zilongwang/ReadingBank huggingface dataset:
API Code Acceptance Criteria Product Line API 5CT Casing and Tubing API 5CRA API 5DP Pipe API 5L Line Pipe API 6A Bodies, bonnets, end and outlet connections and clamp hub end connectors Wellhead &Christmas Tree Equipment API 6D Pipeline Valves API 8C Drilling and Production Hoisting Equipment API-11D1-HPHT for specific acceptance Criteria NDE of components and welds shall meet the following requirements. — Welds shall be visually inspected per the requirements of an international standard or national standard, such as the ASME Boiler and Pressure Vessel Code, Section V, Article 9. — NDE for non-metallic components shall be visual inspection per supplier’s/manufacturer’s documented specifications. — NDE for metallic components shall be magnetic-particle inspection or liquid-penetrant inspection. — Sampling procedures and the criteria for acceptance or rejection of a batch lot shall be in accordance with ISO 2859-1, general inspection level II, at a 2.5 AQL for O-Rings and a 1.5 AQL for other packing elements, until a documented variation history can be established. Sampling procedures shall then be established based on the documented variation history.— Magnetic-particle inspection shall meet the requirements of an international standard or national standard, such as ISO 13665 or ASTM E709. — NDE acceptance criteria shall be according to the supplier’s/manufacturer’s documented specifications. — All NDE instructions shall be approved by a level III examiner qualified in accordance with ISO 9712. NOTE For the purposes of these provisions, ASNT RP SNT-TC-1Ais equivalent to ISO 9712. — Type 1 components and welds for quality grade Q2 shall be NDE-inspected per a sampling plan that meets the requirements of an international standard or national standard, such as ISO 2859-1 or ANSI/ASQC Z1.4. — Type 1 components and welds for quality grade Q1 shall be 100 % NDE-inspected using liquid-penetrant or magnetic particles. Packers and Bridge Plugs
Table 5 Relevant actors for each use casebelow summarises the relationships between the identified actors and the uses cases. Table 5 Relevant actors for each use case Actors Use case 1.1: Increase transparency and public X X X X X X X X X 1.2: Data journalism X X X X X X X X 1.3: Monitor the money flow X X X X X X X X 1.4: Detect fraud and compliance with procurement criteria X X X X X X 1.5: Audit procurement process X X X X X X 1.6: data from different parts of the procurement process X X X X X X 2.1: Automated matchmaking of procured services, products and businesses X X 2.2: Automated validation of procurement criteria X X 2.3: Alerting services X X X X X X X X X 2.4: Data analytics on public procurement data X X X X X X X X 3.1: Increase cross-domain X X X X X X X X validate
may be more than one award per contracting process Description Award description Status The current status of the award (value from codelist) Date The date on which a decision to award was taken The total value of this award Suppliers The suppliers awarded this award Items The and services awarded in this award, broken into line items where possible contractPeriod The period for which the contract has been awarded Documents All documents related to the award amendment Amendment Information Contracts: Information regarding the signed contract between the buyer and supplier(s) Id The unique identifier for this contract awardID The award ID against which this contract is being issued Title Contract title Description Contract description Status Current status of the contract (value from codelist) Period The and end date of the contract Value The value of the contract Items The goods, services, and any intangible
Annex I: Classes of the LOE ontology Table 11: Classes of LOE ontology Class Explanation elod:AccountType This class represents the Account Types elod:AdministrativeDecision Administrative Decisions (Financial & elod:Attachment Attachments documents found in the Decisions elod:BudgetCategory Budget Categories elod:BudgetItem Budget of a Public Project elod:BudgetKind Budget Kind of a Decision elod:CollectiveBodyKind Different kinds of a Collective Body elod:CollectiveBodyType Different types of a Collective Body elod:CommittedItem Decisions having type B.1.3. elod:Country Countries elod:CPV CPV codes, a vocabulary which is used to characterize the products or services purchased by a contract. elod:Currency Currencies elod:Decision Decisions elod:DecisionStatus Status of the Decisions
Slide 6 Explore/Explain/Evaluate: PSELL Big Idea 5 Student book p. 167. Ask the question, What do you know about the sun? Have students discuss. Then click on the DE hyperlink Sun. Watch the video to check what else you can learn about the sun. Discussion starters: TAG Tell a fact you learned about the Stars. Ask a question about something you don’t understand about stars? Give another idea that you learned in our study of the Sun and the stars. Slide 7 Explore and Explain: PSELL Big Idea 5 Student book p. 167. Ask how the stars are different. Students write their ideas in their notebooks. Then they share out. Ask how does our Star the Sun’s size compare to other stars? It’s an average size star. Say let’s watch a video to learn more about stars. Click on the Discovery Ed link: Sun and Stars in the slide. Ask What else did you learn about stars? Students share. Slide 8 Explain/Evaluate: Students use the slide chart from PSELL student book Star chart on p. 167 to compare diameter and distance from the sun data. Discuss. Then answer questions. Students reading Close Up or Far Away section underneath the Star chart in the PSELL book p. 168 will help them in answering the second question. Key: Alpha Centauri A and Sirius A are larger than the Sun. They look smaller because they are farther away than the Sun. The Sun looks bigger to us because our Sun is closer to us than any other star.
Location of the XSL-file; Location of the output should come. Figure 16: Adapting the transformation script Adaptability The test implementation of the CPSV-AP Public Service Description Editor can be easily adapted to include new functionalities or make changes to the CPSV-AP. The editor is designed for the CPSV-AP. It is however adaptable to reflect any data model. In the editor the administrator can freely add or remove classes and properties. RDF mappings for these classes can be assigned and existing mappings can be changed. Adding classes can be done by specifying new “Content types” in the Admin Panel. Structure >> Content type >> Add Content Type. Figure 17 shows the screen that will appear. To add a new class, please follow the steps described below: Choose the name of the class; Specify the first property of the class. Usually, the first property is the identifier; Configure the RDF mapping. Figure 17: Adding a new class Figure 18 shows the RDF mapping interface. To map the RDF, the administrator has to insert the correct predicates in the supplied fields: The class predicate; The property predicate and datatype. Figure 18: adding RDF to a new class After the class is created, properties can be added by going to the “manage fields” screen ( >> Content types >> manage fields). In this menu, new fields can be added. In addition, existing fields can be chosen from the drop-down menu, should you want to reuse fields that have already been defined (for instance, the field description can be easily reused). For the new field the input method/field type needs to be chosen (text field, select list …).
Document Metadata Property Value Release date 2016-11-10 Status For acceptance Version 1.00 Authors Michiel De Keyzer – PwC EU Services Ana Fernández de – PwC EU Services Dimitrios Hytiroglou – PwC EU Services Christophe Parrein – PwC EU Services Reviewed by Nikolaos Loutas – PwC EU Services Pieter Breyne – PwC EU Services Approved by
18/04/2016 Email from Marko Latvanen to share information related to the FSR data model. 21/04/2016 Email Email from Marko Latvanen to inform that they met the Estonian service catalogue team and that a pilot could be implemented to harvest and collect public service descriptions from both countries. 21/04/2016 Email Reply from PwC to Marko Latvanen sharing the meeting minutes from the call and sharing some information related to the test-implementations of the tools. 21/04/2016 Email from Marko Latvanen informing how public administrations are adopting the FSR (directly or by intermediate mappings). 07/06/2016 Call Conference call with Marko Latvanen to introduce him about the pilots, ask for the input needed and agree on future steps. 08/06/2016 Email from PwC to Marko Latvanen sharing a summary and action points of the first call concerning the pilots. 28/09/2016 Call Conference call with Latvanen to solve some questions about the mapping shared and the use of the FSR.
4. Education Please provide us with your complete education history, starting with the most recent, below. Also use this section to record any current studies that you are undertaking. If there are any gaps in your education history, please complete the section at the bottom of this page. If you need more space, please use the continuation sheet on page 6. Education Higher education University/Institute (state country if not UK) Education level, subject and grades (e.g. BA Hons: English 2:1) Start and end date Secondary and further education – please continue on separate sheet if necessary School/college country if not UK) Education level, subject and grades (e.g. GCSEs: Maths A) Start and end date Gaps in education history If there are any gaps in your education history, please explain them below.
Please complete the Equal Opportunities Monitoring form to enable us to monitor the effectiveness of our equal opportunities policy in regards to our applicants. Information will be treated in strict confidence and used only for monitoring purposes and will not form any part of the assessment process. Data is collected in accordance with the requirements of the Data Protection Act and the Code of Practice issued by the Chartered Institute of Personnel and Development. Personal and post details Name: Date of birth: Sex: Male: Female: Post applied for: Vacancy reference number: Marital status (please tick) Single: Civil Partnership: Widow/Widower: Separated: Married: Living with Partner: Divorced: Do not wish to disclose: Disability (please tick) Under the Disability Discrimination Act 2005 the definition includes anyone with a “physical or mental impairment which has a substantial, long term, adverse effect on their ability to carry out normal day to day activities”. This can include cancer or other such long term illnesses. Under this new definition do you consider yourself to have a disability? If yes, which of the following best describes your disability: Yes: No: Do not wish to disclose: Speech: Hearing: Mental health: Learning difficulties: Visual (not including wearing glasses or contact lenses): Co-ordination, dexterity or mobility: Other physical or mental conditions (please specify): Religion of belief (please tick) Catholic: Church of England: Jewish: Orthodox Jewish/Charedi: Do not wish to disclose: Buddhist: Muslim: Sikh: Jain: No religion: Other: Please specify: Caring responsibilities (please tick) Do you have a carer responsibility for anyone? Yes: No: Do not wish to disclose: If yes, are they: Adults: Children under 16: Sick: Disabled: Elderly: Sick: Disabled:
Slide 11 Review Slide 12 Review Slide 13 Explain/Evaluate: have students explain what causes water to change from a gas to Slide 14 Students evaluate their model. Slide 15 Explain/Evaluate: have students use their model to complete their written explanation for the Brief Constructed response.
Asian – British Asian – Indian Asian – Pakistani Asian background Black – British Black Caribbean Other Black background d. Irish Irish g. Other Ethnic group Please specify: ……………………………... Please specify: ……………………………………. Please specify: ……………………………………. e. Mixed f. Asian & White Black & White Mixed background White British White European Union Other White background Please specify: ……………………………………. Please specify: ……………………………………. 4. I am aged …….... Years .……… Months Date of Birth (DD/MM/YY): 5. How did you hear about the vacancy for which you have applied? Intranet (Skinners’ staff only) Internet * Evening Standard Job Centre Plus Friend / Relative National Press * Professional Journal * Other * …………………………….. 6. I am a member/follower of the following religious group: None / No religion Buddhist Christian Jewish Muslim Sikh Other * …………………………….. I hereby give my consent to Skinners’ Academy processing the information given above in accordance with the purposes stated above. Signed: Dated: TO BE COMPLETED BY APPOINTING OFFICER ONLY Short Listed Interviewed Appointed Completed applications to:
Reason for Applying Please use the space below to demonstrate how you meet the requirements of the person specification, giving examples where appropriate. Please include further information about yourself that you feel is relevant. Continue on to next page if necessary. Rehabilitation of Offenders Act 1974 Because of the nature of the work which you are applying this post is exempt from the provision for Section 4 (2) of the Rehabilitation of Offenders Act 1974 in accordance with the Rehabilitation of Offenders Act 1974 (Exceptional) Order 1975 as amended by the Rehabilitation of Offenders Act 1974 (Exemptions) (Amendment) Order 1986. Applicants are therefore not entitled to withhold information about convictions, cautions or bind over orders which for any other purposes are ‘spent’ under the provisions of the Act, and, in the event of employment, any failure to disclose such convictions could result in dismissal or disciplinary action. Any information will be completely confidential. Having a criminal record will not necessarily bar you from working with us. This will depend on the nature of the position and the circumstances and background of your offence. Please answer the following questions: Have you ever been convicted of a criminal offence in the past? Yes No Signed Date You will be asked to complete an enhanced DBS application, if you do not have an enhanced DBS certificate provided by Hackney Learning Trust or if you do not have an enhanced DBS registered to the update service with a certificate date within the last 3 years. Please note, if you have lived outside of the UK in the last 5 years for 12 months or more, you will need to provide a certificate of good conduct from whichever country/countries you have resided in if your application is successful. Have you previously used or do you currently use any other forenames or aliases? Yes No If yes please names and dates used Name Dates
6. EDUCATION DETAILS (SECONDARY - EARLIEST FIRST) Dates Institutions Attended Cert, Diploma, Degree, Higher Degree Class/Div Obtained Date Gained/ Expected From To 7. EDUCATION DETAILS (FURTHER/HIGHER EDUCATION – EARLIEST FIRST) Institutions Attended Cert, Diploma, Degree, Higher Degree Class/Div Obtained Date Gained/ Expected From To
9. References Use this page to supply details of two individuals, not related to you, from whom we may obtain references. At least one must be your present or most recent employer. Please note that personal references will not be accepted. If you are a student or have been out of work for a period of time then teachers or a previous employer will be sufficient. Please remember that the referees you provide should be able to comment on your ability to perform the job for which you are applying. Referees will only be approached if a conditional offer of employment is made. Referee one* Referee two* Name:* Name:* Job title:* Job title:* Company:* Company:* Address:* Address:* Relationship to referee:* Relationship to referee:* Telephone:* Telephone:* 10. About your application Where have you heard about this vacancy?* Please tell us where you have first seen this vacancy advertised (i.e. TES, Guardian online, Trust website) Previous applications Have you applied for a job before with the school or any other school in the Borough?* Yes  No  If yes, please state job title and reference number (if known): Job Are you applying for a job share?* Yes  No  Disabled applicants The Equality Act 2010 defines a disabled person as someone with a 'physical or mental impairment which has substantial and long term adverse effect to carry out normal day to day activities. This can include cancer or other such long term illnesses. Do you consider yourself to have a disability that falls under this definition?* Yes  No  Please describe any adjustments we can make for you:
6. EDUCATION DETAILS (SECONDARY - EARLIEST FIRST) Dates Institutions Attended Cert, Diploma, Degree, Higher Degree Class/Div Obtained Date Gained/ Expected From To 7. EDUCATION DETAILS (FURTHER/HIGHER EDUCATION – EARLIEST FIRST) Dates Institutions Attended Cert, Diploma, Degree, Higher Degree Class/Div Obtained Date Gained/ Expected From To
Slide 39 Evaluate: HOTS Questions with short responses. Slide 40 Evaluate: HOTS Questions with short responses. Slide 41 Evaluate: Climate Activity: Climate Zones pp. 42 Evaluate: Students play games for review. Slide 43 Evaluate: Florida Achieves sample questions. Slide 44 Evaluate: Florida Achieves sample questions.
Slide 45 Evaluate: Florida Achieves sample questions. Slide 46 Evaluate: Florida Achieves sample questions. Slide 47 Evaluate: Florida Achieves sample questions. Slide 48 Evaluate: Florida Achieves sample questions. Slide 49 Evaluate: Florida Achieves sample questions. Slide 50 Evaluate: Florida Achieves sample questions.
6. EDUCATION DETAILS (SECONDARY - EARLIEST FIRST) Dates Institutions Attended Cert, Diploma, Degree, Higher Degree Class/Div Obtained Date Gained/ Expected From To 7. EDUCATION DETAILS (FURTHER/HIGHER EDUCATION – EARLIEST FIRST) Dates Institutions Attended Cert, Diploma, Degree, Higher Degree Class/Div Obtained Date Gained/ Expected From To
12. REFERENCES Please give the name of two referees who have known you in a professional capacity (one of whom should be your current or most recent employer.) Please note referees should not be relatives or people acting solely in the capacity of friends. References will be sought on short listed candidates and previous employers may be contacted to verify particular experience or qualifications. Current or previous employers will be asked about disciplinary offences relating to children including penalties that are “time expired” and any child protection concerns. Please complete this section clearly and fully. We will not accept personal contact details. CURRENT OR MOST RECENT EMPLOYER Please confirm that this referee may be contacted prior to interview: ----------------------------------------------------------------------------- Name of organisation: Referee Name: Post: Relationship to You: Address: Postcode: Telephone No: Email Address: Fax No: Please confirm that this referee may be contacted prior to interview: ------------------------------------------------------------------------ Name of organisation: Referee Name: Post: Relationship to You: Address: Postcode: Telephone No: Email Address: Fax No: 13. DATA PROTECTION
6. EDUCATION DETAILS (SECONDARY - EARLIEST FIRST) Dates Institutions Attended Cert, Diploma, Degree, Higher Degree Class/Div Obtained Date Gained/ Expected From To 7. EDUCATION DETAILS (FURTHER/HIGHER EDUCATION – EARLIEST FIRST) Dates Institutions Attended Cert, Diploma, Degree, Higher Degree Class/Div Obtained Date Gained/ Expected From To
8. PREVIOUS EMPLOYMENT /WORK PLACEMENTS/EXPERIENCE Please complete the following starting with your current employment and providing a full history since leaving secondary education. Please include all employment including non-teaching, part-time or voluntary work. Any employment with Teacher Supply Agencies must show the Agency as the employer and not the school where the work was carried out. Please also include any breaks in employment history together with the reason for the break. Please ensure that your current salary and spine point is accurate. Date Employers Name Employers Address Position Held Salary & Spine Point of current or most recent teaching position. F/t P/t Hrs per wk Responsibilities (Please indicate type and size of school, subjects and ages taught) Reason for Leaving/Reason for in employment From Mth/Yr To Mth/Yr
6. EDUCATION DETAILS (SECONDARY - EARLIEST FIRST) Dates Institutions Attended Cert, Diploma, Degree, Higher Degree Class/Div Obtained Date Gained/ Expected From To 7. EDUCATION DETAILS (FURTHER/HIGHER EDUCATION – EARLIEST FIRST) Dates Institutions Attended Cert, Diploma, Degree, Higher Degree Class/Div Obtained Date Gained/ Expected From To
8. PREVIOUS EMPLOYMENT /WORK PLACEMENTS/EXPERIENCE Please complete the following starting with your current employment and providing a full history since leaving secondary education. Please include all employment including non-teaching, part-time or voluntary work. Any employment with Teacher Supply Agencies must show the Agency as the employer and not the school where the work was carried out. Please also include any breaks in employment history together with the reason for the break. Please ensure that your current salary and spine point is accurate. Date Employers Name Employers Address Position Held Salary & Spine Point of current or most recent teaching position. F/t P/t Hrs per wk Responsibilities (Please indicate type and size of school, subjects and ages taught) Reason for Leaving/Reason for break in employment From Mth/Yr To Mth/Yr
This section of the form will be removed before shortlisting. 1. Gender: 2. Date of Birth: 3. Cultural/ethnic origin: 4. Ethnicity form: Choose one section from A-E and then tick the appropriate box to indicate your cultural background. A White British English Scottish Welsh Irish Any other White background, please write in: B Mixed White and Black Caribbean White and Black African White and Asian Any other Mixed background, please write in: C Asian, Asian British, Asian English, Asian Scottish, or Asian Welsh Indian Pakistani Bangladeshi Any other Asian background, please write in: D Black, Black British, Black English, Black Scottish, or Welsh Caribbean African Any other Black background, please write in E Chinese, Chinese British, Chinese English, Chinese Scottish, Chinese or other ethic group Chinese Any other background, please write in
Position Applied for School SECTION 1: PERSONAL INFORMATION Surname or family name Previous surnames (if applicable) Forenames Title Current Address Home telephone number Mobile telephone number Email address National Insurance Number DfE Reference Number (if applicable) Do you have qualified teacher status (QTS)? (if applicable) Yes Date awarded: No Are you registered with the DfE as a qualified teacher? (if applicable) Yes No Are you eligible to work in the UK? Yes No Do you need a work permit? Yes No Nationality Are you related to any member of the Governing Body, Local Authority elected member or official, or officer of the LDBS? Yes No If Yes, please give details:
7. PREVIOUS EMPLOYMENT /WORK PLACEMENTS/EXPERIENCE Please complete the following starting with your current employment and providing a full history since leaving secondary education. Please include all employment including non-teaching, part-time or voluntary work. Any employment with teacher supply agencies must show the Agency as the employer together with the school/organisation where the work was carried out. Please also include any breaks in employment history together with the reason for the break. Please ensure that your current salary and spine point is accurate. Date Employers Name Employers Address Position Held Salary & Spine Point of current or most recent teaching position. F/t P/t Hrs per wk Responsibilities (Please indicate type and size of school, subjects and ages taught) Reason for Leaving/Reason for break in employment From Mth/Yr To Mth/Yr
7. PREVIOUS EMPLOYMENT /WORK PLACEMENTS/EXPERIENCE Please complete the following starting with your current employment and providing a full history since leaving secondary education. Please include all employment including non-teaching, part-time or voluntary work. Any employment with teacher supply agencies must show the Agency as the employer together with the school/organisation where the work was carried out. Please also include any breaks in employment history together with the reason for the break. Please ensure that your current salary and spine point is accurate. Date Employers Name Employers Address Position Held Salary & Spine Point of current or most recent teaching position. F/t P/t Hrs per wk Responsibilities (Please indicate type and size of school, subjects and ages taught) Reason for Leaving/Reason for in employment From Mth/Yr To Mth/Yr
1. Job details Job title:* Job reference number:* 2. Personal details Applicant details Title (Mr, Mrs, Miss, Mrs):* Name:* Surname:* Date of birth:* Please note that your date of birth will be used to check for any gaps in your employment and education history, which you can explain on page 2 and 3. We will also use it to monitor the effectiveness of our equal opportunities policy. Address details Address:* Contact details Home phone: Mobile: Work Preferred means of contact:* May we contact you at work? Yes  No  3. Teaching and other work experience Please provide us with your complete employment history. If you have any gaps in your employment, please complete the section at the bottom of page 2. If you need more please use the continuation sheet on page 6. For teaching posts, please indicate the pay scale point and any additional allowances you are/were paid (if applicable). Please give a brief description of your duties/ responsibilities, including the ages you taught (if applicable). Current or most recent employment Job title: Company/School/LA: Job description:
Do you have Qualified Teacher Status? Teacher Number: YES (Recommended) NO 4. APPLICANTS IN RECEIPT OF A PENSION Are you in receipt of a Teachers' Pension? YES NO If yes, please state the name of the pension scheme you are in: 5. INDUCTION Between what did you serve your induction? Did you pass the induction? YES NO Do you have any period left to serve on your induction? If yes, please attach copies of the induction reports for the periods you have served so far. Please confirm how many terms you have served so far: Have you passed the numeracy and literacy Skills Test? (Newly Qualified Teachers Only) YES / NO If Yes, please state the date: ___/___/____ Have you applied for a post at The Bridge Academy in the past? *YES NO *If yes, please state: When you applied for this post and whether the application was for the same post or a different post: 6. EDUCATION DETAILS (SECONDARY - EARLIEST FIRST)
11. REFERENCES Please give the name of two referees who have known you in a professional capacity (one of whom should be your current or most recent employer.) Please note referees should not be relatives or people acting solely in the capacity of friends. Please complete this section clearly and fully. We will not accept personal contact details. CURRENT OR MOST RECENT EMPLOYER Please confirm that this referee may be contacted prior to interview: ----------------------------------------------------------------------------- Name of organisation: Referee Name: Post: Relationship to You: Address: Postcode: Telephone No: Email Address: Fax No: Please confirm that this referee may be contacted prior to interview: ------------------------------------------------------------------------ Name of organisation: Referee Name: Post: Relationship to You: Address: Postcode: Telephone No: Email Address: Fax No: 12. DATA PROTECTION
Job Title: Company Name: Address: Telephone Number: Fax Number Relationship: Job Title: Company Name: Address: Telephone Number: Fax Number: Email: Relationship: I hereby authorise you to take up references from my present employer, my previous employer(s) or the people that I have submitt as personal referees, once I have been notified of an invite to interview. In addition, I hereby authorise you to take up other reference checks as you may deem appropriate. Sign: Dat: Please give any dates on which you will NOT be available for interview:
Caring responsibilities* Do you have any caring responsibilities? Yes  No   Adults/sick  Adults/disabled  Adults/elderly  Children 16  Children under 16/sick  Children under 16/disabled  Other, please specify:  Do not wish to disclose Ethnic group* Black or Black British  British  Caribbean   African – Somali  Traveller of Irish heritage  African – Congolese  Gypsy Roma  African – Nigerian  Turkish Cypriot/Turkish speaking (incl. Kurdish)  African – Ghanaian  Other Kurdish  Other West African  Cypriot  Any other African or Black background,  Jewish please specify:  Orthodox Jewish/Charedi Chinese or South East Asian/South East Asian British  White Eastern European  Chinese  White other European  Vietnamese  Any other White background,  Any other South East Asian background, please specify: please specify: Asian or Asian British  Indian  Pakistani  Bangladeshi  Any other Asian background, please specify: Mixed  and Black Caribbean  White and Black African  White and Asian  Any other mixed background, please specify: Any other ethnic group  Any background, please specify:  Do not wish to disclose
4. Education Please provide us with your complete education history, starting with the most recent, below. Also use this section to record any current studies that you are undertaking. If there are any gaps in your education history, please complete the section at the bottom of this page. If you need more space, please use the continuation sheet on page 6. Education Higher education University/Institute (state country if not UK) Education level, subject and grades (e.g. BA Hons: English 2:1) Start and end date Secondary and further education – please continue on separate sheet if necessary School/college (state country if not UK) Education level, subject and grades (e.g. GCSEs: Maths A) Start and end date Gaps in education history If are any gaps in your education history, please explain them below.
Mathematics Teacher Job start: October 2018 or January 2019 Salary: Main Pay Scale/Upper Pay Scale Location: South Hackney Contract type: Full time Contract term: Permanent Do you believe child deserves the chance to succeed? Do you want to join a team who will work hard together to make this happen? Do you want to join a diverse and vibrant school that is rapidly improving? With progress in the top 10% nationally and the top performing co-educational 6th form in Hackney, The Bridge Academy is on a journey to excellence. We are seeking an exceptional teacher of Mathematics who is totally aligned to our values of Hard Work, Integrity and Kindness, and completely committed to our mission: to ensure that every student will succeed at University or equivalent, thrive in their chosen field and live a great life. Applicants interested in working part time, are also encouraged to apply, as this may be considered. This should be clearly stated on the application form. Why choose us? Culture of high expectations; teachers can teach and students can learn Focus on feedback NOT marking Fortnightly coaching Exceptionally visible SLT Commitment to staff development Our sponsors UBS provide significant support to the Academy, and we also work with a wide variety of community groups to ensure the best for all our students. Our winning building is outstanding and is based at our stunning canal-side location, just minutes from Haggerston Station and just over a mile from the heart of the City of London. To for this position, please download and complete the application form and the additional information and monitoring form. Please ensure that you read our school workforce privacy notice. The application documentation should be submitted to Priscilla Agyare, Human Resources Manager: . We encourage applicants from all sectors of the community to apply. The deadline for applications is: 9:00am on Friday 28th September 2018. The Bridge Academy is committed to safeguarding children and all appointments will be subject to receipt of a satisfactory Enhanced DBS check and references.
English Teacher Maternity cover Inner London Area Main pay range (£29,663- £40,371) Upper pay range (£44,488- £49,356) Required: December 2018/January 2019 Temporary for a period of up to 12 months of maternity cover There may be the possibility of the role being extended beyond the initial temporary end date in line with academy staffing requirements. Are you an enthusiastic teacher looking to develop your practice in a new environment? Are you passionate about teaching English and able to ensure students make excellent progress? Are you committed to making a difference to the lives of young people in Hackney? This is a fantastic opportunity for you to join our happy and successful academy. We welcome applications from qualified or experienced teachers. The successful candidate will: Have the ability to teach English from KS3 - KS5 Be a dynamic, career minded professional. In return we offer: A rewarding role in an outstanding academy. The opportunity to progress your career Enthusiastic and engaged students and a culture of high aspirations. Comprehensive staff benefits. Clapton Academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The successful candidate will be DBS checked at an enhanced level before any offer is made. Inf ormation and an application pack: Telephone: 020 8985 6641 E-mail: recruitment@clapton.hackney.sch.uk Visit the school website: www.clapton.hackney.sch.uk Closing date: Friday 5th October 2018 by 9am or post Interview date: Thursday 11th October 2018
NON-TEACHING EXPERIENCE (continue on the separate sheet provided on page 6, if necessary) This should include any employment after the age of 18, i.e. clerical, social, industrial (excluding casual employment). Name and address of employer Dates (from/to) Job title and brief description of duties COURSES ATTENDED (continue on the separate provided on page 6, if necessary) Please include details of all courses relevant to your application. Course title College/organisation Date and length of course Education and qualifications (Please fill in all the applicable sections) CURRENT STUDIES University/college/institute country if non-UK) Education level and subjects Date started (mm/yy) Expected end (mm/yy) HIGHER AND FURTHER EDUCATION University/college/institute (state country if non-UK) Examinations passed and education level (e.g. Diploma, Degree) Grade Date started (mm/yy) Date finished (mm/yy) Name or initials: SECONDARY EDUCATION AND EXAMINATION RESULTS Name of school Examinations passed and education level (e.g. GCSE/O/A/GNVQ) Date (mm/yy)
Asian – British Asian – Indian Asian – Pakistani Other Asian background Black – British Caribbean Other Black background d. Irish Irish g. Ethnic group Please specify: ……………………………... Please specify: ……………………………………. Please specify: ……………………………………. e. f. White Asian & White Black & White Other Mixed background White British White European Union White background Please specify: ……………………………………. Please specify: ……………………………………. 4. I am aged …….... .……… Months Date of Birth (DD/MM/YY): 5. How did you hear about the vacancy for which you have applied? Intranet (Skinners’ staff only) Internet * Evening Standard Job Centre Plus Friend / Relative National Press * Professional Journal * Other * …………………………….. 6. I am a member/follower of the following religious None / No religion Buddhist Christian Hindu Jewish Muslim Sikh * …………………………….. I hereby give my consent to Skinners’ Academy processing the information given above in accordance with the purposes stated above. Signed: Dated: TO BE COMPLETED BY APPOINTING OFFICER ONLY Short Listed Interviewed Appointed Completed applications to:
National Ramsar Committees and other similar consultative and advisory committees for Ramsar They have an important role in advising governments on implementation of Ramsar and the other conventions. Ministers responsible for sustainable development and education portfolios and environment-related conventions as well as Members of Parliament - National, State/Provincial and local. Their direct input to policy setting, budget allocation, etc. can be important for supporting Ramsar implementation. Members of Parliament in the opposition parties may be in this position in the future. National aid agencies, bilateral donors They deal with governments on a range of sustainable development issues. Ambassadors and the of overseas missions. They can assist in ensuring that national governments are better informed about Ramsar. B. THE EDUCATION SECTOR AND LEARNING INSTITUTIONS Target Group/Individuals Rationale for engagement Education ministries, curriculum development authorities, examination boards and universities, in-service trainers, etc. All these sectors in education can assist in including wetland conservation and wise use issues in school and other formal curricula. National and international teachers’ associations In some countries the incorporation of Ramsar/ wetland principles into curricula and learning programmes generally can be accelerated through working collaboratively with teacher associations. National and international networks, associations and councils of environmental education Wetlands and water issues can be incorporated into the curricula and other materials being developed by these organizations. Wetland/ Environment Centres, Zoos, Aquaria, Botanic Gardens, etc. These institutions have the capacity to promote the Ramsar message to a broad range of visitors. National and international networks of libraries Library networks provide an excellent avenue for making information on Ramsar and wetlands more accessible to the general community. C. CIVIL SOCIETY Target Group/Individuals Rationale for engagement Landowners (especially those who are responsible for managing wetlands) They make decisions which impact directly upon wetlands. National and local non-government organizations They can be vital for achieving action at national and local level. Indigenous people and local communities They may have useful knowledge of sustainable wetland management and may have an ongoing cultural association with wetlands. In many cultures tend to be more entrepreneurial in the family unit, more amenable to changing lifestyle habits, and may communicate more often with the children within the family. Children Children are the next generation of environmental managers and caretakers; they can also become teachers of parents through their own education.
Table 2 provides an overview of the evaluation. For the sake of clarity, only the relevant parts of the field’s values have been listed. The ‘statistical unit’ row gives an idea of the concepts described within the dataset. For two out of three datasets, these are ‘households and household members’. Even though they do not share the exact same definition (cf. row ‘statistical concepts and definitions’ in Table 2), we evaluate them as semantically equivalent because both definitions are based around the criteria of people living together and sharing costs. Our third dataset (net earnings and tax rates) defines the concept of ‘the family’ on the basis of marital status, number of workers and number of children, which is semantically different from the concept of a ‘household’ in the other two datasets. Furthermore, we note that also the geographical (cf. row reference area in Table 2) differs between our datasets. Before using them to train our analytical models, the datasets will have to be filtered by area. Table 2: Evaluation of dataset compatibility
Contributing organizations: [IOPs/observers/others] WI (Marcel Silvius)/ UNESCO-MAB (Marie Prchalova), Tour du Valat (Christian Perennou)/ STRP NFP Canada (Barry Warner), STRP NFP Malaysia (Abdulla Rahman), UN Habitat (Rob McInnes), Nick Davidson (SWS) Task No., Title Priority Res. SP goal & target Task Description, Target audience & expected outputs Costs CHF 5.1 Promoting best practices in wetland restoration XII.2 3.12 Task description: Compiling best practices in wetland restoration for climate change mitigation and adaptation, including policies, instruments, and incentives and technical innovations from different regions. Expected output(s): 1) Building on Ramsar Briefing Note [6], a new briefing note will highlight the potential for and reasons to conduct wetland restoration in the climate change context. 2) A Policy Brief will discuss best practices and policies in wetland restoration incentives and instruments (e.g., carbon fund\private sector\VCS\CCBA climate community biodiversity alliance) to explain why resources should be invested in these efforts. 3) A related Briefing Note will identify for wetland practitioners potential sources of funding for restoration activities (including microcredit programs), taking into account equity and gender issues. Target audience(s): policymakers and practitioners 55,000 5.2 The implications of REDD-plus for the wise use of wetlands XII.2 3.12 Task description: A review of decisions made by multi-lateral environment agreements concerning REDD-plus and their implications for the wise use of wetlands. This would complete ongoing work from the previous triennium. Expected output(s): Briefing Note Target audience(s): Practitioners and policymakers 6,780 5.3 Advice for the 13th Meeting of the Conference of the Parties on practical methods for rewetting and 3.12 Task description: A Technical Report that reviews practical restoration and rewetting methods for peatlands produced by consultant in collaboration with the STRP. Expected outcome(s): Technical Report as an overview and with references to a compilation of experiences on methods of rewetting based on existing literature etc. c. 20 p. Target audience(s): practitioners (site managers) 33,500
– International Commission for the Protection of the Danube River, on observer status of Ramsar Convention at DRP Convention 8 November 2000 No expiration date LCBC – Lake Chad Basin Commission 23 November 2002 No expiration date The Niger Basin Authority (NBA) 23 November 2002 No expiration date International Organization Partners (IOPs) Birdlife International 19 May 2011 19 May 2017 International Management Institute (IWMI) 19 May 2011 19 May 2017 IUCN 19 May 2011 19 May 2017 Wetlands International 19 May 2011 19 May 2017 WWF 19 May 2011 19 May 2017 Other International NGOs and organizations Charles Sturt University 3 November 2013 3 November 2018 Conservation International 10 April 2013 10 2018 Ducks Unlimited 2 February 2012 No expiration date ICLEI – Local Governments for Sustainability 12 May 2015 30 June 2021 International Association for Impact Assessment 22 June 2001 No expiration date JICA – Japan International Cooperation Agency 3 June 2015 31 December 2020 Organization of American States (OAS) 17 February 2010 17 February 2016 Society for Ecological Restoration (SER) 31 January 2012 31 January 2018 Society of Wetland Scientists (SWS) 1 July 2011 1 July 2017 Stetson University College of Law 18 February 2010 18 February 2016 The Albertine Rift Conservation Society (ARCOS) 23 May 2013 22 May 2018 The Nature Conservancy (TNC) 7 July 2012 No expiration date Université Senghor 13 May 2013 No expiration date World Association of Zoos and Aquariums (WAZA) 17 June 2009 No expiration date Private sector Danone Evian 16 February 2012 31 December 2015 Star Alliance-IUCN- Ramsar: Biosphere Connections September 2014 Automatic annual renewal Table 2. Expired signed agreements and their validity Organization Name Date Expiration Date Center for International Earth Science Information Network, Columbia University (USA), and Wetlands International April 2000 31 December 2002 Convention for the Protection of the Marine Environment and the Coastal Region of the Mediterranean (Barcelona Convention) 7 February 2006 7 February 2012 Convention for the Protection and Development of the Marine Environment of the Caribbean Region (Cartagena Convention) 29 June 2005 29 June 2011
Convention and Ramsar sites as well as other wetlands are relevant to their interests and priorities. Efforts at resource mobilization are to address the Parties’ priority interests as indicated in the table below from Resolution XII.1 Annex 3 and all efforts are to be focused and undertaken to meet these articulated needs. In mobilizing resources, it is anticipated that approaches will be strategic and with big-picture, long-term stability in mind. Res XII.1 Annex 3 No. Non-core budget priorities 2016-2018 3-year funding requirement (CHF) Notional Timeline (target funds in CHF) 1 Ramsar Advisory Missions for Parties requiring assistance 600,000 200,000: 1st quarter 2017 200,000: 3rd quarter 2017 200,000: 2nd quarter 2018 2 STRP 2016-2018 programme of work support 300,000 137,000 1st quarter 2017 163,000: 2nd quarter 2017 3 RSIS, IM/IT (Website) Continuing Development 175,000 58,333: 1st quarter 2017 58,333: 3rd quarter 2017 58,333: 2nd quarter 2018 4 Pre-COP13 regional meetings (delegates support and meeting costs for preparatory meetings) 650,000 November 2017 5 COP13 (2018) sponsorship to eligible delegates 600,000 January 2018 6 Arabic language introduction and translation support 250,000 83,333: 1st quarter 2017 83,333: 3rd quarter 2017 83,333: 2nd quarter 2018 7 Small Grants Funds for protection and wise use of wetlands 1,000,000 333,333: 1st quarter 2017 333,333: 3rd quarter 2017 333,333: 2nd quarter 2018 8 Regional Initiative Networks and Centres support (priority activities) 150,000 75,000: 2nd quarter 2017 75,000: 2nd quarter 2018 9 Ramsar CEPA Programme (2016-2021), exclusion of Wetlands Day 300,000 100,000: 1st quarter 2017 100,000: 3rd quarter 2017 100,000: 2nd quarter 2018 10 On-line system for National Reports, reporting and indicators development 175,000 Online system: 1st quarter 2017 4,200,000