zilongwang/ReadingBank huggingface dataset:
these guides so you can make the most out of your case management system. The Glossary is a reference that explains what each field in WF1 means. Access the Resources page by clicking Resources in the top menu. Each page in WF1 has its own help content. View the help content for whatever page you are currently viewing by clicking Help in the top menu. A pop-up screen will then appear, providing a summary of the page, tips for entering information into the page, Glossary definitions for each field on the page, and actions you can take on the page. Click Close or Print to close the Help screen. Finally, if you have questions about WF1 that relate to this program, contact the program person listed on page 2 of this user manual. Appendix A: Glossary of Activity Statuses and Support Services These tables define the drop-down list choices when completing the Activity and Support Services screens. Activity Statuses Activity Definition Adult Internship Practical, supervised training experience in the classroom or worksite as part of an established curriculum. Career Counseling Assessment to identify skills, career interests, goals and barriers. Classroom Training - Academic A generic academic program not specifically related to an occupation. Classroom Training - Occ. Skills Use for the ABE/MnSCU FastTRAC credit-bearing Integrated class(es). Community Involvement and Leadership Development Activities To enhance responsibility and managerial skills, including one-on-one assistance to understand and resolve financial problems around program participation. Use Financial Literacy Course activity for training and classes. Core Services Job search and placement assistance, counseling, testing, background checks, working with the employer and job seeker, workshops and job clubs. Customized Training Designed to meet an employer's special training needs, including ABE/MnSCU FastTRAC noncredit Integrated class(es).
Office of Administration Phone: 717.787.3813 Kim Helton Phone: 717.783.8613 Diane Eshelman Agriculture 717.787.1065 Debbie Laughman Banking and Securities Phone: 717.787.5383 Cathy Fagan Budget – Comptroller Ops Phone: 717.787.6496 Lisa Acey Service Commission Phone: 717.787.7447 Amy Butler Community & Economic Development Phone: 717.787.6856 Donna Keister Conservation & Natural Resources & Environmental Protection Phone: 717.787.5496 Jason Swarthout Corrections Phone: 717.728.5352 Kit Steve Freeman Education Phone: 717.787.4417 Diana Hershey Emergency Management Agency Phone: 717.651.2208 Heidi Koppenhaver Executive Offices Phone: 717.783.5446 Amy Butler Fish and Boat Commission Phone: 717.525.5868 Maxine Johnson Craig Miller Game Commission Phone: 717.787.7836 Christine Worley General Services Phone: 717.787.6846 Jorgette Freysinger
Health Phone: 717.787.6002 Mark Gottdiner Historical and Museum Commission Phone: 717.783.5446 Lisa Petrina Human Services Phone: 717.787.5025 Neal Poole Insurance 717.787.8027 Michele Erdman Donna Fleischauer Labor & Industry Phone: 717.787.6374 Matt Stine Liquor Control Phone: 717.783.1080 Joe Moritz Gary King Military and Veterans Affairs 717.861.8514 Jessie Vuksta Probation and Parole Board Phone: 717.787.5699 ext 1241 Diane Cline Public School Employees' Retirement System Phone: 717.720.4738 Tammy Meshey Public Utility Commission Phone: 717.787.9076 Michael Roberts Revenue 717.787.2709 Linda K. Miller Chantel Hardaway State Phone: 717.783.9273 Weightman State Employees Retirement System Phone: 717.237.0265 Cheryl Krchnar State Police Phone: 717.783.5533 Kim Studenroth Transportation Phone: 717.783.2687 John Soubik
What is your sexual orientation? Bisexual Gay man Gay woman / lesbian Heterosexual / straight Other Prefer not to say Religion or belief Which group below do you most identify with? No religion Christian ( of , Catholic, Protestant & other denominations) Buddhist Hindu Jewish Muslim Sikh Other, please state…………………… Prefer not to say From which website, publication or other source did you FIRST learn of the post?………..…………………………………………………………………………
Making Safeguarding Personal Making Safeguarding Personal is a shift from ‘a process supported by conversations to a series of conversations supported by a process’, ensuring there is an emphasis in those conversations about what would improve an individual’s quality of life as well as their safety. Making Safeguarding Personal approaches will be a ‘golden thread’ that will run through strategic and operational adult safeguarding work in North Lincolnshire and will be reflected within this plan. Unless people’s lives are improved, then all the safeguarding work systems, procedures and partnerships are purposeless. An outcome approach to safeguarding will: Enable and empower individuals to express what they want to happen; Enable all agencies and practitioners to support people to make the difference they want in their lives as well as increasing their safety and well-being; Make the process of safeguarding person centred
Examples included below for guidance. Delete examples and add your agency’s goals and objectives here. Goal Objectives Target Audience Resources Responsible Party Ex. Establish a culture of quality within the agency By 2012 all senior managers will participate in quality improvement training By 2013 all senior managers will lead an internal quality improvement team Division/Department Directors; Supervisors OSU-CPHP CQI NACCHO Health Commissioner Ex. Establish individualized professional development plans for all employees Annually, as part of performance review process, all employees will create an individualized professional development plan. All staff Performance evaluations Employee and Supervisor
Signature Page This plan has been approved and adopted by the following individuals: Duplicate or delete spaces as needed. Signature xx/xx/xxxx Name and Signature xx/xx/xxxx Name and Signature xx/xx/xxxx Name and Revisions: Date Revision Number Description of Change Pages Affected Reviewed or Changed by For questions about this plan, contact: Name and/or Department Email Phone
Appendix 2 - PEST/LE Model PEST/LE Model for Workforce Planning Political Issues Economic Issues Accountability Transparency Equal opportunity Diversity Best value Partnership working E-government Public/private finance Pay Skill shortages Economic development plans Cost of living Housing costs Corporate risk Social Issues Technological Issues Changing customer expectations and needs More sophisticated market Changing demographics Changing employee expectations and need e.g. work/life balance Inequalities and deprivation Qualifications, skills and competencies Flexible working opportunities Innovation – new equipment, new techniques, new methodologies Information technology Communications Improved transport/increased mobility New ways of working Legislation Environmental Issues Service obligations Employment legislation Human Rights Act Environmental legislation European directives Increased awareness and expectations Local markets Stricter controls Pressure groups
Checking another person's understanding Do you follow me? Have you got it? Are you with me? Be sure to ask if you have any questions. Showing understanding Now I've got it. I understand. I'm with you. Uh-huh. Um-hmm. Bringing in other people What do you think, (person's name)? What's your opinion, " " ? Don't you agree with us, " " ? You're quiet today, " " . What are you thinking, " " ? Giving advice/suggestions If I were you, I'd … I suggest that you… I think you should… Why don't you… I recommend that you… I think you'd better… Responding to criticism Please accept my apology. It won't happen again. I apologize. Please forgive me. Showing agreement or disagreement I agree….. I don’t agree……..
Development of this template was made possible, in part, by the Ohio Public Health Training Center located in the College of Public Health at The Ohio State University; grant number UB6HP20203, from the Health Resources and Services Administration, DHHS, Public Health Training Center Program. Contents are solely the responsibility of the authors and do not necessarily represent the official views of HRSA. *Use of this template does not guarantee PHAB compliance.
Workforce Development Steering Group In order to consider and act on these recommendations, Professor Gallen formed the Workforce Development Steering Group made up of senior members of Wales Deanery staff with externality coming from Clare Sinclair, Head of Cardiff University CPD Unit and chaired by the Interim Deputy Dean, Dr Ian Collings. Dr Ian Collings, Interim Deputy Dean – Strategic Lead and Chair of Steering Group Chris Payne, Wales Deanery Manager - Lead ‘Cost’ Dr Jan Davidge, Academic Programmes Manager – Project Manager Justine Cooper, Corporate Services Manager - Lead ‘Resources – Staff’ Jane Powell, Business Support Manager – Lead ‘Plan’ Paul Kirk, BSS Unit Manager - Lead ‘Resources – Business Support Systems’ Kirstie Assistant Director for DCP Education in Wales – Lead ‘Quality’ Mandy Martin, Quality Manager Prof David Thomas, Interim Director of Postgraduate Dental Education - Lead ‘Engagement’ Clare Sinclair, Head of Continuing Professional Development, Cardiff University Dr Chris Price, Deputy Director of General Practice RSU – Lead ‘Innovation’ Moira Giddens, Workforce Development Project Administrative Officer
Monitor and evaluate phase In regard to workforce planning, please rate your agency’s of development in the following items... NA NC ND D HD Please provide commentary/examples for your agency Monitoring all strategies during implementation through thorough record-keeping Monitoring the implementation of your strategies Regularly benchmarking your authority against others (based on service function, size or local/national/ global businesses) Regularly reviewing and formally evaluating your strategies and/or Plan *You can address section145(2)(f) (Evaluation of policies and programs) of the EO Act through this item Regularly reviewing/monitoring changes to the internal and external operating environment Regularly reporting the Plan’s progress to your authority’s leadership group Submitting your Plan for DEOPE endorsement Amending your strategies and/or Plan, on evaluation outcomes and changing circumstances *You can address section145(2)(g) (Revision and amendment of the Plan) of the EO Act through this item
Department of Education Services 116 105 Goldfields Institute of Technology 112 91 Office of the Environmental Protection Authority 108 99 Western Australian Tourism Commission 99 93 Mental Health Commission 84 74 Parliamentary Commissioner for Administrative Investigations (Ombudsman) 69 62 Animal Resources Authority 69 48 Swan River Trust 64 57 Small Business Development Corporation 57 53 Perth Market Authority 56 34 Economic Regulation Authority 55 55 Western Australian Electoral Commission 49 45 The National Trust of Australia (W.A.) 46 34 Legal Practice Board 45 40 Bunbury Water Board (Aqwest) 40 38 Department of the Registrar Western Australian Industrial Relations Commission 40 33 Heritage Council of Western Australia 32 29 Commissioner for Equal Opportunity 32 25 Busselton Water Board 31 30 South West Development Commission 24 22
Work Group Record Work Group: Select one Health Care Delivery Design & Sustainability Seamless Coverage Continuum and Market Stability Barriers to Access Meeting Date: November 6th, 2-4 pm Present: Rosemarie Roach (Minnesota Nurses), Larry Schulz (Lake Region), Dr. Todd Stivland (Bluestone), Jim Schowalter , Dr. Penny Wheeler (Allina), Sen. John Marty, Rep Matt Dean (MN House of Representatives), Allison O’Toole (MNSure) [by phone], Lucinda Jesson (DHS), Diane Rydrych (MDH), Mat Spaan (DHS) Absent: NA Discussion Item Action Item and Follow-up Responsible Party Due Date Finalize Preliminary Recommendations on Data Sharing Barriers Workgroup members reviewed a combined recommendation on reducing barriers to data sharing, on prior meeting’s discussions. Following discussion of combined recommendations, members agreed to send specific details for the recommendation to conduct a study on appropriate future structure for HIE in Minnesota. Members may also send additional responses to the combined recommendation. Workgroup staff and chair will enhance the recommendation based on discussions and additional feedback from members. All workgroup members Dr. Wheeler, Diane Rydrych, Mat Spaan 11/9/15 11/12/2015 Considerations for Enhancements to Payments that Support Integrated Care Delivery A panel with representatives from Hennepin county Medical Center, Southern Prairie Community Care, and FQHC Urban Health Network presented on their experience with alternate payment models, the impact on safety net and rural health providers and patients, successes, and areas for improvement. Based on testimony from panel, identify the themes for this discussion and come prepared to discuss at the Monday All workgroup members 11/9/15
Work Group Record Work Group: Select one Health Care Delivery Design & Sustainability Seamless Coverage Continuum and Market Stability Barriers to Access Meeting Date: November 6th, 2-4 pm Present: Rosemarie Roach (Minnesota Nurses), Todd Stivland (Bluestone), Larry Schulz (Lake Region), Dr. Penny Wheeler (Allina), Sen. John Marty, Jim Schowalter (Council of Health Plans), Rep. Matt Dean, Allison O’Toole (MNsure), Diane Rydrych (MDH), Mat Spaan (DHS) Absent: NA Discussion Item Action Item and Follow-up Responsible Party Due Date Enhancements that Support Integrated Care Delivery Staff will re-work “themes” language based on the discussion. Change “prospective payments would” to “prospective payments may”. Add conditional clause indicating that it must be done in a cost-effective way. Consider “modifications” instead of “enhancements” Change “current alternative payment models… are working” to “Current alternative payment models such as IHP are working but require more work to payment methodologies and measurements to ensure that they are equitable.” Include to “quality metrics and measurement methodologies that don’t penalize…” – “quality measures do not negatively impact patient care or incentivize physicians to overlook overall patient context.” Consider “Quality metrics should be used, but with great caution. They have great power to improve the care delivery system but can easy become overused in payment policy or become a barrier to serving populations.” Mat Spaan, Penny Wheeler 11/13/15 Preliminary Recommendations for Enhancements that Support The workgroup reached agreement on the following topics for short-term recommendations: Care coordination Mat Spaan, Penny Wheeler 11/13/15
Purpose: The purpose of this procedure is to ensure all risks associated with working at height within Department of Education and Early Childhood Development (DEECD) workplaces are identified and managed. Scope: This procedure applies to all tasks that require working at a height which are performed in DEECD workplaces including schools and central/regional offices. References: Occupational Health and Safety Act 2004 Occupational Health and Safety Regulations 2007 Prevention of Falls in General Construction Compliance Code; Edition 1: September 2008 AS1562.1:1992- Design and installation of sheet roof and wall cladding – Metal AS1562.2:1999- Design and installation of sheet roof and wall cladding – Corrugated fibre-reinforced cement AS1562.3:2006- Design and installation of sheet roof and wall cladding – Plastic AS/NZS 1891.4:2009- Industrial fall-arrest systems and devices. Part 4: Selection, use and maintenance AS/NZS 1892.5:2000-Portable Ladders, Part 5: Selection, safe use and care AS/NZS 4488.2:1997 – Industrial rope systems. Part 2: Selection, use and maintenance National Standard for Licensing Persons Performing High Risk Work, Australian Safety and Compensation Council Certification, Licensing & Qualifications Checklist, WorkSafe Victoria Definitions: Contractor: Contractors include any service providers/individuals who are not direct employees of DEECD and are providing services/works in relation to maintenance and repair work. This includes contractor employees, and sub-contractors employees. Services can be of a long or short duration. Fall Arrest System: Equipment or material or a combination of both that is designed, to arrest the fall of a person. Hazard: Anything with the potential to cause harm, injury, illness or loss. Health and Safety Representative (HSR): An elected employee responsible for representing employees within a Designated Work (DWG) on matters relating to OHS. Management OHS Nominee: A position nominated by the Workplace Manager to oversee the operational aspects of implementing health, safety and wellbeing initiatives, policies and procedures. contractors
role requires them to do so i.e. maintenance personnel. 4 All Minor wording changes. February 2012 EHU 5 0 4 References Clarification of employees working at height requirements. Definition – working at height Inclusion of Safety harness and anchor points, ladder use, Safely working at heights training and working on Review dates and document number updated. February 2014 ESWB
Safe Work Method Statement Working Alone and / or In Isolation Safe Work MS NUMBER RISK ASSESSMENT NUMBER RISK ASSESSMENT SFU-SOP1 SFU-RA1 Medium DATE CREATED Employees Involved in Safe Work MS Creation CONTACT PERSON 11/7/14 Angela Angela Binns Hazards: ,
1.11 State why continual professional development (CPD) is necessary for a close protection operative Previously AC2.8 2 Understand basic surveillance, and techniques 2.1 State the purpose of surveillance New AC 2.2 State the purpose of New AC 2.3 State the purpose of New AC 2.4 Describe basic surveillance, and techniques Previously AC4.3 2.5 Identify sources of unwanted attention New AC 2.6 Describe the capabilities and limitations of surveillance equipment Previously AC4.5 3 Understand legislation relevant to a close protection operative 3.1 State the main aims of the Private Security Industry Act Previously AC1.2 3.2 Identify the functions of the Security Industry Authority Previously AC1.3 3.3 Identify the differences between civil, criminal and common law Previously AC1.1 3.4 State current legislation that impacts on the role of a close protection operative Related to previous AC1.4, 1.5, 1.6 &1.7 4 Understand the importance of interpersonal skills within a close protection environment 4.1 State the definition of interpersonal skills New AC 4.2 Identify interpersonal skills required within the close protection environment Previously AC7.2 4.3 Explain the importance of communication with principals, clients and other individuals Previously AC7.3 4.4 Explain the importance of assertiveness in the role of a protection operative New AC 4.5 Explain the importance of etiquette, dress code and protocol within a close protection environment Previously AC7.5 Now includes code as a specific requirement 5 Understand the importance of reconnaissance within a close 5.1 State the purpose of reconnaissance Previously AC9.2 surveillance
protection environment 5.2 Identify factors to be considered when conducting a reconnaissance Previously AC9.3 5.3 State the role of the Security Advance Party (SAP) Previously AC9.4 5.4 Explain the difference between covert, overt, and low profile reconnaissance Previously AC9.5 Low profile now included 6 Understand incident management within a close protection environment 6.1 State the reason for the search New AC 6.2 how to deal with unauthorised/dangerous items Previously AC13.6 6.3 Identify legislation in relation to powers of search and access control as applied to the protection operative New AC 6.4 Describe the implications of searching buildings, vehicles and people Previously AC13.2 6.5 Identify resources used for carrying out a search Previously AC13.5 6.6 Describe the process for sanitising and securing a location prior to use New AC 6.7 Identify methods for securing a vehicle, building and location New AC 6.8 Explain the importance of post search security Previously AC13.4 7 Be able to establish and maintain secure environments 7.1 Carry out basic search techniques for people, vehicles and property Previously AC13.1 7.2 Carry out a room search Previously AC13.1 7.3 Complete a reconnaissance activity Previously AC9.1 7.4 Use basic surveillance, and counter techniques Previously AC4.1 7.5 Use negotiation skills Previously AC7.1
Observation of learner practical ability Additionally, the following assessment methods may be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers discussion Written or pictorial information This list is not exhaustive and appropriate assessment methods may be used. 4.b Identify any areas for improvement 4.c Identify one s/he enjoyed about the work/tasks 4.d Suggest what s/he has contributed to the organisation Final Tutor Feedback (Strengths and Areas for Improvement):
Risk Assessment Part A – Generic Hazards Activity: Working at Heights – Ladders Client: Site: Date of Assessment: Hazards Harm Risk prior to Control Measures Persons at Risk Required Control Measures Records/Actions Risk - Control Measures Applied Incorrect selection of equipment Equipment Failure Incorrect use of ladder Collapse/Fall of ladder Other persons Serious Injury from fall/collapse Serious Injury from fall/collapse Serious Injury from fall/collapse Serious Injury from fall/collapse Collision leading to fall/collapse and injury S=4 L=3 R= High S=5 L=2 R=Medium S=4 L=2 R= Medium S=4 L=3 R= High S=4 L=2 R= Medium Operative Operative Operative Operative Operative Persons adjacent Ensure ladder is correct equipment for the task – used for access or short duration work (no more than 30 minutes) Ladders to be subject to maintenance and inspection regime. Check ladders before use to ensure that there are no defects and then check at least weekly whilst in use on site. Ensure that where a defect is noted or a ladder is damaged, it is taken out of use immediately and, if provided by the Client, the Client must be informed 3 point of contact rule when climbing. Ladders should be positioned so that over reaching is not necessary and working persons should not stand on the top three rungs. Operative’s navel should be within bounds of the uprights. Equipment to be carried on belt or hauled up. Where ladder used for access it should extend 1.05 metres above access point and secured Ladder to be on level ground (or leveling device employed) and secure by footing, securing device or positioning. Angle should be approximately 750 (1:4) Area to be cordoned off or marshal utilized. Keep persons clear (consider children) Planning, Method Statement Registers, markings, tags Inspection, training and supervision Training and supervision Training and supervision Training and supervision S=3 L=1 R=Low S=2 L=2 R= Low S=1 L=1 R= Low S=1 L=2 R= Low S=1 L=2 R= Low
2.25 In the mid-fifties, economic and social development process,despite financial constraints,was launched in AJK to provide sound base for development of the area. In early sixties, a planning cell was established in Finance Department with some skelton staff to develop the area. In 1972, the cell was upgraded as full fledge department. The functions of the Planning and Development Department are as under; Planning and Development including policy and procedures. Co-ordination work relating to the preparation of the Annual Development Programme and its review. Processing of all development schemes, programmes and proposals submitted by other Departments including autonomous bodies, making recommendations to the Government thereupon and functions of the Development working Party. Maintaining Liaison with the national Planning Agencies. Dealing with Autonomous and Semi-Autonomous Bodies with regard to development planning, programmes and projects in AJ&K. Co-ordination of economic assistance. To monitor and evaluate the progress of development schemes and their critical appraisal. Co-ordination of technical assistance from abroad including training facilities. The approval forums of development projects in AJK areas under: Project Approval Forum Powers(In Rs million) Chairman Members Azad Kashmir Development Working Party (AKDWP) Upto Rs.100 million Additional Chief Secretary (Development) - Secretary (Finance), AJK. -JS (AJK Council), GoP -JS(KA&GB), GoP -Chief Economic Appraisal, MoPDR, Azad Kashmir Cabinet Development Committee (AKCDC) Above Rs. 100 million and upto Rs.400 million Prime Minister AJK -All Cabinet Members - Secretary, AJK Council -Chief Secretary, AJK -ACS Development, AJK -Secretary Finance, AJK -Chief Economic Appraisal, MoPDR, All development are provided by the Federal Government. POWER OF DEVELOPMENT FORUMS OF GILGIT-BALTISTAN Project Approval Forum Sanctioning power Chairman Member GB-DDWP Projects up to Rs. 60 Million. Secretary P&DD Secretary Finance Secretary Environment DG, CMIT Concerned Secretaries GB-DDWP Projects above Rs.60 million up to Rs. 200 Million. Chief Secretary Secretary P&D Secretary Finance Secretary Environment DG, CMIT Concerned Secretaries GB-DWP Projects above
LIST OF SCHEDULES AND MAPS Schedule ‘A’ Official Community Plan Text Schedule ‘B’ Official Community Plan Map Schedule ‘C’ Parks, Recreation and Trails Schedule ‘D’ Hazard Lands – Soil Schedule ‘E’ Hazard – Steep Slopes Schedule ‘F’ Hazard Lands – Wildfire Schedule ‘G’ Transportation Network
Figure 10: Area "F" Household Size, 2016 OFFICIAL COMMUNITY PLAN DESIGNATIONS The future use and development of land within Electoral Area “F” must be consistent with the land use designations illustrated on Schedule ‘B’ (Official Community Plan Map). Inset maps are provided the Plan Area’s two community areas, West Bench/Sage Mesa and Faulder/Meadow Valley. Rural Designations Resource Area RA Agriculture AG Large Holdings LH Small Holdings SH Residential Designations Low Density Residential LR Medium Density Residential MR Commercial Designations Commercial C Commercial Tourist CT Industrial Designation Industrial I Community Services and Administrative Designations Administrative, Cultural and Institutional AI Parks, Recreation and Trails P Conservation Area CA
Working hours for international payment operations in Ohridska AD Skopje International payment orders Paper orders Electronic orders Acceptance of orders for execution the same working day From 08:00 till 14:00h From 08:00 till 14:30h Acceptance of orders for execution the next working day From 14:00 till closure of working day From 14:30 till opening of next working day *Mandatory terms for execution of international payment orders is on time delivery of complete and accurate regulatory documentation, provided cover and paid commission
2.8 Flexible Hours Between 07.30 and 10.00 hours and between 15.00 and 18.00 hours employees may attend when they wish, subject to the other requirements of the scheme and to the requirements of the service as determined by the service ‘Head’. 2.9 Standard Working Day For the purpose of the scheme a standard working day is regarded as 7 hours 15 minutes; a half working day is 3 hours 38 minutes. 2.10 The Settlement Period Each settlement period is 4 Each employee is responsible for ensuring that the contracted hours in a settlement period subject to the debit/credit carryover allowance are worked. 2.11 Carryover Allowance The credit hours carried forward should not normally exceed 14 hours 30 minutes at the end of each settlement period and the debit hours must not normally exceed 7 hours 15 minutes at any time. Credit/debit hours carried forward at the end of each settlement period in excess of these shall be at the discretion of the manager. 2.12 Flexi-time Credit may be utilised to permit employees to take one full day (or up to two half days) per settlement period subject to a maximum of 13 full days flexi-leave per annum. Flexi-leave may only be taken from accrued credit. The usual regulations in respect of overtime will continue to apply, i.e. any overtime must be pre-authorised and officially recorded in the usual overtime documents. Payment for overtime or arrangements for time off in lieu (TOIL) will be made in respect of hours worked outside the bandwidth. 2.13 Monitoring Managers are responsible for the operation of the scheme within their Service/Department and will nominate a designated employee with responsibility for day-to-day administration of the scheme. 2.14 Operation of the Scheme Entry will be manual on a time sheet /flexi-sheet, unless other agreed mechanisms are implemented. The time sheets/flexi sheets will be numbered for each of the four weeks in the settlement period. 2.15 Recording Hours on University Premises
1 The learner will know teams The learner must know: Assessment Requirements Evidence Location 1.a An example of a team in a work situation Learners should indicate an example of a team in a works situation. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b An example of a team outside work Learners should indicate an example of a team outside work. 2 The learner will know about a team they are part of The learner must know: Assessment Requirements Evidence Location
4 The learner will know how to improve own ability to work in business administration and customer service The learner must know: Assessment Requirements Evidence Location 4.a How to access information to support their ability to work in business administration or customer service Learners must outline how to access relevant information on ways in they can improve own ability to work in business administration or customer service. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers assignments questions and answers discussion or scenario This list is not exhaustive and other appropriate assessment methods may be used. 4.b How to create an action plan which will develop the skills needed to work in business administration or customer service Learners must plan how they will improve a minimum of three skills which they need to develop when working in a business administration or customer service role. Final Tutor Feedback (Strengths and Areas for Improvement):
1 The learner will know about organisations in the craft industry The learner must know: Assessment Requirements Evidence Location 1.a A organisation Learners should identify a craft organisation The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b How a craft organisation relates to other areas of the craft industry Learners should identify how a craft organisation relates to other areas of the craft industry
3 The learner will know own skills and qualities relevant to craft The learner must know: Assessment Requirements Evidence Location 3.a Their own skills and qualities relevant to craft related roles Learners should list own skills and qualities relevant to craft related roles The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal discussion This list is not exhaustive and other appropriate assessment methods may be used. 3.b A job role they are interested in Learners should select a job role they are interested in 3.c How their own skills and qualities compare with those required for the role Learners should compare own skills and qualities with those required for the role
1 The learner will know what skills and training are required for jobs in performing arts The learner must know: Assessment Requirements Evidence Location 1.a The skills needed for: a) A specific performance role b) A specific role Learners should describe the skills needed for: a) A specific performance role b) A specific non-performance role The following assessment methods can be used in the assessment of this standard: and answers questions and answers discussion log/reflective journal discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b The training needed for: a) A specific performance role b) A specific role Learners should describe the training needed for: a) A specific performance role b) A specific non-performance role
2 The learner will know what opportunities there are for progression in performing arts The learner must know: Assessment Requirements Evidence Location 2.a About job opportunities available following completion of their course Learners should identify job opportunities following the completion of their course The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal discussion This list is not exhaustive and other appropriate assessment methods may be used. 2.b About learning progression opportunities available following completion of their course Learners should describe learning progression opportunities following the completion of their course
3 The learner will know own skills and qualities relevant to performing arts The learner must know: Assessment Requirements Evidence Location 3.a Their own skills and qualities relevant to performing arts roles Learners should list own skills and qualities relevant to performing arts roles The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal discussion This list is not exhaustive and appropriate assessment methods may be used. 3.b A job role they are interested in Learners should select a job role they are interested in 3.c How their own skills and qualities compare with those required for the role Learners should compare own skills and qualities with those required for the role
Working Pattern Post A Wednesday, Friday and Saturday – 10:00 – 17:00 Post B Monday – 12:00 – 14:00 Tuesday – 12:00 – 15:00 Wednesday – 12:00 – 14:00 Friday – 13:00 – 17:00 Saturday – 13:00 – 17:00 Post C Wednesday – 13:00 – 17:00 Thursday, Friday and Saturday – 12:00 – 14:00
Revised: 10.5.09slt WORKING SMARTER EXERCISE Directions: This format has been adapted from a component of the SWPBS training. Down the left hand side of the page, list the that you are looking to combine. Go across the top and fill in each section. Fill in the purpose of the team; fill in what outcomes are expected from each team. List the target group that the team works with (i.e. K-3, 9-12). List by name staff involved on each team. In the last column indicate any information important to note when developing your action plan. Look for trends and where teams can be combined. Additional paper may be needed. EXAMPLE Team Purpose Outcome Target Group Involved MISC/ next steps team To identify problems, determine whether or not the presenting problem lies within the responsibility of the school and to make recommendations to assist the student and the parent. Help students achieve academically and get assistance for problems. Students Grades 9-12 Assistant principal Physical Ed teacher Science teacher Nurse Guidance counselor ES teacher team members must be trained. team To utilize data to assist students. To assist students who are experiencing academic and /or behavioral difficulties. To develop interventions to assist students in school. Help students achieve academically and get assistance for problems. Students Grades 9-12 Assistant principal Nurse Guidance counselor ES teacher School psychologist School social worker Training for team members not currently on SWPBS team. WORKING SMARTER EXERCISE
Risk Assessment Part A – Generic Hazards Activity: Use of power tools Client: Site: Date of Assessment: Hazards Harm Risk prior to Control Measures Persons at Risk Required Control Measures Records/Actions Risk - Control Measures Applied Electricity Entanglement Ejection Dust, detritus Broken drill bit Trips HAV Noise Death through electrocution, Injury to hands, arms Injury to eyes, piercing injuries to unprotected body Illness through inhalation, ingestion Piercing injury, eyes Fall injuries Damage to fingers, wrist and arm Hearing damage S=5 L=2 R=Medium S=4 L=3 R= High S=4 L=3 R= High S=3 L=4 R= High S=4 L=3 R= High S=4 L=3 R= High S=4 L=3 R= High S=4 L=3 R= High Operative Operative Operative Persons adjacent Operative Persons adjacent Operative Persons adjacent Operative Persons adjacent Operative Operative Persons adjacent PAT, PPE, training, 110V or battery operation Overalls to be worn, correctly fastened at wrists PPE, overalls, safety glasses/goggles Area to be of other persons Dust mask to FP3, COSHH (e.g. silicates) Area to be clear of other persons Drill selection and inspection, PPE, overalls, safety glasses/goggles Area to be clear of other persons Cable and ancillary equipment to be kept clear of passageways, Housekeeping Awareness through training, equipment selection, PPE, limits on time Noise assessment – consider environment and materials being drilled, Hearing protection if above 80db TWA or . Consider persons in vicinity PAT label, PPE issue Inspection, training and supervision Inspection, training and supervision MSDS silicates Inspection, training and supervision Inspection Inspection, training and supervision Inspection, training and supervision S=3 L=1 R=Low S=2 L=2 R= Low S=1 L=1 R= Low S=1 L=1 R= Low S=1 L=2 R= Low S=1 L=2 R= Low S=1 L=2 R= Low S=1 L=2 R= Low
It be useful for social sector reps to meet individual commissioning officers to put a face to a name Commissioning officer will be to attend future Working Well Together events Knowsley MBC Lead Commissioners TBA More advance notice of contracting opportunities wold allow the market to respond better. Share details of forthcoming contracts (pipeline) Knowsley MBC Lead Commissioners Ongoing Use of simple language / plain English / avoid acronyms All partners will endeavour to adopt a plain English All All On-going Social sector organisations should have more of a role early on in the commissioning process, particularly when identifying service user needs. The Council will involve social sector partners in the pre-specification phase of the commissioning process Knowsley MBC All Commissioning and Procurement Processes
Issue raised Response By When The Chest can be difficult to use. Provide more training on the use of the Chest system Knowsley MBC Tony Quail Ongoing It is unclear what the offer from KCVS is. KCVS to clarify their role / offer / create shared values for the Social Sector KCVS KCVS Summer 2017 There is a lack of understanding of some business development, TUPE and bid writing. Provide training on business development including bid writing / technical issues such as TUPE Knowsley MBC / KCVS Growth Hub Ongoing The Sector like to have better relationships and know face to face who are the commissioners at the Council. Commissioners to spend more time with the Social Sector to understand their businesses Knowsley MBC Lead Commissioners Ongoing Volunteers need to be trained on some issues. Provide training for volunteers All All Ongoing Tony Quail – Head of Procurement, Programmes and Projects Support Deb Thomas – Head of Whole Life Commissioning Tierney – Head of Health Improvement and Public Health Commissioning Mike Dearing – Head of Legal Services Justin Thompson – Assistant Executive Director of Neighbourhoods Pauline Benbow – Projects and Programmes Manager
1 Safe approach distance to live conductors for non-instructed persons, instructed persons and authorised persons Nominal phase to phase voltage (alternating current) Safe approach distance to live conductors (mm) Non instructed persons Instructed persons Authorised persons Above 50 volts but not exceeding 1kV 3000 300 Insulated contact only Above 1kV & up to & including 33kV 3000 1200 600 Above 33kV & up to & including 66kV 4000 2000 1000 Above 66kV & up to & including 132kV 5000 3600 1800 Table 2 Safe approach distance to live conductors for mobile plant operated by non-instructed, instructed and authorised persons Nominal phase to phase voltage (alternating current) Safe approach distance to live conductors (mm) Mobile operated by non instructed persons Mobile plant operated by instructed persons or authorised persons without a safety observer Mobile plant operated by instructed persons or authorised persons with a safety observer Un-insulated portions of mobile plant Insulated portions of mobile plant Above 50 volts but not exceeding 1kV 3000 1000 600 Contact allowed Above 1kV & up to & including 33kV 3000 1500 1200 700 Above 33kV & up to & including 66kV 4000 3000 2000 1000 66kV & up to & including 132kV 5000 3600 3000 1800
Working Committees of the Board 2016 Work Plan COMMITTEE NAME: Marketing & Communications Committee CHAIR: Joseph Samuel VICE CHAIR: COORDINATOR: Tricia Balthazar MEMBERS: Tricia Balthazar, Melissa Harris, Ryan Wijngaarde, Elon Parkinson, Vydia Bhagan, Julian Wilkins No Objectives Key Action Items Due Date Status 1. To generate revenue by attracting a wider cross section of participants to each or both forums Change names of HR and Marketing Forums to: HR Training and Legal Forum Marketing, Sales, and Customer Service Forum ASAP WIP 2. To generate revenue by making available to conference participants the opportunity to attend both forums Create a hybrid opportunity for HR and Marketing Forums’ Participants Completed 3. To generate revenue by affording conference participants and / or their partners and families the opportunity to be transported to and from specific locations (e.g. beach, shopping mall, etc.) for a nominal fee (USD $15 per person). Beach Excursion and / or Shopping Shuttle Service ASAP WIP 4. To generate revenue through the offsetting of cost for reissuing conference IDs to participants who misplace them NXT – ID Charges ASAP WIP 5. To generate revenue through an auction of various attractive items where the highest submission will win the item(s) of choice Silent Auction ASAP WIP
Victorian Health Conference 2018 Friday 27 Program Workshops for General Practitioners ACCRM ALS Workshop Rooms: Hepburn, Creswick, Lindsay, Hepburn Foyer 9:00 – 5:00 ACCRM ALS Workshop - Register at EVGPT Workshop Room – Balarat Hospital 9:00 – 5:00 EVGPT GPA REGISTRAR Workshop Workshops for Practice Managers AOGP Room: Silver Gum 8:30 – 4:30 AOGP MBS training 32.5 AAPM CPD points Register at Workshops for Medical Students Room: Pepperberry 1:30 – 4:00 PM Strategic Career Management - A strengths based approach - O’Keefe 4:00 – 4:30 Discussion – Intern Medical Students 4:30- 5:00 Student sponsor 5:30 – 6:30 PM Welcome drinks for all delegates
PNG–Australia Economic and Public Sector Program: 2009–15 Strongim Gavman Program: 2009–15 Australia Awards in PNG: 2009–15 Economic and Public Sector Governance Twinning Initiative: 2010–13 PNG–Australia Memorandum of Understanding on Cooperation in the Transport Sector: 2010–13 Implementing the New Guinea Liquefied Natural Gas Project Joint Understanding: 2010–13 Electoral Support Program: 2011–13 Support for subnational authorities: PNG Sub-National Initiative: 2003–07 Sub-National Strategy: 2007–12 Non-State Actors Community Program—Strongim Pipol Strongim Nesen: 2011–13 Provincial and Local Level Governments Program: 2011–15. Support for local area development: CARE Integrated Community Development Program: 2009–13 Church Partnership Program Phase 2: 2010–16.
Aid managers need to consider what decentralisation means for effective aid in their particular country context. Table 1 summarises challenges identified during the evaluation, and potential aid management implications. Table 1 Summary of challenges and implications for improving services in decentralised systems Challenge presented by decentralisation Implications for the Australian aid program Responsibilities may be distributed across different national and subnational government and authorities. Program managers need to decide how to align with priorities at each level. This may require difficult and may challenge relationships. Roles and responsibilities across tiers of government often unclear. Up-to-date information needed to inform decisions, and for assessing and managing risk. Decentralisation usually happens unevenly, due to stronger and weaker jurisdictions. Targeting of higher poverty brings with it the risks of engaging with flawed and weak systems. Decentralisation may not lead to greater local accountability for services. Consider most effective balance between supporting supply and
5 Demonstrates a thoughtful understanding of a significant event in the novel Uses carefully chosen and specific evidence from the novel to connect it to real world events Engages audience Rehearsal is evident and delivery is smooth Effective pacing, volume, expression and eye contact Two or more significant ideas from the seminar are presented and at least one new insight is offered for reconsideration the initiative to use a range of resources to explore creative possibilities Always behaves responsibly and does not require supervision 4 Demonstrates a clear understanding of a significant event in the novel. Uses specific evidence from the novel to support ideas and ties them to real world events Clearly aware of intended audience. Rehearsal is evident. Good pacing, volume, expression and eye contact Two or more ideas from the seminar are presented and at least one well developed new idea is offered for reconsideration Takes the initiative to use teacher and peer assistance to extend knowledge, skills and ideas. Behavior rarely requires supervision 3 Adequate understanding of an event in the novel is demonstrated Evidence from the novel is general. Relationship to real events is general Generally aware of intended audience Some evidence of rehearsal Appropriate volume and some eye contact Reference to ideas from seminar is present and new ideas are offered but they are general Does not take the initiative to use teacher and peer assistance when to extend knowledge, skills and ideas. Behavior requires some supervision 2 Little understanding of the novel is demonstrated. Good bits are ignored or absent. Relationship to real events is vague, irrelevant or confusing Rarely takes audience into consideration Little evidence of rehearsal Inadequately prepared Little consideration is given to ideas presented in the seminar and new ideas presented are vague, confusing or off topic Requires frequent teacher intervention and supervision Frequently unable to manage time or behavior 1 Good bits have not been identified and no relationship to real world is made Unaware of audience No evidence of rehearsal Not prepared No consideration is given to ideas presented in the seminar and there are no new ideas presented. Requires excessive teacher intervention and supervision Unable to manage time or behavior Individual Reflection: Task and Assessment Use the checklist below to reflect on the task you brought forward. Before checking off the categories, please carefully consider what evidence you could provide to support your reflection:
Does the chair have adequate lumbar support? Yes No Are your feet flat on the ground or footrest when using your chair? Yes No Is the fabric and padding of the adequate? Yes No Computer Placement, Keyboard, Mouse and Printer Is the computer monitor approx. 600mm (arm’s length away) from the user? Yes No Is the top edge of the computer monitor at the eye level of the user? Yes No Is the centre of the computer screen approx. above the desk surface? Yes No Is the computer monitor free from glare and reflections from lights, etc? Yes No Can the contrast and colour of the monitor be easily adjusted to be easy to read? Yes No Can the angle or position of the monitor be easily changed? Yes No Is the keyboard at a comfortable tilt angle or flattened for touch typing? Yes No Is the mouse directly beside the keyboard on your preferred side? Yes No Does the mouse glide easily across the mouse pad? Yes No Is a printer available? Yes No If a printer is available, is it placed within unobstructed reach? Yes No Is a facsimile machine available? Yes No Is a modem and internet access available? Yes No