zilongwang/ReadingBank huggingface dataset:
Job Description and Person Specification Job Title: Administrator - Stafford office Reporting to: Stafford Counselling Team Manager Hours of work: 6 hours per week - Monday Salary: Scale 3 Points 14-17 £17,195-£18,402 per annum (actual £2,788-£2,984) Job Summary Working within North Staffs Mind’s Counselling team as an Administrator within our Younger Mind service based at our Stafford office. Administrators within our organisation are required to be highly professional and organised, and able to communicate effectively with clients, members of the public and professionals. They must demonstrate the ability to be the first point of contact for our services for, children and young people struggling with their mental wellbeing, and be prepared on occasion to converse with people in distress. Duties and Responsibilities Younger Mind Stafford & District Deal with parents/clients face to face, phone, email, SMS. To work closely and effectively with other members of the administration team to ensure the delivery of a highly efficient service. Deal with professionals face to face, phone, email. Process paperwork – all referrals to be promptly opened, entered on the database and client and closed promptly when counselling has ended to ensure full data collection. Create and amend standard paperwork as and when necessary. Monitor the standard paperwork - photocopy additional supplies as and when necessary. clients in response to requests from referrers or staff. Monitor and check available appointment slots for clients. Fill appointment slots for counsellors, as and when requested to do so by counsellors, or by monitoring the diary Assist in the preparation and production of statistical information on a monthly / quarterly basis as required by North Staffs Mind managers or commissioners. Log both in-coming and post, and take items to the post box or internal mail Attend meetings relevant to this post Take the minutes of Younger Mind Team meetings Attend Younger Mind and North Staffs Mind Away Days Support paid staff and volunteers with administrative tasks, as and when necessary Shop for various items for the premises, as and when necessary
recreation, aesthetic appreciation and biodiversity provided by wetland in Staffordshire can be valued at £2.87 million annually. Note that additional ecosystem services provided by wetland in Staffordshire have been calculated applying a different methodology. This includes the services wild food, non-food products as well as wild species diversity. Note also that this is the totalised marginal value rather than the totalised average value. The marginal value describes a marginal loss (extent) of the total area of habitat. For the purposes of this study, ecosystem services are valued assuming a 10% loss of wetland which yields a total annual value of £287.000. If we assume a 100% loss of wetlands in Staffordshire, the total average annual value of ecosystem services provided by wetland would equal the much higher figure of £8.42 million, though there is no realistic policy scenario where all wetland in Staffordshire would be destroyed (see also Section 1.2). In the next step, the value attributable to each ecosystem service can be approximated. This step is not necessary but has been chosen to maintain consistency within this study. By setting every variable standing for an ecosystem service to equal zero and viewing the difference in the sum, an estimate can be made of the attributable value for each ecosystem service. For the sensitivity analysis, uncertainties regarding the estimations as well as the scientific evidence, have been considered. For the ecosystem services of fresh water supply, water quality regulation, recreation, aesthetic appreciation and biodiversity, a range of 30 per cent has been applied. As mentioned previously in Section 4.3, uncertainties for flood regulation are generally higher because they are more context-specific. Taking this circumstance into account, a range of 50 per cent has been applied for this ecosystem service. The findings have not been outlined in this appendix, but in the referring Sections of the main report.
28.0 SITE SECURITY 28.1 The schools provide secure sites which are controlled by precise management directives, but the sites are only as secure as the people who use it. Therefore all people on the sites have to adhere to the rules which govern it. Laxity can cause potential problems to safeguarding. Health and Safety Act 1989 and 2004 Therefore:- Gates are kept closed during the school day, visitors gain access through the main entrance. Visitors, volunteers and students must only enter through the main entrance and after signing in at the office will be issued with a school lanyard or visitor’s pass. School has a clear system of ensuring staff are to be accompanied/supervised by regulated staff member. Any visitor on site who is not identifiable by visitors pass will be challenged by any staff member and this will be reported to senior leadership Team member. Parents, carers and grandparents attending functions have access only through the front entrance. Children will only be allowed home with adults with parental responsibility or confirmed permission. classrooms should have closed windows and doors. Children should never be allowed to leave school alone during school hours unless collected by an adult such as a parent who is doing so for a valid reason. They should report to the office to do this. Two members of staff are always on duty at break times. Health and safety audit to be completed annually with risk assessment. This to form part of Governors annual report. Developed with Prevent risk assessment. Risk management of site security is managed by senior leadership/Governance, school has a clear system of risk assessments and review timescales of these. 29.0 BOARDING SCHOOLS, RESIDENTIAL SPECIAL SCHOOLS AND CHILDREN’S HOMES N/A 30.0 ADULT SAFEGUARDING BOARD AND DoLS 30.1 The Deprivation of Liberty Safeguards (DoLS) is the name for the process by which someone who does not have the mental capacity to agree to arrangements for their accommodation, treatment and care can be deprived of their liberty for their own health and safety, in their best interest and where it is the least restrictive alternative. 30.2 The Protection Procedures describe the response to the abuse of vulnerable adults in Staffordshire and Stoke-on-Trent. As an agreed inter-agency procedure full compliance is required from all staff in all agencies including social care, criminal justice, health or housing, or other staff/volunteers who are in contact with vulnerable adults.
Staff Record Nominated Supervisor Name Date of birth Address Relevant qualifications/s, or course enrolled in Copies attached approved training completed Copies attached Identification number of relevant working with children check or working with vulnerable people check Supervisor Certificate number I ................................................................................. accept the designation of Nominated Supervisor of ................................................................................... (insert name) (insert name of education and care service) and understand and accept my responsibilities the Education and Care Services National Law and National Regulations Signature of Approved Provider: Date: Signature of Nominated Supervisor: Date: Designated educational leader Name
Educators and other staff Name Date of birth Address Relevant qualifications/s, or course enrolled in Copies attached Other approved training completed Copies attached Identification number of relevant working with children or working with vulnerable people check Certified Supervisor number, if applicable Students and volunteers Name Date of birth Address
Educators and staff Name Date of birth Address Relevant qualifications/s, or course enrolled in Copies attached Other approved training completed Copies attached Identification number of relevant working with children check or working with vulnerable people check Certified Supervisor number, if applicable Students and volunteers Name Date of birth Address
Community Practitioner prescribing (V150) only Do you have at least 2 years or equivalent relevant post registration experience? Yes No Independent/Supplementary prescribers (V300) only Do you have at least 3 years or equivalent relevant post registration experience? Yes No NMC PIN Expiry Date Allied Health Professionals Professional Group Please state area of practice Do you have at least 3 years or equivalent post qualification experience? Yes No HCPC registration number Expiry Date Optometrist Please state area of practice Do you have at least 2 years or equivalent post qualification experience? Yes No GOC registration number Expiry Date Pharmacist Please state area of practice Do you have at least 2 years or equivalent post qualification experience? Yes No GPhC registration number Expiry Date SECTION 3 Requirements for Prescribing Professional Qualifications Attained Awarding Body Level Year Subject Result Place of study Supporting Information (additional qualifications, professional experience likely to facilitate prescribing)
Signature of child/young person indicating consent to the Early Help Action Plan: …………………………………….. Date: ………………………………. Signature of parent/carer indicating consent the Early Help Action Plan: …………………………………………………. Date: ………………………………. Management Counter-signature (if required)…………………………………………………………………………………….. Date: ………………………………… Review date: …………………………… Reviewed by: ……………………………………………………. Result of Review: ….. ..…………………………. Review date: …………………………… Reviewed by: ……………………………………………………. Result of Review: …..……………………………. Review date: …………………………… Reviewed by: ……………………………………………………. Result of Review: …..…………………………….
Strongly Agree Moderately Agree Neither Agree nor Disagree Moderately Disagree Strongly Disagree Not Applicable 12. The principal/administrator implements effective programs that support students’ social and emotional competencies. ○ ○ ○ ○ ○ ○ 13. The principal/administrator works with staff to create meaningful opportunities for families from all backgrounds to participate in their students' learning. ○ ○ ○ ○ ○ ○ 14. If the principal/administrator identifies an area for improvement in my practice, there are effective supports in place to help me improve. ○ ○ ○ ○ ○ ○ 15. The principal/administrator encourages teachers to question existing practice and propose alternative instructional approaches to improve student learning. ○ ○ ○ ○ ○ ○ 16. My principal/administrator provides me with feedback about my practice that includes clear next steps and supports for improvement. ○ ○ ○ ○ ○ ○ 17. Teachers and the principal/administration work together to ensure that instructional units are adapted as needed to support student learning. ○ ○ ○ ○ ○ ○ 18. The principal/administrator seeks staff feedback to inform his or her own leadership practice. ○ ○ ○ ○ ○ ○ 19. When our school focuses on an area for improvement, the principal/administrator uses data to monitor progress toward meeting the intended outcome(s). ○ ○ ○ ○ ○ ○ 20. Staff meetings engage educators in productive conversations around important school matters. ○ ○ ○ ○ ○ ○ 21. The principal/administrator supports staff to use culturally diverse materials in their instruction. ○ ○ ○ ○ ○ ○ 22. I have access to appropriate measures of student learning to best assess my students' expected learning gains. ○ ○ ○ ○ ○ ○ 23. The principal/administrator communicates high expectations for the quality of student work. ○ ○ ○ ○ ○ ○ 24. The principal/administrator is skilled in clarifying teacher concerns and offering solutions. ○ ○ ○ ○ ○ ○ 25. The principal/administrator builds trusting relationships with ○ ○ ○ ○ ○ ○ 26. My evaluator uses data about my impact on student learning as part of the evaluation process. ○ ○ ○ ○ ○ ○ 27. The school leadership models effective data analysis for ○ ○ ○ ○ ○ ○ 28
COURSE EVALUATION Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) Location: Date: Response scale: 1=strongly disagree, 2=somewhat disagree, 3=neither agree nor disagree, 4=somewhat agree, 5=strongly agree. Module: Enhancing Safety for Patients With Limited English Proficiency (LEP) Instructor Name: Strongly disagree Somewhat disagree Neither nor disagree Somewhat agree Strongly agree Please rate how strongly you agree or disagree with each of the following statements by circling the number corresponding to your answer speaker was knowledgeable, organized, and effective in his/her presentation 1 2 3 4 5 teaching methods and aids were used effectively 1 2 3 4 5 improved my understanding of patient safety risks to LEP patients 1 2 3 4 5 learned the process to assemble the most effective care team for LEP patients 1 2 3 4 5 learned how to identify and raise patient communication issues due to language or cultural barriers 1 2 3 4 5 What in this training did you find MOST useful? What in this training did you find LEAST useful? What could be done to improve this training? How do you plan to use what you learned in this training?
1 Sí 2 No CALIFICACIÓN GENERAL DEL HOSPITAL Por favor conteste las siguientes preguntas sobre la vez que estuvo en el hospital cuyo nombre aparece en la carta de presentación de esta encuesta. No incluya información sobre otras veces que estuvo en otro hospital. Usando un número del 0 al 10, el 0 siendo el peor hospital posible y el 10 el hospital posible, ¿qué número usaría para calificar este hospital durante esta vez que estuvo en el hospital? 0 0 El peor hospital posible 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10 El mejor hospital posible ¿Le recomendaría este hospital a sus amigos y familiars? 1 Definivamente no 2 Probablemente no 3 Probablemente sí 4 Definivamente sí
DATE: Thursday, March 3, 2016 TIME: 10:30 AM LOCATION: Conference Room B STAFF MEETING MINUTES FACILITATOR: Sara Hudson MINUTE TAKER: Anna James TIME KEEPER: Steve Hart Call to Order Team Name / Organization Attendee Names Sarah Hudson, Steve Hart Attendees Not Present Anna James, Ken Smith Welcome TIME ALLOCATED: 5 min ACTION TO BE TAKEN BY: Anna James DATE TO BE ACTIONED BY: Friday, April 22, 2016 Remarks Previous Minutes TIME ALLOCATED: 5 min ACTION TO BE TAKEN BY: Anna James DATE TO BE ACTIONED BY: Friday, April 22, 2016 Remarks Action Item Reports TIME ALLOCATED: 5 min ACTION TO BE TAKEN BY: Anna James DATE TO BE ACTIONED BY: Friday, April 22, 2016 Remarks Review of Week Previous TIME ALLOCATED: 5 min ACTION TO BE TAKEN BY: Anna James DATE TO BE ACTIONED BY: Friday, April 22, 2016 Remarks Administrative TIME ALLOCATED: 5 min ACTION TO BE TAKEN BY: Anna DATE TO BE ACTIONED BY: Friday, April 22, 2016 Remarks Housekeeping / OSHA TIME ALLOCATED: 5 min ACTION TO BE TAKEN BY: Anna James DATE TO BE ACTIONED BY: Friday, April 22, 2016 Remarks Training TIME ALLOCATED: 5 min ACTION TO BE TAKEN BY: Anna DATE TO BE ACTIONED BY: Friday, 22, 2016 Remarks Unfinished / New Business for Next Meeting Agenda TIME ALLOCATED: 5 min ACTION TO BE TAKEN BY: Anna James DATE TO BE ACTIONED BY: Friday, April 22, 2016 Remarks
Staff Absence Return Form Staff Absences Return for the Month of : Year: Contact Name: Email Address: Department: Tel Ext: For guidance on completing this Return please refer to the Guidance Notes on the Completion of the Return of Staff Absences. This is available from the Payroll Section of the Finance website. Staff Number (Finance use only) Name of Employee Date of First Day of Absence From Work Half Day? (Yes / No) Reason for Absence Code Date Returned to Work Date Medical Certificate sent To Finance Signature: (Head of Department or Designated Nominee) Date:
Recommendations summary for birth to five years Recommendations summary for birth to five years Birth–1 year 1–2 years 2–3 years 3–5 years Physical activity Recommendation Physical activity should be encouraged from birth. Should be physically active every day for at least three hours, spread throughout the day. Should be physically active every day for at least three hours, spread throughout the day. Should be physically active every day for at least three hours, spread throughout the day. Sedentary recommendation – screen-time Should not spend any time watching television or using other electronic media (DVDs, computer and other electronic games). Should not any time watching television or using other electronic media (DVDs, computer and other electronic games). Sitting and watching television and the use of other electronic media (DVDs, computer and other electronic games) should be limited to less than one hour per day. Sitting and watching television and the use of other electronic media (DVDs, computer and other electronic games) should be limited to less than one hour per day. Sedentary recommendation – prolonged inactivity Should not be sedentary, restrained or kept inactive for more than one hour at a time, with the exception of sleeping. Should not be sedentary, restrained or kept inactive for more than one hour at a time, with the exception of sleeping. Should not be sedentary, restrained or kept inactive for more than one hour at a time, with the exception of sleeping. Should not be sedentary, restrained or kept inactive for more than one hour at a time, with the exception of sleeping.
SECTION 12: RECRUITMENT MONITORING FORM CONTINUED Gender Male Female Disability Disability is defined as “physical or mental impairment, which has a substantial and long term adverse effect on a person’s ability to carry out normal day to day activities”. Do you consider yourself disabled? Yes No If yes, please give details: Present Status Internal Applicant External Applicant Age Group 16-25 26-35 36-45 46-55 56-65 66-70 Over 70 Media Please state where you saw this post advertised For Office Use Only: Start Date:
SECTION 13: DECLARATION A. Other Interests If appointed, do you have any interests or hold any appointments that may conflict with employment by City Hearts in the role for which you have applied? If yes, please detail on a separate Yes No B. Statement to be Signed by the Applicant Please complete the following declaration and sign it in the appropriate place below. If this declaration is not completed and signed, your application will not be considered. I hereby certify that: all the information given by me on this form is correct to the best of my knowledge all questions relating to me have been accurately and fully answered I possess all the qualifications I claim to hold I have read and, if appointed, am prepared to accept the conditions set out in the job description. Signed: Date:
Please answer the questions below in a detailed fashion, if you need to, use a separate sheet of paper. Why is camp important to you? Describe the skills or passions you have that might be useful to a position on camp staff. What is a something you’ve noticed (either a person or situation) about camp staff in the past few years that you’ve admired, enjoyed, or wanted to be a part of?
Mobility Agreement Staff Mobility For Training Planned period of the training activity: from [day/month/year] till [day/month/year] Duration (days) – excluding travel days: …………………. The Staff Member Last name (s) First name (s) Seniority Nationality Sex [M/F] Academic year 2017/2018 E-mail The Sending Institution Name Bogazici University Faculty/Department Office of International Relations Erasmus code (if applicable) TR ISTANBU01 Address South Campus OFB building PO Box 2, Bebek-Istanbul, TURKEY Country/ Country code Turkey, TR Contact person name and position Kathryn İzgi, Erasmus Advisor Contact person e-mail / phone +90-212-359 74 62 The Receiving Institution / Enterprise Name Erasmus code (if applicable) Faculty/Department Address Country/ Country code Contact person, name and position Contact person e-mail / phone Type of enterprise: NACE code (if applicable) Size of enterprise (if applicable) <250 employees >250 employees For guidelines, please look at the end notes on page 3.
Staff Development Programme 2016-17 Staff Development Events Years 2-5 Assessor Training Academic Tutor Training SSU Provider Training Other Training 24 August 2016 0900 - 1130 AT Induction 11 August 2016 MHL 24 August 2016 21 September 2016 1330 - 1800 21 September 2016 1600 - 1800 Research 23 September 2016 Managers 28 September 2016 Year 1 Networking & Training 22 September 2016 20 October 2016 1400 - 1630 Managers 3 October & 6 October 2016 Scholarship in Medical Education 2016-17 (4-day course) Starts 20 October 2016 See overleaf for more information 16 November 2016 0900 - 1130 AT Update 28 November 2016 1400 - 1700 WK & SP 8 November 2016 HE & SP 16 November 2016 9 December 2016 0900 - 1130 AT Update 14 December 2016 1400 - 1700 16 January 2017 1400 - 1630 9 February 2017 0900 - 1130 7 March 2017 1330 - 1730 7 March 2017 Time tbc AT Update 7 March 2017 – time tbc 26 April 2017 1400 - 1630 ISCE Examiner Training tbc 26 May 2017 0900 - 1130 AT Inductions in May, June & July 2017 tbc ISCE Examiner Training tbc Bespoke training sessions can be arranged if required. For more information, please contact Clinical Liaison Services at Scholarship in medical education 2016 – 17
OBC? Allow individuals to take more responsibility for themselves Start young when people are at ‘pre-need stage’ Stop co-dependency. Inverse care law – how do we reverse? How do we engage Identify and alleviate causes of stress and anxiety Need to work with and listen to communities Need to form robust partnerships Ensure staff have time and resources to do their jobs well Empower people to manage their own health Put in support to help avoid loneliness and isolation and specific needs – need to know local people Challenge is to connect wide range of people Open groups to wide of people Should be a THIPP work stream focusing on wider determinants of health Needs ownership and leadership Needs shared commitment Setting and keeping of standards Brand work in this area (with patients, families and other professionals) Promote concept of social value Prevention = transformation Need to stop progression of problems via early intervention Integration should allow this (vascular dementia good example) Pharmacy counter assistants should be used more Need focus on smoking cessation Allow/enable staff to deliver prevention interventions Need to increase awareness of all services that are available Form long term relationships Central database of services Should be role of CCG to do this? Need to increase access to EMIS records Need single assessment Use Council services to offer a range of support Housing Education Employment Key role for health promotion How to engage broader more diverse groups? Capacity needed to do this Use personal budgets to help provide support MDT working Key principles Implications for the model Approach is PKB – ‘Patient Knows Best’ Build up trust amongst colleagues in the MDT Complaint systems are different across the MDT – need to be harmonized Need for multi-professional teams Colocation and coordination of teams and their work Learn from Burtzog model in Holland (i.e. DNs who can do physio assessments) Learn from Leicester University – Patient Knows Best project Need protected time for MDT working Need cultural changes to make it work Triage – who is trained? Referral system for each specialty – standardize and publicize Patient and family are part of the MDT IT systems needs to work to make MDT work Patient to be seen as part of the MDT Patient and family are new to this Need mechanisms for making changes to things not working Patient knows best – patient holds records and discloses to who he/she wants to Barriers – IT system sharing
I. PROPOSED MOBILITY PROGRAMME Main subject field: …………………. Level (select the main one): Short cycle (EQF level 5) ; Bachelor or equivalent first cycle (EQF level 6) ; Master or equivalent second cycle (EQF level 7) ; Doctoral or equivalent third cycle (EQF level 8) Number of students at the receiving institution benefiting from the teaching programme: ……………… Number of teaching hours: ………………… Language of instruction: ……………………………………… Overall objectives of the mobility: Added value of the mobility (in the context of the modernisation and internationalisation strategies of the institutions involved): Content of the teaching programme: Expected outcomes and impact (e.g. on the professional development of the teaching staff member and on the competences of students at both institutions): II. COMMITMENT OF THE THREE PARTIES By signing this document, the teaching staff member, the sending institution/enterprise and the receiving institution confirm that they approve the proposed mobility agreement. The sending higher education institution supports the staff mobility as part of its modernisation and internationalisation strategy and will recognise it as a component in any evaluation or assessment of the teaching staff member. The teaching member will share his/her experience, in particular its impact on his/her professional development and on the sending higher education institution, as a source of inspiration to others. The teaching staff member and the beneficiary institution commit to the requirements set out in the grant agreement signed between them.
Mobility Agreement Staff Mobility For Training Planned period of the training activity: from [day/month/year] till [day/month/year] Duration (days) – excluding travel days: …………………. The Staff Member Last name (s) First name (s) Seniority Nationality Sex [M/F] Academic year 20../20.. E-mail The Sending Institution Name Faculty/Department Erasmus code (if applicable) Address Country/ Country code Contact person name and position Contact person e-mail / The Receiving Institution / Enterprise Name Erasmus code (if applicable) Faculty/Department Address Country/ Country code Contact person, name and position Contact person e-mail / phone Type of enterprise: NACE code (if applicable) Size of enterprise (if applicable) <250 employees >250 employees For guidelines, please look at the end notes on page 3. Section to be completed BEFORE THE MOBILITY I. PROPOSED MOBILITY PROGRAMME
STAFF MOBILITY FOR TRAINING MOBILITY AGREEMENT Planned period of the training activity: from [day/month/year] till [day/month/year] Duration (days) – excluding travel days: …………………. The Staff Member Last name (s) First name (s) Seniority Nationality Sex [M/F] Academic year 20../20.. E-mail The Sending Institution Name Faculty/Department Erasmus code (if applicable) Address Country/ Country code Contact person name and position Contact person e-mail / phone The Receiving Institution / Enterprise Name Erasmus code (if applicable) Faculty/Department Address Country/ Country code Contact person, name and position Contact person e-mail / phone Type of enterprise: NACE code (if applicable) Size of enterprise (if applicable) <250 employees >250 employees For guidelines, please look at the end notes on page 3. Section to be completed BEFORE THE MOBILITY
Mobility Agreement Mobility For Training Planned period of the training activity: from [day/month/year] till [day/month/year] Duration (days) – excluding travel days: …………………. The Staff Member Last name (s) First name (s) Seniority Nationality Sex [M/F] Academic year 2017/2018 E-mail The Sending Institution Name University of Economics in Bratislava Erasmus code (if applicable) SK BRATISL03 Faculty/Department Address Dolnozemská cesta 1 852 35 Bratislava Country/ Country code SLOVAK REPUBLIC SK Contact person name and position Dávid Bocko Erasmus Mobility Coordinator Contact person e-mail / phone +421 2 6729 5386 The Receiving Institution / Enterprise Name Erasmus code (if applicable) Faculty/Department Address Country/ Country code Contact person, name and position Contact person e-mail / phone Type of enterprise: Size of enterprise (if applicable) <250 employees >250 employees For guidelines, please look at the end notes on page 3.
Mobility Agreement Staff Mobility For Teaching The teaching staff member Last name (s) First name (s) Seniority Nationality Sex [M/F] Academic year 20../20.. E-mail The Sending Institution/Enterprise Name Erasmus code (if applicable) Faculty/Department Address Country/ Country code Contact person name and position Contact person e-mail / phone Size of enterprise (if applicable) <250 employees >250 employees The Receiving Institution Name Faculty/Department Erasmus code (if applicable) Address Country/ Country code Contact person name and position Contact person e-mail / phone For guidelines, please look at the end notes on page 3. Section to be completed BEFORE THE MOBILITY I. PROPOSED MOBILITY PROGRAMME Planned period of the teaching activity: from till Duration (days):
Demonstrating our values and working together to deliver the best possible service for patients and customers. I share information within my team. I will ask for assistance if I need help. I work with my team to resolve problems. I am willing to learn new skills. I help to my team if they need it. Achieving our Potential Developing our skills and knowledge, reflecting on successes and and demonstrating a commitment to development at RHN. I take personal responsibility for my tasks I seek opportunities for personal development I am willing to out new tasks if required I suggest improvements and new ideas I know what I’m good at and where I need to improve. Preparing for the Future Looking forwards, reflecting on current activities, accepting change and being part of a culture of continuous learning and improvement. I know what areas I need to improve I am willing to learn to broaden my skills and knowledge I reflect on my team’s successes and challenges I speak up in team meetings and express my views Leading by Example Acting as a role model and setting an example that motivates and inspires others at RHN. I take pride in what I do I am punctual I try not to let my team down and ask for support when I need it I’m a good team player I improve my knowledge by learning from others Committing to our Patients & Customers Providing high quality patient care and customer service to patients and customers, and treating them with respect, dignity and consideration. I demonstrate a positive attitude I am proud of the work I do I always promote a positive of the RHN I respond in a timely manner I share knowledge with my team If I cannot answer a question, I’ll ask my nearest colleague to help The job description is not exhaustive and will be reviewed in light of changing needs and organisational development, in consultation with the postholder. I have read, understood and accepted the responsibilities, expectations and behaviours outlined above. Signed: Date:
DIRECTORATE OF OPERATIONS Staff Nurse Person Specification REQUIREMENTS ESSENTIAL DESIRABLE HOW IDENTIFIED Education and qualifications Registered Nurse – in appropriate branch Diploma in Nursing Qualified mentor (ENB 998 or mentorship award or equivalent) or working towards Evidence of Post Registration development in the relevant specialty Qualified NVQ Assessor (A1 or equivalent) or working towards Management qualification Application Form Occupational experience and abilities Willing to undertake all mandatory training as appropriate to the post Sound interpersonal and communication skills Minimum six months post registration experience in relevant specialty Experience of being “in charge” of a shift Sound clinical skills/knowledge within the specialty Training in handling and administration of Knowledge of patient admin IT systems Complaints training Leadership training Clinical skills Training/experience as Clinical Supervisor Recruitment and interviewing skills Application Form Interview Personal Qualities Team player Reliable and flexible Enthusiasm and motivated Committed to high professional standards Interview
Energy Services and Education for Customers Objectives: Customer Control – Access (to customer data) Customer Control – Visibility (of general information/usage) Customer Control – Control (over consumption) Customer Control – Customer Choice (electricity service providers) Customer Control – Education (participation and control over consumption) Customer Control – Participation in Renewable Generation Policy – Environmental Benefits (conservation, efficiency, clean technology) Discussion: How might utilities ensure consumers have the information they need in order to best manage their consumption, including: direct customer access to personal usage data; and authorized third party access to usage/billing data to enable energy services? How should utilities’ role in regards to customer education fit in with a utilities’ overall plan? By facilitating access to consumption data, how might distributors enable environmental benefits as described in the Directive? How might utilities demonstrate (through a COS rates application, record keeping, and/or annual reporting) that proposed investments achieve these objectives? Beyond current requirements for utilities to connect renewable generation, how should utilities engage smart grid development as a means to increase customer participation in generation? considerations. . . The Board has already determined that any behind-the-meter services are activities. It is important for utilities to retain the ability to respond to customer preferences. The Board has existing requirements related to environmental benefits of customer oriented activities (. meter
SCWA Residential Surveys - 138 143 61 143 65 55 47 14 - 619 Turf Replacement Rebates - - - 2 5 14 81 158 82* 4 346 Commercial/Industrial/Institutional High Efficiency Toilet Rebates 99 - - - 300 - - - - - 399 *includes 37 retroactive rebates in June 2016 plus 45 rebates from July through December 2016. **Washer Rebates (5 in Jan, 3 in Feb) Water Leak Repairs 8 below shows the City’s leak repair history. The water crew fixed 125 water leaks in Fiscal Year 2015/16, and fixed all the leaks identified by the leak detection contractor that was hired in 2015. Staff has noticed that non-revenue water has decreased from 27% in 2015 to 17% in 2016 due to the City’s leak detection program. The leak volumes below are in gallons per month. 8 Leak Repairs LEAK REPAIRS - 2013 JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC YEAR END TOTALS Main 0 1 1 1 3 0 2 0 1 2 10 2 23 Service Lateral 10 12 10 5 3 5 7 5 4 5 5 5 76 Total Water Calls 10 13 11 6 6 5 9 5 5 7 15 7 99 Leak Volume 228960 135360 1287776 1938075 566187 45361 37890 12525 65294 60531 14957 138 4393054 WATER LEAK REPAIRS – 2014 JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC YEAR END TOTALS Main 2 1 0 0 2 2 2 1 3 4 2 2 21 Service Lateral 4 2 0 5 6 3 9 13 8 4 8 6 68 Total Water Calls 6 3 0 5 8 5 11 14 11 8 10 8 89 Leak Volume 3835 3664 0 8170 5803 5164 47982 251550 133475 13123 6096 498303 WATER LEAK REPAIRS – 2015 JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC YEAR END TOTALS Main 1 2 1 2 2 2 4 6 3 2 4 5 34
WEEKLY SCHEDULE TEMPLATE 1 (for SLPs, Elementary Resource Specialist, Occupational Therapist, APE Specialist) MONTH/YEAR: ____________________ Name of Service Provider:_____________________________ Schools: ________________ Time Monday Tuesday Wednesday Thursday Friday 7:30 – 8:00 8:00 – 8:30 8:30 – 9:00 9:00 – 9:30 9:30 – 10:00 10:00 – 10:30 10:30 – 11:00 11:00 – 11:30 11:30 – 12:00 12:00 – 12:30 12:30 – 1:00 1:00 – 1:30 1:30 – 2:00 2:00 – 2:30 2:30 – 3:00 Note: List student’s names, activities (testing, collaboration), prep time, lunch, etc. The schedule must be sent monthly to Student Services/Special Education Department
Qualification (e.g. Degree, Diploma, Cert etc) Duration of course Year obtained Grade obtained (e.g. 1, 2.1, 2.2, Pass, etc.) Subjects taken in final examination University, College or Awarding Body Full Name: Section B – Education & Training (continued)
Qualification (e.g. Degree, Diploma, Cert etc) Duration of course Year obtained Grade obtained (e.g. 1, 2.1, 2.2, Pass, etc.) Subjects taken in final examination University, College or Awarding Body Full Name: Section C – Employment Record
Please set out details of the following: the method of payment during the international work arrangement whether the individual will continue the same rate of compensation (Please consider whether this will be sufficient to cover the cost of living in the host country) any allowances or payments that would cease during the assignment (e.g. NHS Banding Payments). any allowances provided to support the individual during the assignment how the allowances would be funded. Pension to Pensions Section to determine whether the individual could remain in their current pension scheme or whether other arrangements would be needed, e.g. they would need to make contributions to a local scheme in the host country. Tax Refer to the Tax Section for guidance on completing this section. This is necessary because consideration needs to be given to whether the individual will be required to pay tax and social security contributions abroad and complete tax returns. A summary of the tax assessment should be provided in the box below. Immigration Please give details of any immigration visa or work permit that is required. Please also confirm if the member(s) of staff presently hold a UK visa, and which type.
STAFF MOBILITY FOR TEACHING MOBILITY AGREEMENT The Teacher Last name(s) First name(s) Seniority Nationality Sex [M/F] Academic year 2018/2019 e-mail phone The Sending Institution Name Universität Innsbruck Size of enterprise (if applicable) large Erasmus code (if applicable) A INNSBRU01 Department/unit International Relations Office Address Innrain 52, 6020 Innsbruck Country/ Country code Austria AT Contact person name and position Katharina Devich Erasmus Institutional Coordinator Contact person e-mail / phone Katharina.Devich@uibk.ac.at +43 512 507 32406 The Receiving Institution Name Department/unit Erasmus code Address Country/ Country code Contact person name and position Contact person e-mail / phone For guidelines, please look at the end notes on page 3.
LICENCE REFERENCE No. RISK ASSESSMENT METHODOLOGY & STEP REPORT VERSION Insert licence reference number Insert methodology stage and step, e.g. Stage 1 Step 3 Insert report version no., e.g. Draft, Final INSERT COMPANY LOGO/HEADER Guideline Template for Quantitative Risk Assessment Report for the Environmental Protection Agency (Month Year) (LICENCE No.)
An Executive Summary is considered necessary for all reports of any size to a reader to quickly understand project objectives and scope of work and all the main findings. This must include, as a separate page within the executive summary, the latest diagrammatic Conceptual Site Model (CSM) based on data collected during this phase of the site programme of works (see attached example). It must also include a flow chart illustrating where this report sits in the overall contaminated land and groundwater site assessment and corrective action process, confirming all aspects already completed (see attached example). Replace this image with a diagrammatic Conceptual Site Model showing the current understanding of site circumstances. EPA Contaminated Land & Groundwater Risk Assessment Methodology Report Reference Report Date Status 1.1 (Insert previous report author & reference) (Insert previous report date) (Should be Final) 1.2 (Insert previous report author & reference) (Insert previous report date) (Should be Final) 1.3 (Insert this report author & reference) (Insert this report date) Final, etc.) 2.1 2.2 2.3 2.4
Candidate Name: Application for MPhil Literary Translation Languages available Please select all the language(s) you intend to work with (apart from English): Please note that you should have proficient speaker competence (C1 or C2 in the ) in any languages that you apply to work with. Which is your L1 (the language you are most proficient with)? Please select all that apply: If English is not one of your L1s, and if you have not been educated to degree level through English, you will need to have an IELTS score of at least 6.5 in each category, or the equivalent. Bulgarian Chinese Croatian Czech French German Italian Japanese Polish Portuguese
Organisation Name: Project Title: Outcomes What are you trying to achieve? Activities How are you going to achieve these outcomes? What activities will be delivered at the site? Target Audiences Who is going to benefit? Are you targeting any particular groups? Resources What is required to deliver the activities? What human and financial support will be needed? Timescales How long will it take? How often will you do it? Impact What will success look like? What are your targets? Measurement How will you measure and monitor impact?
forum magnus nam magnificus Near the forum, a great ……………………… was ……………………….. For a magnificent in Sacra Via ingens …………………… was being ……………………… on the Sacred Way. A huge …………………….. was imminebat qui hanging over [+ dative] the ……………………… The ………………………….., who were diligentissime alii ……………………… the ……………………, were …………………….. very diligently. Some were figuras in alii titulum in ……………… figures on the …………………… Others were ……………………… an inscription on the arcus alii marmor ad summum ………………… of the arch. Others were …………………… marble to the top of the ……………………… omnes laborabant ut All were working ………………………. in order that they might ……………………… the ante nam Imperator Domitianus volebat hunc ……………………. before …………………. For Emperor Domitian wished to ……………………… this arcum Tito postridie Titum arch to [his] ……………………. Titus on the next day. He had …………………..Titus ……………….. tamen honorare eum enim Domitianus volebat conciliare However, he ……………………… to honor him ………………………. For Domitian wanted to win over nunc favorem Romanorum qui now for ………………… the favor of the Roman ………………….., who had been ………………of Titus maxime very ……………………….
________________________ writes beginning sound. (BL 3) Title: ________________________ determine unknown words,
________________________ wh beginning sound. __ 26-35 (BL 4) Title: ________________________ determine unknown words,
________________________ wh beginning sound. __ 26-35 (BL 4) Title: ________________________ determine unknown words,
________________________ beginning sound. __ 26-35 (BL 4) Title: ________________________ determine unknown words,
________________________ beginning sound. __ 26-35 (BL 4) ________________________ determine unknown words,
2 2018 2 Welcome back Welcome back. We hope that everyone is well rested and ready for a term full of exciting learning. Curriculum An overview of this term’s teaching/learning experiences: History This term we continue our unit Australia as a Nation. This topic moves from colonial Australia to the development of Australia as a nation, particularly after 1901. Students will have an understanding of Federation and the experiences of democracy and citizenship over time. They will understand the significance of Australia’s British heritage, the Westminster system and understand the people and processes involved in legislative, executive and judicial functions of state and federal governments English Grade literacy will support the History units as well as individual class activities. Novel studies – Stage 3 Novel – Beetle Boy by M G Leonard Students will need their own copy of the grade novel in either book or digital form. The Children’s Bookshop in Beecroft has limited copies available for purchase. Mathematics Topics will come from the Mathematic Strands: Number and Algebra, Measurement and Geometry, Statistics and Probability with working mathematically incorporated into each. Science Year 5 - Earth’s Place in Space Year 6 - Light Shows OC - Sustainability Creative Arts Class tasks to support units PDHPE Welfare – Friendly Schools Plus, Peer Support Peer Support Year 6 students will lead our whole school Peer Support Program ‘Moving Forward’ that focuses on resilience. Our Peer Support lessons will commence in Week 2. Sport Year 6 PSSA (soccer and netball) Year 5/6 (soccer – Western Sydney Wanderers) Year 5 and 6 - Athletics Stage 3 students will need to wear their Sports uniform on Thursdays and Fridays. Equipment Items will need to be replenished as needed. Please ensure that your child has the following: Dictionary/Thesaurus, Maths Equipment – (compass, protractor, ruler),
____________________ ball Sentence Dictation: __________________ using story vocabulary when appropriate),
____________________ find Sentence Dictation: ___________________ using story vocabulary when appropriate),
____________________ 5 thumbs up if it’s used correctly. Have students __________________ After: Summarizing (retelling, story
____________________ 5 is correct. Repeat for 3 words. __________________ Summarizing (retelling, story
____________________ 4 Sentence dictation: _________________ After: Summarizing (retelling, story
National Association of Testing Authorities, Australia 1800 621 666 Website: http://www.nata.com.au Quality in Practice Phone: 1300 888 329 Website: http://www.qip.com.au For more information visit www.diagnosticimaging.health.gov.au and select The Diagnostic Imaging Accreditation Scheme from the menu. Key points Accreditors accept registrations and applications for accreditation Accreditors may perform desk-top audits (not located at practice sites), and may perform on-site audits (located at practice sites). Practices may choose a single accreditor Questions regarding accreditation fees and forms should be directed to an accreditor The Standards The Stage II Standards were developed by the Consultative Working Group (CWG), comprising 13 individuals with expertise and demonstrated experience in the delivery of diagnostic imaging services, health administration, technical standards and health consumer advocacy. Stage II Standards – entry level are three entry level Stage II Practice Accreditation Standards. These standards cover existing regulatory requirements regarding the licensing and registration of staff and equipment and radiation safety. Interim Guidelines for the entry level Practice Accreditation Standards are available online at the Department’s website. Standard 1.2— Registration and Licensing Standard Standard 1.3— Radiation Safety Standard Standard 1.4— Equipment Inventory Standard Stage II Standards – full suite Guidance material for the full suite of Practice Accreditation Standards will be available online at the Department’s website by October 2010. The full suite of Stage II Practice
Consent to checks and references Have the applicants completed a consent form? YES / NO Applicants must consent in writing before checks and references are progressed, and CoramBAAF publishes a form that can be used for this purpose. In the box below, the assessor should make explicit those people who will be contacted, especially where there is some discretion, and where individuals are personally known to the applicants, such as adult children, previous partners, current employers, previous employers, and schools, nurseries or health visitors involved with the applicants own children. Provisional date for completion of the report Provisional date for fostering panel Fostering National Minimum Standards expect an assessment to be completed and presented to the fostering panel within eight months of the initial application to foster. However, in some cases the assessment might take longer than this, and so these provisional dates may need to change. It may also be necessary for a second opinion visit, by another social worker or team manager following completion of the report. Subsequent (reserve) panel dates Addressing difficulties
Stage 2 Chemistry: Semester One Overview 2018 Weeks Topic Assessment Task Term 1 1 – 7 Monitoring the Environment Global warming and climate change Photochemical smog Volumetric analysis Chromatography Atomic spectroscopy Practical Investigation: Compare effectiveness of 2 antacids (T1, Wk5) Folio - 10% Test: Topic 1: Monitoring the Environment (T1, Wk8) SAT - 10% 8 – 11 Managing Chemical Processes Rates of reactions Equilibrium and Optimising production Test: Topic 2: Managing Chemical Processes (T2, Wk1) SAT – 10% Term 2 1 – 7 Organic and Biological Chemistry Alcohols Aldehydes and ketones Carbohydrates Carboxylic acids Amines Esters Amides Triglycerides Proteins Test: Topic 3: Organic and Biological Chemistry (T2, Wk 10) SAT – 10% 8 REVISION 9 MID YEAR EXAM Term 3 1 - 10 Managing resources Energy Water Soil Materials SHE TASK: Topic selection. (T3, Wk2) Folio - 10% Design Practical Investigation: Charcoal fuels (T3, Wk 3) Folio - 10% Test: Topic 4: Managing Resources (T3, Wk 10) SAT - 10% Term 4 Revision for End of Year Exams