zilongwang/ReadingBank huggingface dataset:
Notes: aOn overlaps, the insulation is striped for the 1st in the designation, e.g., phase (2+3) conductor is striped as for phase 2. bBand for overlap and special phases as required cFlashing beacons having separate service do not require banding. 10-19-18 Delete the 4th paragraph of section 86-1.02F(2)(a). Replace the 2nd paragraph of section 86-1.02F(2)(c)(ii) with: 10-19-18 An equipment grounding conductor must be insulated. Replace the 3rd paragraph of section 86-1.02F(3)(d)(ii) with: 10-19-18 Cable must comply with the requirements shown in the following table: Cable type Conductor quantity and type jacket thickness (mils) Maximum nominal outside diameter (inch) Conductor code Average Minimum 3CSC 3 no. 14 44 36 0.40 Blue/black stripe, blue/orange stripe, white/black stripe 5CSC 5 no. 14 44 36 0.50 Red, yellow, brown, black, white 9CSC 1 no. 12 8 no. 14 60 48 0.65 No. 12 - No. 14 - red, yellow, brown, black, red/black stripe, yellow/black stripe, brown/black stripe, white/black stripe 1 no. 12 11 no. 14 60 48 0.80 No. 12 - white No. 14 - red, yellow, black, stripe, yellow/black stripe, brown/black stripe, black/red stripe, black/white stripe, red/white stripe, brown/white stripe
The connector must protect the fuse from water or weather damage. Contact between the fuse and fuse holder must be spring loaded. Fuses must: 1. Be standard, midget, ferrule type 2. Have a nontime-delay feature 3. Be 13/32 by 1-1/2 inches Fuse ratings for luminaires are shown in the following table: Fuse Current Rating Requirements Circuit voltage Fuse voltage rating Soffit and roadway luminaires 120 V(ac) 250 V(ac) 5 A 240 V(ac) 250 V(ac) 5 A 480 V(ac) 500-600 V(ac) 5 A Fuse ratings for transformers are shown in the following table: Fuse Current Rating Requirements Circuit voltage Fuse voltage rating Fuse current rating for Single phase (two wires) Transformers (primary side) 1 kVA 2 kVA 3 kVA 120 V(ac) 250 V(ac) 10 A 20 A 30 A 240 V(ac) 250 V(ac) 6 A 10 A 20 A 480 V(ac) 500-600 V(ac) 3 A 6 A 10 A Replace section 86-1.02P(1) with: 10-19-18 86-1.02P(1) General The enclosures must be NEMA 3R and include a dead front panel and a hasp with a hole for a padlock. Except for a service equipment enclosure, an enclosure must: 1. Be manufactured from steel and either galvanized, cadmium plated, or powder coated 2. Mount to a standard, pole, post, or sign structural frame 3. Provide a minimum space of 2-1/2 inches between the internal components and the enclosure's sides The enclosure's machine screws and bolts must not protrude outside the cabinet wall. The fasteners on the exterior of an enclosure must be vandal resistant and not be removable. The exterior screws, nuts, bolts, and washers must be stainless steel. Add between 6th and 7th paragraphs of section 86-1.02P(2): 10-19-18 Service equipment enclosure must have the meter view windows located on the front side of the enclosure for Types III-AF, BF, CF and DF. Service equipment enclosure must have the view windows located on the back side of the enclosure for Types III-AR, BR, CR and DR.
Criteria Minimally Meeting Expectations 1 Meeting Expectations 2 Exceeding Expectations 3 PRESENTATION SKILLS: Demonstrates ENGAGEMENT in his/her M.A.P. presentation Is the student engaged in his/her presentation? Is the student wearing appropriate presentation attire? Does the student maintain appropriate eye contact? Is the student able to speak clearly & confidently? Did the student introduce him/herself? PERSONAL INTRODUCTION: Demonstrates pride and sense of self in her/his personal introduction Is the student able to clearly identify & discuss personal accomplishments and their significance? Is the student able to demonstrate reflective thought on personal strengths and passions? EDUCATION AND CAREER LIFE PLAN: Demonstrates thoughtful planning and reflection on his/her Education and Career Life Plan. Is the student able to clearly discuss in his/her education and career life goal and supporting plan? Is this plan supported by career exploration and experience? What post-secondary credential(s) is this student striving for? S.D. No. 23 ATTRIBUTES OF A LEARNER: Demonstrates understanding of the School District No. 23 Attributes of a Learner. Is this student able to demonstrate reflective thought on his/her strongest attribute? Has this student provided evidence to support this attribute? READINESS ASSESSMENT: Based on the evidence provided today, how ready is this student for her/his transition to post-secondary education, career and life?
Recent Research (attach description of research results) Peer Review/Update Course (attach review/update format) Self-Assessment(s) tests (attach review/update format) Expert Opinion (attach recommendations) National Guidelines/Specialty Society Guidelines Epidemiological Data (attached description of research results Clinical Observations (attached review/update format) Departmental Requirement Institutional Requirement Morbidity/Mortality Data Medical Audits/QI Reviews (attach report) Literature Review, Consensus Reports (attach articles and/or reports) New Technique/Material (attach description of new procedure and reference) Faculty and/or Planning Committee’s Perception 2. The requires that all educational activities be based on an identified gap in practice. A gap represents the difference between a Best Practice and the Current Practice. It is the difference between what actually occurs and what is ideal or what evidence based practice should be. This is the method by which the learning objectives will be defined and measured. Using the space below describe how you link the planning and development of your RSS to other departmental/institutional performance or quality improvement initiatives. What has changed in the practice of your specialty over the past year, and would therefore merit educational interventions focused on that issue? Is there breaking research in your specialty that physicians will find interesting and medically relevant to the quality of care for their patients? What are the educational strategies that will expedite the translation of the research to practice? Are there traditional core performance areas in your specialty that are worth reinforcing and updating? What gaps have you identified from your specialty's Maintenance of Certification (MOC) requirements that would merit a single RSS iteration or multiple iterations?
An official independent document linking you and/or you housekeeper to the declared address and issued/dated within the last six months or the current charging period (if annual), such as: House insurance policy Car insurance policy Life assurance statement Investment or pension statement Current TV Licence Current UK Full driving licence Copy of electoral roll Council tax bill UK Bank/Mortgage statement* UK Building society statement* Credit / debit card statement* Credit union statement* Utility bill*, e.g. Gas Electric Water Landline phone HMRC statement Tax Document, e.g. Notice of coding Tax assessment Council tenancy agreement Housing Association tenancy agreement Notification of Benefits from a Government Agency, e.g. DWP, JobCentre Plus, Local Authority * NOTE if multiple bank or payment statements, or utility bills are used, then they must be from different companies/suppliers. I.e. multiple bills for one person from the same company/supplier do not count as separate proofs of address. A document that shows both names (e.g. a house insurance policy) may be used as proof for both the employee and the housekeeper. There must still be 3 separate proofs of address in total for each person. What kind of documents are NOT acceptable? Examples only (not a complete list): Passport Payslips P45 / P60 Junk mail Medical appointment letter/card Mobile phone statement Broadband supply statement Store card account statement Membership statement e.g. library, gym Court summons Anything without an address on it SWEARING THE OATH: Who can witness this form? This form must be witnessed by, declared in front of and counter-signed by one of the following: A solicitor authorised to act as a Commissioner for Oaths and regulated by the Law Society A Notary Public (listed by the Notaries Society) A Magistrate A Commissioner for Oaths Any fees incurred in the creation of this Declaration must be by the Employee. This may include translation fees to satisfy the counter-signatory.
RSVP FORM – JULY 2016 14th (Starts 10:30) TO 17th (ends about 11:30) – EDGEWOOD CAMPUS; UKZN; PINETOWN – NATAL COASTAL DISTRICT: __________________________ [Choose 1: PRE-REG 1 June – 1 July; LATE-REG 2-11 Jul; beyond 11 July] Nr Tittle; Name and Surname Capacity; e.g. Chairperson; Secretary; Member; etc. Male [X] Female [X] Needs FROM – HOSTS ? YES or NO Own/Private Accommodation TRANSPORT PICK –UP? Specify Date, Time and and Mobile Number.
practitioners, challenging our perspectives, belief systems and approaches to family work. The role of clinician in the Social Work Unit The introduction of a half time clinician in each Social Work Unit provides the added benefits of a worker who can provide consultation and clinical expertise to other Unit members, an alternative perspective to case discussions which maintains a focus of systemic thinking, as well as being able to deliver a therapeutic service to children and families where this need is identified. A further year of training is provided for the clinical practitioners.
Previous Employment/ Voluntary Work Most recent first – this should also be the name of your second reference. Employer Name: Address: Postcode: Job Title: Start Date: End Date: Salary/ Wage: Notice Required: Reason(s) for leaving: Summary of main duties, responsibilities and achievements: Employer Name: Address: Postcode: Job Title: Start Date: End Date: Salary/ Wage: Notice Required: Reason(s) for leaving: Summary of main duties, responsibilities and achievements: Employment History - Continued Employer Name: Address: Postcode: Job Title: Start Date: End Date: Salary/ Wage: Notice Required: Reason(s) for leaving: Summary of main duties, responsibilities and achievements: Employer Name: Address: Postcode: Job Title: Start Date: End Date: Salary/ Wage: Notice Required: Reason(s) for leaving: Summary of main duties, responsibilities and achievements: References Please fully complete all details below and ensure you specify their relationship to you (e.g. line manager, tutor). If you are a school leaver or unemployed, please give details of two professional people who have direct knowledge of your skills and abilities. Please note: Your first referee must be you current or most recent employer, your second reference must be from your employment before that. Referee’s 1 and 2 cannot be from the same organisation. Email addresses must be organisational, not
_____ Bisexual, more or less equally sexually attracted to females and males _____ Bisexual Leaning Homosexual/Lesbian, primarily sexually attracted to females and definitely sexually attracted to _____ Mostly Homosexual/Lesbian, mostly sexually attracted to females and occasionally sexually attracted to males _____ Homosexual/Lesbian, nearly always sexually attracted to females and rarely sexually attracted to males _____ Exclusively Homosexual/Lesbian, only sexually attract to female
RSWC#233 NASPO SOW Projects Contract Information and Usage Instructions Master Agreement No: AR2504 Knowledge Services Edison Master Contract #56721 *EXECUTIVE BRANCH AGENCIES - PLEASE CONTACT STS BEFORE STARTING ANY SOW PROJECTS Contract Period: Start Date: December 11, 2017 Initial End Date: December 10, 2019 Final End Date: December 10, 2022 (2 years with 3 annual renewal options) Contract Summary/Background: This contract is to enable agencies to submit Statements of Work (SOW) requesting professional services for IT projects. Each project will be one million dollars ($1,000,000.00) or less and include tasks such as analysis; planning; design; development; upgrades; onetime maintenance; installation; integration; and knowledge transfer. All SOWs submitted through this contract by executive branch agencies must be in connection with an approved Project through the . The services must be provided in accordance with the Tennessee Information Resources Architecture. State of Tennessee standard products are represented in the Specializations for the Technical Categories. The procuring State agency will identify the State of Tennessee standard products available for use in an IT project in the SOW. Contractors and Sub-Contractors will not be allowed to deviate from State of Tennessee standard products in a Project Quote for an SOW. This contract is for Professional Services only and does not include Hardware and Software. Table of Contents Contract Summary/Background State Contact Information Contractor Contact Information Agency Usage Instructions Requisition and Purchase Order Generation Billing and Payment Instructions SOW Template CPO Contract Administrator:
At an operational level, RSB Client Services continues to look at ways to support clients through this very confusing and changing period, with the ultimate goal of opening up new avenues for service provision to people who are blind or vision impaired, and to continue to offer client choice in the services that they receive. Government of South Australia Department for Communities and Social Inclusion NSW Government | Health Australian Government Department of Veterans’ Affairs ACT Government Australian Government Department of Health Australian Government Department of Social Services Disability Employment Services My Eye Health Program James Bardsley, Manager, Client Services The My Eye Health Program (MEHP) commenced in South Australia in 2010 with the aim to raise community awareness about eye health, focusing on the early detection and prevention of eye disease. Delivering more than 650 presentations in both metropolitan and rural areas, the MEHP has reached close to 15,200 people in South Australia. Targeting a wide variety of groups within the community including service organisations, health care professionals and special interest sectors, MEHP presentations inform attendees about common causes of vision loss, including Age-Related Macular Degeneration, Diabetic Retinopathy, Cataracts and Glaucoma. In addition, the program aims to educate and create awareness of eye health, including prevention, available eye-care services, referral protocols and vision loss management. Working closely with the Aboriginal Health Council of SA (AHCSA) and the Adelaide Crows, in 2013/14 MEHP Community Educators also continued to look at ways to improve Aboriginal eye health. The RSB and all MEHP program partners would like to thank His Excellency, Rear Admiral Kevin Scarce AO CSC RANR, the Governor of South Australia for his involvement as Patron of the My Eye Health Program in 2013/14. With thanks to My Eye Health Program Partners: Freemasons Foundation RANZCO Sight For All “I give the My Eye Health Program presentation 5 out of 5, the information was beneficial and we were able to have some practical experience with the simulation glasses” Health Care Worker (Aboriginal Health Services) RSB Dog Service Chris Muldoon, Manager, RSB Guide Dog Service
and films with themes in RS Book Film Theme Jodi Picoult: My Sister’s Keeper Sing You Home The Storyteller Lone Wolf Plain Truth The Pact Handle With Care Change of Heart Genetic engineering/saviour siblings Same-sex marriage/families Euthanasia/Holocaust Euthanasia/organ donation Clash between religion/culture and modern society Suicide Medical ethics – should you know if your child is going to be born with medical problems? The nature of organised religion and death penalty Ishiguro: Never Let Me Go Genetic engineering/cloning Blood Diamond War and Peace Terry Prachett: Shaking Hands with Death Euthanasia Jostein Gaarder: Sophie’s World A novel which takes you on a chronological exploration of philosophy Catherine Clement: Theo’s Odyssey A novel which takes you on a journey of world religions The Matrix How do we know what is real? A.I Is a robot designed like a human a real human? Minority Report People are imprisoned for the predisposition to commit crimes Vera Drake Abortion John Irving: The Cider House Rules Sexual ethics and abortion Sister Prejean: Dead Man Walking Capital punishment Hotel Rwanda Genocide – war and peace Million Dollar Baby Euthanasia Inception The Mile Capital punishment/miracles and revelation William P. The Shack Religious experience
Heroin (Dope, H, White Lady, China White, Black Tar, Dragon) Heroin is an opioid pain killer. Heroin is used as a recreational drug for its euphoric effects. Frequent and regular use is associated with tolerance and physical dependence. Heroin (like opium and morphine) is made from the resin of poppy plants. Milky, sap-like opium is first removed from the pod of the poppy flower. This opium is refined to make morphine, and then further refined into different forms of heroin. Most heroin is injected, creating additional risks for the user, who faces the danger of AIDS or other infection on top of the pain of addiction. Heroin is two to four times more potent than morphine and is faster in its onset of action. Signs and symptoms: Pinpoint pupils Lethargy Decreased respirations Flushed skin Vomiting Scratching Slurred speech Synthetic Drugs (Spice, K2, Bath Salts, Incense, Potpourri) Synthetic drug use is on the rise nationally. These chemical compounds are difficult for law enforcement to trace and hard for hospitals to identify and treat. The abuse of this class of drug is not only dangerous and potentially addictive to the user, it can be fatal. In Washington State, bath salts abuse resulted in the deaths of a four-year-old boy and both parents.. A mother in Kentucky who had used bath salts tried to kill her two-year-old when she became convinced he was a demon, but he survived. A Hawaiian man used Spice (synthetic cannabis) and then tried to throw his girlfriend off an eleventh-floor balcony. Signs and symptoms: Seizures Hallucinations Suicidal tendencies and attempts Homicidal tendencies Delusions Overstimulation Aggression Paranoia Chest pain Heart attack Death Overheating that causes a person to tear off his clothes Other self-destructive behavior like bashing one’s body or head against walls Agitation Anxiety Sweating
Index background, 1 border, 3 bullet, 1 caption, 2 color, 2 drawing, 2 drop cap, 1 footer, 3 frame, 3 graphic, 2 group, 2 header, 3 Help, 3 link, 4 margins, 2 normal view, 1 number, 4 picture, 2, 3, 4 print, 1 re-size, 3 section break, 2 shading, 1 style, 1, 2, 3, 4 symbol, 1 Table of Contents, 3 template, 4 ungroup, 2 Wingdings, 1
WEB DESIGN/PRODUCTION WRITING FOR MULTIMEDIA : (Barbara and Siraj – co-chair) (Hermia- counselor) Astronomy Biology Chemistry Geography Geology Physical Science Physics BIOTECH : (Linda - chair) (Tamara – counselor) African American Studies American Studies Mexican & Latin American Studies Health Education Health Occupation Human Services Social Science ANTHROPOLOGY (AA-T) (Tom Kies – Faculty Advisor) GLOBAL STUDIES HISTORY (AA-T) (Tim Rose – Faculty Advisor) LIBERAL ARTS WITH EMPHASIS IN: -ARTS & HUMANITIES -SOCIAL & BEHAVIORAL SCIENCES LIBERAL ARTS: CSU GE BREADTH LIBERAL ARTS: INTERSEGMENTAL GE TRANSFER (IGETC) POLITICAL SCIENCE (AA-T) (Matthew Freeman – Faculty Advisor) PSYCHOLOGY (AA-T) (Katherine Kocel – Faculty Advisor) SOCIOLOGY (AA-T) Mc Allister – Faculty Advisor) WOMEN STUDIES COMMUNITY AND PUBLIC SERVICES COMMUNITY HEALTH WORKER SOCIAL SERVICES PARAPROFESSIONAL PUBLIC AND SERVICES COHORT 1 PUBLIC AND HUMAN SERVICES COHORT 2
Benchmarks African American Latino Active Military and Vets Students with Disabilities Foster Youth Access to Advantage Advantage Disadvantage Unclear / Limited Data Unclear / Limited Data Pre-Transfer foundational course completion Disadvantage Slight Disadvantage Advantage Advantage Unclear / Limited Data Transfer course completion Disadvantage Slight Disadvantage Advantage Advantage Unclear / Limited Date UC Transfer Disadvantage Slight Disadvantage Unclear / Limited Data Unclear / Limited Data Unclear / Limited Data CSU Transfer Advantage Advantage Unclear / Limited Data Unclear / Limited Data Unclear / Limited Data
Strategic Intention: We celebrate the maverick attitude which challenges conventional ways of viewing life. Berkeley City College’s mission statement defines the college’s broad educational purposes, emphasizing that the college mission is “to promote student success, to provide our diverse community with educational opportunities, and to transform lives.” Goals Advance Student Access, Equity, and Success Improve persistence, retention, and success by 3 percentage points. Implement changes to increase fall to fall persistence among major ethnic groups. Engage And Leverage Partners Strengthen community partnerships to enhance career pathways. Build Programs of Distinction Incorporate learning outcomes assessment into program review and budget allocation processes and plans. Create A Culture of Innovation And Collaboration
BCC Goal 4. Ensure BCC programs and services reach sustainable, continuous quality improvement level. BCC Goal 5. Collaborate to maintain high-quality educational programs and ensure fiscal stability 2.Strengthen support for entering students Develop and implement common centralized diagnostic assessments Require students to participate in diagnostic assessment, orientation and the develop of an education plan Develop and use technology application to better guide students in education processes Require students showing a lack of college readiness to participate in support resources 3. Incentivize successful student behavior Require students to begin addressing basic skills deficiencies in their first year. Developed and Integrated all College-wide Planning Process and Enhanced and Increased K-16 Academic and Career Pathways. Expanded International Student Services on Campus. Accomplishments Partnership Building. partnerships through successful collaboration between the college, the district and external communities including business, government and community agencies: Berkeley Rep, Jazz Café Berkeley Unified School District, Emeryville and Albany School District. Oakland Unified School District (Skyline High School Computer Technology Academy and Oakland Technical High School Animation Program) Mayor’s Office City of Berkeley Berkeley Chamber of Commerce UC Berkeley Foundation Board Bayer Biotech Partners MSRI (Mathematics Science Research Institute) MOSAIC YMCA Parking Structure Collaboration SAP Lawrence Hall of Science Youth Radio Irvine Foundation, Gateway to College Bank of America City of Berkeley Mental Health BESTNOW! Berkeley Youth Alternatives Alameda County Behavioral Health Care Services
Work with external partners and the District on assessment and other initiatives regarding data collection and analysis to support student success Recommends to: Education Committee and the Roundtable Frequency of Meetings: Once a month Registration Enhancement Committee Chair(s): Vice President of Student Services and/or Designee(s) Vice President of Instruction and/or Designee(s) Membership: Lead and/or designee(s) from all divisions/functions/offices in student services, instruction, business, and president’s office. The Staff Assistants to VP of Student Services and/or to Dean of Student Support Services send meeting notice and record action items from the meeting. Information Dissemination: Meeting minutes and other reports generated by the Committee will be posted regularly and in a timely fashion on the BCC Student Services homepage at http://www.berkeleycitycollege.edu/wp/student_service_programs/. Length of Term: As long as position held How Selected: By virtue of the position held Purpose The Registration Enhancement Committee twice per semester before and after peak registration period to enhance effectiveness and efficiency for enrollment services, and identify and minimize redundancies and barriers. Enrollment – Become familiar with the established enrollment targets and promote access, equity, and success;
The Berkeley Promise is a college access and matriculation scholarship initiative that will support Berkeley Public school low-income and/or first-generation-to-college graduates with degree and or certificate completion. A 3-Tiered Approach: Tier 1: High School Component Tier 2: The PROMISE (Seniors only) Tier 3: The PROMISE PLUS (BCC Transfer students) Access to early college credit Access to online SAT & ACT prep College & Career Fairs Workforce Development/Internships FAFSA & Dream Act Completion Community service opportunities 1 FREE semester at BCC Financial Scholarship $1500/2 years ($500/yr1 $100/yr2) Access to one-on-one counseling & guidance Summer transition to college workshops Monthly group mentoring sessions Textbook Waivers/Support Transportation supports Access to scholarship for 4-yr college $8Kover 2yrs (4k/yr) 1:1 mentoring Guaranteed transfer to CSU w/ minimum 2.5 GPA UC transfer support
Strategic Intention: Berkeley City College faculty members prepare students with learning experiences that help them develop cultural and global perspectives and understanding. A Commitment to a Quality and Collegial Workplace. We value the high quality that characterizes everything we do. Strategic Intention: The college implements review and improvement processes that constantly improve quality. The college develops leadership skills and respectful, close ties among all employee groups, continuously improving the institution. • The Importance of Innovation and Flexibility We value innovation because it encourages our students to question the typical and expand their thinking in a flexible manner that allows them to understand life’s dynamic potential. Strategic Intention: We celebrate the maverick attitude which challenges conventional ways of viewing life. Berkeley City College’s mission statement defines the college’s broad educational purposes, emphasizing that the college mission is “to promote student success, to provide our diverse community with educational opportunities, and to transform lives.” Institutional Learning Outcomes Communication Computational Skills Critical Thinking Ethics and Personal Responsibility Global Awareness and Valuing Diversity Information Competency Self-Awareness and Interpersonal Skills
Coordination and Collaboration: Take, assess, and summarize institutional effectiveness related suggestions from, and make informed, data-driven recommendations to BCC Roundtable for Planning for Institutional Effectiveness Committee (PIE) Curriculum Committee Professional Development Committee Education Ad hoc Committee Learning Community Committee(s) Department Chairs Council Student Services Council District Education Committee District Student Success and Support Program Committee Data-Driven Decision Making: Coordinate and assist with accreditation efforts Facilitate college-wide effort in curriculum planning and development, including new programs, coursework and distance learning, and the implementation and coordination of the instructional and student support programs Assist the college in developing and updating educational master planning process and implementation, including economic/workforce development related to educational services at the college and program levels Assess, interpret, and ensure compliance with federal and statutes and regulations, PCCD Board policy and administrative procedures, as they affect educational and student support services at college, program, and course levels Identify, discuss, and recommend to the President through Roundtable necessary changes in organizational and operating process and procedures regarding education programs and support services Help the College with enrollment management, linking with budget planning and class scheduling and support services offers
Focused pathway/program exploration STUDENT ENGAGEMENT (Adapted from RP Group) Directed Students have a goal and know how to achieve it Focused Students stay on track Nurtured Students feel somebody wants to helps them succeed Engaged Students actively participate in their learning both in and out of class Connected Students feel they are part of the college community Valued Students’ skills, talents, abilities and experiences are recognized, they have opportunities to contribute LEADERSHIP FOCUSED ON COMPLETION (Students, Faculty, Staff, Administration, Trustee) CULTURE OF INQUIRY, COLLABORATION AND ACTION Adapted from Completion by Design
SOP no. Effective Date Significant Changes Previous SOP no. Initial version PURPOSE The principle objectives of this procedure are to: Ensure that the care of the adult patient in their last days of life is personalised and reflects their individual preference and need. To ensure the adult patient in their last days of life has attention paid to the assessment and addressing of physical, emotional, psychological, social and spiritual needs Provide clear requirements for accountability and review of the clinical situation when an adult patient is in their last days of life To ensure LPT guidance for Caring for adults patients in the last few days of life, the recommendations, authorisations and requirements are day-to-day compulsory practice, to ensure patient centred care for all our patients and those identified as important to the patient in their last days of life Act as a training tool for new staff or a refresher for existing staff Form the for which an audit tool can be developed INTRODUCTION The ‘Liverpool Care Pathway’ was discontinued in June 2013 and replaced with new documentation developed by LPT in partnership with LOROS, UHL and clinical commissioning groups, which went live 6th October 2014. The NHS’s Leadership Alliance for the Care of Dying People is very clear that there must be improvement in people’s experience of care in the last days and hours of life and has developed prompts for practice to ensure that all health and care staff are aware of their duties and responsibilities. The five key priorities are: Recognising the possibility that a person may die within the next few days or hours. The patient must have been assessed by a doctor who has considered if the patient’s condition is potentially
Risk To whom: Minimise risk by: Risk Rating: Severity x Likelihood = Risk rating S L R Arrival on site: injury as a result of vehicle collision/ accident (if outdoor event) Branch committee members, volunteers, other exhibitors Staff driving converted mobile library to follow speed restriction rules and to drive and park with caution 3 1 3 Setting up stall: Risk of injury from putting up tables, poster boards, manual handling etc., risk of trips (equipment boxes etc.) Branch committee members, volunteers Follow installation instructions on all equipment and work as a team to ensure safety of all involved 2 1 2 Trips, slips and falls(other): Display materials Boxes of equipment decoration items on mud on outdoor activities Branch committee members, volunteers, attendees All boxes of equipment to be stored in non-visitor areas (under tables etc.) Set up exhibition stands/ displays away from walkways Staff to wear suitable footwear and to monitor conditions – if very severe weather conditions outdoor activities scaled back Seek advice/ help from venue staff where necessary Ensure electrical wires are positioned away from walkways and/or tape down Warn attendees of slip hazards using appropriate signage (e.g. wet floor) Dispose of waste regularly 2 2 4 Breaking down stall: Risk of injury from taking down tables, poster boards, manual handling etc., risk of trips (equipment boxes etc.) Branch committee members, volunteers, attendees Follow installation instructions on all equipment and work as a team to ensure safety of all involved 2 1 2 Risk of shock from electrical equipment Branch committee members, volunteers, attendees Ensure equipment has recent PAT test certification Seek advice/ help from venue staff where necessary 2 1 2
within 10 days after receiving the Stage 2 Settlement Pack. 6.19 Where the defendant fails to pay the Stage 1 fixed costs within the period specified in paragraph 6.18 the claimant may give written notice that the claim will no longer continue under this Protocol. Unless the claimant’s notice is sent to the defendant within 10 days after the expiry of the period in paragraph 6.18 the claim will continue under this Protocol. Stage 2 Medical Reports 7.1 The claimant should obtain a medical report, if one has not already been obtained. 7.2 It is expected that most claimants will obtain a medical report from one expert, but additional medical reports may be obtained from other experts where the injuries require reports from more than one medical discipline. 7.3 The claimant must check the factual accuracy of any medical report before it is sent to the defendant. There will be no further opportunity for the claimant to challenge the factual accuracy of a medical report after it has been sent to the defendant. 7.4 (1) The medical expert should identify within the report— (a) the medical records that have been reviewed; and (b) the medical records considered relevant to the claim. (2) The claimant must disclose with any medical report sent to the defendant any medical records which the expert considers relevant. 7.5 In most claims with a of no more than £10,000, it is expected that the medical expert will not need to see any medical records. 7.6 Any relevant photograph(s) of the claimant’s injuries upon the claimant intends to rely should also be disclosed with the medical report.
Part B: The tenant(s) Please give the following details of all tenants who live in the property. Title Full name Is the property the tenant’s only or principal home (Y/N)? Does he or she wish to buy (Y/N)? NOTES: You will be a tenant if your name appears on the tenancy agreement, rent book or rent card. You can only claim the Right to Acquire if the property is your only or principal home. (If you are applying to buy jointly with other tenants, only one tenant need satisfy this requirement). The agreement of any joint tenant who does not wish to be included in the purchase must be obtained before you claim the Right to Acquire. They should sign Part H of this notice. Their tenancy will end when you buy the property. Part C: Family member(s) sharing the Right to Acquire If you wish to share the Right to Acquire with any member of your family who is not a tenant, give their details below. Full name to you Is the property their only or principal home (Y/N)? Have they lived with you the last twelve months (Y/N)? Family member1 Family member 2
Benefits (this does not include Child Benefit, Housing Benefit or Council Tax Benefit) Weekly Income (this does not include income from investments) Savings Total savings of purchaser(s) before any deposit is paid (please round to nearest £10) Part E: Qualification To qualify for the Right to Acquire, you need to have been a public sector tenant for at least three years (please see note below). However, you do not need to have been living in your current home for three years; previous public sector tenancies, including those with a branch of the armed forces, can also count towards the qualifying period. 1. Present tenancy When did your tenancy begin (dd/mm/yyyy) _ _/_ _/_ _ _ _ Have you been a tenant at your current address for years or more? (please delete as appropriate) Yes – go to part F No – go to question 2 2. Previous tenancies Time you spent as a public sector tenant Tenancy Start Date (mth/year) Tenancy End Date (mth/year) Address of Property Name of landlord (or branch of armed forces) Continue on a separate sheet if necessary. Time spent living with a public sector tenant. You may have been the spouse/partner of a public sector tenant in which case you may be able to count this time towards your qualifying period. Time spent aged 16 and over living with a
S.140 (1) Housing (Right to Acquire) Regulations 1997, we (the Landlord) can serve on you (the Tenant), who are exercising the Right to Acquire, a written notice requiring the action set out above. Under S.140(4) Housing (Right to Acquire) Regulations 1997, a Prior Notice shall not be served at any time if at that time: any requirement for the determination or re-determination of the value of the dwelling house by the District Valuer has not been complied with; any requirement for the determination or re-determination of any other relevant matter have not been disposed of; or any relevant matter stated to be outstanding in a written notice served on us (the Landlord) by you (the Tenant) has not been agreed in writing or determined. Under S.141(1) and (2) Housing (Right to Acquire) Regulations 1997, if you do not comply with this Notice, we, the Landlord, may serve on you a further written notice, the Notice to Complete: a) requiring you (the Tenant) to complete the transaction within a period stated in that notice; and b) informing you (the Tenant) of the effect of S.16(6B) Housing Act 1980. The period stated in that further written notice shall be such a period (not less than 56 days) as may be reasonable in the circumstances. Under S.141 (4) Housing (Right to Acquire) Regulations 1997, if you (the Tenant) have not complied with the Notice to Complete by the end of the period set out in the notice or that period as extended by us (the Landlord) under S.141 (3) Housing (Right to Acquire) Regulations 1997 the notice claiming to exercise the Right to Acquire shall be deemed to be withdrawn. NOTE: It is important that you pass this Notice to your solicitor. Part B: Signature by or on behalf of the landlord Signature Print name Position Date
Residential Tenancies (Amendment) Act 2015 and the Impact on Housing Associations What is the Residential Tenancies (Amendment) Act 2015? The Residential Tenancies (Amendment) Act 2015 amends the 2004 Residential Tenancies Act and brings tenancies of the non-profit housing association sector the remit of the Residential Tenancies Board for the first time. The Act was published in July 2012 and signed into law by the President in December 2015.The Private Residential Tenancies Board was initially formed for the private rented sector in 2004 to provide a system of obligatory tenancy registration as well as independent dispute resolution for tenants or landlords in the private rented sector. The move to bring all tenancies in the housing association sector under the remit of the Residential Tenancies Board (RTB) (as it is now known from 7th April 2016) is part of a wider move by the Department of Housing, Planning and Local Government around the regulation of the sector. The previous government announced the intention to include local authority tenancies under the remit of the RTB in the future, although there is no timescale for this yet and the intention of the new government is as yet unknown. What does this mean for the non-profit housing association sector? On 7th April 2016 the sections of the Act relevant to housing associations commenced, meaning associations have 12 months to register each of their tenancies with the RTB, at a reduced fee for this period only. This allows housing associations and their tenants access to the dispute resolution services, such as mediation and adjudication, which were previously only open to private sector tenancies. What are the benefits of the RTB for housing association landlords and their tenants? Non-profit Housing associations Tenants -Provides a modern legislative basis for Housing association tenancies -Access to independent dispute resolution services (as well as an Associations’ own procedures) -Reduces necessity of substantial legal costs relating to Court proceedings -Amendments aimed specifically at the sector -Aligns the rights of non-profit housing association tenants and private tenants -Access to independent dispute resolution services and free mediation services -Greater transparency in sector Does the 2015 Act apply to Hostels / Refuges? Hostels and Refuges commonly operate under license-type agreements so these do not come under the RTB remit. Housing associations
CSU sheets Other Other: Looking at tuition bill Emotion describing RTA experience Ambivalent Angry Frustrated Nervous Fearful Safe Relaxed Indifferent Have you ever visited RTA website? Yes No Why have you visited the website? Look up information For schedules Lost and Route information Are you you can create a transit route on website? Yes No Have you ever ridden the Cleveland RTA with friends? With Friends Alone Have you ever suggested to another student to take the Cleveland RTA to a destination? Yes No Have you ever taken the Rapid from Tower City? Yes No Are you aware the Cleveland RTA has a Facebook page? Yes No Have you ever visited the Facebook page? Yes No The following are some examples from other questions: How would you describe yourself? Imaginative Fun Responsible Busy Athletic Stubborn
Emotional Motivated Caring Personable Hardworking Shy Carefree Introvert Ambitious Hates college Student Why do you ride the Clevleand RTA? Easy way to get to downtown Convenient way to get around Cleveland Easiest way to get anywhere on Euclid Paying for it so may as well use it Lazy and don’t want to walk Don’t have to buy parking pass Saves money and gas Have driving and hate gas more than driving Why don’t you ride the Cleveland RTA? Just don’t Don’t know Not enough security Unpleasant people on bus Dirty Drive own car If you don’t currently ride the Cleveland RTA, what would make you ride it? Better routes More frequent bus times Extended routes More security
FACT: Youth are more at risk for mental illness in an adult facility. Read our report on why we must #RaiseTheAge: FACT: Youth are more likely to be attacked with a weapon in an adult facility. We must #RaiseTheAge, read our report approaches are cost effective and help youth move past delinquency. Learn more of the #RaiseTheAge benefits: Youths of color are overrepresented in the justice system. Learn how we can increase fairness through #RaiseTheAge: in adult prison have a harder time transitioning back into their communities. Read our report on #RaiseTheAge When CT, IL, MA enacted #RaiseTheAge policies, juvenile crime fell and confinement fell. Learn more via CT began #RaiseTheAge they have fewer youths confined and more at-home since. Learn more in JPI’s new report In NH #RaiseTheAge has appropriated no new money, far below the estimated $5 million. Learn how: Facebook: There's a growing national bipartisan movement to #RaiseTheAge. Both Democrats and Republicans want to lower crime, save money, and keep our communities safe. Learn how #RaiseTheAge does all of this, in a new report by the Justice Policy Institute and Campaign for Youth Justice! Prisons can be dangerous for adults, let alone youth. Youth are more at risk for mental illness and violent attacks when they are in adult facilities. When young people are kept safe, they’re less likely to reoffend. It’s time we have a more fair and effective juvenile justice system, that makes us safer and heals our youth. Learn more about the common-sense initiative in our newest report about #RaiseTheAge:
5. Right to Buy/ Right to Acquire Activity 9 6. Pressure in the Private Sector 11 7. Void Rates in Social Housing Stock 11 8. Homelessness 12 9. Need & Supply 13 10. Increasing the Supply of Affordable Housing 18 11. Equality Impact Assessment 23 12. Summary of Consultation 23 13. Conclusion 23 14. Direction 24 Annex 1 27 2 28 Annex 3 32 Annex 4 40 5 45 Appendices 46 1. Intention The intention of this report is to set out the evidence to support the application to the Welsh Government to allow the City & County of Swansea to suspend the Right to Buy/ Acquire through the whole of the county for all housing types for initially five years. This will amount to approximately 19,000 homes (see appendix 1 for further breakdown). 2. Core Evidence Council Housing Waiting List
4. & Rural accommodation The City & County of Swansea can be broadly divided into four geographic areas: the open moorlands of the Lliw Uplands in the north; the rural Gower Peninsula in the west, containing a number of rural villages, contrasting coasts and the Gower Area of Outstanding Natural Beauty (AONB); the suburban area stretching from the edge of Swansea towards settlements in the west and around the M4 corridor; and the coastal strip around Swansea Bay, no more than two miles in width, which includes the city centre and adjacent district centres such as Uplands, Sketty and Mumbles.
Water Electric BT Cable Sewer Other Shown on Yes/No Pressure / Voltage? High / Low Size of the utility? Service / Main Where is the utility Overhead / Footpath / Carriageway / Depth of utility Measured or estimated What caused the damage? Ground Conditions Team Members Name Employee No. Service Length Qualifications Event Description (giving details of precautions observed, unsafe acts, location of apparatus/ operative in trench,): Plan Information Were plans on site COMMENTS Yes No MUST ATTACH Plans clear and accurate COMMENTS Yes No
Suitable Risk Assessment COMMENTS Yes No MUST ATTACH Location Equipment Information If no then comments must be made: Was available Yes No Serial Number CAT calibration due. Was Genny available Yes No Serial Number Genny calibration due. Was functioning correctly Yes No Was Genny functioning correctly Yes No Survey- Prior and During Operations If no then comments must be made: Was survey completed prior to works commencing Yes No Was used in conjunction with Genny. Yes No Were plans available and used with and Genny Yes No Were all located utilities marked prior to excavation Yes No Was the used during excavation Yes No What depth was the used during excavation Which operative completed the /Genny Survey What modes were utilised during survey e.g Radio
RTC Associate Member Application RTC Associate Members can attend RTC meetings, will receive RTC member communications and can contribute towards the negotiations of RTC standards. They do not have the voting rights of Full Members, which is a category reserved for Training Agencies. RTC Associate Members are listed on the RTC website and may use their membership of the RTC for publicity purposes. Company name: Address: Country: Telephone: Email: Website: Contact person: Date of application: Complete this form and return it by email, along with an image file of your company logo. You will be billed the annual fee of US $50 later if approved as a member. Completed forms and logos can be sent to
Presentation of : GI upper / GI Lower / Obstetric – with caesarean / Obstetric- all others / Gynae / Vascular- aortic aneurysm (open surgical repair) / Vascular –other / Intraoperative / Cardiac / Trauma Final diagnosis…………………………………………………………………… Was a trauma call put out? Yes / No Blood components used Component Number ordered (units –mls if paediatric) Number transfused Wastage- Avoidable (state units or mls if paeds) Wastage- Unavoidable (state units or mls if paeds) Emergency O red cells Other red cells Platelets FFP Cryoprecipitate Length of time in hours: minutes from activation to transfusion of Emergency O red cells (if used) (can be a minus time if given before activation) ……………………………………………hh:mm Actual time (24 hour that request was logged on lab system ……………………………………………hh:mm Length of time in hours: minutes from activation to transfusion of Other red cells(can be a minus time if given before activation)……………………………………………hh:mm Actual Time (24 hour clock) that grouped red cells were ready for dispatch to patient on lab system………………hh:m Actual Time (24 hour clock) that FFP was ready for dispatch to patient on lab system………………hh:m Cell salvage Was cell salvage used? Yes/ No If Yes, volume returned if known …………………….(mls) If processed but not returned, record P …………………… Laboratory results Was TEG/ROTEM used? Yes / No Was Clauss fibrinogen checked? Yes / No Results – should be result closest to activation and within 4 hours of actviation Parameter 1st result after activation Hb g/L Platelets x 109/L Clauss Fibrinogen g/L Other coagulation parameters (PT,APTT, INR) Normal / Abnormal