zilongwang/ReadingBank huggingface dataset:
magnanimous P: (adj) generous in forgiving, above small meanness Unselfish, charitable, bighearted Petty selfish, unforgiving, spiteful The general’s victory was so decisive that he afford to be _____ toward his former enemies. mandatory P: (adj) required, obligatory Compulsory, requisite, imperative Optional, voluntary, discretionary A union contract may stipulate that members are to receive a _____ annual cost of living increase. nondescript P: (adj) ordinary, not outstanding; not easily classified Plain, unremarkable, unimpressive Distinctive, remarkable, vivid, prepossessing Fashion critics judged the designer’s fall clothing line to be disappointingly _____. phlegmatic P: (adj) slow-moving, sluggish; unemotional Lethargic, indolent, torpid, stolid, impassive Emotional, sensitive, thin-skinned, excitable Sloths are such _____ creatures that they have earned the reputation of being the slowest animals on Earth. rescind P: (v) to repeal, cancel Withdraw, revoke, retract, annul, abrogate Affirm, endorse, uphold, ratify A sitting Congress sometimes statutes passed by its predecessors. vivacious P: (adj) lively, sprightly, full of energy Spirited, animated, ebullient Dull, spiritless, listless, indolent, languid A individual will certainly never lack for companions. whet P: (v) to sharpen, put an edge on; to make keen or eager Hone, excite, stimulate dull, blunt, deeded, stifle, dampen In most mystery novels, the first chapter is designed to _____ your curiosity to find out “who done it.”
Flynote: Vicarious liability – Liability of employer for acts of employee – whether the employees of the defendant acted wrongfully and unlawfully when they assaulted plaintiff’s person – Defendant established the physical interference was justified. Evidence – mutual destructive evidence – where the evidence of the parties is mutually destructive court must decide as to which version to belief – Court found version of defendant more probable Summary: Plaintiff instituted delictual for general damages for pain and suffering and loss of amenities of life against the defendant. The plaintiff instituted the action against the defendant based on vicarious liability. The plaintiff averred that the two employees of the defendant acted within the course and scope of their employment and that they unlawfully assaulted the plaintiff whom as a result of the assault sustained physical injuries. The defendant pleaded that the action of the defendant’s two employees were justified. Held, the court held, that the evidence of the plaintiff is improbable due inconsistencies witnesses testifying on behalf of the plaintiff. Held, the court further held, that the approach that a court must adopt to determine which version is more probable is to start from the undisputed facts which both sides accept, and add to them such other facts as seem very likely to be true. ORDER The plaintiff’s claim is dismissed with costs, costs consisting of one instructing and one instructed counsel. trial
Nailing floor, siding, sheeting 8” on the perimeter (=13 per 8’) 12” in the “field” (=9 per 8’) Mark plates, Snap lines Slightly “toe nail” seams Constructing the Rafter Using a square to find the angle Layout of the Seat Cut Cutting the Seat cut (methods using power miter saw and jig or circular saw) Building a Jig Assembly using a jig Fixing mistakes Cats Paw Flat Bar Pulling nails using a block
Study Product 1 Study Product 2 Study Product 3 Study Product 4 Study Product Name Blinded Blinded Blinded Blinded Dosage, Route of Administration, Administration Schedule Date Started (DD/MMM/YYYY) Date Last Taken Prior to SAE Onset (DD/MMM/YYYY) Action Taken With Study Product Withdrawn Dose reduced Dose increased Dose not changed Dose interrupted Unknown Not applicable Comments: Withdrawn Dose reduced Dose increased Dose not changed Dose interrupted Unknown Not applicable Comments: Withdrawn Dose reduced Dose increased Dose not changed Dose interrupted Unknown Not applicable Comments: Withdrawn Dose reduced Dose increased Dose not changed Dose interrupted Unknown Not applicable Comments:
Cut three legs from the 1 ¼” pipe to 6 ½” long Cut one end of the pipe to a 31⁰ angle and the other side to an 18⁰ angle. Using a jig if provided tack the legs into place. Take the blade and the legs out of the jig and place them on the floor to see if it sits level. If the BBQ stand level than weld the legs all the way out. Fabricate the rim piece out of the 6"X1/8" strip. Determine circumference of the disk blade and cut to length. Optionally you may cut a notch (shown below) on ½ of the rim. Using a roll bend the rim to fit the disk blade. Fit the rim to the blade. If it fits then weld the ends together, then skip weld to the disk blade. Clean up the BBQ and welds Paint with High temp paint if preferred. Photo/Drawing: Construction Log: Complete the log below making an entry every day you work on the project. Transfer the logged hours to your record book journal for this SAE enterprise. Date Tasks Completed Skills Used/Learned Hours
provides an appropriate justification for all degree programs and combined degree programs that include fewer than the required number of semester credit hours or its equivalent unit. If a few special programs do not rely on the semester credit hour, a description of how those programs determine equivalency Justification of the length of combined programs that contain fewer than the required number of unduplicated combined hours 9.3 The institution requires the successful completion of a general education component at the undergraduate level that is based on a coherent rationale is a substantial component of each undergraduate degree program. For degree completion in associate programs, the component constitutes a minimum of 15 semester or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent ensures breadth of knowledge. These credit hours include at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. These courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. 2.7.3 General education requirements Description of and rationale for general education, including expected student learning outcomes Publications that consistently describe the general education requirements Explanation of the process used to review or change how students meet general education requirements If requirements vary by major or degree, documentation that the standard is met for all degree-seeking students Specific information as to how general education requirements are met for transfer students as well as students in competency-based, direct assessment programs An explanation (and examples) of how completion of general education requirements is tracked and verified 9.4 At least 25 percent of the credit hours required for an undergraduate degree are 3.5.2 Institutional credits for an undergraduate degree Degree completion policies Evidence that verifies that at least 25 percent of the credits required for the degree have been earned at the institution
Children’s Health Queensland Report of locally occurring adverse event Protocol no. insert number HREC reference number: insert number Protocol title: insert title of project Patient (Initials or Record No. only) Date of Birth dd / mm / yyyy Gender M F Report Initial Follow up Date of onset of reaction dd / mm / yyyy Severity Yes No Serious Life threatening or fatal Expected Is causality suspected? Yes No Almost certainly: Probably: Possibly: Unlikely: Adverse reaction description: All drug therapy/vaccines prior to reaction Daily dosage Date begun Date stopped Reason for use
: Potential Designs Considered Concept Wing Airfoil [5] Material Motor Motor Position Propeller Body 1 Square High PT-40 Foam Single Brushless Front 2 – Blade Carbon Rod 2 Flaps Falcon 56 Mark II Foam Twin Brushless Middle 2 –Blade Square Foam 3 Expandable Clark Monokote Single Brushless Front 2 –Blade Carbon Fiber Rod 4 Wing Trainer 60 Balsa/ Monokote Twin Brushless Rear 3 – Square Foam 5 Biplane Clark Foam Single Brushless 3 – Blade Carbon Fiber Rod 6 Three Surface PT -40 Balsa / Monokote Single Brushless Rear 3 – Blade Streamline Foam 7 Flying Wing DH4009 Foam Single Brushless Rear 2 – Blade N/A 8 Square low Clark Foam Single Brushless 2 – 3D – Flat 9 Flying Disk N/A Plastic Single Brushless Middle 3 – Blade Circular 10 Square middle Clark Balsa/ Monokote Twin Brushless Middle 3 – Blade Square Carbon Fiber creating a list of potential designs for the competition, the team created a table to list the advantages and disadvantages of each concept. Table 2 below shows the table created by the team. The table convinced the team that certain concepts were not viable for the competition. For example, the biplane wings are too heavy to have a high payload fraction, even though they provide a high amount of lift. - - -
French, R & Cunningham, A 1996. Before Science: The Invention of the Friars' Natural Philosophy. Aldershot: Scholar Press. Furley, D 1999. Aristotle the philosopher of nature. In Furley, D (ed): Routledge History of Philosophy, Vol. II From Aristotle to Augustine. London and New York: Routledge. Gilson, E 1938. Reason and Revelation in the Middle Ages. New York: Charles Scribner’s Sons. Gilson, E 1940. The Spirit of Medieval Philosophy. New York: Charles Scribner's Sons. Gilson, E 1955. History of Christian Philosophy in the Middle Ages. New York: Random House. Glick, TF, Livesey, S & Wallis, F (eds) 2005. Medieval Science, Technology and Medicine: An Encyclopedia. London: Routledge. Golshani, M 1995. Philosophy of Science from the Qur'ãnic Perspective. In IRTI (Islamic Research and Training Institute): Toward Islamization of Disciplines. 2nd edition. Riyadh: International Islamic Publishing House. Gooch, J 2006. The Effects of the Condemnation of 1277. The Hilltop Review 2: 34-44. Goody, J 2004. Islam in Europe. Cambridge: Polity. Grant, E 1962. Late Medieval Thought, Copernicus, and the Scientific Revolution. Journal of the History of Ideas 23,2: 197-220. Grant, E 1974. A Source Book in Medieval Science. Vol. I. Cambridge, M.A.: Harvard University Press. E 1997. The Foundations of Modern Science in the Middle Ages: Their Religious, Institutional, and Intellectual Context. Cambridge: Cambridge University Press. E 2001. God and Reason in the Middle Ages. Cambridge: Cambridge University Press. Grant, E 2006. Science and Religion, 400 B.C. to A.D. 1550: From Aristotle to Copernicus. Baltimore: Johns Hopkins University Press. Grant, E 2008. The Fate of Ancient Greek Natural Philosophy in the Middle Ages: Islam and Western Christianity. The Review of Metaphysics 61,3: 506-526. Guénon, R 1953. The Reign of Quantity and the Signs of the Times. London: Luzac & Co. Hall, C, Lindenberger, D, Kümmel, R, Kroeger, T & Eichhorn, W 2001. The Need to Reintegrate the Natural Sciences with Economics. BioScience 51,8: 663-673.
Evidence of evacuation plans Evidence of compliance with environmental and occupational regulations Evidence of corrective action, if appropriate Policies and training regarding harassment, hazardous materials, etc. Copies of Safety Committee minutes Summary of any open or recently closed investigations by the Office of Civil Rights for possible violations alleging sexual violence including correspondence with the Office of Civil Rights on such cases (e.g., letters and emails)
Please note copies of the final report may also be shared with Healthcare Improvement Scotland, the Mental Welfare Commission for Scotland and the Procurator Fiscal as appropriate. What happens next? The aim of the review process is to identify lessons learned, develop recommendations and implement improvements that will prevent similar adverse events occurring in the future. An improvement plan will be developed and implemented to address the recommendations and ensure that lessons are learnt and systems and processes improved. You should be involved in the development and implementation of the improvements and your manager should support you with this. Who can I contact for further information or support? You may wish to discuss any questions or concerns you have your manager, supervisor or staff side representative. The Central Support Team will also be happy to discuss any concerns with you. Extension number xxxxxxx Practical guidance for coping Recognise that healthcare is complex and things can go wrong – we are not infallible and despite best efforts errors happen. Expect the adverse event to bother you – remember your response is temporary and you are having a normal response to an abnormal event. Make a conscious effort to work through it. Realise that others around you may be under stress too – if others were involved help them too, share your feelings. Talk to friends orcolleagues about your experience – this can help reduce feelings of isolation and stress. Participate in debrief sessions – where it is not deemed mandatory to attend, it is recognised as a valuable tool in supporting staff. Ensure you are involved, in and kept informed of, the adverse event review process – it is important to contribute to the review and provide insight into preventing recurrence and identify lessons and improvements. Take time to relax – relaxation techniques can be helpful in dealing with stress and taking time to recover is essential. Look after yourself – getting enough sleep is important, especially now. If you have trouble sleeping for more than a week contact your GP. Get some exercise – a brisk walk is good for the body and can help combat stress. Maintain a good diet – a healthy diet can counter the impact of stress, boosting the immune system and lowering blood pressure. Follow a structured schedule – accept you are not capable of doing all things all the time. Be flexible and remember you are healing. Keep life as normal as possible. Spend time with family and friends – don’t isolate yourself and take time for things you enjoy.
a. Company Category Providers Proceed to a1 Repair Vendor Proceed to a2 a1. Type of Providers Kindly identify type of service(s) provided to SAESL. Provider Calibration Lab OMAT Standard Parts Other Services Kindly provide all documents listed in accordance to the services provided to SAESL as declared. For Tools Provider only List of Product / Services ISO 9001 Certificate No: Expiry Date: Authorized letter by OEM (if applicable) Company Registration letter (applicable for non-OEM) Others Certificate No: Expiry Date: For Calibration Laboratory only ILAC MRA Accredited Lab List of Product / Services ISO / IEC17025 Certificate No: Expiry Date: Others Certificate No: Expiry Date: Certificate No: Expiry Date: For more options please proceed to next page. Continued. For Calibration Laboratory only OEM Calibration Lab List of Product / Services ISO9001 Certificate No: Expiry Date: Others Certificate No: Expiry Date:
4.6. Are procedures in place for detecting and reporting suspected approved parts (SUP)? YES NO N/A 4.7. Are procedures in place for performing final inspections of maintained articles? YES NO N/A 4.8. Are procedures in place for controlling shelf life items? YES NO N/A 4.9.a. Are procedures in place to determine the airworthiness of an article contracted to a repair station? YES NO N/A 4.9.b. Are there any contract allowing FAA / NAA to inspect the non-certified repair facility? YES NO N/A 4.10. Are procedures in to determine major/minor repair scope? YES NO N/A 4.11. Are procedures in place to ensure compliance with air carrier specifications? YES NO N/A 4.12. Are Quality and Procedures Manuals available for use by inspection personnel? YES NO N/A 4.13. Are Quality and Procedures Manuals revised/reviewed continually to the industry/regulatory authority’s specifications as required? YES NO N/A 4.14. Is the Quality, and/or Procedures Manual available upon request? YES NO N/A 4.15. Is the quality assurance organization independent from production responsibilities? YES NO N/A 4.16. Are procedures in place to investigate and correct the root cause of discrepancies revealed by internal/external audits? YES NO N/A 4.17. Are results of internal/external audits reviewed by upper management? How often? : YES NO N/A 4.18. Is there a program to audit vendors/suppliers/sub-contractors? Provide Details: YES NO N/A 4.19. Are procedures in place for training and maintaining proficiency for personnel? YES NO N/A 4.20. Are training records maintained for each inspector? YES NO N/A 4.21. Are inspectors required to be certified? If Yes, by whom? : YES NO N/A 4.22. Does the Quality Department maintain an signature roster? YES NO N/A date
14 Anti-bullying/anti-hazing policy x 15 Anti-harassment (including sexual misconduct and sexual assault) x 16 Copy of previous accreditation team On-Site Visit Team Report and most recent interim reports, if seeking re-accreditation x 17 Samples of communications with graduates x 18 Recent capital campaign and/or major fundraising initiative communications x 19 Parent organization by-laws x E. Teaching & Learning 1 Academic Subject Assessment (see Self-Study Appendix G) x 2 Curriculum (including and sequence, content, student assessment, timeline, and resources needed) x 3 Program materials prepared for parent and public information x 4 Discipline policies/student code of conduct x 5 Copy of e-learning or online course web page describing the course and indicating the provider’s accreditation agency x 6 Sample report cards, interim reports, conference forms, etc. x 7 Standardized tests results by grade for the last five years (omit student names) x 8 Technology Acceptable Use Policies x 9 A list of the school’s college acceptances for the past three (5) years, if applicable x 10 College counseling “fact sheet” or school/student profile, if applicable. x 11 Residential Life/Boarding handbook, if applicable x 12 Residential life education/curriculum, if applicable x 13 Residential life staff training manual or appropriate sections of existing handbooks, if applicable x 14 Copies of residential life permission forms, activity schedules, logs, etc., if applicable x 15 Evidence of certification by the Department of Homeland Security (if applicable- Needed if the school, either day or boarding, enrolls international, non-immigrant students.) x 16 Homestay host family and/or placement agency contract, if applicable x 17 Homestay instructions/handbook for supervisors and students, if applicable x 18 Evidence of, at a minimum, Safeguarding God’s Children/People in accordance with diocesan requirements, for homestay host families, if applicable x 19 Assessment tool(s) used for evaluation of homestay program, if applicable x 20 Copy of agreement with other schools, if the x
Comment: 7. The school website is useful and a regular source of information for our family. Comment: 8. Communications financial matters are clear. Comment: 9. Opportunities for volunteering and supporting the school are communicated well. Comment: Please make any suggestions you have for strengthening communications between the school and home and for improving the school. B. SURVEY SAMPLE – The school may duplicate all or any part of this sample survey and add items of interest to the school. To assist us in determining the effectiveness of the school’s communication with parents/guardians, please indicate your agreement or disagreement with the following statements. We would appreciate any comment you wish to make that might help to strengthen communications. Strongly Agree Agree Disagree 1. The policies and procedures that govern the school are clear. Comment: 2. The faculty/staff are included in planning the academic direction of the school. Comment: 3. Communication with the about changes in the program is timely. Comment: 4. The faculty/staff are included in planning the activity calendar for the year. Comment: 5. Communications with parents by the school is effective. Comment: 6. The majority of communication with parents by teachers has been through (number 1-4) ___conferences ___phone contact ___email ___written. This has been effective communication. Comment: 7. The school has successfully assisted your professional development. Comment on the most valuable experience in your own professional development in the past three years:
F. Professional Staff 1 Staff Information forms for each faculty and staff person (see Self-Study Appendix F) x 2 Profile (see Self-Study Appendix E) x 3 Copies of documents used for faculty/staff evaluation x x 4 Copies of documents related to faculty/staff development training x x 5 Employee Handbook, including but not limited to a Code of Conduct with policy on harassment, (including bullying, hazing, sexual misconduct, and sexual assault) and policy on employee conflict resolution Copy of harassment & conflict resolution policies x 6 Faculty/Staff survey with results (see Self-Study Appendix B) x 7 Alphabetical list of faculty and staff, their titles, and weekly schedule for each x
8 Poster board containing alphabetical list of each faculty/staff member with pictures names, titles, locations - for On-Site Visiting Team workroom x 9 Sample employment contract or letter of agreement x x 10 Evidence that satisfactory background checks have been made on all employees and regular volunteers who work with students and that they have participated in Safeguarding God’s Children or comparable training. x 11 Evidence that satisfactory background checks have been made on all employees and regular volunteers working in summer programs, and that they have participated in Safeguarding God’s Children or comparable training. x G. School and Community 1 Student and Parent Handbooks x
STANDARD OLD STANDARD(S) TOPIC REQUIRED DOCUMENTATION 8.1 The institution identifies, evaluates, and publishes goals and outcomes for student achievement appropriate to the institution’s missions, the nature of the students it serves, and the kinds of programs offered. The institution uses multiple measures to document student success. 4.1, 3.3.1.1 Student achievement Published evidence containing tables, charts, and/or narrative that include criteria, thresholds of acceptability, and findings related to student achievement Discussion of the underlying rationale for the chosen criteria and thresholds in relation to the institution’s mission Data underlying the findings 8.2 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of seeking improvement based on analysis of the results in the areas below: student learning outcomes for each of its educational programs, student learning outcomes for collegiate-level general education competencies of its undergraduate degree programs, academic and student services that support student success 3.3.1.1 (a), 3.5.1 (b), 3.3.1.3 (c) Student outcomes: educational programs (a), general education (b), academic and student services (c) Lists of program-specific expected student learning outcomes for educational programs Descriptions of the assessment measures used to collect information on student learning Details on the assessment and analysis of results from assessments Specific examples where the findings from analysis of results have led to efforts to make program improvements Identification of student learning outcomes from the institution’s expected competencies of graduates If different units of the institution use different approaches, a discussion and rationale for each Justification that all measures are intended to capture learning Descriptions of the assessment measures used to collect information on student learning Details on the assessment and analysis of results from these assessments Specific examples where the findings from analysis of results have led to efforts to make improvements in the general education component of undergraduate degree programs
PERFORMANCE REIVEW A, B, C Be detailed and use evidence (no fluff) Recap your goals (if ongoing SAE ex: started freshmen year discuss long term goal success) MINIMUM 1 PHOTO, Maximum of 6 WITH CAPTION(s) YOU must be in the should be an “action shot” if possible. SAE AUDIENCE GUIDE – As you watch other peers SAE presentations you will be completing a one page double-sided reflection analyzing their presentations and commenting on their experiences. GRADING – Your SAE is worth 10% of your grade, enough to drop or raise you one full letter grade. It is a 100-point project. See breakdown below: 5 points – SAE Approval with your instructor 20 points – SAE Check-In’s 20 points – SAE Journals 30 points – SAE Presentation 30 points – SAE Reflection 5 points – Audience Guide RESOURCES , , Community members, past students, FFA members, neighbors, parents, your instructor, peers YOU will get the MOST out of this project if you align it with your INTEREST, HOBBIES, CAREER POTENTIAL or NETWORKING OPPORTUNTIEIS!
Recap your goals (if ongoing SAE ex: started freshmen year discuss long term goal success) MINIMUM 1 PHOTO, Maximum of 6 WITH CAPTION(s) YOU must be in the photo should be an “action shot” if possible. SAE AUDIENCE GUIDE – As you watch other peers SAE presentations you will be completing a one page double-sided reflection analyzing their presentations and commenting on their experiences. GRADING – Your SAE is worth 10% of your grade, enough to drop or raise you one full letter grade. It is a 100-point project. See breakdown below: 5 points – SAE Approval with your instructor 5 points – AET Check In #1 10 points – SAE Check In’s 25 points – SAE Journals 30 points – SAE Presentation 30 points – SAE Reflection 5 points – Audience Guide RESOURCES Community members, past students, FFA members, neighbors, parents, your instructor, peers YOU will get the MOST out of this project if you align it with your INTEREST, HOBBIES, CAREER POTENTIAL or NETWORKING OPPORTUNTIEIS!
Child Protection and Safeguarding Policy for Spurcroft primary School This policy has been adapted/adopted from the West Berkshire model child protection and safeguarding policy. Headteacher Sign & Date: Chair of Governing Board Sign & Date: Review schedule (this policy will be reviewed annually) Date Description of any changes Date approved by Governing Board October 2017 DSL updated November 2017 Contents Key Contacts Purpose Introduction Terminology School Policy
04.01.07 Nondestructive Testing – Magnetic Particle Testing of Pipe 1:0 N/A 04.01.08 Evaluating Anomalies Using Handyscan 700® 1:0 N/A 04.02.01 Coating Maintenance/Application and Repair- Sprayed, Brushed or Rolled 1:5 04.02.02 Coating Maintenance/Repair-Wrapped 1:5 04.03.01 Electronic Holiday Detection 1:1 05.01.01 Cathodic Protection System Maintenance: Rectifiers 1:1 05.01.02 Cathodic Protection System Maintenance: Electrical Isolation 1:1 05.01.03 Cathodic Protection System Maintenance: Anodes & Ground Beds 1:1 05.01.04 Inspect or Test Cathodic Protection Bonds 1:1 05.01.05 Cathodic Protection System Maintenance: Reverse Current Switches 1:1 05.01.06 Cathodic Protection System Maintenance: Automatic Potential Controlled Protection Systems 1:1 05.01.07 Cathodic Protection System Maintenance: AC Voltage Mitigation System 1:1 05.01.08 Cathodic Protection: Read Rectifier 1:1 05.02.01 Cathodic Protection System – Electrical Connections 1:1 05.03.01 Cathodic Protection System Testing: Test Stations 1:1 05.03.02 Indirect Inspection – Measure Structure-to Electrolyte Potential 1:1 06.01.01 Indirect Inspection: Close Interval Survey 1:1 06.01.02 Indirect Inspection: Direct Current Voltage Gradient (DCVG) Survey 1:1 06.01.03 Indirect Inspection: Voltage Gradient (ACVG) Survey 1:1 06.01.04 Indirect Inspection: AC Current Attenuation (ACCA or PCM) Survey 1:1 07.01.01 Locating, Installing & Protecting Customer Meters & Regulators: Residential & Small Commercial 1:1 07.01.02 Locating, Installing & Protecting Customer Meters & Regulators: Commercial 1:1 07.02.01 Customer Pressure Regulating, Limiting & Relief Device: Residential & Small Commercial 1:1 07.02.02 Customer Pressure Regulating, Limiting & Relief Device: Commercial & Industrial 1:1 08.01.01 Locating Pipelines 1:1 08.02.01 Damage Prevention During Excavation Activities 1:1 09.01.01 System Patrolling 1:1 10.01.01 Plastic Pipe – Electrofusion: Couplings 1:0
Maintenance Supplies; professional development; learning opportunities; career development Revision Stackable credentials; modification of existing curriculum; emerging occupations Officers, working closely with educators, can save time for faculty and administrators. It is strongly recommended that you establish officers in the formation of your committee. Each partnership and/or business advisory committee will need to decide its own structure. Use the following table for discussion of the structure of your committee. Structure of the Advisory Committee Complete the table with identification of structure items and names (if applicable): Size of Committee: NOTE: should consist primarily of employers. Committee Officers: Purpose Name: √ Yes- this will be part of our structure √ No-this will not be part of our structure Chairperson Presides at meetings; calls meetings; appoints subcommittees; COMMITTEE
12. Web conferencing or and VOIP Web conferencing tools allow you to meet online rather than in a conference room. A webinar is a neologism to describe a specific type of web conference. It is typically one-way, from the speaker to the audience with limited audience interaction, such as in a webcast. A webinar can be collaborative and include polling and sessions to allow full participation between the audience and the presenter. VOIP technology allows you to make telephone calls over the Internet (converts voice signals into data streams that are sent over the Internet and converted back to audio by the recipient’s computer). 13. Web site If the program has a link on the institution’s website, the committee should be able to make good use of it. Ideally, it would provide at least two links: Public access link—This link would lead the viewer to information that is of interest to the public, such as general information on the program and the activities of the committee. “Committee members only” link—This link would provide a connection point for committee and subcommittee members. This is the equivalent of the “back office” area reserved (by password protection) exclusively for authorized personnel. (Google 14. Wikis A wiki is basically a website that allows everyone who registers to add and change content. The most common wiki application is Wikipedia, an online encyclopedia. Wikis are easy to use as all you need is a computer, a web browser, and an Internet connection—no software, no website skills—to begin having very interactive communications with many people simultaneously. Use the following table to brainstorm how your committee could use the latest technology to help with communication. How Could Our Advisory Committee Use Technology Technology √ Will we use this? Examples of how we would use this Which service will we use? Blogs Collaborating and file sharing
durability. This strategy has made Eilersen a well-known and recognized brand both nationally and internationally, and several of their sofa models carry the designation “state of the art”. N. Eilersen A/S is a family business, currently operated by the fourth generation. The fact that a of furniture bears the Eilersen name is a guarantee of excellent quality, comfort and unique durability.
Technology expenditures – intangible assets Software, such as enterprise reporting systems, whether purchased or licensed, may meet the criteria to be considered an intangible and reported in Object 6400 or 6500, rather than Object 5800. GASB Statement 51, Accounting and Financial Reporting for Intangible Assets CSAM Procedure 630, Technology – Coding Examples No amount entered for Object 9796, “Net Investment in Capital Assets” Object Code 9796 (Net Investment in Capital Assets) consists of capital assets, net of accumulated depreciation and less any related debt. Any deferred outflows and inflows of resources are also included. The technical review check “NET-INV-CAP-ASSETS” reads: If capital asset amounts are imported/keyed, objects 9400-9489 (Capital Assets) in funds 61-73, then an amount should be recorded for Object 9796 (Net Investment in Capital Assets) within the same fund. CSAM Procedure 330, Object Classification
Equipment Accidents caused by inappropriate clothing – trainers, non-visible clothing Loss of contact between runners All runners to take responsibility for wearing appropriate clothing/trainers. Reporting and recording accidents to take place. Meeting points determined in case of runners get split up. Mobiles numbers exchanged [runners consenting with one another]. Pre-run briefing. SAFE Assessment Completed by: Diabetes UK Staff - Reviewed and Agreed by: Name Name Signed Signed Date Date
Review and assist in keeping plans and checklists current. Maintain accountability of all personnel. Perform special assignments as specified in the plan checklists. Food Service Director: Notify cafeteria personnel of the situation. If necessary, meals to students and others who may be confined to school building(s). Coordinate special needs with food suppliers. School Nurse: Review and assist in keeping plans and checklists current. Review procedures and prepare for continued supply of medicines for students with special needs and common student population maladies. Package and move records to a host facility (if needed). Assist emergency responders in identifying students/staff who may need special assistance, including mental health issues. Parents: Be familiar with plans and procedures for ensuring safety of the children. Tune to media for information and instructions during an emergency. ADMINISTRATION AND LOGISTICS Administration Parents will be informed of the provisions of this plan through student take-home literature and the district student handbook Logistics needs will be reported to the local emergency management agency. TRAINING AND EXERCISES Training Annual training sessions be conducted on the Campus Emergency Plan (CEP), duties and related procedures. Fire safety and CPR/first aid training should incorporate the CEP, and responsibilities assigned in it. Exercises and Disaster Drills: The school will participate in the following: Fire Drills monthly. Secondary site evacuation drills at least biannually. Lock-down drills at least biannually. PLAN DEVELOPMENT, MAINTENANCE AND DISTRIBUTION Principals/administrators will coordinate the development and maintenance of the Campus Emergency Plan for this campus. The plan will be reviewed annually and updated as needed. distribution of the Campus Emergency Plan is one copy to: Each staff member District Central Office City of Hobbs Emergency Management Agency Enter Name of School
Screening Members, Coaches & Staff Compliance X X Athlete Protection Policy Provision X Compliance X X Supervision of Athletes and Participants Provision X Compliance X Physical Contact Provision X Compliance X X Electronic Communications and Social Media Provision X X Compliance X X Locker Rooms and Changing Areas Provision X X Compliance X X Travel Arrangements Provision X X Compliance X X Reporting Policy Provision X X Compliance X X Disciplinary Rules and Procedure Provision X X Compliance X X Investigation and Adjudication Provision X X Compliance X X Monitoring Provision X X Compliance X X Club Safe Sport Designee should be responsible for: - Serving as the primary SafeSport contact for the Club and in communications with USA Taekwondo - Conducting reviews and evaluation of the club’s program to monitor and promote compliance with the SafeSport Program; make annual report to USA Taekwondo regarding applicable compliance with USAT’s SafeSport Program ATTACHMENT 1 - REPORTING FORM USA Taekwondo strongly encourages the reporting of misconduct. USA Taekwondo appreciates your willingness to report inappropriate behavior.
Restricted work area Slip & trip hazards Unauthorised personnel Unlabelled controls Vibration Wet / slippery Wind / storm activity Fog / mist / smoke Working in isolation Dust / particulates Contact with electrical equipment Electrical cables High voltage equipment Overhead cables Non-compliant earths (tagged/tested) Unclear work direction Stress / Anxiety / Frustration Lack of knowledge Poor communications Negative attitudes Radiation Infra-red Microwaves Ultra-violet light, ie, sun X-ray Laser Using mobile plant Traffic / pedestrian interaction / collision Uneven terrain Unlicensed / untrained operators Vehicle instability Vehicle access Mechanical Abrasive blasting / grinding Auto-start equipment Conveyors Equipment failure Hand and power tool Impact and crushing Pinch / cutting points Residual / stored energy Uncontrolled movement Unguarded moving parts Welding or cutting Manual handling (ergonomic) Awkward / unbalanced load High / low reach High force / heavy loads Lighting Over exertion / fatigue Poor design / layout / surface Repetitive movements Chemical Chemicals / reagents / vapour / mist (e.g. SF6) Flammable Handling flammable materials Hazardous chemical exposure Solid chemical Splashes / burns Spills to ground or work area Environment Air contamination Soil contamination Storm water contamination Waste (effluent/hazardous Solid waste Thermal Cold – ambient temperature Heat – ambient temperature Hot materials/fluids Hot surfaces UV exposure Job Steps Reference Hazards Controls List the steps required to perform the job in the sequence they are carried out List the references for the required job step such as For each job step list the hazards that cause injury when the task is performed Initial Risk Rating List the control measures required to eliminate or minimise the risk of injury arising from the identified hazards Residual Risk Rating
Activities Accidents caused due to the room not suitable Food or refreshments unsafe Manual Handling[e.g. moving chairs/tables] causing injuries [e.g. back injury] from people attempting to move or awkward objects Change layout of room, check activity equipment, any broken/unsafe chairs removed. A separate SAFE Assessment for any other the activity may be required e.g. exercise class Wash basin available for washing hands before preparing consumables Avoid manual handling where possible. People reminded not to handle anything too heavy for them. Where significant manual handling will be involved, please report to the local volunteer team prior to activity taking place. Review and assess before meetings. Check washing facilities and appropriate soaps are available. Communicate any concerns to Caretaker or venue main contact Group members/visitors should be informed of the dangers of manual handling and instructed to assess loads before handling. Checks The - inadequate health and safety procedures leading to hazardous situations and potential injuries to group members or visitors Volunteers unsure or not confident in their roles and responsibility relating to keeping safe and legal Check/request site of the venue’s safety policies, risk assessments and check they have public liability insurance. Keep accident book up to date including any near misses and record and report to the volunteer development team. Group committee are familiar with Keeping Safe and Legal Guides and supporting resources. Ensure the good relationship with the and make sure regular updates are received around Health and Safety. Check the venue’s safety arrangement annually. Review accidents and near misses regularly and communicate to the caretaker or the venue key contact. checks to make sure good housekeeping and everything is fit for purpose. Seek support from your local volunteer team around any training and support needs.
Event Age Group: 7-11 / 11-15 / 16-18 / 18-30/ 30+ Risk assessment Completed (Name and Date): Miss Example 1st July 2015 Accompanied or Unaccompanied: Unaccompanied Risk Rating: Amber What are the hazards and who might be harmed and how? What are the controls? What further action is necessary? Action by who and when by?
Emergency Procedures – Hypo Young people with diabetes might have a hypo on the event Information on how to treat a hypo is given to all volunteers. GlycoGel, Glucose tablets and Lucozade are carried by each team. Emergency contact details held for parents and guardians. Volunteers must restock if these are used – After each event Emergency Procedures – accident or injury Emergency / first aid help sought when required. Incident must be reported Respond and report at time of any incident Volunteers – At event to respond to and report any incidents Hazards on site – e.g. stairs, bollards, unstable ground etc. Venue conducts own risk assessment, and must have public liability insurance. Details of this will be sought by Diabetes UK staff and confirmed before the event Emergency/ first aid help sought when required. Incident must be reported. Diabetes UK staff to seek risk assessments and Insurance Volunteers – At event to respond to and report any incidents A volunteer is unable to attend or pulls out of the event If the event can run with the number of remaining volunteers and meet required ratios the event can go ahead – Notify of the change after the event. If there not and there is no suitable alternative with relevant police checks the event must be postponed. Review, find replacement or cancel event if necessary Volunteer organiser – At the time of the event
The Event Organiser is unable to attend the event or is taken ill during the event Deputise and ensure the new organiser has all required medical and consent information. Refer to the above regarding volunteer ratios. Deputise or cancel the event if suitable ratios or cover can not be found Volunteers There are volunteers working with children who are not known to them before the event Consent forms ask parents and carers for any information they need to know about their child prior to the event. Volunteer organiser – Get completed consent forms prior to the event Volunteers to take action on any additional identified.
working with principals to ensure Positive Behaviour Support Plans with Protective Action Plans are reviewed and updated each term as required, refer Safe and Supportive Schools Procedure B; providing links to additional supports where plans need strengthening or review; and reporting trends and escalating issues to the Director Student Engagement. 5.5 Students and Parents/ Carers are partners and stakeholders in achieving safe and supportive schools and are responsible for: contributing as members of the school community to the development and ongoing maintenance of a safe, respectful and inclusive school environment; providing input into the development and review of any positive Behaviour Support Plans and Protective Action Plans that relate to them or to their child; supporting the policy by behaving appropriately in schools to ensure learning is not disrupted, and the safety and wellbeing of all school community members is maintained; supporting schools to remain free from bullying, harassment and violence, and communicating with teachers or the Principal about any concerns in relation to safety, bullying, discrimination or harassment at their school, to allow these concerns to be promptly addressed. 5.6 Director Student Engagement is responsible for: providing advice and support to schools and School Network Leaders in the development of Positive Behaviour Support Plans and Protective Action Plans; working with School Network Leaders to: develop responses to trends and escalating issues and report trends and escalate issues to the Deputy Director Generals - Schools and Education Strategy. 5.7 Policy Owner: Deputy Director-General – Education Strategy is responsible for the monitoring, review and development of this policy. Monitoring and review The Policy Owner will monitor this policy. This includes an annual scan of the policy. A full review of the policy will be conducted within a three year period. Contact For support contact Student Engagement Branch on (02) 6207 0457 or email: . Complaints Any concerns about the application of this policy or the policy itself, should be raised with: the school principal in the first instance; the Directorate’s Liaison Unit on (02) 6205 5429; online at ; see also the Complaints Policy on the Directorate’s website. References 9.1 Definitions Bullying: an ongoing misuse of in relationships through repeated verbal, physical and/or social behaviour that causes physical and/or psychological harm. It can involve an
Dams and Waterways Has the stability of been checked and support provided where required? Yes No Yes No N/A Is there a safe manual access point for sample collection? N/A Yes No N/A Will adequate covers and railings be provided to prevent falls? Yes No Yes No N/A Pipelines Will equipment such as pipes be securely stored to prevent rolling, theft etc? Yes No Yes No N/A Was the location of the pipeline selected to minimise disruption to congested or public areas during construction and/or maintenance? Yes No Yes No N/A Has the distance/proximity to other existing services be considered during the selection of the location of the pipeline? Yes No Yes No N/A Are supports required in excavations? Yes No Yes No N/A If old pipelines are being replaced, will old pipelines be removed or remain capped in the ground? Yes No Yes No N/A Other Issues What are the next steps when the Checklist has been completed?
Design finalisation Check that the evaluation of design risk control measures is complete and accurate. Prepare information about risks to health and safety for the structure that remain after the design process. Designer led. Client and designer agree with final result. Potential changes in construction stage Ensure that changes which affect design do not increase risks, for example substitution of flooring materials which could increase slip/fall potential and may introduce risks in cleaning work. Construction team in consultation with designer and client. The hierarchy of control The ways of controlling risks are ranked from the highest level of protection and reliability to the lowest, known as the hierarchy of control. Elimination – The most effective control measure involves eliminating the hazard and associated risk. By designing-in or designing-out certain features, hazards may be eliminated. For example, designing components that facilitate pre-fabrication on the ground can the need for working at height and therefore eliminate the risk of falls. If it is not reasonably practicable to eliminate a hazard the following control measures should be considered: Substitution – replace a hazardous process or material with one that is less hazardous to reduce the risk. For example: Using pre-cast panels rather than constructing a masonry wall Using pre-finished materials in preference to on-site finishing Isolation – separate the hazard or hazardous work practice from people, for example designing the layout of a building so that noisy machinery is isolated from workstations Engineering controls – use engineering control measures to minimise the risk, for example, including adequate ventilation and lighting in the design, designing and positioning permanent anchorage and hoisting points into buildings where maintenance needs to be undertaken at height Administrative controls – If engineering controls cannot reduce the risk sufficiently, then administrative controls should be used, for example warning signs or exclusion zones where a hazardous activity is carried out. Personal protective equipment – (for example hard hats, respiratory protection, gloves, ear muffs) should be used to protect the worker from any residual risk. It is the least effective control measure as it relies on the worker’s behaviour and therefore requires thorough training and a high level of supervision to be effective. In many cases a combination of control measures will be required to minimise the risks to health and safety. For example traffic flow at a workplace may be controlled by incorporating traffic islands (engineering) and erecting warning signs (administrative).