zilongwang/ReadingBank huggingface dataset:
Purpose 4 3. Criteria for a Safeguarding Adult Review 5 4. Procedure for making a referral for a Safeguarding Adult Review 5 5. Procedure for undertaking a Safeguarding Adult Review 5 6. Interface with other proceedings or investigations 6 7. Methodology 8 8. Governance 8 9. Timescales 9 10. Responsibilities to the individual(s) and family or carers 9 11. Responsibilities to staff 10 12. The report 10 13. Media, communication and publication 10 14. Implementation and evaluation 11 15. Review 11 Appendices APPENDIX 1: Referral Checklist 13 Form A – Referral Form 15 APPENDIX 2: Summary of Involvement 18 APPENDIX 3: SAR Methodology Options 21 APPENDIX 4: Roles when using an IMR approach 27 APPENDIX 5: Terms of Reference Template 28 APPENDIX 6: IMR Letter Template 29 APPENDIX 7: IMR Template and chronology 30
75 F Ionie Warden Pk 76 L Bobos D.Stringer 77 B Piggott D.Stringer 78 Abigail Hughes Willingdon 79 U Swaiston Warden Pk 80 Amy Fitzpatrick Farlington 81 82 Lucy Wright Tanbridge Hse 83 Sarah Quin Ratton 84 Felix Scott Ratton 85 Alice Chapman Varndean 86 Roby Maize Farlington 87 Stephanie Eke Chaily 88 89 Ines Barnard Christs Hosp 90 Hamisha Thom Ben 91 Jasmine Divall Hove Park 92 Heather Saner Our Lady Sion 93 Ellie Barker Thom Ben 94 Jordama St Wilfrids 95 S Burgess D Stringer 96 Demini Penn Bishop 97 Ella Mei Preston Hove Park 98 99 Faye Salsbury Christâ€™s Hosp 100 A Barden Heathfield 101 Tasmin Griffin Imberhorne 102 Chloe M St Wilfrids 103 Megan Whitney Christs Hosp 104 105 106 Charlie Mais Sackville 107 Kane Savage Uplands 108 Millie Jones Our Lady Sion 109 Nelly W St Wilfrids 110 Amelia Critchley Chailey 111 N Burlakow Warden Pk 112 Chloe Lashmar Hastings Acad 113 Maia Buckthorpe Willingdon 114 Izzy Noone Uplands 115 Freya Condron Bish Luffa 116 Larissa Carter Chailey 117 Abi Walker-Spiers Hove Park 118 Roberta Brown Hove Park 119 Lucy Sullivan Blatch Mill 120 E Bigwood Heathfield 121 Georgina Cooper Hastings Acad 122 Sarah Pratchett Ratton 123 Ella Robinson Our Lady sion 124 Anna Parkinson Uplands 125 Emily Westgate Blatch Mill 126 127 Danielle Hurbert Buckswood 128 Alexander Sazane Christs Hosp 129 Aysa S Christs Hosp 130 Taesian Murrell Thom Ben 131 Saskia Lower Our Lady Sion 132 Ruth Edy Christs Hosp 133 Sarah Mouwf Buckswood 137 Jennifer Hart Uplands 138 139 140 141 142 Alice Orme Blatch Mill 143 Emily Thomas Uplands 144 Rachel Rashbrook Thom Ben
Sustainable Purchasing Policy Principles Purpose These policy principles are intended to; Reinforce council’s existing sustainable purchasing policies, or Provide clauses for insertion into councils purchasing policy where similar clauses do not already exist, or Provide an overarching framework should council choose to develop a comprehensive sustainable purchasing policy. Purchasing Goals Wherever possible, [council] employees and contractors will pursue the following goals and adhere to the specified objectives when purchasing products and services (noting that these impacts should be considered during the entire life cycle of the product, i.e. the production, distribution, usage and end of life stages). Minimise Unnecessary Purchasing – only purchase when a product or service is necessary. Minimise Waste – purchase in accordance with avoid, reduce, reuse and recycle strategies. Save Water and Energy – purchase products that save energy and/or water. Minimise Pollution – avoid purchasing products that pollute soils, air or waterways. Non Toxic – avoid purchasing hazardous chemicals that may be harmful to human health or ecosystems. Greenhouse Benefits – purchase products that reduce greenhouse gas emissions. Biodiversity & Habitat Protection – purchase in accordance with biodiversity and conservation objectives. Value for Money – purchase for best value for money in the long term. Objectives [Council’s] objectives through sustainable purchasing are to: Eliminate unnecessary inefficiency, waste and expenditure. Contribute to the combined purchasing power of local government to further stimulate demand for sustainable products, including materials collected through council’s kerbside collection. Advance sustainability by participating in “closing the life-cycle loop”. Increase awareness about the range and quality of products available. Deliver council’s commitments in relation to ecologically sustainable development (ESD) and other environmental and social objectives. Play a leadership role in advancing long term social and environmental sustainability. Support local businesses and organisations Actions To achieve the above objectives, [Council] will: Nominate a staff member as the key contact on sustainable purchasing issues. Establish a sustainable purchasing team (or refer to an existing team already operating within council) to co-ordinate, develop and implement this policy. Ensure that sustainable purchasing goals and objectives (above) are incorporated into council’s purchasing polices and processes. Ensure that staff is fully informed about the benefits of sustainable purchasing. Develop documentation to assist council staff involved in purchasing to comply with council’s policy for sustainable purchasing (the Sustainable Choice program will be assisting by providing templates and guidance)
Sustainable Design Syllabus Instructor Information Name: Ms. Joanna Jorge Email: jjorge2@ucvts.org Room Location: West Hall - 338 Course Description Sustainable Design is a course designed to provide students with a platform to consider sustainable development practices. Students will participate in activities that examine issues related to the health and conditions of our built environment. Sustainable design principles and techniques are incorporated into the course and students will have the opportunity develop these abilities. Through the use of student-centered learning and discovery opportunities, students will develop technology and design skills, strengthen their background in scientific methods and research, and improve their interpersonal, communication, and problem solving skills. By participating in research and design assignments, class discussions and group activities, students will be able to design and plan aspects of human dwelling, landscape, and habitat that are sustainable. Sustainable Design Course Topic Outline Introduction to Sustainable Design Ecosystem Management Lifestyle Management and Design Sustainable Community Design Life Cycle Assessment Course Materials Students are responsible for bringing the following materials to class every day: pencil/pen, highlighters (2 colors), school laptop, notebook and a 3- ring binder (containing all handouts provided by the teacher). Google Classroom: All students are required to have a Google Classroom account. Access to the classroom and more information will be provided by your teacher and the school. Google classroom is a required resource for this class, and will be used by students to complete assignments during class as well as at home. Additionally, it will serve as an important platform to communicate, share course-related resources, and remind students of important deadlines. Therefore, students are required to check Google Classroom every day. Turnitin: Turnitin will be used to check for plagiarism. Students are required to turn in work through the turnitin account set up by the class. I will provide you with more information about turnitin.com and plagiarism in class. Additional resources: In addition, the teacher may also choose to use other online resources such as Kahoot!, Plickers, Google forms, Quizlet, or Remind. Expectations and Rules Attend class on time Bring required materials to class every day Actively participate in class by raising your hand Stay focused during classwork time Show respect for others Do not cheat Cell phones should be put away
Sustainable Energy Seminar – Tuesday, October 20, 2015 Eagle Eye Banquet Facility - East Lansing, MI Email this registration to , fax to (517) 641-7388, or mail to P.O. Box 397 Bath, MI 48808 Name: Employer: Address: City, State, Zip: Email: Phone: (Registration confirmations are sent via email only.)  I want WW CECs  I want DW CECs; DW license number: Meal Preference:  Regular  Other Registration Options:  MWEA/WEF Member - $125, Membership #  Non-member - $190 (Want a FREE membership? See below)  Check this box to receive a one-year complimentary MWEA membership with the non-member rate Payment Options: Send me an invoice Purchase order (if applicable): Check Enclosed $ (payable to MWEA) Charge $  Visa  MasterCard  AMEX Billing Address: City, State, Zip Code: Card Number: Expiration Date: Signature:
Is there a difference between systems at big universities and smaller community colleges? Big universities need to provide food for a large amount of students so their sustainable food programs aren’t as intimate as a smaller colleges program would be. The big universities usually have one person in charge of ordering all the food from a sustainable 3rd party vendor with little to no interaction with the farms the food is actually coming from. These big universities usually do not have a program where their students can actually learn about where their food comes from and go to the farm and work there to get hands on experiences. The smaller colleges usually reside in areas outside of the city so they have access to either their own farm land or farms around their school. The food is usually an active part of the college where the students work with the foods to grow, prepare, or source them locally. The food system is different in college and University. For international students, when we first enter college, we will distribute to different host families, and do not need to buy food plan compulsorily. We are free to use cash to buy any food in college dining hall. On the contrary, when students enter the University, the school requires freshman and sophomore students need to live in a school dorm. Students need to buy food plan of different prices refill into student Card. If the money in food plan is not use this quarter, it will be cleaned up in the next quarter. Washington university and its Farm to Fork Program The program Bon Appétit has already made a strong commitment to purchasing local food through its Farm to Fork program. Chefs are encouraged to buy at least 20% if not more of their ingredients from small owner-operated farmers and producers within 150 miles of their kitchens. The program makes efforts to only buy from farmers participating in ethical practices, and they encourage a third party to give certificates to farmers producing their product ethically in order to incentivise others to take part. Regional suppliers within 500 miles are also required to have one of the following third-party certifications for meat and dairy products these certificates are Humane
Sampling frequency (weekly, monthly, annual) Unsure Sampling intensity (number of samples and distribution – per field, half field, strip etc – see field layout on /about/facilities/centre-sustainable-cropping/design) Unsure Other comments (e.g. is equipment expected to be left out in the field, any special conditions/requirements for sampling?) Unsure Photograph of wood mouse (Apodemus sylvaticus) taken by Shona Jack ()
Goal 8: Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value Indicator 5.1: Gender gap in wages, by sector of economic activity Independence and participation Global advocacy Goal 10: Reduce inequality within and among countries Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard Target 10.4: Adopt policies, especially fiscal, wage and social protection policies, and progressively achieve greater equality Indicator 43: Percentage of seats held by women and minorities in national parliament and/or elected office according to their respective share of the population (modified MDG Indicator) Indicator 5.1: Gender gap in wages, by sector of economic activity Independence and participation Global advocacy Goal 11: Make cities and human settlements inclusive, safe, resilient and sustainable Target 11.1: By 2030, ensure access for all to adequate, safe and affordable housing and basic services and upgrade slums Indicator 26: [Consultations with a licensed provider in a health facility or the community per person, per year] – to be developed Indicator 45: Percentage of population using safely managed water services, by urban/rural (modified MDG Indicator) Indicator 46: Percentage of population using basic sanitation services, by urban/rural (modified MDG Indicator) Indicator 66: Percentage of urban population living in slums or informal settlements (MDG Indicator) Prevention and early intervention Aboriginal and Torres Strait Islander people Independence and participation Global advocacy Target 11.2: By 2030, provide access to safe, affordable, accessible and sustainable transport systems for all, improving road safety, notably by expanding public transport, with special attention to the needs of those in vulnerable situations, women, children, persons with disabilities and older persons Indicator 67: Percentage of people within 0.5km of public transit running at least every 20 minutes Independence and participation Global advocacy
Payments for Watershed services (quality & quantity) Paying land owners Purchasing land Nutrient trading -Nitrogen, phosphorus, sediments How? Restoring, creating, or enhancing wetlands Maintaining forest cover Reforesting Adopting ‘best’ land use management practices Why? Reduce pollution in local water supplies Filtration and regulation of water flow Controlling for floods Minimizing soil loss and sedimentation ( Beto Borges,2006 ) III.5. Duck weed Another asset could be duck weed. Still in a developing stage but looking ferry promising. In the Netherlands there are at least 7 different species of duckweed, belonging to 3 genera and 1 family. Lemna sp,Spirodela sp and Wolffia sp. Wolfia spearea is eaten in Thailand and other countries by people ant cattle already for centuries. Duckweed is easily crown on static waterboddys . It multiplies very quickly and shown in the quick scan in table 2 the value and energy that has to go in versus the value and energy out looks very promising. It is possible by rising nutrient levels and creating optimum conditions to increase the volume of duck weed. As it is possible for Duckweed to contain more protein cultivated on ha/yr as soy and soy being the number one protein crop in the world. In table 1 a overview of the main protein rich crops that are cultivated are shown. Farming duckweed good be very promising. It can be used for food consumption for human, cattle or fish feed. Soy is one of the most important sources of protein in the world. On average the world produces approximately 241 million tons soy/year. ( Cees Gauw 2014)
✓ they do not produce any carbon dioxide gas while operating. ☐ they do not produce any waste heat energy while operating. ☐ they are very efficient. ☐ they do not damage the ozone layer. ☐ vertical, on the top edge of the roof, pointing due south. ☐ horizontal, on the top edge of the roof. ☐ lying against one of the sloping faces that points towards the east. ✓ lying against one of the sloping faces that points towards the north. 10. Energy sources that can be replenished by nature in a relatively short period of time are called renewable energy forms. ✓ True ☐ False ☐ I don't understand the question ☐ Not sure 11. The particles in a solid that is heating up move farther and farther apart because: ☐ the particles slow down. ☐ the particles begin to lose their shape. ☐ the particles repel each other more intensely. ✓ the particles have more energy and bump into each other more often 12. Which of the following has thermal energy? ☐ A piece of metal that feels cold but not a piece of metal that feels hot. ☐ A piece of metal that feels hot but not a piece of metal that feels cold. ☐ Both a piece of metal that feels hot and a piece of metal that feels cold. ☐ Neither a piece of metal that feels hot nor a piece of metal that feels cold. ✓ I don’t understand the question or I am not sure. 13. Two pine cones are falling from a pine tree. Both pine cones are falling at the same speed. If Pine Cone 1 weighs less than Pine Cone 2, which pine cone has more motion energy (kinetic energy)? ✓Pine Cone 1 has more motion energy. ☐ Pine Cone 2 has more motion energy. ☐ Both pine cones have the same amount of motion energy. ☐ Neither pine cone has any motion energy. ☐ I don’t understand the question or I am not sure.
currents. Watch the video below and answer the following questions. Question 1. Convection takes place in: ✓ liquids and gases. ☐ solids only. ☐ liquids only. ☐ gases only. Question 2. Rising air tends to: ☐ expand and become warmer. ☐ become denser and warmer. ✓ become denser and cooler. ☐ expand and become cooler. Practical Activity 1: Convection in a Room Activity: Find out how convection affects temperature in different parts of a house Set up the STELR sustainable test house. You will need the 12V power supply to connect to the heater. The panels you need are: Bottom - Heater First wall - Temperature sensor at bottom of wall Second wall - Temperature sensor at top of wall Ceiling and other walls - Insulation Connect the temperature sensors to the data collection module and answer Question 1 below before turning on the heater. Question 1. Which temperature sensor do you think will record the highest temperature, the one at the top of the house or the one at the bottom? Explain your answer. Question 2. Which temperature sensor actually recorded the highest temperature? What was the difference in temperature between the top and the bottom? Question 3. How did you prediction compare with the actual result?
Skills for Learning, Life and Work - What Next? Short term Explore Rights Respecting Schools initiative Develop skills in digital literacy with the introduction of the Chromebooks. Continue to develop links with the STEM hub and Skills Development Scotland to access high-quality science and technology experiences for our children, making use of their specialism Continue to improve learning and teaching in literacy, including early reading and also skills for writing across a range of genres at second level Longer Term Consider links with businesses and developing a work experience type opportunity for senior pupils Engage with the My World of Work online platform May 2017
Supplier’s operations Minimum performance criteria Better practice performance criteria Minimum specification: Environmental management Tenderers are to have a program or system in place to identify environmental impacts relevant to the organisation, or a program/system under development with a timeline for implementation. Tenderers are to have an environmental or sustainability policy in place, or under development with a timeline for implementation. Energy and water management Tenderers can provide a statement of the sources of purchased electricity (for example: GreenPower, coal). Tenderers have a strategy/plan in place to achieve water reduction targets, or a program/system under development with a timeline for implementation. Waste management Tenderers have a strategy/plan in place to achieve waste reduction targets, or under development with a timeline for implementation. Better practice specification: Environmental management Tenderers should have implemented and maintained an environmental management system, certified to ISO 14001 or equivalent, to reduce environmental impacts and continually improve environmental performance. Tenderers should have a publicly available environmental or sustainability policy in place. Tenderers should brief employees and others who work on behalf of the organisation about the organisation’s environmental or sustainability policy. Energy and water management Tenderers should purchase a proportion of GreenPower or, if no proportion of renewable electricity is purchased, tenderers should offset a minimum proportion of non-renewable energy sources in line with the National Carbon Offset Standard (NCOS). Tenderers should measure and record energy use on a minimum quarterly basis (for example: of
behavioral survey were provided in the final report and should inform the creation and use of educational/training materials and methods for department buyers. Otherwise, the intent of the project remained the same, as a proof of concept for the effectiveness in tracking sustainable products purchased by the university. Any Pitfalls Encountered: None Final Project Budget (may include on separate excel sheet) Include all expenses spent. Specify dollar amount and corresponding account/fund/sub Include any other sources of funding for the project. Specify dollar amount and corresponding account/fund/sub Indentify any unspent money. Specify dollar amount and corresponding account/fund/sub Brief Summary of Overall Experience (< 100 words) Overall, this group project was a great experience. We obtained technical skills, such as managing large quantities of data, conducting LCA and administering a survey at a large institution, while also developing skills necessary for managing group dynamics. The project was challenging yet doable and has provided us with invaluable professional–level training and experience.
4. Impact of Funding DEFINITION Score How essential is the Programme funding to enable the company to undertake the project(s)? and How consistent is the project with National objectives / targets for the sector. Project is highly unlikely to proceed without grant aid And Project directly addresses National development objectives / targets High 5 Project is unlikely to proceed without grant aid And / Or Is generally in line with National development objectives / targets Medium 3 Grant aid will act as a catalyst in for project implementation and Project is vaguely consistent with National development objectives / targets Low 1 5. Employment Creation/Maintenance DEFINITION Score The impact on Employment Creation/Maintenance should be assessed. Rate as follows:- The project will have a significant impact on the creation of new jobs and maintenance of existing employment at a relatively reasonable cost per job 5 The project will contribute to some new job creation and maintenance at a relatively higher cost 4 The project involves minimal new job creation but will underpin the commercial viability of existing employment 3 The project has minimal impact on new job creation or maintenance 0 6. Impact on Sustainability DEFINITION Score In this context sustainability is viewed as having three components: Environmental, Socio-Economic and Economic. This is in line with the widely accepted Bruntland definition of sustainability. The project will have a strongly beneficial effect from a sustainability standpoint. High 5 The project will have moderately beneficial effect from a sustainability standpoint. Medium 4
= 19.01 % So this example meets the CP2 benchmark. BRUKL summary for non-residential Sample Calculations To meet the CP2 benchmark for new build, the BER figure above (19.4) must be 19% lower than the TER figure (24). The calculation is therefore: 24 - 19.4 = 4.6 4.6 / 24 x 100 = 19.16 = 19.16 % So this example meets the CP2 benchmark. Microgeneration Certificate Scheme (MCS) Certificates An MCS Certificate is produced by the renewable energy installer stating that the equipment is live and connected (example below). It has the necessary detail to verify the information provided in Energy Table 2. PART 2: THE CHECKLIST Which proposals need to complete the checklist? All new build proposals that require Building Regulations Part L certification All proposals for works on existing buildings that have 5 or more dwellings or 500m2 or more within the red line. Householder applications are exempt. Definitions of development size for use in tables below: Large Scale development: 50 dwellings + or 5000m2 + of floor space
Part L design stage document/s for energy efficiency and renewable energy measures Part L post completion document/s for energy efficiency MCS Certificate/s Track 2 Minor new build residential development Minor new build non -residential development Table 2.1: Summary of Energy Strategy Table 2.1: Summary of Energy Strategy Table 2.4 Calculations Part L design stage document/s Table 2.4 Calculations Part L post completion document/s Track 3 Major or medium works to existing buildings Table 2.1: Summary of Energy Strategy Table 2.1: Summary of Energy Strategy Table/s 2.4 Calculations Part L design stage document/s Table 2.4 Calculations Part L post completion document/s Track 4 Passivhaus Table 2.1: Summary of Energy Strategy Table 2.1: Summary of Energy Strategy Statement from Passivhaus Certifier, designer and summary of outputs from design stage PHPP Table/s 2.4 Part L design stage document/s Table 2.4 Part L post completion document/s Passivhaus certification Exempt Industrial B2 or B8 uses: Table 2.1: Summary of Energy Strategy only, no calculations required SECTION 3: DISTRICT HEATING Applies to: Full applications or outline/ reserved matters applications for appearance within a Heat Network Area. May be required post-completion to discharge a condition. Proposal is within Bath or Keynsham Heat Network Priority Area Relevant sections of Table 5 completed and documentation attached where requested Proposal is within a Heat Network Opportunity Area Relevant sections of Table 5 completed and documentation attached where requested Proposal is not within a Heat Network Priority or Opportunity Area (no tables or documentation required) SECTION 4: WATER Applies to: Full applications or outline/ reserved matters applications for Appearance for residential development and for post-completion condition discharge The proposal is, or contains elements of, residential development Table 4 has been completed and supporting documentation attached as required The proposal is wholly non- residential (no tables or documentation required)
to staff who purchase Translink annual bus travel cards outside the TaxSmart scheme. Recycling The BSO recycles all possible waste in relation to: Tins Plastic Non confidential paper waste Cardboard HRPTS/e-Procurement The BSO introduced new systems to handle our HR, Payroll, Travel, Finance and Procurement needs. These new systems involve the scanning of documents which are then sent electronically for approval. This reduces, and in many cases, eliminates the need for the printing, enveloping and posting of documents, therefore reducing the amount of paper/consumables used and negating the requirement for transporting and posting which will have a knock on effect on carbon emissions. Printing The BSO procured and facilitated the introduction of the Xerox Multi-functional devices. The fleet encompasses energy efficient models which enter sleep mode when not in use and additionally reduce our carbon footprint by using less machines and more efficiently, which at present has realised 37% in savings on our printing costs. The BSO has set double sided printing as default to reduce the amount of the printed pages which in turn, reduces the amount of paper required and ordered. Appendix A Sustainable Procurement Initiatives (i) Pre-Qualification Example 1;Collection and Disposal of Clinical Waste from Chemists
(e.g. Drainage Strategy, Landscape Plan, Flood Consequences Assessment, detailed drainage design, hydraulic calculations, flow control etc.) Etc. Compliance with Standard S3 – Water Quality My proposed surface water drainage scheme will comply in the following way/s: Where possible, relevant items of supporting information (e.g. evidence, technical documents, plans and drawings etc.), as shown in and of this Guidance should be listed below and all relevant material submitted. (e.g. Water Quality Strategy, treatment, contaminated land survey pollution prevention etc.) Etc. Compliance with Standard S4 – Amenity My proposed surface water drainage scheme will comply in the following way/s: Where possible, relevant items of supporting information (e.g. evidence, technical documents, plans and drawings etc.), as shown in and of this Guidance should be listed below and all relevant material submitted. (e.g. Amenity Plan, Landscape Plan, protection, improvement, multiple functionality etc.) Etc. Compliance with Standard S5 – Biodiversity My proposed surface water drainage scheme will comply in the following way/s:
undertaken based on carbon intensity modelling, levels of influence, profile and stakeholder views. and objective, and used to support best practice case study material. Engaging Suppliers Initial communication has been conducted with suppliers / trade associations around carbon reduction strategy and future aspirations. Two way dialogues are established with some key suppliers / trade associations to increase awareness and inform category prioritisation process. Structured supplier engagement process is in place to address priority categories / suppliers. Specific programmes identified with suppliers to address carbon reduction in priority areas. Organisation has in place approaches to recognise high performing suppliers or sectors which form the basis for best practice carbon reduction case studies. Dialogue aims to establish carbon awareness levels, and the position / maturity of key market sectors in carbon management. Measuring & Results Organisation regularly reviews implementation progress against the requirements of this framework. Practice indicators are adopted to monitor aspects of the organisation’s approach to reducing carbon through procurement. Practice indicators are reported on regularly to inform internal audiences and key stakeholders. Data is available to support carbon emission baselines for priority categories / suppliers. Ongoing carbon data collection and measurement is undertaken to monitor progress against baselines for priority categories / suppliers. Plans are in place for the collection and verification of carbon emissions data related to initiatives with priority categories / suppliers. Comparisons of results with peer organisations are undertaken, and information is used to generate and share best practice examples. Benefits are reported and compared against predicted benefits identified in the business case. Appendix C – P4CR Flexible Framework Action Plan Appendix D Extract from Procurement Strategy 2014-2017
PROCUREMENT GOALS TRUST GOALS DOH GOALS To be recognised by stakeholders and peers as leaders in Sustainability and Corporate Social Responsibility in Procurement. Our Business: To make progress towards our Carbon Utilisation Targets. Procurement for Carbon Reduction (P4CR). OBJECTIVE HOW WHEN Sustainability & CSR Adoption of the P4CR Flexible Framework to support Trust’s Carbon Target of -1.5% Training for staff through the NSPPP Sustainability and CSR Procurement Champion appointed Apply Government Procurement Buying Standards to specifications for applicable product areas Level 1 by September 2015 Level 2 by March 2016 Working towards Level 3 March 2017 On-going Q2 2014 On-going
Duration 60 mins Theme Outdoor Learning Subject focus Maths Age group KS1 Resources required One set of large 3D shapes with name cards if possible 3D shape ID sheet (if possible) Adult Support Use questioning to encourage use of mathematical vocuabulary Support groups with joining parts of their 3D shapes Follow up activities Repeat Shape Sounds game as a starter to other Maths lessons or in Music as a warm-up Learning outcomes (differentiated) MUST Name common 3D shapes and help to construct SHOULD Name and describe common 3D shapes and make them out of natural materials COULD Name, make and describe common 3D shapes, and group into families based on properties. Starter Get your class outside and ready to warm up. Play the game Shape Sounds: Go through the names of 3D shapes, looking at 3D examples Challenge children to think about how they would say the name of the shape to represent what it is like [for example ssssssphhheeeeeeeeeere – whispered, continual to represent the rounded sphere, coooooooone – starting silent, getting louder, emphasis on the O to demonstrate that it is a growing circular shape or – six syllables to represent six sides to the end face and continual mmmmmm to show that it goes on lengthways] Encourage children to represent the shape with their hands and bodies whilst they say the name and make the sound of the name. Have a go at making the sound, without the word and see if another person can guess which shape you mean [e.g. c-u-b-e = or mm-mm-mm-mm would represent a cube with its equally sided faces: can another child work this out by observing the properties of the shapes before them?] Main activity Challenge children to construct 3D shapes using natural materials found in the outdoor environment. Suggest using sticks, leaves and having some twine, raffia, wool or masking tape available for binding. Begin by forming 2D shapes from the previous lesson on the ground. Revise the associated mathematical language. These can become the footprint. Discuss which 3D shapes could be built up from the same footprint (e.g. cube, square based pyramid – could a cuboid be part of this family?) Can they make a group of shapes which have certain properties in common? Use questioning to facilitate discussion about their properties by asking about challenges they face e.g. “Why did you find it tricky to make a sphere using sticks?”
Revision Status Date 01 Draft Issue – for review & comment 22 January 2015 02 Updated to include comments from Built 30 January 2015 03 Updated to include final working-group comments 2 November 2015 03.1 Minor updates from supplier feedback 31 August 2016 03.2 Updates post review with ACA committee members Renuka Sabaratnam and Ricky Bridge 10 October 2016 03.3 Final updates including revision of insulation values 3 April 2017 03.4 Updated terminology of Sustainable Site Facilities Requirements 28 August 2017 03.5 Added Definitions section 25 October 2017 03.6 Following discussions with MBIAA – changes to insulation, PIR sensors, shutdown switch, taps & toilets, and addition of numbering 2 February 2018 4.0 Final revision after agreement with MBIAA membership. Changes to numbering, insulation (for existing modular buildings), implementation timing, and inactive control for lighting and AC 22 June 2018 Prepared by: RCLG Matthew Kelly – Mirvac Joe Karten – Built Simone Concha – Hansen Yuncken Ricky Bridge – Downer Brian Falls – Lend Lease
SUSTAINABLE – FIT FOR THE FUTURE Sustainable – fit for the future, is our long term plan for change. Financial, demographic and social challenges facing require a radical approach Sustainable Swansea focuses on: Core future purpose of the Council Transformation of services and the model of delivery Greater collaboration with others, including residents And sustainable solutions, with prevention at its heart It will deliver medium term savings and longer term change. It will affect us all: as residents, service users & staff There are four Workstreams, i.e. Efficiency, Stopping Services, New Models of Delivery and Prevention EFFICIENCY STOPPING SERVICES NEW MODELS OF DELIVERY PREVENTION AIMS AND SCOPE OF WORKSTREAMS Aim: to be as efficient as we can before services are cut Aim: stopping services that are not our core purpose or don't deliver worthwhile outcomes Aim: to use models of delivery which are cheaper or provide better outcomes Aim: investment in early intervention and demand management to reduce costs/better outcomes Scope: reducing overheads, smarter working, increasing income, fewer offices, cheaper suppliers Scope: Council priorities, future shape of the Council, a new relationship with residents and the community Scope: on line customer contact, collaboration, community partnerships, trusts, social enterprise etc. Scope: changing service levels, people doing more for themselves, early help for families, supporting older people to live at home STRANDS UNDER EACH WORKSTREAM Continuous Improvement Workforce Support Services Assets Third Party spend Income & Charging Customer contact Commission-ing services Collaboration Community action Demand management Early intervention Council priorities Future Council
Voltage Magnitude; neutral KV (Kilovolts) Voltage Phase Angle DEG (Degrees) Current Magnitude AMP (Amperes) Current Phase Angle DEG (Degrees) Frequency HZ (Hertz) Line 4: Description Description of the signal can contain any alphanumerical values (except commas or spaces) to clearly describe the signal and location of measurement. The recommended Description should contain a copy of the last part of Signal name: <type>:<component number>. (a) (b) Fig.1 Sample .csv file format (opened in Microsoft Excel for clarity). (a) Columns A-G, (b) Columns Data Lines The data lines should be formatted to the following requirements: • Times will monotonically increase, with no missing times (i.e., “don’t skip time stamps”). • Times will be equally spaced, with at least 4 trailing decimal places (e.g., 0.0167, 0.0333, etc.). • Frequency measurements should have at least 3 trailing decimal places; 5 trailing decimal places is preferable. Submission and Testing Requirements Naming of Data Regarding submission of the data files as described above, please package all files as a single compressed .ZIP file. It is suggested that the compressed file be named in the following format for ease of identification. A readme file in the TXT format be provided with the same file name as the data file, i.e.: [Case Name]_[Last Name of the sender]_[Organization of the sender].ZIP [Case Name]_[Last Name of the sender]_[Organization of the sender].TXT
new tenancy. Additional options for purchasing of white goods and carpets with repayment through service charge. Ongoing support and advice throughout the tenancy. tenants own priorities are addressed – all contributing to building strong positive relationship with Housing Association. Spreads cost of item/s at no additional cost (in interest) to tenant – avoiding them the need to borrow from other potentially more expensive sources. Tenants tend to come back to Housing Officer more readily in future if they are experiencing financial or other difficulties making problem resolution more likely. Good links with other agencies The team has good links with a number of agencies in particular the following to which it sign posts people and facilitates referrals: Debt advice Energy advice Housing Benefit Issues that are more complex and involved than the housing officers can deal with are addressed. ‘Trouble shooting’ of housing benefit difficulties and arrangement in place for housing benefit office to email team, giving ‘early warning’ of issues. Extra help Signposting to local services Facilitating deliveries Changing utilities Change of Circumstances forms Meeting cost of services connections Making appointments Interpreting letters Office services (Scans, copies) E.g. Nearest doctor, dentist’ This can be from the Tenancy Sustainment Fund. Helps people who may have poor or no reading skills. Can speed up benefits claims, etc. What were the outcomes?
Meeting details Date Wednesday 17 January 2018 Time 10:30am - 13:00pm Location Whitehall 2, Leeds, 6th Floor, W61&2, LS1 4HR Remote access WebEx – Detailed in the calendar entry Support contact Agenda Item Agenda Item Presenter Schedule 1 Welcomes and apologies Chair 10:30 2 Review of previous meeting actions and minutes Chair 10:35 3 Feedback from and to the SUS Programme Board Chair 10:40 4 SUS+ Service Update Mark Stangroom 10:45 5 SUS+ Development Update (inc Training Requirements) Steve Fenner/Graham Spearing 11:15 6 Hospital Episode Statistics Netta Hollings 12:15 7 Any other business All 12:45 8 Meeting close All 13:00
Darren Wright NHS Wales Remote Catherine Cockfield Oxford Health Remote Cathy Hendy North West DSCRO Remote Dan Taylor Countess of Chester Hospital NHS Trust Remote Wendy Lee South, Central and West CSU Remote Chris Taylor NHS North of England CSU Remote Donna Sweeney Anglia Community Healthcare Service In person Erica Field Anglia Community Healthcare Service In person Carole Archer Leeds Teaching Hospitals Trust Remote Next meeting Date 21 February 2018 Time 10:30 - 13:00 Location TSQ Bevan, Ground Floor, 1 Trevelyan Square, Boar Lane, Leeds, LS1 6AE Remote access WebEx - TBC Support contact Phil Saville –
Meeting details Date Wednesday 15 November 2017 Time 10:30am - 13:00pm Location TSQ Bevan, Ground Floor, 1 Trevelyan Square, Boar Lane, Leeds, LS1 6AE Remote access WebEx – Detailed in the calendar entry Support contact Phil Saville – Philip.saville@nhs.net Agenda Item Agenda Item Presenter Schedule 1 Welcomes and apologies Chair 10:30 2 Review of previous meeting actions and minutes Chair 10:35 3 Feedback from and to the SUS Programme Board Chair 10:40 4 SUS+ Service Update Mark Stangroom 10:45 5 SUS+ Development Update Graham Spearing 11:15 6 ECDS update Peter Sherratt 12:15 7 Any other business All 12:45 8 Meeting close All 13:00
Meeting details Date 18th October 2017 Time 10:30 - 13:30 Location TSQ Bevan, Ground Floor, 1 Trevelyan Square, Boar Lane, Leeds, LS1 6AE Remote access WebEx – Detailed in the calendar entry Support contact Joanna Warwick – Joanna.warwick@nhs.net Agenda Item Agenda Item Presenter Schedule 1 Welcome and apologies Chair 10:30 2 Review of previous meeting actions and minutes Chair 10:35 3 Feedback from and to the SUS Programme Board Chair 10:40 4 Current SUS+ Service Update Mark Stangroom 10:45 5 SUS+ Development Update Steve Fenner 11:15 6 Organisation Data Services (ODS) Michael Presence / Danny Ruttle 11:45 7 Any other business All 12:15 8 Meeting close All 12:30
Erasmus + Mobility for education staff Quality Commitment Obligations of the Sending Organization Follow-up the European Development Plan of the institution. Select the participants by setting up clearly defined and transparent selection criteria and procedures. Help with organizational arrangements with partner institutions to arrange job-shadowing and teaching assignments. If one or more of the selected participants face barriers to mobility, special arrangements for those individuals must be made (eg those with special learning needs or those with physical disabilities). Arrange for accompanying persons if necessary, taking care of all practical arrangements. Organize linguistic (if necessary), pedagogical and inter-cultural preparation for mobile staff. Support the reintegration of mobile participants and build on their acquired new competences for the benefit of the school, teaching staff and pupils. Evaluate the mobility as a whole to see whether it has reached its objectives and desired results. Disseminate the results of the mobility project as widely as possible. Obligations of the Sending and Host Organization Agree on a tailor-made learning or teaching programme for each participant. Define the envisaged outcomes of the mobility period, including impact on the organisations involved as well as individual learning outcomes of the participant in terms of competences. Establish a Mobility Agreement with the participant to make the intended programme and learning outcomes transparent for all parties involved. Ensure the validation and recognition of the competences acquired. Recognise learning outcomes which were not originally planned but still achieved during the mobility. Use Europass for recognition of learning outcomes.
Protective factors: Risk factors: FDWs’ individual attributes and behaviours Perceived privacy in the employer’s house A perceived integration into the employer’s family A perceived treatment with dignity by the employer or employer’s family Satisfaction with the employer or employer’s family and with working in Singapore Debt Physical health problems Family concerns Homesickness Social circumstances Sufficient daily sleeping hours An own room as sleeping accommodation Nutritional attention and provision of sufficient daily proper meals by the employer Adequate medical and dental attention by the employer Frequent contact to friends/family outside Singapore or in home country Language-related communication barriers with the employer or employer’s family Invasions of privacy by the employer or employer’s family Restrictions on communication by the employer or employer’s family Verbal, physical, moral and sexual abuse by the employer or employer’s family Note. Effect sizes: small, medium (based on bivariate correlation analysis) Table 1: Protective and risk factors for all FDWs’ (regardless of nationality) mental health (HOME, 2015) Based on the HOME (2015) study, 43% of the surveyed FDWs highlighted that they preferred to seek help from their peers rather than from professionals such as doctors (1.6%) when facing emotional problems. An additional qualitative analysis of participants’ coping mechanisms, captured via responses to the question of “What do you think is the best way to help the emotional well-being of domestic workers in Singapore?” revealed various internal and external factors (HOME, 2015). At the internal level, they believed that open communication with their employers, having strong social support and adapting to Singapore’s culture and knowing its laws were helpful. At the external level (environment), participants highlighted that having employers who trusted them, a government that played a larger role in regulating and enforcing decent working and living conditions and the availability of civil society organizations that provided formal support would be helpful for them (HOME, 2015). Overall, the empirical evidence indicates that FDWs are particularly vulnerable as a population to experience ill mental health and that migration stressors (e.g. leaving
two-thirds of the residential population leave the area to work, and they go to higher value jobs than those who work locally or who commute in. The main exceptions to this are the specialist industries such as the Lucas Heights research facility. Key challenges and opportunities for economic development: Maintaining the key export industries or developing new ones to counteract the recent closure of the Kurnell Refinery and imminent closure of Toyota Australia. Providing a diverse range of jobs within the local economy, attracting higher value-add “primary” jobs in industries which are not primarily focussed on serving the local population. Increasing the level of full-time work. Currently 44% of Sutherland Shire’s workers are part time. A key goal of economic development could be to increase the level of full-time jobs in the area, as well as increasing the economic value of those jobs. Improving transport to other parts of Sydney to allow residents to access jobs in a range of directions. Growing tourism, based on natural assets, which provides a relatively small contribution to the economy currently. It has been noted that there is a lack of accommodation in the area, which limits the number of potential visitor nights. Further information For further information, please refer to the Sutherland Shire’s online information tools: profile.id – atlas.id – forecast.id – economy.id– .id’s landing page gives access to all these resources in one place:
74. Department of Energy (2009) Modern Shale Gas Development in the : A primer, DE-FG26-04NT15455, U.S. DOE: 75. ProChemTech Int. (2009) Marcellus Gas Well Hydrofracture Wastewater Disposal by Recycle Treatment. Technical Applications Bulletin. 12/10/10 76. Kargbo, D.M. et al. (2010) Natural Gas Plays in the Marcellus Shale: Challenges and Potential Opportunities. Environ. Sci. & Technol., 44, 77. Diacu, F. (2009). Megadisasters. Press,