zilongwang/ReadingBank huggingface dataset:
ESF 7: Resource Support Identify the resources, facilities, and personnel who may be needed to carry out each function the District may perform in support of the County Incident Action Plan. List all potential uses for District facilities and buses Determine to carry out those uses of facilities Establish key personnel to support facility uses and pre-develop contracts or memorandums as needed to ensure employees are compensated Determine the resources the District possesses which may prove useful for the County during disasters and ensure County personnel are aware of these capabilities ESF 8: Health The purpose of this ESF is to provide guidance, prioritization, and coordination of resources involved in the triage, treatment, and medical evacuation of victims of disasters within the county and its municipalities. A. Support Point of Dispensing operations. B. Establish mechanisms for continuum of care, for healthcare needs C. Ensure essential needs are met ESF 9: Search and Rescue Access and begin removal (extraction) of victims from damage areas. May not apply to District-level response ESF 10: Environmental Response The purpose of this annex is to provide support in dealing with actual or potential releases of hazardous materials (including radiological materials). May not to District-level response
Utilize credentialed community service providers for assessments and resources on the emotional needs of school district staff, school staff and faculty, students, and families. Utilize credentialed community service providers on stress management resources for school district staff, school staff and faculty, students, and families. Keep school district staff, school staff and faculty, students, families, and media informed. Take as much time as needed for recovery. Evaluate recovery efforts and apply revisions to emergency operations plans as determined. PSYCHOLOGICAL AND EMOTIONAL RECOVERY TEAM (SAVE Act Indicator 1.12) NAME/TITLE ORGANIZATION CONTACT INFO FISCAL RECOVERY Restoring business functions is a priority for fiscal recovery. Lamont School District has implemented the following procedures: Systems are in place for rapid contract execution after an incident. _________ notification method will be used to inform staff on the specifics of returning to work. Redundant records are kept at a different physical location. An Emergency relief funding account has been set up at ____________ Bank.
DAM AND LEVEE FAILURE “Evacuation” A dam or levee failure is an overtopping, breach, or collapse of the dam or levee. This type of incident could have a devastating impact on the community and school district. TIME PREPAREDNESS MEASURES NAME OF CONTACT CONTACT NO. Evaluate probability and severity with County Emergency Manager. TIME RESPONSE PROCEDURES NAME OF CONTACT CONTACT NO.
Name: Address: Cell # Contact: # Cell # Cell# TV Stations: Contact: Phone # Cell# Relocation Site # 2 Name: Address: Contact: Phone # Cell # Contact: Phone # Cell # Relocation Site # 3 Name: Address: Contact: Phone # Cell # Contact: Phone # Cell # Note: For additional telephone listings, see Annex B, page ___.
CEIA-Tyndall HighTechElec TY Work Experience Programme 2019 Application Form 2019 - complete and return by email to: HighTechElec@ceia.ie before 3rd December 2018 Student Name Email (please check) Parent/Guardian Name Telephone School Contact Teacher & email or phone. no. Preferred for programme (put an ‘X’ in the box) 11-15 February 2019 or 11-15 March 2019 Please indicate if you intend to study any of the following subjects for Leaving Cert (put an ‘X’ in the box) Honours Maths Applied Maths Physics Engineering Chemistry Physics and Chemistry
leave with a possible pay-off. This contributed to the atmosphere where inappropriate behaviour was tolerated. This has been identified as key issue at the BBC, in the NHS and at Duncroft School. It reflects a culture where abusive behaviour is normalised and allowed to continue. Organisations need to ensure that they value safeguarding and this is reflected in learning and development opportunities, supervision arrangements, leadership and communication. Similarly, it is also vital that practitioners know how to respond to disclosures of abuse and know where and how to raise concerns. It is also essential, when services are being provided to adults with care and support needs that clear messages are provided to them about behaviour is acceptable and that which is not. Ii Learning: Principles for Organisations and Staff All the learning relates to the need for organisations and people working with adults with care and support needs to: Be about their safeguarding values and attitudes; Know that celebrity and /or power should not mean someone is able to act unacceptably Think about dignity and safety and consider who has access to where and why; Have good governance in place …… exercised and seen to be exercised Be open and transparent, internally and externally Exercise safe recruitment approaches Have accessible, valued and robust complaints procedures, with a demonstrably clear culture of wanting to hear patient / user views Make sure everyone knows how to escalate concerns and the whistle-blowing policy Have a policy of non-acceptance of any form of abuse and communicate this at all levels of the organisation Value safeguarding adults and children and place this at the heart of their work 5. Assurance Checklists
# Answer % Count 1 Yes 64.29% 45 2 No 35.71% 25 Total 100% 70 12 - To what extent were you prepared... # Question Not at all Not prepared 1 To provide appropriate ways for LEP-ELL students to demonstrate learning? 1.43% 1 15.71% 2 To support LEP-ELL students in mastering the Texas Essential Knowledge and Skills (TEKS)? 2.86% 2 18.57% 3 To support LEP-ELL students in mastering the English Language Proficiency Standards (ELPS)? 2.86% 2 14.29% 13 - To what extent were you prepared... # Question Not at all prepared Not sufficiently prepared use technology available on the campus to support student learning? 2.86% 2 10.00% 45.71% 2 To use technology to make learning more engaging for students? 1.43% 1 12.86% 9 45.71% 3 To use available technology for formative assessment? 2.86% 2 8.57% 6 48.57% 14 - Overall, how well did TechTeach prepare you for your work as a teacher? (Select one) # Answer % Count 0
Saving YouTube Videos to a Flash Drive At home, go to YouTube find the you want to save – select it so that it is in the main window – then go up to the URL/Address bar and insert ss between the www. and the “Y” in YouTube and hit enter – you will be brought to another site (savefrom.net) that will allow you to download the video in various formats. I suggest using the MP4 360p format if available. If the video has an ad before the video – skip the ad and then go to the address bar and add the ss to the address: is the URL address for the video below – you then add the ss and press enter to go to savefrom.net to download and save the video. Example: Choose the file format on the right and click the Download button – you will then have a choice to OPEN SAVE or Cancel – click on the down arrow next to Save and choose Save As and save the file to a flash drive. Or if you have several videos you want to download then save them to your desktop and then drag them to your flash drive. This will alleviate any buffering you will not be streaming the video but instead just playing it back. Upload Saved YouTube Videos to MediaCast Login to MediaCAST Once you are logged into MediaCast – on DIGITAL LIBRARY – Click Upload a Resource To upload a MP4 video file ALWAYS CHOOSE H.264 / Adobe Flash Video H.264, F4V, FLV (SWF use Standard Document selection) Scroll down and Click Next Step – enter a Title and a description choose the Categories and click Next Step On Step 3 – click Next Step
series calculation or Ti83 TVM calculator to validate their results.) Have students compare and discuss answers with a partner. 15 minutes Class Discussion: TFSA Teacher Prompt: RRSP are great tools (if one is disciplined) to save for your retirement, buy a home, pay for your education (if you pay the fund back within a certain time limit), but it is not the only savings vehicles open to Canadians. The other is a TFSA. Have students complete Appendix C – TFSA. Discuss answers in class. Assessment FOR Learning: Discussion Timing (Mins.) Lesson Sequence Assessment for and as Learning Opportunities (self/peer/teacher) ACTION (cont’d.) 20 minutes Individual: Where to Invest Have students complete Appendix D for next class. Other factors include (but not limited to): Spending habits Can you save that amount for 25 Future income Future tax rates Will you keep in TFSA or replace it if withdrawn? Current tax savings on RRSP RRSP assumes you save your tax refund and invest Assessment AS Learning: Appendix D CONSOLIDATION/DEBRIEF
Please define the following terms. (1 point each) Savings tool Federal Deposit Insurance Corporation (FDIC) Match the following savings tools with the correct definition. (1 point each) A. Certificate of Deposit B. Checking Account C. Market Deposit Account D. Savings Account E. Savings Bond 3. ____ Used to hold money not spent on current consumption. 4. ____ A tool used to transfer deposited into the account to make a cash purchase. 5. ____ A discount bond purchased for 50% of the face value from the government. 6. ____ An interest earning savings tool allowing restricted access to the funds. 7. ____ A government insured account offered at most depository institutions. Please complete the following questions. 8. Name three ways to access funds in a checking account. (3 points) 9. Describe two features of a savings account. (2 points
neurophysiological, or technical– can be capable of conferring to this thought-event the character of a logical deduction, of reducing it to a range of necessary reasons, as if the reasons themselves had the power of bringing it about (Savransky, 2016; Stengers, 1997). To betray the perplexity of this experience is therefore to reject the possibility of novelty as such. This matters, because the attempt I am pursuing here, of seeking to craft a relevant characterisation of the experience of inventing in thought, is one that wagers that, if our knowledge is always somewhat broken –such that we always know only a little, some amount, but never everything or nothing– it is not simply because we are ignorant or because we know more than we can tell. Rather, it is because what is to be known is always in the making and thus keeps changing, growing, branching out, multiplying, being born anew. If intellectual invention is the process of the coming into existence of a new idea, perplexity cannot be reduced to a lack of knowledge, but is immanent to the experience of inventing in thought. Affirming the possibility of intellectual invention requires, therefore, that we learn to appreciate its perplexing character, we learn not to reduce the becoming of new ideas to what we already know, but to confer on ideas the capacity to make us think. The Play of Ideas As I have argued above, conferring on ideas the capacity to make us think involves that we resist giving into the temptation of associating the question ‘how does it feel to think?’ with an act of reparation of what we do not quite know about
thinking seems thus to demand something entirely different– that one takes the risk of entering into the play of ideas not to control it, or to master them, but to learn how to compose with ideas, how to enable them to enable us to extract from that vague experience relevant contrasts, and to fabulate connections, that may allow for something interesting, something important, something new, to exist. References Abbott, A. (2004). Methods of Discovery. New York: W.W. Norton & Co. Bacon, F. (1860). The Works of Francis Bacon: Vol. VI. Boston: Taggard and Thompson. Bourdieu, P., & Wacquant, L. (1992). An Invitation to Reflexive Sociology. Cambridge: Polity Press Bridges-Rhoads, S., Van Cleave, J., & Hughes, H. (2015), ‘Complicating methodological transparency’. International Journal of Qualitative Studies in Education, DOI: 10.1080/09518398.2015.1063733 Camic, C. & Gross, N. (2004). The New Sociology of Ideas. In J. R. Blau (Ed.). The Blackwell Companion to Sociology. (pp. 236-249). Oxford: Blackwell. Deleuze, G. (1994). Difference and Repetition. New York: Columbia University Press. Deleuze, G. & Guattari, F. (1994). What Is Philosophy?. London: Verso. Denzin, N. & Lincoln, Y. (2011). Introduction. In N. Denzin & Y. Lincoln (Eds.). Handbook of qualitative research (4th ed.). (pp. 1– 20). Thousand Oaks, CA: Sage Descartes, R. (1996[1654]). Meditations on First Philosophy. Cambridge: Cambridge University Press.
Name _____________________________________ Date ________ Period ____ Savvy Shopper Objective: Find unit prices for several sizes of one type of item and compare to find the best deal. Cola Price size per item Number of Items in a package Total number of fluid ounces Unit Price mini cans packaged together $3.99 7.5 fl oz 8 2 Liter Bottle $1.89 67.6 fl oz 1 1.25 Liter Bottle $0.99 42.2 fl oz 1 plastic bottles packaged together $3.99 16.9 fl oz 6 aluminum cans packaged together $4.99 12 fl oz 12 Milk Price Conversion rate Number of cups in the bottle Total number of fluid ounces Unit Price gallon $3.89 16 half gallon $2.75 8 quart $1.89 4 pint $1.09 2 Cereal Price size per item Unit Price large box $4.79 18 oz medium box $4.09 14 oz individual boxes packaged together $4.35 9.14 oz single plastic cups $1.09 1.3 oz Candy coated chocolate pieces Price size per item Unit Price Fun size variety pack $9.49 30.5 oz Small Individual bag $0.99 1.14 oz Large individual bag $1.59 3.27 oz Large bag $4.73 19.2 oz Party size bag $10.99 42 oz 2. Which size beverage is the best deal? Justify your answer.
Able to contribute to Academic Unit management and administrative processes Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience Able to present research results at group meetings and conferences Able to up research results for publication in leading peer-viewed journals Work proactively with colleagues in other work areas/institutions, contributing specialist knowledge to achieve outcomes Other skills and behaviours Understanding of relevant Health & Safety issues Positive attitude to colleagues and students Special requirements Able to attend national and international conferences to present research results JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below. No If this post is not office-based or has some hazards other than routine office (eg: more than use of VDU) please complete the analysis below. Hiring managers are asked to complete this section as accurately as possible to ensure the safety of the post-holder. ## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff. ENVIRONMENTAL EXPOSURES Occasionally (<30% of time) Frequently (30-60% of time) Constantly (> 60% of time) Outside work Extremes of temperature (eg: fridge/ furnace) ## Potential for exposure to body fluids ## (greater than 80 dba - 8 hrs twa) ## Exposure to hazardous substances (eg: solvents, liquids, dust, fumes, biohazards). Specify below: Working in cleanroom x Frequent hand washing
Stress Standards - SUPPORT Scale of Effect 1 Low - 5 High Ask - How has this affected the person Ask - Why this affects the person? Consider existing workplace precautions already in place Action – What can be done to address this and who by? State the problem 1 2 3 4 5
Stress Standards - RELATIONSHIPS of Effect 1 Low - 5 High Ask - How has this affected the person Ask - Why this affects the person? Consider existing workplace precautions already in place Action – What can be done to address this and who by? State the problem 1 2 3 4 5
Stress Standards - ROLE Scale of Effect 1 Low - 5 High Ask - How has this affected the person Ask - Why this affects the person? Consider existing workplace precautions already in place Action – What can be done to address this and who by? State the problem 1 2 3 4 5
Stress Standards - CHANGE Scale of Effect 1 Low - 5 High Ask - How has this affected the person Ask - Why this affects the person? Consider existing workplace precautions already in place Action – What can be done to address this and who by? State the problem 1 2 3 4 5 Additional comments e.g. factors
Type (Please circle one) Contemporary (Worship band, Christian media music, multi-media) Ecumenical Emerging (Contextual, creative of worship, participation) Independent Parallel Development Second Site Traditional (Hymns, piano, organ, choir, song leader) Ministry Emphasis (Please circle one) College or University Ecumenical Ethnic Strategies Maritime Ministry to the Margin Multiracial New Immigrant Non-Traditional Prison Resort Retirement Traditional Lutheran Amount of Funding Request ___________________________ On ______________ the _____________________________ recommends the Synod (date) (Outreach Table/Exec Comm.) Council designate __________________________________________________as a (name of ministry) SAWC Exploration of the ___________________________________________ Synod Bishop/Chair signature ________________________________ Date______________ ROSE Outline for Narrative Information
Deliverables: The scenarios will be designed to provide information, analyses and observations regarding the impacts of public policies on five major areas of concern to policy-makers, market participants, and consumers, including the following deliverables (with ISO using outside consultant(s) as necessary): Reliability Resource Metrics Wholesale Costs Emissions 1. Resource mix changes and/or general transmission additions needed to maintain reliability The study will not provide specific transmission planning solutions, but will identify transmission capacity needed between areas and provide high-level transmission cost estimates. 1. Metrics provided in Economic Studies, including: • Production Costs • Load Serving Entity Energy Expenses • Congestion • Interface Flow Duration Curves • Generation Energy Production by Fuel Type • Air Emissions 1. For each scenario, total wholesale power costs in $/MWh 1. For each scenario, the total emissions of NOx, Sox, mercury and CO2 compared environmental targets/requirements 2. Projected wholesale energy market revenues, and the contribution of those revenues to the fixed costs of generic new generation] 2. The cost components, including capacity, energy, reserves, and high-level transmission costs of each scenario 4. The percent of total energy provided by resource type and capacity factor
……………………………………………………….. Project(s) Details – please answer the following: What was the major project/program or group of projects/programs? ……………. Why did you develop project(s) or program(s) ……………. When did these project(s) or program(s) occur? ……………. How does this show environmental leadership? ……………. Project outcomes Dot point the key outcomes of the project(s) in how they meet the award criteria stated in the guidelines. PROJECT 1: ……………........... Scale of environmental improvement or impact (25%) – quantifiable improvements achieved as well as qualitative impacts ……… Transferability and adoptability (25%) – to other organisations and other regions ……… Community ‘social and economic’ and stakeholder engagement and impact (25%) – at regional, national or global levels ……… Degree of innovation (25%) ……… Further projects can be added if required (copy and paste the green text section above) Funding What external funds were granted to assist with your program and projects (if any)? (For information purposes only.) Other Additional information may be attached to support your entry including photographs, charts, diagrams, etc. Please list the attachments below and provide a brief explanation of how each of them supports your entry. Attachments (please list): ………………. ……………….
AdvancED Standards (check all that apply) Annual School Improvement Plan School Name: Sawnee Elementary School Year: 2013-2014 Actions, Strategies and Interventions (Includes Professional Learning Plan) Impact on Student and Behavior (“If…then...” Statements) Timeline Resources Needed? Who is Responsible? AdvancED Standard(s) Teaching and Assessing for Learning Using Results for Continuous Improvement Focus on building a strong guided math program in grades K-5. Provide structured time for data teams to analyze and reflect on grade specific data. Provide continuous professional learning focused on balanced mathematics through teacher workshops and collaborative café sessions. Advanced Content classes for 4th and 5th grade mathematics students. If we continued to develop the effectiveness of our daily guided math program, then daily differentiated math instruction will increase student achievement on the CRCT. If we provide and implement an effective structure for teachers to analyze data, then we will improve math instruction resulting in increased achievement. If teachers are provided with appropriate learning opportunities for mathematics instruction, then we will improve math instruction resulting in increased achievement. 13-14 school year Support and resources for providing professional development in balanced math/guided math. Continued support in developing knowledge for piloting teachers. Continued Data Team support for teacher leaders. Continue to provide time during Planning for data analysis. Consult with A&A on implementing Advanced Content models at the elementary level.
School Sessions: 9/18 1:00-1:45 School Improvement Meetings & Teacher Expert Differentiation Focus Session 2:00-2:45 Teacher Expert Differentiation Focus Sessions 2:45-3:30 Teacher Expert Differentiation Focus Sessions Meeting Locations TKES Volunteer Meeting Mandatory for those who volunteered Pilot Mandatory for those who participated in training Empowering Writers Media Center 1 Literacy Liaison Meeting High Achiever Differentiation High Achiever Differentiation Learning Lab (across from Jennifer) Art Liaison Meeting Literacy Interventions K-2 Literacy Interventions K-2 Stiffler’s RM Science Liaison Meeting Literacy Interventions 3-5 Literacy Interventions 3-5 Sci Lab Special Education 101 Mandatory Special Education 101 Mandatory Special Education 101 Mandatory McBrayer’s RM RTI Team Leader Meeting Only for designated team leaders Henderson’s RM
7. When are residents screened for pressure ulcer risk? Check all that apply. a.  Upon admission/readmission b.  With a change in condition c.  With each MDS assessment d.  When weight loss has occurred e.  Change in meal intake f.  Change in intake g.  Change in mobility h.  Change in continence i.  Change in communication 8. Do your facility’s pressure ulcer risk assessment activities include a comprehensive skin assessment/inspection*? Yes  No  *A comprehensive skin assessment is defined as a full head to toe and front and back assessment of the skin, the body’s largest organ, for any breakdown or reddened areas. This includes attention to all bony prominences, ears, scalp, in between toes, etc. 9. Who completes the skin assessment/inspection on admission? a.  Admitting nurse b.  Nursing assistant c.  Wound/skin care nurse d.  Nurse manager e.  Nursing supervisor f.  Director of nursing g.  Other (specify) 10. Who completes routine skin assessments/inspections? a.  Unit nurse b.  Nursing assistant c.  Wound care nurse d.  Other (specify): 11. How are skin assessments/inspections completed?
a.  Daily b.  Weekly c.  Monthly d.  Other (specify): 12. are skin assessments/inspections documented? a.  Medical record b.  Nursing assistant documentation c.  Skin assessment form d.  (specify): 13. Do you screen all residents for pressure ulcer risk at the following times: a. Upon admission Yes  No  b. Upon readmission/reentry Yes  No  c. When there is a change in condition Yes  No  d. With each MDS assessment Yes  No  14. If the resident is not currently deemed at risk, is there a plan to rescreen at regular intervals? Yes  No  15. Do you screen residents for pressure risk with the following diagnoses? a. Diabetes mellitus Yes  No  b. Peripheral vascular disease Yes  No  c. History of pressure ulcer Yes  No  d. Paralysis Yes  No 
d.  Cognitive assessment e.  Incontinence assessment f.  Medical device-related pressure assessment (e.g., oxygen tubing, catheters) g.  Assessment for friction and shear h.  Mobility assessment i.  Contracture assessment j.  Assessment for appropriate bed and chair support surfaces k.  Positioning assessment l.  Skin assessments per frequency designated by MD/NP m.  Other (specify): n.  Other (specify): 6. Assessments may reveal that a particular action should be taken (e.g., a toileting routine to prevent incontinence, diet change to encourage increased intake, new cushion for wheelchair). How would you find out if an intervention had been identified as necessary, but not carried out? 7. Are there any particular obstacles or challenges to investigating the root cause of pressure ulcers?
TOMS BARKER: It seems like reducing lawsuits would be a pretty compelling argument, even if you don't have papers written up about it. Just, you know, I don't know, a few tables showing some data. THOMAS WICKIZER: Yeah, they are expensive. Everybody knows that. You get lawyers involved in cases, and -- LINDA TOMS BARKER: Exactly. THOMAS WICKIZER: -- the bill goes up a bit, yeah. Yeah. LINDA TOMS BARKER: So that could be really valuable, compelling evidence for making those, you know, value statements, value propositions. So that's great. Thanks, Tom. THOMAS WICKIZER: Yeah. LINDA TOMS BARKER: Does anybody else have any other questions? Well, thank you, everybody, so much for joining us today, and we hope to see you in our online dialogue as we continue the discussion, and our Policy Working Group over the next few months will be trying to respond to people's needs and questions and seeing what we can produce that can help move all of this forward. Does anybody have anything else? Okay. Well, thanks, everybody. (End of session, 3:27 p.m. CT.) This text is being provided in a realtime format. Communication Access Realtime Translation (CART) or captioning are provided in order to facilitate communication accessibility and may not be a totally verbatim record of the proceedings.
Integrity Employ your subordinates in accordance with their capabilities. Observe human behavior as well as fire behavior. Provide early warning to subordinates of tasks they will be responsible for. Consider team experience, fatigue and physical limitations when accepting assignments. the team. Conduct frequent debriefings with the team to identify lessons learned. Recognize individual and team accomplishments and reward them appropriately. disciplinary measures equally. Keep your subordinates informed. Provide accurate and timely briefings. Give the reason (intent) for assignments and tasks. Make yourself available to answer questions at appropriate times. Know your subordinates and look out for their well being. Put the safety of your subordinates above all other objectives. Take care of your subordinate’s needs. Resolve conflicts between individuals on the team. Respect Develop your subordinates for the future. Clearly expectations. Delegate those tasks that you are not required to do personally. Consider individual skill levels and development needs when assigning tasks. Respect (Cont.) Ensure that are understood, supervised, and accomplished. Issue clear instructions. Observe and assess actions in progress without Use positive feedback to modify duties, and assignments when appropriate. Make sound and timely decisions. Maintain situation awareness in order to anticipate needed actions. Develop contingencies and consider consequences. Improvise within the commander’s intent to handle a rapidly changing environment. Be proficient in your job, both technically and as a leader. Take charge when in charge. Adhere to professional standard operating procedures. Develop a plan to accomplish given objectives.
Back Country Horsemen of Washington (BCHW) Sawyer Certification Program In accordance with the USDA Forest Service, BCHW is authorized to instruct, evaluate and certify BCHW members (and qualifying friends) in the safe use of cross cut and chain saws to buck downed trees. We do not issue felling credentials. FAQ’S BCHW sawyer certifications are recognized on all US public lands. BCHW may instruct and certify qualified "Friends of BCHW" such as sawyers from other groups and associations who are operating under an individual or group land manager volunteer agreement. In order to receive certification from BCHW, each sawyer’s technical proficiency with a crosscut saw and/or chainsaw must be evaluated by BCHW Instructor/Evaluator (I/E) and assigned a sawyer proficiency level. At the start of every work party the group leader conducts a tailgate safety briefing where the Job Hazard Analyses are reviewed. Sawyers are encouraged to “walk away” from any situation that they feel is beyond their ability to safely address. Sawyer levels: • Individual sawyers certified at the “A” or “Apprentice” level must recertify every year. An A level sawyer must saw under the immediate supervision of a level B or C sawyer • Individual sawyers certified as “B” or “Sawyer” must recertify every two years. • Individual sawyers certified as “C” or “Journeyman” level sawyers must recertify every three years. C level - sawyers with good communication skills are encouraged to become Instructor/Evaluator.
1) The Constitutional amendment that prohibited denying voting rights to people on race or color is the A) Twelfth Amendment. B) Fifteenth Amendment. C) Thirteenth Amendment. D) Fourteenth Amendment. 2) The purpose of the Freedman's Bureau was to A) provide 40 acres and a mule for each slave. B) gain the vote for millions of former slaves. C) provide work, education, and relief for former slaves. D) get radical Republicans in positions of power in the South. 3) In American history, the term "Reconstruction" refers to A) problems associated with the transformation to an industrial economy. B) the admission of Western territories to the U.S. as either Free or states. C) federal government intervention in the former Confederate states in order to monitor the treatment of former slaves. D) the establishment of a new system of agriculture in the western states and territories based on industrial machinery. 4) The era of Radical Reconstruction can be seen as a failure because A) it prevented Southern states from holding elections. B) it punished all people in the Southern states equally. C) it resulted in the severing of ties with former European allies. D) it did not adequately protect former slaves from having their rights violated. 5) The purpose of Jim Crow laws was to A) prevent black citizens from obtaining employment. B) limit the religious activities of southern citizens. C) create as much division between the races as possible. D) make it illegal for black children to receive an education. 6) By the end of the Reconstruction era, most African-Americans in the United States
1/30-02/03 02/13-02/15 02/20-02/24 03/12-03/15 1. fly 2. problem 3. trusted 4. blooming 5. myself 6. inside 7. day 8. campfire 9. under 10. weekly 11. where 12. thought 1. upon 2. far 3. gave 4. play 5. spell 6. handy 7. 8. much 9. after 10. 11. says 12. should 1. show 2. part 3. former 4. stuff 5.barnyard 6. letter 7. such 8. way 9. glass 10. try 11. they 12. sure 1. invite 2. she’ll 3. passing 4. wisely 5. away 6. started 7. grow 8. crispy 9. open 10. table 11. people 12. give 1. Friday 2. disturb 3. hiding 4. hurt 5. elbow 6. off 7. survive 8. acorn 9. boy 10. turtle 11. any 12. many 1. point 2. nation 3. sliding 4. 5. even 6. for 7. by 8. say 9. 10. portion 11. answer 12. only 1. vacation 2. blue 3. enjoy 4. afternoon 5. how 6. round 7. dishes 8. argue 9. diver 10. overpay 11. early 12. learn 03/19-03/23 03/26-03/29 04/16-04/20 04/23-04/27
1. find 2. saw 3. starvation 4. now 5. taking 6. shouted 7. old 8. joining 9. fault 10. plastic 11. four 12. word 1. over 2. mention 3. yellow 4. hold 5. kind 6. fantastic 7. about 8. draw 9. foundation 10. pages 11. today 12. once 1. seven 2. 3. chipped 4. hopped 5. 6. trading 7. know 8. write 9. playground 10. before 11. country 12. again 1. boxes 2. edge 3. meter 4. caution 5. reporting 6. study 7. tapping 8. sounded 9. taping 10. catch 11. change 12. often
Role: Personal Assistant Ref: PA/SA/01/18 Salary: £8.45 per hour plus sleepover allowance of £67.50 per shift Hours: Contracted Pool Worker: One day per week (16 hours together with an 8 hour sleepover) and one shift a week On Call with payment. Also there may be an opportunity to pick up additional shifts to cover annual leave and training of other team members. Pool worker: Same shift hours and salary as above but on an as required basis. Are you looking for a rewarding and challenging part time role that will make a difference to my life? My name is Kirsten and I am looking for a female assistant to help support me in my daily activities. I am in my thirties and I live independently in my own flat in Morningside. I need an enthusiastic and energetic person to join my great team of supportive assistants who help me live life to the full and do all the things I enjoy doing. My interests include dancing, horse riding, going to the gym, shopping, walking, theatre, cinema, seeing friends and family and swimming. I am very close to my mum and dad, love animals and enjoy art -I occasionally sell and display my work and hope you like my picture above. What am I looking for? You will need to be flexible, calm and caring (but not smothering!) with initiative and the willingness to think ahead. A good sense of humour and the confidence to help me cope with my regular seizures are also important. I have a wheelchair, which I use when necessary, but am mobile and can do many tasks for myself. Being as independent as possible is important to me but you will need to help me with routine tasks like dressing and cooking. I also need a confident driver as it’s important to me to get out and about every day in my own car. Could you be the person to support me? If so we excellent training and the chance to be part of a brilliant team and a wider organisation that actively encourages you to develop your skills and knowledge. We offer a truly worthwhile career and I’d love to hear from you. Take that step and please get in touch by visiting our website at and complete an on line application form ……. Closing date: 16th of March 2018
chain repair components spoke key spanner(s), allen key(s), screwdriver(s) multi fit pump puncture repair kit including tyre levers inner tubes (2) (different sizes) brake cable / hydraulic inners (2) (multiday rides only) gear cable inners (2) (multiday rides only) pads It is also the responsibility of the group leader to ensure that the following equipment be carried in a support vehicle or accessible on multi day trips. lubricant rag (2) headset spanner pedal spanner puller pliers with cutter pressure adjustable spanner 300mm cone spanner (2) spare pair pedals emergency derailler super glue bolt and nut emergency pedal tool various cable ties duct tape Group Specific Equipment (generally the responsibility of the leader) Group equipment will differ depending on the expected conditions of the ride and will be informed by the risk management plan, emergency strategy and activity plan. Refer to equipment for ride leader. Participants
Ensure website and all document accessible via the school website can be accessed by the visually impaired. Increase the variety of ways parents can access communication from school e.g. website Beginning of academic year Ongoing Headteacher/ IT Lead Headteacher/ IT Lead All parents understand what are the headlines of the school information Ensure all staff are aware of guidance on accessible formats Guidance to staff on dyslexia and accessible information Ongoing SENCo Staff feel confident to produce their own information/ documents that follow these guidelines Annual review information to be as accessible as possible Develop friendly Profile review formats Autumn term SENCo are more aware of pupils preferred method of communications and use these in class Signed: Simon Pollard (Chair of Governors) Date: December 2016
Mission Unit Goals 1. 2. 3. Operational Objectives Program or Activity Outcomes Alignment Data Source/ Measure Benchmark Timeline Key Person Concrete statements of what your unit intends to achieve (support your Unit goals) What program/activity or set of programs/activities will you out to reach the outcome? Measureable statement identifying how you will know you have reached your goal Alignment to Dept. Goals (above) Assessment method and source (how will you measure results?) Anticipated achievement level or target (what will identify achievement of success?) When will you achieve the outcome, data be collected and analyzed The person responsible for data collection and reporting
Please fill out the following table Source of Insert DNA/RNA (Species) Name of Vector(s) Used List them for all in the cloning process Name of Host(s) Used (bacteria or virus or cells) List them for all steps in the cloning process Nature of Inserted DNA Sequences If an attempt will be made to obtain expression of a foreign gene, indicate the protein that will be produced Answer the following questions, use additional if needed Additional info needed specify a) Does the inserted gene encode a known oncogene? Yes No b) Does the viral DNA integrate into the host genome? Yes No c) Does the modification have the potential to increase the replication capacity of virus? Does the modification increase the pathogenicity of the agent? Does the modification change the host range of the agent? Yes No See section I10: Evaluation of Dual use e) Does the inserted gene have the potential for altering the cell cycle? Yes No h) Is there a probability of generating replication-competent viruses? Yes No
A. Arrangements for airport personnel to advise ATCT whenever the runway lighting system does not meet CAT II requirements: ........................... Yes No B. Specify the organization responsible for remote monitoring or visual inspection of lighting components. Enter “none” if not installed: Component Remote Monitor Visual Inspection (1) Runway Edge Lights: (2) RCL Lights: (3) Runway TDZ Lights: (4) Approach Lights (if nonfederal): This checklist should reflect current equipment. Describe any known deficiencies in this equipment that would affect potential CAT II-III operations and any planned equipment changes necessary for CAT II-III operations. IV. Surface Markings and Signs Installed. (Ref. AC 150/53401, AC 150/534018, Order 6750.16, and Order JO 7110.65) A. Precision Instrument Runway Markings: ............................................. Yes No B. Runway Holding Position Markings and Signs: ................................... Yes No C. CAT II ILS Critical Areas Identified. ILS Critical Area Holding Position Markings and Signs: …......................................................................................... Yes No This checklist should reflect current equipment. Describe any known deficiencies in this equipment that would affect potential CAT II-III operations and any planned equipment changes necessary for CAT II-III operations. V. Obstacle Clearance. Certification may be obtained from the airport sponsor. A. Is the CAT II Obstacle Free Zone (OFZ) clear of obstructions? ....... Yes No
FloorScore - Resilient Floor Covering Institute in conjunction with Scientific Certification Systems Air Emission Certification Covered Product Types – Flooring and Flooring Adhesives Compliance Determination: Determine if documentation provided by contractor confirms the product meets the minimum Air Emission Certification of volatile organic compound free flooring and flooring adhesives (). Mercury Applicable Covered Product Types Fiberboard Gypsum Panels Wallboard Compliance Determination: Specify “no mercury” in construction contracts for compressed board type products () Non-Therapeutic Antibiotics Applicable Covered Product Type – Meat Compliance Determination: Specify “no non-therapeutic antibiotics” in cafeteria contracts pertaining to meat () OMRI – Organic Materials Review Institute Applicable Covered Product Type – Fertilizer Compliance Determination: Determine if documentation provided by contractor confirms the product is OMRI certified Organic - U.S. Department of Agriculture’s (USDA) Organic Food Standard Covered Product Type – Food Compliance Determination: The USDA organic seal verifies that the product has 95 percent or more certified organic content and confirms no genetically modified organisms. USDA organic is “a labeling term that indicates that the food or agricultural product has been produced through approved methods that integrate cultural, biological, and mechanical practices that foster cycling of resources, promote ecological balance, and conserve biodiversity. Synthetic fertilizers, sewage sludge, irradiation, and genetic engineering may not be used.” Determine if documentation provided by contractor confirms via product label or other language that product is USDA certified organic (). Perfluorinated Chemicals Applicable Covered Product Types Carpet Food containers Compliance Determination: Specify “no perfluorinated chemicals” in carpet and food container contracts (http://greensciencepolicy.org/highly-fluorinated-chemicals/)
Other areas – including general tasks (such as undertaking and carrying out single or multiple tasks or being able to follow and adapt to changes in routine, or managing behaviours or emotions in completing tasks); domestic life; community and social life (such as ability to engage in groups or clubs for children that undertake activities such as play, games, sport and/or other hobbies). SECTION C General Notes Preschool Program A preschool program is a structured, play based learning program, usually provided by a qualified teacher on a sessional basis. It is primarily aimed at children in the year or two before they commence full-time schooling, irrespective of the type of institution that provides the program or whether the program is government funded or privately provided. Programs may be delivered in a variety of service settings including separate preschools, early learning centres or kindergartens, long day care centres, in association with a primary school etc. The terms most commonly used to describe preschool programs in various states and territories are summarised in the table below. Focus of Section C Year Before full-time-schooling Year before full-time schooling First year of full-time schooling Second year of full-time schooling NSW Preschool Kindergarten Year 1 Age 4 (by 31 July) Age 5 (by 31 July) VIC Kindergarten Preparatory Year 1 Age 4 (by 30 April) Age 5 (by 30 April) QLD Kindergarten Preparatory Year 1 Age 4 (by 30 June) Age 5 (by 30 June) WA Kindergarten Pre-Primary Year 1 Age 4 (by 30 June) Age 5 (by 30 June) SA Preschool Reception Year 1 Continuous entry after 4th birthday Continuous entry after 5th birthday TAS Kindergarten Preparatory Year 1 Age 4 (by 1 January) Age 5 (by 1 January) ACT Preschool Kindergarten Year 1 Age 4 (by 30 April) Age 5 (by 30 April) NT Preschool Transition Year 1 Age 4 (by 30 June) Age 5 (by 30 June) Include preschool programs that are delivered to a mixed or composite class. Exclude classes that are purely comprised of children in the first or second year of full-time school. Notes for Questions C1 Number of children taken to a preschool program delivered by a different service. Refers to children who normally attend this service, who were taken by this service to a preschool program delivered by a different service (during the reference week). Please exclude children who attend a preschool independently with their families outside of booked hours.
is to enable learners to attain the highest levels of achievement for their own good, the good of their community and of the country as a whole. The Department intends to upon the quality of leadership and successful outcomes observed in the best of schools within the context of their communities and to address a concern with poor leadership and inadequate outcomes of schooling in others. It has made explicit its belief that effective leadership and management, supported by well conceived needs driven leadership and management development, is critical to the achievement of its transformational goals for education. However, it is acknowledged that the transformation of any education system to bring about sustainable school improvement implies a profound change in the culture and practice of schools. In South Africa this change is compounded by the many complex economic, political, social and health factors, which affect widely differing communities in both urban and rural contexts. These factors, and particularly the widespread, devastating impact of HIV and AIDS, make it vitally important for schools to provide for the overall well-being of their learning communities in a nurturing and supportive environment. Increasingly, the extent to which schools are able to provide such support and implement the necessary change and improvement will depend on the professionalism and quality of the ways in which they are led and managed. The Department of Basic Education, together with the Provincial Education Departments, has therefore, identified differentiated development needs for the professionalisation and development of the role of principal and other school leaders. These are: The enhancement of the skills and competencies of principals in posts; The improvement of the recruitment and selection procedures to principalship;
Resuscitation, Trephining, Urinary Catheterisation, Wound closure: Gluing, Steristrips, Suturing. Common Assessments / Interventions/Care pathways Abdominal Pain, Ankle Injuries, Back Pain, Chest pain, Collapse?cause, D&V, Falls in the Elderly, FB – eyes, Fitting, Fractured NOF, GI Bleed, Headache, Head Injuries, Knee Injuries, Neck Pain, Overdose, Self Harm, Shortness of Breath, Stroke/TIA, Wrist Injuries. Multiple trauma, sepsis. Models of practice experience e.g Hub and Spoke, Care pathways, Patient Journeys Working alongside Doctors, ENP’s, ANP’s and GP’s. Assessment of critically ill patients, walking wounded, full age spectrum, multiply injured patients, Mental health needs. Working alongside MDT. Managing a complex and fluctuating workload. Dealing with Death and Bereavement, breaking bad news. MULTIAGENCY LEARNING OPPERTUNITIES / RESOURCES Multiprofessional learners accessing the environment Student Nurses, Student Operating Department Practitioners, Student Paramedics Professionals working in the environment Registered Nurses, Consultants, Surgeons, Anaesthetists, Physicians, Junior Doctors Consultant, Nurses HCSW, CCOT, Specialist Nurses, Psychiatrists, AHP’s. Opportunities to meet EU directives (Nursing) Patients with learning disabilities, mental health needs, pregnant woman and children regularly access the ED.
Jason Yarmer, Addictions & Mental Health Division 503-945-6190 / jason.d.yarmer@state.or.us Jones, Tribal Affairs Director, DHS 971-301-1668 / Tina Edlund, Acting Director, Oregon Health Authority 503-947-2342 / tina.d.edlund@state.or.us Hank Hickman, Office Specialist 503-945-5776/ Henry.E.Hickman@state.or.us