zilongwang/ReadingBank huggingface dataset:
Code Nation/Team Other codes used ANZ BOH BWI ANT (1960, 1968), WID (1964) EUA GER EUN FRG ALL (1968 W), ALE (1968 S), GER GDR ADE (1968) SCG (1996 W) TCH CSL (1956 W), CZE (1960 W), CSV (1960 S), CZS (1964 S), CHE (1968 S)
URS SOV (1968 W) YUG JUG 1968 W), YUS (1964 S) ZZX Obsolete Code Nation (NOC) Years Notes BIR (MYA) CEY (SRI) DAH Dahomey (BEN) HBR (BIZ) KHM (CAM) MAL independently prior to the formation of in 1963. Now (MAS) — 1956 NRH 1964 Now (ZAM) RAU 1960 Now (EGY) and (SYR) RHO (ZIM) ROC (TPE) UAR 1964 Now (EGY) VOL (BUR) YAR independently prior to in 1990. Now (YEM) YMD 1988 ZAI (COD) — (GUY) — 1952 Now (GHA) — 1952 Competed independently
ANNEX III - CURRICULUM VITAE European curriculum vitae format Personal information Name [ Surname, other name(s) ] Address [House number, street name, postcode, city, country ] Telephone Fax E-mail Nationality Date of birth [ Day, month, year ] [optional to complete] Total years of experience [ month, year ] Work experience • Dates (from – to) [Add separate entries for each relevant post occupied, starting with the most recent.] • Name and address of employer • Type of business or sector • Occupation or position held • Main activities and responsibilities Education and training • Dates (from – to) [Add separate entries for each relevant course you have completed, starting with the most recent.] • Name and type of organisation providing education and training • Principal subjects/occupational skills covered • Title of qualification awarded • Level in national classification
ANNEX XI– STATEMENT OF AUTHORISED SIGNATORY I, the undersigned ………………………………………. [name], ……………….[title], being duly empowered to act as representative of ……………………………………….. [company’s full legal name] (as evidenced in [trade register/articles of association/by-laws, or equivalent]*, enclosed), hereby confirm that ……………………………………….. [name], …………………..[title], is/are the authorised signatory/ies for ………………………………………………. [company’s full legal name]; and ……………………………………….. [company’s full legal name], is the authorised signatory for the Consortium comprising ………………………………. [leader’s name] and …………………………………………………. [company’s full legal name] (as evidenced by the enclosed delegations/powers of attorney signed by all consortium members) for the purpose of signing, authorising and submitting any documents related to this tender referenced EASA.2012.OP.26 – “COTS-AEH — Use of complex COTS in airborne electronic hardware – failure mode and mitigation” – and any contract as may result from this procedure. ______________________ Date and signature Enclosures: - trade register/ articles of association / by-laws, or equivalent* - delegations / powers of attorney signed by all consortium members* *(delete/fill in as appropriate)
CONTACT US t 1300 363 400 +61 3 9545 2176 e enquiries@csiro.au w www.csiro.au Australia is founding its future on science and innovation. Its national science agency, is a powerhouse of ideas, technologies and skills for building prosperity, growth, health and sustainability. It serves governments, industries, business and communities across the nation. Marine and Atmospheric Research Paul Fraser t +61 3 9239 4526 e w www.csiro.au/cmar Marine and Atmospheric Research Paul Krummel t +61 3 9239 4568 e paul.krummel@csiro.au w www.csiro.au/cmar
Each child at the Pre-School Lab is a unique individual who will be loved and treasured for who they are by the teachers and other personnel. We recognize that each child has talent, intelligence, and is capable of learning. We strive to create the best learning environment and provide for the needs of each child. Toward this goal, our curriculum varies from child to child as it is structured to meet his/her individual and differentiated needs. Your child may report that s/he is doing something different than his/her classmates. This may be true based on what each child needs in order to progress satisfactorily. The Pre-School Lab supports inclusion of children with special needs and will make every effort to meet the needs of families with children with special needs. Yearbook Each teacher will compile numerous photographs of your child and his interactions with his/her peers and teachers during activities and field trips throughout the year. All of these educational experiences can be placed in a CD full of memories! Zero Tolerance The Pre-School Lab has zero tolerance for: mistreatment of children in any form; alcohol, drug, and smoking of any kind on the premises; weapons, guns, or dangerous supplies brought to the Pre-School Lab. All chemicals are locked in secure cabinets.
this effort is the nearly complete upgrade of the Maine School and Library Network (MSLN) and the beginning of the Maine State government network upgrade. These two networks together serve over 1,000 State offices, schools, and libraries State-wide. AREAS OF FOCUS – 2013-2014 OIT’s areas of focus over the next two years include: Agency partnership Project management, governance, methodology Risk management (cyber security, business continuity / disaster recovery (BC/DR), data integrity) sourcing Big data, analytics, business intelligence Business process management Workforce development Public / private partnership Data center right-sizing and efficiencies Cloud-based desktop application delivery Cloud-based storage and archiving Other areas of long-term focus for OIT: Data Center Right-Sizing and Efficiencies: As OIT relocated its primary data center from leased space on Edison Drive to a facility on Sewall Street, it has leveraged emerging technologies to reduce its footprint size and limit electrical power consumption. This was accomplished through use of technologies such as in-line cooling. Cloud-based Desktop Application Delivery: Outsourcing to companies that provide IT services via an Internet connection is referred to as “cloud” computing. OIT is in the process of evaluating emerging cloud-based desktop application delivery alternatives. The promise of cloud-based application services is to free OIT from many application management, upgrade, and deployment expenses, as well as to allow the use of less-expensive desktop or portable systems without sacrificing functionality. Cloud-based Storage and Archiving: Cloud-based data storage and archiving promises to reduce the cost of user file storage. This will be a critical response to the cost growth caused by the rapidly-increasing consumption of storage capacity in response to the continuing accumulation of files and data on state systems.
OFFICE: SENATE 30TH DIST. ELECTION: NOVEMBER 6, 2012 PRIORS: DISPOSITION: 02/20/2014 THE COMMISSION FOUND NO VIOALTION. OHIO ELECTIONS COMMISSION CASE SUMMARY SHEET CASE NO. 2012E-049 COMPLAINANT: K.I.D.S. COMMITTEE 412 FIDDLERS WAY PAINESVILLE, OH 44077-1279 RESPONDENT: CARE COMMITTEE PAC 7665 MENTOR AVE. STE. 150 MENTOR, OH 44060 ALLEGATIONS: §3517.22(B)(2) (FALSE STATEMENTS) OFFICE: ISSUE 4 ELECTION: NOVEMBER 6, 2012 PRIORS: DISPOSITION: 10/30/2012 THE PROBABLE PANEL DETERMINED THAT THERE WAS NO PROBABLE CAUSE OF A VIOLATION AND DISMISSED THE COMPLAINT. OHIO ELECTIONS COMMISSION CASE SUMMARY SHEET
Wellcome Trust Combined Training Programme 3 year PhD proposals starting October 2011 Prof. David J. Blackbourn Cancer Sciences Dr Jorge Caamaño and Dr Cecile Benezech Immunology and Stem Cell Biology Dr Martyn Chidgey and Prof. Michael Overduin Effects E effects of plakoglobin mutations Dr S John Curnow T cell immunology Dr Chris Dawson and Prof. Lawrence Young Viral Oncology Dr. Paul Foster and Prof. Chris McCabe Oestrogen metabolism in colorectal cancer Dr RJA Grand and Prof. David Blackbourn Cell biology, protein biochemistry and virology. Dr Andrew Hislop Immunity to the oncogenic human herpesviruses Dr Charlotte Inman, Dr Joanne Croudace and Prof. Paul Moss Allogeneic stem cell transplant Prof Ann Logan & Wg Cmdr Rob Scott Vitreous Biomarkers of neural retinal cell death B Prof. Chris McCabe and Prof. Jayne Franklyn Hormones and Cancer Dr Matthew Morgan and Prof. Lorraine Harper Renal inflammation, Vasculitis, Autoimmunity Prof. Paul Moss and Dr Annette Pachnio anti-viral Immunology, Cytomegalovirus Prof. Paul Moss and Prof. Mark Kilby Study of the cellular alloreactive immune response in pregnancy and its relation to fetal loss Prof. Paul Murray Chronic inflammation and lymphomagenesis Prof. Gerard Nash and Dr. Helen McGettrick Inflamation Biology: What controls leukocyte transit through and exit of tissue? Prof. Phil Newsome & Prof. Jon Frampton Mesenchymal stem cells and inflammatory injury Prof. Mark Pallen and Prof. Gurdyal Besra Esx protein secretion in diverse bacteria
Nursing Sensitive Care Measure Death Among Surgical Patients with Serious Treatable Complications (Harmonized with PSI 4 measure, Failure to Rescue) Agency for Healthcare Research and Quality (AHRQ) Measures - Clinical data enhanced IQI 15 Myocardial Infarction (AMI) Mortality – new for state IQI 16 Congestive Failure (CHF) Mortality– new for state IQI 17 Acute Stroke Mortality– new for state IQI 20 Pneumonia Mortality– new for state Structural Measures Participation in a Systematic Database for Cardiac Surgery Participation in a Systematic Clinical Database Registry for Stroke Care Participation in a Systematic Clinical Database Registry for Nursing Sensitive Care Participation in a Systematic Clinical Database Registry for General Surgery – new for CMS Data Accuracy and Completeness Acknowledgement Electronic acknowledgment for FY 2012 payment Healthcare Associated Infections (HAI) Central Line Associated Bloodstream Infection (CLABSI) (only NICU/PICU for state) Surgical Site Infections (SSI) – new for CMS Central Line Insertion Practices percentage – new for CMS Catheter-Associated Urinary Tract Infection – new for CMS Hospital-Acquired Condition (HAC) Measures Foreign Object Retained After Surgery Air Embolism Blood Incompatibility Pressure Stages III & IV Falls and Trauma: (Includes; Fracture, Dislocation, Intracranial Injury, Crushing Injury, Burn, Electric Shock) Vascular Catheter-Associated Infections Catheter-Associated Urinary Tract Infection (UTI) Manifestations of Poor Glycemic Control Emergency Department Throughput ED-1 Median time from ED arrival to ED departure for ED admitted patients - new for CMS and state ED-2 Median time from admit decision to departure for ED admitted patients - new for CMS and state Global Immunization Measures
Appendix A How to solve using WinQSB To solve this problem using WinQSB, it is advisable that a manual tree is created that could reflect all the decision, event, and terminal nodes in the problem. All nodes should be numbered and named for communication purposes and to be entered into WinQSB. Figure 7. Manual tree for WinQSB Input. After creating the manual tree, information can be put into the software in an easy manner. First go into Decision Analysis and choose to open a new program. Then select the option for Decision Tree Analysis and enter the Problem Title as well as the total number of decision, event and terminal nodes. A will then appear that will need to following information: Node Name, Node Type, Immediate Following Node, Node Payoff, and Probability. The figure below shows the description and values that will satisfy this problem. Figure 7. WinQSB values for Decision Tree. To find a solution, select Solve and Analyze and Solve the Problem. The Solution should look like the figure below. The expected value will be $10,000. Figure 8. WinQSB output values for Decision Tree. To view the decision tree, select Results and Show Decision Tree Graph. There are various options where the graph can be adjusted, one such option is to mark the box to Display the expected values of each node or event. This will show in red on the graph below each decision or event node. To visually follow the solution, simply start with the first node expected value and follow the branch that matches the same value. This will show the decisions and choices that will give the best results for that scenario. Figure 9. WinQSB output Decision Tree Diagram. In the case for the figure above, the solution that will provide the optimal expected value will be to buy the gold instead of waiting for congress to first decide to relax the commodities. This decision will have an expected outcome of $10,000.
If this home is in a building with other dwelling units, what common areas in the building are used by children? 7. (a) Which entrance is used most frequently? (b) What other entrances are used frequently? Which windows are opened most frequently? (a) Do you use window air conditioners?* □ Yes □ No (b) If yes, where? *Condensation underneath window air conditioners often causes paint deterioration. (a) Do you or any other household members garden? □ Yes □ No (b) If yes, where is the garden? (a) Are you planning any landscaping activities that will remove or ground covering? □Yes □No (b) If yes, (a) Which areas of the home get cleaned regularly? (b) areas of the home do not get cleaned regularly? (a) Are any household members exposed to lead at work? □ Yes □ No [If no, go to question 14.] (b) If yes, are dirty work clothes brought home? □ Yes □ No (c) If they are brought home, who handles are work clothes and where they placed and cleaned? (a) Do you have pets? □ Yes □ No (b) If yes, do these pets go outdoors? Building Renovations (a) Were any building renovations or repainting done here during the past year? □ Yes □ No (b) If yes, what work was done, and when? (c) Were carpets, furniture and/or family belongings present in the work areas? □ Yes □ No (d) If yes, which items and where were they? (e) Was construction debris stored in the yard? □ Yes □ No (f) If yes, please describe what, where and how was it stored. 16. (a) Are you conducting or planning any building renovations? □ Yes □ No (b) If yes, what work will be done, and when?
Integrated Fee/Non-VA Care Services: A unique Patient Care Approach 6/ W.G “Bill” Hefner VAMC Melissa Zimmerman, RN, MSN Kelley Miller, MAS Gregory Scott, MD Tamara Monroe, MAS 435 Assuring Inpatient Bed Availability with Multidisciplinary Discharge Huddles 18/ Southern Arizona VA Health Care System Donna Cole-Beyer, RN, MSN Mary R. Walter, RN, ADPCS Susan Wood, RN Diana J. Smith Kari A Roether, RN Albert M. Dobbins Florence A Gores, RN Betsy Coss, LCSW 432 Redesigning Care to Decrease Readmission Rates – Patient with Congestive Heart Failure (CHF) 4/ VAMC Wilmington Collen Donahue, BSN, RN, CCM Mary Alice Johnson, MS, RN, ADPCS Michelle Lai, PharmD Margret Felton, RD 432 Using Simulation With Interprofessional team Training to Improve RRT/Code Performance 4/ Philadelphia VAMC Patricia Dillon, PhD, RN Helene Moriartry, PhD, RN Gregg Lipschik, MD Steven Hickens, BSN, RN Sandra Shlifer, MSN, RN Anthony Au, PharmD Maria Carpenter, MSN, RN 427 Supporting Veterans & Their Caregivers After Hospital Discharge: The Transitional Care (TLC) Partners Program 6/ Durham VA Geriatrics Research Education, and Clinical Center Cristinia C. Hendrix, DNS, GNP-BC, RN Sabrina Forest, DNP, ANP-C, RN Sara Tepfer, MSW, LCSW Jeannette Stein, MD Valerie Fox OTR/L 426 Reducing Urinary Tract Infections Through the Implementation of the 1/ VA Boston Healthcare System Vanessa Coronel, RN Gilda Cain, RN Lori Lerner, MD 405
11 Key Financial metrics: Taken from detailed Financial Summary. 12 Value for Money. State clearly how value for money has been taken account of in this business case proposal Reference should be made to: Industry Standards / Benchmarks etc. 13 Risk A Risk register clearly highlighting Risks, Mitigation measures and the owner of each risk must be included as an appendix. 14 Financial Summary A Financial summary must be included as an appendix. This must clearly identify the cash Net Present Value (NPV) of the cash flows and the Internal Rate of Return (IRR) of this proposal. 15 Assumptions & Sensitivities All assumptions must be clearly identified and sensitivity analysis must be applied to key assumptions. These should be included as an appendix. 16 Decision Required. What decision is being requested at this point in the proposal development? 17 of project for which approval is requested? A Business case Assessment is required for all Projects of >£250K and All Information Technology related Projects of any value Post Project Audit Review of the project is required at relevant points in time At the completion of any specific Build and or Purchase At future years within the life of the investment appraisal. (This will depend on the outcomes expected in each project). Mandatory points are at: 2 years following the date of the initial review in point 1 above 5 years following the date of the initial review in point 1 above
Star or Proficiency participant on National level 7 pts _____ Offices Elected Chapter FFA Officer Elected District FFA Officer Elected Area FFA Officer 1 pt _____ 2 pts _____ 3 pts _____ Other Serve as a delegate at the District, Area, or State level Attend all community service projects for one year Attend State Convention Attend National Convention Participate in State Agriscience Fair Participate in National Agriscience Fair Serve as a member of the Courtesy Corps Participate in District Speaking Events Participate in Area Speaking Events Participate in State Speaking Events Participate in National Speaking Events 1 pt 1 pt _____ 1 pt _____ 3 pts _____ 1 pt _____ 4 pts _____ 1 pt _____ 1 pt _____ 2 pts 4 pts _____ 10 pts _____
improvement including implementation, tracking and monitoring of local data; Analysis of data trends; and QIO actions to mitigate or overcome identified barriers and limitations affecting the community teams. Beneficiaries with a Hemoglobin A1c (HgA1c) Out of Target Range QIOs must meet either criteria “A” or “B” as defined below: A. The QIO must demonstrate assistance to providers and participant engagement with a goal of moving towards the target of 50% of recruited diabetic patients going from HgA1c of greater than or equal to 9% to HgA1c of less than 9%. OR B. The QIO must demonstrate satisfactory performance with their community
4.QIO actions to mitigate or overcome identified barriers and limitations affecting the community teams. Potential Adverse Drug Events (pADE): An event that was identified and avoided with appropriate interventions before affecting the patient. QIOs must meet either criteria “A” or “B” as defined below: A. The QIO must demonstrate continuous assistance to providers, and participant engagement with using the rate of pADE identification and prevention. OR The QIO must demonstrate satisfactory performance with their community teams as determined by CMS (upon consideration of information provided by the QIO, in Deliverable I.12), with respect to each of the following: used and engagement of community teams;
Use colored chalk Use the teacher's chair Walk with a teacher during lunch a video instead of recess Work as the Principal apprentice for 20 minutes Work in the lunchroom Write with a marker for the day with a special pen for the day Write with a special pencil for the day 60 Free or Inexpensive Rewards for Individual Students at School Secondary Level Adult volunteers to write a job recommendation for the student All school on the weekend with different venues for all interests: (students with zero ODR’s get to come) Have parents sponsor and chaperone: Dance area Basketball area Game board area Conversation pit Graffiti wall (piece of sheetrock painted white with sharpies of various colors) Karaoke area Computer animation area Assisting Coach for any sport Assisting PTO to develop ways to reward teachers who go out of way to help students Chance to go to school and teach students about a topic of interest Choosing to do a PowerPoint for the class on a particular subject of interest Choosing what assignment the class does for homework Designing theme for school dance, ice cream social, game night Dress as the school mascot during a game Earning the chance to be the person at a sporting event Earning the chance to do stagecraft for any school performance (lights, design, props) Earning the chance to scoreboard assist at a game Eating lunch with a preferred adult Free entrance to a dance Free entrance to a football, basketball, etc. game Free library pass to research a of interest Getting a postcard in the mail telling parents what teachers admire most about their child Getting to apprentice at one of the business partners with the school (grocery bank, etc.) on the weekend. Getting to buzz cut a design in the principal’s hair (custodian’s hair) Getting to cut the principal’s tie off (use loop to frame student’s face on a bulletin board of fame) Getting to duct tape the principal to the wall Getting to scoop food at the cafeteria for a lunch period (social opportunity) Getting to shoot a video about the school’s expectations to show on CC TV Hall pass to leave class 5 minutes early and go by the coldest water fountain Help from an adult of choice on a class they are struggling with (Free tutoring) Homework free night
David Lockwood – UT Plant Science Justin Rhinehart – UT Animal Science Ken Rust – Kasco Marine, Inc. John Waller – UT Animal Science Wendel Smith – UT Extension Bryan Wrather – Tennessee Farmers Cooperative Annette Wszelaki – UT Plant Science Pesticide Recertification Points A total of 2 points will be awarded in categories 1, 10, and 12. Please sign the appropriate form at the registration table. The is an EEO/AA/Title IX/Section 504/ADA/ADEA institution in the provision of its education and employment programs and services. & Potatoes Field Day August 7, 2012 Hwy 70N, 8:00 a.m. Registration and visit with trade show vendors 8:30 a.m. Assemble into groups and tours. 8:00-12:30 Visit Industry Booths 11:30 a.m. Lunch
OHIO ELECTIONS COMMISSION CASE SUMMARY SHEET CASE NO: 2012R-139 RESPONDENT: ONE PLUS ONE NIMISHILLEN ROAD LEVY COMMITTEE JEANNE EVANS JR., TREASURER 8019 BLENDWOOD AVE. NE CANTON, OH 44721 REFERRED BY: STARK COUNTY ALLEGATION: §3517.13(E) (FAILURE TO FILE THE 2011 ANNUAL REPORT) OFFICE: ELECTION DATE: PRIOR CASES: DISPOSITION: 4/12/2012 THE COMMISSION FOUND A VIOLATION OF R.C. §3517.13(E) BUT FOR GOOD CAUSE SHOWN DID NOT IMPOSE A FINE OR REFER THE MATTER FOR FURTHER PROSECUTION.
three concepts will affect how the others may be answered (Guba & Lincoln 1994, 108). Basically, theory of science could be argued to be the systemizing of these concepts, ontology, epistemology and methodology, in order to achieve the most suitable approach regarding problem solving, i.e. how one approaches a given problem in order to provide a fulfilling solution (Herslund 2004, 20). Table 1 provides an overview of the different basic beliefs regarding the three concepts of ontology, epistemology and methodology and how these relate to four overall paradigms: Positivism, Post-positivism, Constructivism and Critical Theory and the specific aim of the research. Table 1 Objectivist ----------------------------------------------------------- Subjectivist Basic Beliefs regarding Paradigms Positivism Post positivism Constructivism (Interpretivism) Critical Theory Ontology “Naïve realism” Only one reality exists. Unchangeable laws of nature control the world. Knowledge is independent of time or context “Critical Realism” Reality can be apprehended, but perfectly. “Relativism” Not one, but several truths. The world is ever changing and reality is dependent on time, place and context. “Historical Realism” Knowledge depends on the social and historically determined time. Epistemology Objectivism. Distanced and neutral researcher. No interaction between the researcher and the observed. Objectivism, but with emphasis on a probabilistic evaluation of the result. Subjectivism. Knowledge is created through the interaction between the researcher and the subject. Subjectivism. Results are value-laden. Knowledge is created through the interaction between the researcher and the subject. Methodology Experimental setting. Modified experimental setting. Falsification of hypotheses. Application of Hermeneutical, dialectical and phenomenological. Hermeneutical and dialectical.
Olsen, Hening (2002): Kvalitative kvaler. København: Akademisk Forlag. Prieur, Annick & Sestoft Carsten- med bidrag af Kom Esmark og Lennart Rosenlund (2006): Pierre Bourdieu: en introduktion. København: Hans Reitzel forlag, 2008 Rambøll & SFI (Maj 2013): Hjemløsestrategien Afsluttende Rapport Sammenfatning. København: Rapport til Social- og Integrationsministeriet. Scott Marvin b. & Lyman Stanford M. (1968): Accounts, i American Sociological Review, American sociological association, Vol. 33, No. 1. (Feb., 1968), pp. 46-62. Stax, Tobias (2005). Duetter fra anden sal på slotte– et interaktionelt perspektiv på samtaler mellem hjemløse og socialarbejdere, København: Ph.d.-afhandling, Københavns Universitet & Socialforskningsinstituttet. Sørensen, Per Lorang (2001): Skæve huse til skæve eksistenser, København: Formidlingscenter Storkøbenhavn. Hjemmesider: Brinkmann, Svend: set d. 25.06.2014. Socialstyrelsen 1 ), herunder metodebeskrivelse. Set d. 15.02.2014. Socialstyrelsen 2 herunder metodebeskrivelse. Set d. 15-02.2014. Socialstyrelsen 3 Herunder metodebeskrivelse. Set d. 15-02-2014
SPECIAL HOSPITAL Sn. District Designation Address 1 Bhopal Superintendent Kailash Nath Hospital,New Market Bhopal 0755-2774251 2 Bhopal Superintendent Civil Hospital ,Bairagarh,Bhopal 9893045014 3 Bhopal Superintendent TB Hospital Bhopal 0755-2665749 4 Hoshangabad Superintendent Jansewa Rugnalaya Itarsi District Hoshangabad 5 Jabalpur Superintendent Rani Durgawatui Hospital,near High Court ,Jabalpur 0761-4019243 6 Chhindwara Superintendent TB Hospital Chhindwara 7 Chhatarpur Superintendent TB Hospital Nawgaon 07685-256321 8 Indore Superintendent Respiratory & Chest Diseases Hospital,Indore 0731-2527938
Colleges Schools Work Learning Providers Confirmation of current Mission Most confirmed mission. 1 reported new mission not yet published Most confirmed mission. One School claimed it preferred Vision statement. One School claimed it had allowed Mission to drop into non-use. Missions statements confirmed but not always immediately familiar. Date Mission published Span was 1994 to 2002 , with most published since 2000. Span was 1992 to 2002. Most published prior to 2000. Mostly at of new operation – generally before 2000 Process of Mission production Distinction made between substantive review of Mission and modification in the light of strategic review. substantive review was undertaken this involved considerable consultation with stakeholders, use of advisory groups, surveys, workshops and final approval of Governing Body. These processes took 6 months on average. modification to mission was involved this was generally through a strategic planning process and was initiated by Senior Managers and involved consultation with staff and Governors. Variety of processes including questionnaires, surveys, Senior Management for discussion with staff. Generally outcomes then discussed through Senior Managers and Governors or Steering Group of Staff and Governors. Then finally sent to parents through PTA and students through Council and staff for final consultation. Final document approved by Governors. Process varied from formulation by single individual (Chief Executive) to formulation by whole staff then approval by Board.
DEFINITIVE KIS CATEGORY PERCENTAGE Written Exam Practical Exam Coursework 40% 20% 40% 100% ACHIEVING A PASS It IS NOT a requirement that any major assessment category is passed separately in order to achieve an overall pass for the module BIBLIOGRAPHY (INDICATIVE): Core Text(s): A.J. Bard, L.R. Faulkner, “Electrochemical Method- Fundamentals and Applications”, 2nd Ed., John Wiley & Sons, Chichester, (2001), ISBN 0471043729 P.J. Haines, “Thermal Methods of Analysis: Principles, Applications and Problems”, Chapman and Hall, (1994), ISBN 0751400505 G.R. Choppinet al., “Radiochemistry andNuclear Chemistry”, 3rd Ed., (1995), ISBN 0750674636 Recommended Reading: D.C. Harris, “Quantitative Chemical Analysis”, 7th Rev Ed., (2006), W.H. Freeman & Co., ISBN 0716776944 H.H. Willard, L.L. Merritt Jnr, J.A. Dean, F.A. Settle Jnr, Instrumental Methods of Analysis, 7th Ed., Wadsworth Pub. Co., (1988), ISBN 0534081428 “Trade” journals such as: International Laboratory, Spectroscopy Europe, Analysis Europa, GC-LC, VAM Journal
<http://www.providers.dhhs.vic.gov.au/family-services> <http://www.cpmanual.vic.gov.au/our-approach/best-interests-case-practice-model> <http://www.providers.dhhs.vic.gov.au/integrated-reports-and-information-system> Practice guidelines: NDIS and mainstream services interface <http://providers.dhhs.vic.gov.au/practice-guidelines-ndis-and-mainstream-services> Revisions and mapping The table below shows how funding has mapped from 1 October 2018 to the new activity of 31438 Specialised Interventions NEW Activity NEW Sub-activity OLD Activity OLD Sub-activity 31438 Specialised Interventions Stronger families – Intensive in-home parenting support service Stronger families Intensive in-home parenting support services Stronger families – Therapeutic treatment service Stronger families Therapeutic treatment service Stronger families – Finding solutions plus Stronger families Finding solutions plus Aboriginal stronger families *31262 Stronger families Intensive in-home parenting support service, Therapeutic treatment service, Flexible support packages, Finding solutions plus, Non-unit priced (KPOM), and Case work service (KPOM) service is provided by an ACCO Placement prevention supervision 31264 Cradle to Kinder Service provision (part of) Testing evidence-based programs 31245 Integrated family services and 31246 Integrated family services – Indigenous Testing evidence based programs Family preservation services 31218 Placement prevention programs Family preservation services Aboriginal family preservation 31260 Aboriginal Community Controlled Organisations – Family and community services Aboriginal family preservation services
Choice of Specialism Within the Primary Education with QTS* programme you have the opportunity to select a particular specialism as the focus of academic modules in Year 2 and 3 . These modules are designed to prepare you for subject leadership in a school setting and addresses a subject leader’s role in driving school improvement, ensuring the quality of teaching and learning, and raising the profile of the subject within the school community. The module assessment will require you to conduct and submit a literature review of a specific aspect of your chosen specialism. You will be supported in identifying this specific by a specialist tutor. You will present your key findings and recommendations for development of school policy and practice to your peers. You do not need any particular qualifications in relation to the specialisms – you should make your selection based on your personal interests and enthusiasm. Please select a first and second choice from the list below. We are offering the following specialisms subject to demand and viability: English Mathematics Science Modern Languages ---------------------------------------------------------------------------------------------------------------- Name……………………………………………… Interview Date: ……………………………………………… Choice Specialism 1 2
Guidance for managers: You may wish to amend or change the knowledge and experience required for a specific role. For example you may wish the post holder to have experience of customer service, if so please insert below. (Please delete this guidance when section is completed) Competency Identified by Knowledge and Experience Evidence of substantial experience in this area of work covering a range of Laboratory activities. Application/Interview Has relevant HNC qualification in related field or equivalent qualification and/or experience. Application/Interview Has an active approach in continuing professional development/undertaking training as appropriate for personal and professional development. Application/Interview
Knowledge and Experience Has a degree or equivalent and relevant experience Application/Interview Can demonstrate the ability to use a broad range of products from the Microsoft Office suite and have the ability to learn new systems and software. Application/Interview Has experience of working with people with disabilities Application/Interview Experience of working in a supportive role (as a note taker, amanuensis and/or mentor) within a HE setting Application/Interview Knowledge and understanding of disability legislation and how it applies within a HE setting and of the DSA Application/Interview Has an active approach to continuing professional development/undertaking training as appropriate for personal and professional development. Application/Interview
Specialist Heritage Advice Request Form Name: Address and Postcode: Contact Telephone/Email: Name: Address and Postcode: Contact Telephone/Email: Specialist Listed Building Consent Advice (for stand-alone Listed Building Consent applications only) Specialist ‘Relevant Demolition in a Conservation Area’ Advice (for separate, stand-alone Relevant Demolition applications only)
Gain experience of working with others from a variety of backgrounds Greater insight into my field of work Gain a postgraduate degree Promotion potential Lack of support at work Lack of time to undertake course work Difficulty with timing of study days due to family commitments Utilise the chart provided undertake a SWOT analysis. Strengths (Current) Weaknesses (current) Opportunities (Future) Threats (future)
Domain F Professional Practice and Leadership The aim of this domain is also to ensure that the Community Nurse Specialist Practitioner is competent in taking responsibility for their learning to ensure continuing competent practice. It also includes the ability to lead and facilitate service improvements. Effective leadership behaviours are an integral part of the clinical role. This requires the individual to lead others from a base of clinical credibility in order to model and support improved practice and interagency and partnership working. Domain F Professional Practice and Leadership Collect collate and analyse information Verification of Competence Reference code Competencies PT Signature Student Signature Date Provide clinical leadership and take responsibility for the continuing professional development of self and others
Person Specification Qualifications Essential Desirable Verified by Application form Certificate or at interview NVQ or Diploma Health & Social Care Level 3 or equivalent √ GCSE English grade C or above or a level 2 equivalent √ Specialist Dementia Practitioner or equivalent √ Skills Essential Desirable Verified by Application form Certificate or at interview Good IT skills Email and Word √ Effective Communicator √ Good interpersonal skills √ Ability to take responsibility √ Flexibility √ Ability to motivate others √ Ability to self-motivate √ Creative and able to develop new ideas √ Maintain confidentiality. √ Ability to work alone in areas of the home √ Knowledge Essential Desirable Verified by Application form Certificate or at interview Understanding of the Health & Safety at Work Act 1974 and relevant Regulation √ Understanding of CQC requirements and regulation √ Understanding of current Safeguarding legislation including MCA and DOLS √ Ability Essential Desirable Verified by Application form Certificate or at interview To form professional positive and functional relationships at all times √ The ability to deal with difficult situations and make appropriate decisions in line with policy and procedure √ To ask for guidance and support when needed and to admit mistakes with a view to continual professional development √ Other Requirements Essential Desirable Verified by Application form
5 Understand the importance of sharing information and what could act as a barrier to doing this. 6 Understand that safeguarding requires working effectively across teams, different agencies and professions, as well as with children, young people and families themselves. 7 Be persistent in your response to safeguarding needs, notice, check and share. Follow up with enquiries, escalate where necessary and ‘whistle blow’ as required. 8 Understand what to do if your referral is not accepted. 9 Understand what might make some children more vulnerable taking into account diversity, difference and promoting equality. 10 Have knowledge of safeguarding legislation, statutory and non-statutory guidance, as well as ‘Safeguarding’ bodies/agencies appropriate to role (such as the LSCB) 11 Understanding of Child Development, to help to identify changes in behaviour or progress, which may indicate abuse. 24 Know how to lead and/or contribute to assessments of children and/or parents/carers 25 Ability to look holistically at children, families and their communities considering: the child’s developmental needs; parenting capacity; and family and environmental factors.
Promote the University’s Environmental Policy and demonstrate commitment to it through actions and decision making. Actively participate in on-going professional development activities as requested. Organisational The organisational chart comprises of the role, the manager of the role and any direct reports to the role. Person Specification/Competencies Disabled applicants meeting the Essential criteria will be guaranteed an interview as part of the University’s commitment to the Disability Confident Scheme. E D How Assessed 1. Education: Qualifications & Training To meet the DSA-QAG QAF Mandatory Qualifications or Professional Body Membership Criteria (See table on next page). X Application form 2. Knowledge Knowledge of confidentiality issues and the ability to maintain confidentiality within the professional role. Knowledge of HE institutions and experience of working within this sector. X X Application form and Interview 3. Experience Experience of working in a role providing guidance/ advice. Experience of working on a one-to-one basis with people with mental health conditions and/or Asperger syndrome/autism to assist them in developing coping strategies to promote independence. Experience of working to support disabled people in an educational setting. X X X Application form and Interview 4. Skills & Abilities Excellent interpersonal, communication and listening skills. Good organisational skills with effective time management skills. X X Application form and Interview 5. Additional Attributes Required (Not Incorporated Above) To have a positive attitude towards disabled people and to be committed to enabling students to reach their full academic potential. To be committed and reliable and to be available throughout university term-time. X X X
Band 3: Specialist Notetakers Responsibilities: This support activity is predominantly for students who are deaf or hard of hearing and visually impaired students. The primary requirement of this support is to meet the need for live access to the content of the teaching session, seminar etc. and the need for notes for review and revision purposes. The note-taker will make a comprehensive although non-verbatim, live, typed record of the content of lectures, seminars, discussions, off-campus events etc. in the student’s preferred style and format. This may include the information appearing simultaneously on the student’s computer using either Speedtext or Stereotype specialist software. The laptop could also be linked to Braille reading equipment. The notes can be sent to the student within a specified time frame or will be saved by the student at the end of the session if using the specialist software described above. For disabled students there are now many forms of assistive technology (for example, recording devices) that can provide some support in this area and may be considered as an alternative. Assistive technology may enable students to become independent, autonomous learners in many cases and therefore should be considered first where a particular barrier exists and where assistive technology would fully meet the student’s note taking needs. There is a range of specialist notetaking that may be applicable here, two of which are set out more fully below. Qualifications/training: Any mandatory qualifications or professional body membership required to provide this support are set out on the DSA-QAG website
Consider another vector , such that . Find a value of x for which and are perpendicular. Looking down from above, Josh thinks that the flyers’ helmets look like points on an Argand plane with the origin located at the centre of the wire mesh floor. Ben’s helmet is now at & Matt’s helmet is at Let and . a. i Express n and m in form. ii Plot and label n and m on the Argand plane below. b i. can be expressed in Cartesian form as and in polar form as . Find the values of
E. Commissioning for Quality and Innovation (CQUIN) Table 1: Summary of goals Goal Number Goal Name Description of Goal Goal weighting (% of CQUIN scheme available) Directorate Lead Quality Domain (Safety, Effectiveness, Patient Experience or Innovation) Quality Dashboard (All Specialised Commissioned Services) This indicator is aimed at ensuring that Providers embed and routinely use the required clinical dashboards developed during 2013/14 for specialised services. The Area Team is responsible for agreeing the relevant dashboards with the providers. 5 JS/JB S,C,E,I 1c Friends and Family Test - Phased Expansion Implementation of Friends and Family Test into specialized mental health provision. 10 Trust? – JND checking with KC PE MH 2/2a/2b Improving physical healthcare & wellbeing (Mandatory all specialized services) To improve the physical health and wellbeing of all patients, as an integral part of their overall treatment and rehabilitation plan. 5 RB PE MH5 Collaborative risk assessment (Med/low secure adult) The provision of an education training package for patients and qualified staff around collaborative risk assessment and management 20 SH/CD PE, S,E MH6 Supporting carer involvement (Med/low secure) To support carer involvement with their relatives in secure care, (particularly in the first three months of care) and then on to the point of discharge. 20 IP PE MH7 Pre-admission formulation (med/low secure) To provide the service user information detailing a formulation of both current and potential future needs and how the proposed service might best meet them. 10 IR PE, S, E MH8 Outcome measures in specification on admission/discharge (Eating Disorder) To systematically collect outcome measures for individuals receiving inpatient care at admission and discharge 10 PE, E MH10 Mother/infant relationship (Perinatal) Implementation of at least daily recorded assessments of care and interaction and her need for supervision and assistance. 10 PE, S, E MH11 Training and supervision of clinical staff to deliver interventions to improve mother/Infant interaction and care (Perinatal) Implementation of trained clinical personnel to deliver psychological and/or psychosocial interventions and ensure that these interventions are offered to all mothers admitted to mother and baby units. 10 PE, E Totals: 100.00%
Refer to the tier two Perinatal Mental Health service specifications for the definition of mothers and infants that may access this Service. 4. Access Refer to the tier two Perinatal Mental Health service specifications. In addition local policies and protocols are used to prioritise and direct referrals to access the Service. 5. Service Components 5.1 Processes to the tier two Perinatal Mental Health service specifications. 5.2 Settings Refer to the tier two Perinatal Mental Health service specifications. 5.3 Key Inputs to the tier two Perinatal Mental Health service specifications. 6. Service Linkages Linkages include, but are not limited to the following: Service Provider Nature of Linkage Accountabilities Perinatal Mental Health clinical team and specialist clinical services, Mothers and Babies unit Infant Child and Adolescent Mental Health service Shared working Clinical input Participation in communications with specialist clinical services accessing training and consultation and liaison functions. Other mother and infant care providers Collaborative working in meeting the needs of the mother and infant Work collaboratively with other providers involved in the care of mother and infant. 7. Purchase and Reporting Requirements 7.1 Purchase Unit (PU) Codes are defined in the DHB and Ministry’s Nationwide Service Framework Purchase Unit Data Dictionary. The following codes apply to this Service.
Senior medical staff. her family and whanau and or other natural support. The service is provided by senior medical staff. time that is formally devoted to administrative or management functions e.g. half-time coordination of a community team. MHM90B Perinatal Mental Health Specialist Community Service Junior medical staff Service to provide direct specialist perinatal mental health care in conjunction with other providers to meet the needs of the mother and her infant in the context of her family and whanau and or other natural support. The service is provided by junior medical staff. FTE As above Sector Operations MHM90C Perinatal Mental Health Specialist Community Service Nurses & allied health Service to provide direct specialist perinatal mental health care in conjunction with other providers to meet the needs of the mother and her infant in the context of her family and whanau and or other natural support. The service is provided by nurses and allied health staff. FTE As above Sector Operations MHM90D Perinatal Mental Health Specialist Community Service staff Service to provide direct specialist perinatal mental health care in conjunction with other providers to meet the needs of the mother and her infant in the context of her family and whanau and or other natural support. The service is provided by staff. FTE As above Sector Operations MHM90E Perinatal Mental Health Specialist Community Service Cultural staff Service to provide direct specialist perinatal mental health care in conjunction with other providers to meet the needs of the mother and her infant in the context of her family and whanau and or other natural support. The service is provided by cultural staff. FTE As above Sector Operations MHM90F Perinatal Mental Health Specialist Community Service Peer Support Staff Service to provide direct specialist perinatal mental health care in conjunction with other providers to meet the needs of the mother and her infant in the context of her family and whanau and or other natural support. The service is provided by peer support staff. FTE As above Sector Operations clinical
The Service must comply with the Provider Quality Standards described in the Operational Policy Framework or, as applicable, Funding Agreement Variations, contracts or service level agreements. 9. Purchase Units and Reporting Requirements 9.1 Purchase Units are defined in the joint DHB and Ministry’s Nationwide Service Framework Purchase Unit Data Dictionary. The following Purchase Units apply to this Service. PU Code PU Description PU Definition PU Measure Unit of Measure definition National collections/ Payment System MHE32 Specialist eating disorders residential service A 24-hour service to provide recovery-orientated accommodation and treatment for people aged 15 years and older with an eating disorder. Occupied bed day Total number of beds that are occupied each day over a designated period. For reporting purposes, count beds occupied as at 12 midnight of each day. Leave days, when the bed is not occupied at midnight are not counted. Counting formula is discharge date less admission date less leave days. Programme for the Integration of Mental Health Data (PRIMHD) MHE32A Specialist eating disorders residential service - Senior medical staff A 24-hour service to provide recovery-orientated accommodation and treatment for people aged 15 years and older with an eating disorder. The service is provided by senior medical staff with skills and experience in eating disorder intervention, treatment and support. FTE Full-time equivalent staff member (clinical or involved in direct delivery of services to consumers. Exclude time that is formally devoted to administrative or management functions e.g. coordination of a community team. Sector Services