theology and Ministry Master of Arts in Christian Counseling LPC/LMFT Practicum and Internship Program RECORD OF SUPERVISED EXPERIENCE Student Name (print): _________________________________________________________________ Site Supervisor Name (print): __________________________________________________________ Semester/Year __________________Practicum _______Internship I _______Internship 2 _________ Week Beginning Date Date(s) Met with Supervisor Total Number of Face-to-Face Supervision Hours (GRP) (TRI) (IND) Total Number of Direct Client Contact Hours Total Number of Supervised Experience Hours 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total Hours Student Intern Signature: _______________________________________ Date: __________________ Site Supervisor Signature: _______________________________________ Date: __________________
Directions: Mark “YES” if for each annual goal, documentation on the IEP the specific evaluation method that will be used by IEP implementers to gather the evidence of child progress or lack of progress toward meeting the annual goal. For more guidance on documenting Evaluation/Methods of Measurement, see , Methods of Measurement section. Note: Evaluation/Method of Measurement can be documented in the annual goal statement or following the prompt “Methods of Measurement.” Yes No 37. Statement of how the child’s progress toward annual goals will be measured (method of measurement). Comments: Item 38a Look for: IEP, Review of Progress of Annual Goal Directions: Mark “YES” if there is documentation of when periodic reports will be provided to the parent(s) on the progress the child. This may include the use of quarterly or other periodic reports that are issued at the same time as report cards. Yes No 38a. Statement of when the parent(s) will be regularly informed of progress toward the Comments: Item 38b Look for: IEP, Progress Data for Annual Goal(s); Conference Summary, Progress Monitoring Data Folder Directions: Mark “YES” if there is evidence of progress data collection (graphs, charts, checklists, etc.) and analysis (written summary of data analysis) for each annual goal. Mark “NA” if this is an initial IEP and prior to the first reporting period requirement.
Directions: Mark “YES” if documentation shows the ARC provided a statement of its decision and the reasons for the decision, to determine the child met all criteria for “Eligibility for Alternate Assessment.” Mark “NA” if the student is not eligible for the Alternate Assessment Program. Note: This decision is reviewed annually and documentation is completed at every annual review meeting. Yes No NA 41. Statement of decisions and reasons for meeting the requirements for Alternate Assessment Program. Comments: Item 42 Look for: IEP, Accommodations for Administration of State Assessment and Assessments in the Classroom; Alternate Assessment Participation Guidelines, Accommodations Determination Form; KY EVAL (Initial, Reevaluation, Other) or Conference Summary Action Directions: Mark “YES” if documentation shows the ARC determined Performance Dimension A or Performance Dimension B. Mark “YES” if the ARC documented the use of a communication device for Dimension B students. Mark “YES” if the ARC documented the student progress in the use of a communication device for Dimension B. Mark “NO” if communication was not discussed by the ARC for Dimension B students. Mark “NA” if the student is not eligible for the Alternate Assessment Program. Yes No NA 42. Student’s current level of communication has been determined and verified by the ARC.
Project Financial Summary 1 Total time spent on project: (from journal) Hrs. 2 Income from Sale of Articles, if any: + 3 Expenses (from journal) - 4 (subtract line 3 from line 2, Net of Project: even if a negative value) $ My Project Highlights What I Learned or Accomplished in My Project; What New Things I Problems I Encountered, and Solutions I Tried:
Closing CHECK Accuracy!! Supporting Documentation Goal Setting Include a clear statement of your goal Why did you pick this project area What do you want to learn or do Did you go beyond "I want a blue ribbon at the fair"? Financial Records Did you include how much money was spent? Did you include any money earned? Did you include your hours? Reflection Part 1 Did you include highlights of your project (consider labeling this section so evaluators know this is your highlight) Did you include lowlights of your project (consider labeling this section so evaluators know this is your lowlight) The traditional record book is looking for 1 to 2 paragraphs. Do you have 1 to 2 PARAGRAPHS or equivalent? (Meaning: If what you submit was a paragraph, would it equal 1 to 2 paragraphs?) Reflection Part 2 Did you include how you grew (what changes have happened because of what you learned)? Did you include how you shared what you learned? The traditional record book is looking for 1 to 2 paragraphs. Do you have 1 to 2 PARAGRAPHS or equivalent? (Meaning: If what you submit was a paragraph, would it equal 1 to 2 paragraphs?) Reflection Part 3 What could you do to do better next year? Did you include why you would do this to improve? The traditional record book is looking for 1 to 2 paragraphs. Do you have 1 to 2 PARAGRAPHS or equivalent? (Meaning: If what you submit was a paragraph, it equal 1 to 2 paragraphs?) Written & Visual Component Do you have all the parts? (If you check off all the items here; you have all the parts! Your Evidence parts can be written or visual (pictures, newspaper clippings, certificates, etc.) Did you label visuals if appropriate? Evidence of Effort When your work is evaluated, will the evaluator see that you time completing and thought about each part? Is your work neat and organized? This person could use the above list. Some clubs may select to have a record book grading meeting. If your club does not have a leader grade your book you should have someone look over your work and fix your book using recommendations prior to submission to the county.
SQL> SELECT * FROM EMPLOYEE; DELETION OF VIEW: Rows of data can be deleted from a view. The same rules that apply to the UPDATE and INSERT commands apply to the DELETE command. DELETE STATEMENT SYNTAX: SQL> DELETE <VIEW_NMAE>WHERE <COLUMN NMAE> =’VALUE’; Command: SQL> DELETE FROM EMPVIEW WHERE EMPLOYEE_NAME='SRI'; 1 row deleted. SQL> SELECT * FROM EMPVIEW; UPDATE STATEMENT: A view can be updated under certain conditions: The SELECT clause may not contain the keyword DISTINCT. The SELECT clause may not contain summary functions. The SELECT clause may not contain set functions. The SELECT clause may not contain set operators. The SELECT clause may not contain an ORDER BY clause. The FROM clause may not contain multiple tables. The WHERE clause may not contain subqueries. The query may not contain GROUP BY or HAVING. Calculated columns may not be updated. All NOT NULL columns from the base table must be included in the view in order for the INSERT query to function.
Vaccination details Name of vaccine/ manufacturer* vaccine sticker if available Date of vaccination* Pharmacy stamp Batch Number* Injection site* Left upper arm Right upper arm Expiry Date* Route of administration* Intramuscular Subcutaneous Location (if not in the pharmacy)* Patient’s home Long-stay care home or long-stay residential facility Any adverse effects* Advice given and any other notes Administered by* (pharmacist name) Signature* GPhC number*
Action Item Frequency Potential Resources Required Responsibility and Location Type of Records and Documents Governing Agency Indoor IPM Plan Annual update Update when strategies change Possible contractor costs Possible secretarial time IPM Coordinator with input from contractor and team Docs - School to have on-site IPM Plan Monitoring logs Service reports Pest siting logs Outdoor IPM Plan Annual update Update when strategies change Possible contractor costs Possible secretarial time IPM Coordinator with input from contractor and team and possibly another city agency (Parks and Recreation and/or Public Buildings) Docs - School to have on-site Requires the following records; Lists of weeds and noxious weeds and treatment strategies Schematics of sites with problem areas identified. Fertilizing, aerating, seeding, mowing and watering schedules Monitoring logs Pesticide and EPA numbers) you anticipate using Pesticide treatment reports Outdoor equipment logs – calibration, sharpening, cleaning List outdoor buildings Lighting strategies and schedules Waste management methods IPM Monitoring and Documentation of Pest Sitings On a schedule for routine and high priority areas, and as needed per incident Contractor costs based on frequency and types of services Custodial time IPM Contractor Custodian with input from staff submitting siting reports Facility Manager Docs - School on-site Pest Siting Logs Monitoring Logs Contractor Service Reports Hire IPM contractor Annual contract routine monitoring services as needed Contractor service fees Responsibilities and Docs - Facility Manager, Business Manager, or Purchasing dept Vendor RFP Vendor Contract
Notify community regarding outdoor pesticide application Per incident Staff time Vendor provides information to school School (IPM Coordinator) sends to community Docs – school on-site Standard written notification for outdoor pesticide use Outdoor Pesticide application Per incident Licensed Pesticide Applicator IPM Contractor Outdoor IPM Coordinator (school or municipal department) Docs – pesticide applicator office (3-5 years) and school (5 years) Posting of areas to be treated Pesticide use records Pesticide Standard Written Notification Form The Consumer Information Bulletin for Schools Chemical Specific Fact Sheet(s) taken from TOXNET on the internet Emergency waivers Per incident Staff time IPM coordinator fax to and obtain approval from Health Department or governing agency Approved Waiver to be with pesticide applicator when applying pesticide. IPM related repairs As needed Maintenance Facility Manager Business Manager Contractors Contractor service reports documenting need Work orders IPM Team and Coordinator Annual Staff time School building List of team names and contact information Meeting minutes Pesticide disposal As needed Contractor disposal costs Facility Manager HW Transport Manifest Hazardous Waste Generator Identification Number
School IPM Tool Kit Record Keeping Checklist Monitoring involves regularly inspecting school buildings and grounds for pests, the damage they cause, and conditions that favor their presence. Monitoring may be done by school staff or a contracted pest management company. Use a standardized method of monitoring for each location; record all observations and keep them in the school's logbook or return them to the IPM coordinator. Keep a record or map showing the location of each trap and bait station on school property. Accurate record keeping allows a realistic evaluation of the IPM program. Records also help in forecasting when seasonal pests may appear. The IPM coordinator must ensure that monitoring records are and accessible and must keep a log of pest management activities, including all pesticide treatments for at least two years. Most schools keep one set of records in an IPM logbook at the school and keep a duplicate set of records in the IPM coordinator’s office. Some schools are required by state regulations to keep all pest monitoring logs, pesticide application records, and pesticide labels and safety data sheets (SDSs), and to make these available upon request for two years. Inspection of specific areas where pests have been reported should answer these questions: • How are the pests getting in? Can this access be reduced or eliminated? • What food or other resource attracted the pests? Can this source be reduced or eliminated? • exactly are the pests living? Can these sites be altered or removed to reduce pest problems? Traps can help you to monitor and control pests between inspections. Sticky traps are the most common monitoring tools. These glue-covered traps are mostly used to trap crawling insects and small rodents. Mechanical traps can be used to monitor and control rodents. Pheromone traps are valuable tools for monitoring certain pests, particularly stored product pests. Pheromones are the natural scents insects use to communicate with each other. Certain pests are strongly attracted to the traps, providing an extremely effective early warning system.
Verifiers Position: __________________________________________________
Record of continuing professional development Method Eg: Online learning Course attendance Independent learning Topic (s) Please give a brief outline of the key points of the learning activity, how they are linked to your scope of practice, what you learnt, and how you have applied what you learnt to your practice Link to NMC Code: Prioritise people Practise effectively Preserve safety Promote professionalism and Number of hours Number of participatory
School: Date: Head Teacher: District/Area: Name/role of KCC Officer: IDACI &PA per pupil: No. HN Funded pupils: % of school population receiving HNF: Notional SEN Budget: Average % of HN pupils for Notional SEN band: Average % of HN pupils for size of school band: Combined score (average is 1): Present HNF Budget: No. of SEN EHCPs: No. of SEN Support Pupils: No. of SEN Pupils: % of SEN EHCPs: % of SEN Support Pupils: Total % of SEN Pupils:
Record of Movement Prohibited Dealings NOTE: this form can only be used for movements to approved places listed in part 9c of a valid Non-indigenous Animal Biosecurity Permit. If movement is required to locations, the permit holder must apply to amend their permit, or be issued with an additional permit to allow movement. If you require more space please attach additional pages. I, Name of responsible person pursuant to the conditions of a biosecurity permit make the following record of movement: Movement Date Leaving place of origin Returning to place of origin (if known) Permit number – Please provide permit number of the non-indigenous animal intended to be moved Transport details Vehicle Registration number State of Registration Registration (If applicable) State of Registration Other transport details Destination of non-indigenous animal Name of place Street address Suburb State Postcode Phone Phone Email Purpose of movement Declaration I hereby agree that I have and will comply with the movement conditions of my permit and all information contained in this record is true and correct. Full name Signature Date Phone Phone Email A copy of the completed form must be emailed to no later than 24 hours before transportation of the permitted non-indigenous animal. This information is collected by the collecting agency identified in this form in relation to its functions under the Biosecurity Act 2015. This agency/s and the NSW Department of Industry may use and disclose this information as reasonably necessary for the purpose of performing biosecurity risk functions under, or reasonably contemplated by, the Biosecurity Act 2015.
D.O.B: SCHOOL: The things that are important to me / the things I want to achieve for my future The things I want to achieve before my next review Who will help me? This could be help in school, from others, equipment or other things How? The name of the person / people and their role Any funding that I am entitled to, to support me with my Who will the actions agreed in my plan We will tell people who provide future support and opportunities what I will need ANY OTHER ACTIONS WE AGREE TODAY WHO WILL DO THIS WHAT BY WHEN
12: (FS28) Milking Second & Subsequent Milkings Recommended Cooling Range Within 2 hours (½ hour preferred) 1°C - 4°C (34°F-40°F) blend temperature maximum 10°C (50°F) within 1 hour (1/2 preferred) 1°C - 4°C (34°F-40°F) Normal Range identified for your bulk tank after milking February Year: Day Bulk Tank Temperature Corrective Action (if necessary) am initial mid-day initial pm initial 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Note: Electronic chart recorders or logs may be substituted for this manual method. Check with a Food Safety advisor. This record accommodates milking 3 times a day; if you milk only 2 times a day, just use two columns. 12: (FS28) First Milking Second & Subsequent Milkings
Record 15: Water Record (FS39) (or keep the test results report from the lab as your record) Source of Supply for Washing Milking Equipment** Date Tested (Day/Month/ Year) Test Results Corrective Action Bacteria Others **DW- Dug Well IIW- Drilled T/CW- Town/city SW- Surface Water
9: & (FS15) Product Name Approved for use in dairy () Product label, insert or written from vet kept () Stored according to label () Product Name Approved for use in dairy () Product label, insert or written from vet kept () Stored according to label ()
9: & (FS15) Product Name Approved for use in dairy () Product label, insert or written from vet kept () Stored according to label () Product Name Approved for use in dairy () Product label, insert or written from vet kept () Stored according to ()
10th Grade Catholic Middle Ages (12 weeks) Roots of the Revolt (1417-1560) (6 weeks) The Age of the Religious Wars (1560-1648) (6 weeks) 11th Grade Early American History (1492 to 1763); Discovery to the Dawn of Revolution (12 weeks) U.S. History: Revolution, Republic and Union (1763-1865) (12 weeks) 12th Grade Modern American History; 1865 - 2000 (12 weeks) World History; 12 Inventions That Revolutionized the World (12 weeks) World History Scope and Sequence 6th Grade The American Revolution; Liberty! (10 weeks) The Civil War; A Nation Divided (10 weeks) 7th Grade World War I; What Price Glory? (10 weeks) World War II; Allies and Axis (10 weeks) 8th Grade Making of the Modern World (24 weeks) 9th Grade Foundations of Christian Historiography (4 weeks) Dawn of History: Mesopotamia, Egypt, China, Persia (12 weeks) The Glory of Ancient Greece (12 Weeks) 10th Grade The Life and Times of the Ancient Romans (12 weeks) Catholic Middle Ages (12 weeks) 11th Grade Roots of the Revolt (1417-1560) (6 weeks) The Age of the Religious Wars (1560-1648) (6 weeks) Early American History (1492 to 1763); Discovery to the Dawn of Revolution (12 weeks) 12th Grade Modern History; 1865 - 2000 (12 weeks) World History; 12 Inventions That Revolutionized the World (12 weeks)
Methyl Bromide – Record of Fumigation for Perishables Job Details Job Identification Customer Name Date of Fumigation Location Consignment Identification Certificate Reference Description of Consignment Description of Packaging Fumigation Details Treatment Dose Rate g/m3 hrs Treatment Temp °C Dose Rate Used g/m3 Volume m3 Dose Amount g Load Factor: Maximum: % Estimated: % Probe location: Inside packaging Inserted into pulp Time Dosing Finished Temperature Readings Time 1: 2: 3: 4: 5: 6: 7: Concentration Readings Phase Time of STD g/m3 Free airspace Inside packaging 1: 2: 3: 1: 2: 3: Start % % End Comments Final TLV ppm Time Achieved Fumigator in Charge Government Officer (if supervised) Name Signature Name Signature
Advice taken/people spoken to Signed: Dated Please print name: This report must be handed to your Parish Safeguarding Officer and should be kept in a secure location in the Parish Office. A copy must be sent to the Diocesan Safeguarding Adviser within 24 hours.
Areas of Learning C&L PD PSED L M UtW EA & D Aspects L&A U S M&H H&SC SC & SA MF & B MR R W N S,S & M P & C W T E & UMM BI Name ELG 01 ELG 02 ELG 03 ELG 04 ELG 05 ELG 06 ELG 07 ELG 08 ELG 09 ELG 10 ELG 11 ELG 12 ELG 13 ELG 14 ELG 15 ELG 16 ELG 17
server space, provide better use of staff time, ensure compliance with legislation and regulation, reduce costs, reduce duplication and reduce waste. Records Retention Schedule - The retention schedule can help to balance the requirement to ensure records are not retained unnecessarily with the need to prevent the premature disposal of information the University is required to keep, as well as detailing records that should be retained indefinitely. Vital records - Those records that are essential to the operation of the organisation, the continuation and/or resumption of operations following a disaster. The re-creation of legal, regulatory or financial status of the organisation, or to the fulfilment of its obligations, in the event of a disaster. Training Training is provided in two tiers. The top tier is an online course and mandatory for all of Solent University to complete. It is included with the GDPR (General Data Protection Regulation) and Information Security training and covers the basic Records Management concepts so that all staff have increased awareness. The second tier is specifically developed for Records Handlers/Owners. It is classroom based and covers a variety of Records Management subjects in depth and specific to Solent University. Subjects covered in these sessions include; Records definition, typical record lifecycle, authentication, grouping records for archiving, recording content of archived records, end of retention appraisal, end of retention destruction, digital continuity, file naming guidance, version control, applying legal holds, file-plan in Solent Drive, email, vital records, retention Schedule, access Controls, digital social
Activities Transfer the Records Management Unit Leader role, if appropriate Conduct a transition meeting to brief your replacement on the current situation, response actions, available resources, and the role of external agencies in support of the hospital Address any health, medical, and safety concerns Address political sensitivities, when appropriate Instruct your replacement to complete the appropriate documentation and ensure that appropriate personnel are properly briefed on response issues and objectives (see HICS 203, 204, 214, and 215A) Continue to monitor the ability of the Records Management Unit to meet workload demands, personnel health and safety, resource needs, and documentation practices Meet with unit personnel to address ongoing issues Monitor levels of all supplies, equipment, and needs relevant to all system performance operations Continue Records Management Unit supervision including monitoring, documentation, and safety practices Provide updates to the Business Continuity Branch Director and unit personnel Documentation HICS 204: Document assignments and operational period objectives on Assignment List HICS 213: Document all communications on a General Message Form HICS 214: Document all key activities, actions, and decisions in an Activity Log on a continual basis HICS 257: As directed by the Operations Section Chief, use the Resource Accounting Record to track equipment used during the response Resources Assess issues and needs in unit areas; coordinate resource management Ensure equipment, supplies, and personal protective equipment (PPE) are replaced as needed Communication Hospital to complete: Insert communications technology, instructions for use and protocols for interface with external partners Safety and security Ensure that all unit personnel continue to comply with safety procedures and instructions Observe all and volunteers for signs of stress and inappropriate behavior and report concerns to the Safety Officer and the Logistics Section Employee Health and Well-Being Unit Leader Provide for rest periods and relief Ensure physical readiness through proper nutrition, water intake, rest, and stress management techniques Ensure personal protective equipment (PPE) is available and utilized appropriately Demobilization/System Recovery Time Initial Activities Transfer the Records Management Unit Leader role, if appropriate
Association Records Retention Schedule - Financial/Tax Issues Retain Permanently Governing Documents CC&Rs Bylaws Articles of Incorporation & Regulations Minutes - Board & Annual Exempt Status Letter (if applies) Year End CPA Reports, e.g. Annual General Ledgers Budgets Federal Tax Return Retain for Four Years Paid Invoices Bank Reconciliations Payroll Tax Returns Deposit Slips Canceled Checks Collection Action Items Retain for Seven Years Monthly Financial Statements Bank Statements Monthly General Ledgers Accounts Receivable Reports, e.g. Aging Assessment Ledgers Check Registers Employee Records Reserve Studies Retain for Life +Four Years Insurance Policies Loans Legal Matters Contracts and Warranties Insurance Claims Fixed Asset Purchases
Government of Records Schedule Requirements This document is designed to support the records schedule requirements of the Archives and Recordkeeping Act, 2006, S.O. 2006, chapter 34, Schedule A. It provides additional detail as to how records schedules are to be prepared and submitted for approval by the Archivist of Ontario. This document is available on the Archives of Ontario recordkeeping website. Any questions or comments about this document should be directed to: Recordkeeping Support Unit Archives of Tel: 416-327-1600 April 1, 2009
C: ADOPTION OF GOVERNMENT COMMON RECORDS SERIES OR SUB-SERIES Records Schedule of [PUBLIC BODY] Page [X] of [Y] Common series document title Series or sub-series # and List as required Custodial office(s) List or indicate “ALL” Comments (E.g. related deletions to other series) For [PUBLIC BODY] [NAME, Signature Date Add as required Approval Archivist of Ontario: Miriam McTiernan, Archivist of Ontario Signature Date
As an OPS employee you have obligations for records and information management under: The Archives and Recordkeeping Act, 2006 (ARA) and the Corporate Policy on Recordkeeping. 2. Only paper records need to be managed. True or False? The answer is FALSE. As an OPS employee you are responsible for managing public records (transitory or business records) in all forms. This includes paper, electronic or records in any other format. 3. Records form an important part of the history of government. True or The answer is TRUE. The Archives and Recordkeeping Act, 2006 (ARA) ensures that the public records of Ontario are managed, kept and preserved in a usable form for the benefit of present and future generations. The ARA encourages the use of Ontario’s archival records as a vital resource for studying and interpreting the history of the province. 4. The Corporate Policy on Recordkeeping is an OPS policy that must be followed when managing records. True or False? The answer is TRUE. The Corporate Policy on Recordkeeping defines and establishes requirements for the creation and management of authentic, reliable, enduring and useable business records in support of business functions and activities. Section Four: Scenarios Self-Test: Scenario One A ministry steering committee meets monthly to discuss updates to the Ministry’s policy framework. The leading program area develops Terms of Reference, meeting agendas, minutes and materials for review by all members. Are these Business or Transitory records? Answer: Business Records The committee records are all business records for the leading program area because they document and support the activities of the steering committee and direct decision-making and policy development.
Garnishments, Assignments, Attachments Termination + 7 years Payroll Registers and net) 7 years Time Cards/Sheets 2 years Unclaimed Wage Records 6 years PERSONNEL RECORDS Record Type Retention Period Commissions/Bonuses/Incentives/Awards 7 years EEO I/EEO2 – Employer Information Reports 2 years after superseded or filing (whichever is longer) Employee Earnings Records Separation + 7 Employee Handbooks 1 copy kept permanently Employee Personnel Records (including individual attendance records, application forms, job or status change records, performance evaluations, termination papers, withholding information, garnishments, test results, training and qualification records) 6 years after separation Employment Contracts – Individual 7 after separation Employment Records Correspondence with Employment Agencies and Advertisements for Job Openings 3 years from date of hiring decision Employment Records All NonHired Applicants (including all applications and resumes – whether solicited or unsolicited, results of postoffer, preemployment physicals, results of background investigations, if any, related correspondence) 2-4 (4 years if file contains any correspondence which might be construed as an offer) Job Descriptions 3 years after superseded Personnel Count Records 3 years I-9 3 years after hiring, or 1 year after separation if later
RECORDS TRANSFER SLIP Requested By: Department Division/Section Reference No. Contact Phone No. DIIMS Transfer ID Alternate Contact Phone No. Date (d/m/y) Approved By Dept. Records Coordinator: Name Phone No. # of Boxes Location of Boxes: Building Floor Area Box Type Records Box Cheque Box Map/Plan Tube Records Center Yellowknife Inuvik Hay River Fort Simpson Fort Reason for Transfer Storage (Semi-Active) Transitory Destruction Destruction (D) Returned Boxes Archival Selection (AS/D) Other: Notes and Instructions: RECORDS MANAGEMENT USE ONLY: Transfer From: Building Floor Box Numbers Disposition No. Transfer To: Building Floor Authorization Date 2017
Body Map Guidance for Schools Body Maps should be used to document and illustrate visible signs of harm and physical injuries. Always use a black pen (never a pencil) and do not use correction fluid or any other eraser. Do not remove clothing for the purpose of the examination unless the injury site is freely available because of treatment. *At no time should an individual teacher/member of or school take photographic evidence of any injuries or marks to a child’s person, the body map below should be used. Any concerns should be reported and recorded without delay to the appropriate safeguarding services, e.g. Social Care direct or child’s social worker if already an open case to social care. When you notice an injury to a child, try to record the following information in respect of each mark identified e.g. red areas, swelling, bruising, cuts, lacerations and wounds, scalds and burns: Exact site of injury on the body, e.g. upper outer arm/left cheek. Size of injury - in appropriate centimetres or inches. Approximate shape of injury, e.g. round/square or straight line. Colour of injury - if more than one colour, say so. Is the skin broken? Is there any swelling at the site of the injury, or elsewhere? Is there a scab/any blistering/any bleeding? Is the injury clean or is there grit/fluff etc.? Is mobility restricted as a result of the injury? Does the site of the injury feel hot? Does the child feel hot? Does the child feel pain? Has the child’s body shape changed/are they holding themselves differently? Importantly the date and time of the recording must be stated as well as the name and designation of the person making the record. Add any further comments as required. Ensure First Aid is provided where required and record A copy of the body map should be kept on the child’s concern/confidential file. BODYMAP (This must be completed at time of observation) Name of Pupil: Date of Name of Staff: Job Date and time of observation:
Date and time of observation: R TOP L R BOTTOM L R L INNER R L Printed Name, Signature and Job title of staff: Blank template Name of Child DOB Home Address contact details Name of Social worker and contact details Other Agencies Type of Plan LAC CP CIN CAF Dates of: and Meetings
Source The Business of Childcare, Karen Kearns 2004 Education and Care Services National Regulation 2015 Privacy Act National Quality Standard (NQS) https://www.bluecard.qld.gov.au/ Australian Legal Information Institute ‐ www.austlii.edu.au Department of Community Services ‐ www.community.nsw.gov.au National Childcare Accreditation Council ‐ www.ncac.gov.au Department of the Officer of the Privacy Commissioner ‐ www.privacy.gov.au Department of Education, Employment and Workplace Relations ‐ Department of Families, Community Services and Indigenous Affairs – Child Care Service Handbook 2007‐ 2008 Australian Taxation Office – www.ato.gov.au Early Childhood Australia ‐ Community Child Care Cooperative Revised National Quality Standards Review Date Reviewed Modifications Next Policy Review Date December 2016 New Format created and policy created November 2017 August 2017 Minor changes made to policy November 2018 July 2018 Updated references to comply with the revised National Quality Standard July 2019
Agricultural chemical application details Weather details (if product is sprayed outdoors) Contact details Additional information (optional) Date of use Product trade name Application rate of product OR sufficient information to it to be calculated Crop / commodity treated OR situation in which product was applied Specific location at which product was applied Wind speed (km/h) Wind direction Name and contact details of the applicator Name and contact details of the supervisor (if applicable) Name and contact details of the person for whom the application was carried out (if applicable) e.g. notes or additional records as required by quality assurance programs or product label directions Agricultural chemical product details must be recorded within 48 hours of use and kept for two years For details of your requirements when using agricultural chemicals, visit
Grampians Region HACC Assessment Services - Recording Tool for Living at Home Assessors/MDS Reporting Date Client Name Assess Review Re Assess Care Coord Phone Call Contact Other Provider Contact Client Family/Carer Contact INhouse eg CCW Report Notes Writing Secondary Consult Case Conference client time Travel Client Related NOT MDS Client Related – not a HACC client NOT MDS PLEASE NOTE: Do not include either of the grey shaded sections in your MDS reporting – they are only on this page for your own records/information! You must only report to MDS ‘actual time – do not average your time when you are reporting. If you have any suggestions for IMPROVEMENT of this tool please send them to Robyn Fletcher, Grampians Region HACC Project Worker –
Complainant’s Details Record of noise incidents – 2 weeks Date Name of person taking record Time first heard Time last Source of noise Description of noise: volume / pitch / tone Intensity: Loud/med/soft Location that noise could be heard How does the effect your Duration of Noise
RECORD of REVIEW CHILD PROTECTION CONFERENCE HELD at xx.yy hours on DD MMMM YYYY at DARBY HOUSE, TELFORD. The purpose of a Child Protection Conference is to share information and concerns that relates to an individual child and to make decisions about the child’s future safety, health and development. NAME of CHILD DoB Current Address NAME of MOTHER Current Address NAME of FATHER Current Address NAME of SIGNIFICANT OTHER (and relationship to Child) Current Address ATTENDED Name Role INVITED but did not ATTEND Name Role APOLOGIES Name Role REPORTS SUBMITTED ORGANISATION Author
Please tick: individual or Peer or clinical Please tick: individual or group Peer or clinical Please tick: individual or group Peer or clinical Please tick: individual or group Peer or clinical Date Duration Format Number of supervisees present Please tick: individual or group Peer or clinical Please tick: individual or group Peer or clinical
Page 1 of 5 [TO BE APPROVED BY THE COURT] □County □City of ___________________ Date of Election: __________________ Number of Precincts: _____ Office: _________________________ Date of Recount: _____________________ District: ________________________ NUMBER OF VOTES CAST Precinct Number No. Precinct Name Candidate Name Candidate Name No. of Challenged Ballots CAP Central Absentee Precinct Challenged Ballots Counted by Court PV Provisional Ballots (From those originally counted by the Electoral Board) Challenged Ballots Counted by Court Challenged Ballots Counted by Court Challenged Ballots Counted by Court Challenged Ballots Counted by Court Challenged Ballots Counted by Court Challenged Ballots Counted by Court Challenged Ballots Counted by Court PAGE 1 TOTAL