zilongwang/ReadingBank huggingface dataset:
Category: Working in Partnership Nominee Details Name: Job Title: Email Address: Number: Department/Service/Location: Manager Name: Manager Phone Number: Manger Email Address: Nominator Details – only complete this section if you’re nominating an individual or team and you’re not their manager Nominator Name: Nominator Job Title: Nominator Email Address: Nominator Phone Number: Evidence: (Please relate this to the criteria) This award is for an individual or team who has demonstrated excellent partnership working. Criteria/examples for entries: A team or individual who: Demonstrates external focus, integration and seamless outcomes for colleagues and patients through their contribution to working with other agencies to provide responsive and high quality care/services. Shares best practice solutions with colleagues internally and externally that can and have been adopted by others, for example, project evaluations, held meetings to feedback, presented at conferences. Delivers measurable benefits for patients and/or communities, for example, positive changes or improvements in health outcomes, service performance, cost effectiveness or public perception supported by engagement, performance information and increased patient and/or partner satisfaction. Ensures all partners feel valued as equals and are as committed to collaborative working as they are in their own organisation, for example, time given to development of the leadership cohort, priority given to partnership projects, budgets and resources, extensive joint working and integration of activity. What has the nominee done?
Please check this box if not applicable Contract name * Contracting body * Date of * DD /MM/YYYY Grade (Please relevant box) Strong assurance Reasonable assurance Limited assurance Weak assurance If not DWP, please select the most relevant grade and comment on how it relates below Contract name * Contracting body * Date of audit * DD /MM/YYYY Audit Grade (Please check relevant box) Strong assurance Reasonable assurance Limited assurance Weak assurance If not DWP, please select the most relevant and comment on how it relates below Contract name * Contracting body * Date of * DD /MM/YYYY Audit Grade (Please check relevant box) Strong assurance Reasonable assurance Limited assurance Weak assurance If not DWP, please select the most relevant grade and comment on how it relates below
This adapted from Carroll and Huntingdon 1988, shows you how to assign a condition score to your horse Condition Neck & shoulder Withers Back & Hindquarters Ribs 0 very poor Bone structure felt easily, no muscle shelf where neck meets the shoulder Bone structure felt easily Three points of vertebrae felt easily Tail head and hip protecting Each rib can be easily felt 1 poor (eg some older horses with very poor dentition etc) Bone structure can be felt, slight shelf where neck meets shoulder Bone structure can be felt Spinous process can be easily felt, transverse processes have slight fat covering Can feel hip bones Slight fat covering but ribs can still be felt 2 moderate (eg mares milking towards the end of the grass season) Fat covering over bone structure Fat deposits over withers Dependent upon conformation Hip bones covered with fat Fat over spinous processes. Ribs are not visible but they can still be felt 3 Good (eg show condition) Neck flows smoothly into shoulder Neck rounds out of withers Back is level Can't feel hip bones Layer of fat over ribs 4 Fat Good-doer and increasing risk of laminitis Fat deposited along neck Fat padded around withers Positive crease along the back Can't feel hip bones Fat spongy over and between the ribs 5 Very fat Bulging fat Bulging fat Deep, positive crease Pockets of fat Pockets of fat WORKING LIVERY
This table, adapted from Carroll and Huntingdon 1988, shows you how to assign a condition score to your horse Condition Neck & shoulder Withers Back & Hindquarters Ribs 0 very poor Bone structure felt easily, no muscle shelf where neck meets the shoulder Bone structure felt easily Three points of vertebrae felt easily Tail head and hip bones protecting Each rib can be easily felt 1 poor (eg some horses with very poor dentition etc) Bone structure can be felt, slight shelf where neck meets shoulder Bone structure can be felt Spinous process can be easily felt, transverse processes have slight fat covering Can feel hip bones Slight fat covering but ribs can still be felt 2 moderate (eg mares milking towards the end of the grass season) Fat covering over bone structure Fat deposits over withers Dependent upon conformation Hip bones covered with fat Fat over spinous processes. Ribs are not visible but they can still be felt 3 Good (eg show condition) Neck flows smoothly into shoulder Neck rounds out of withers Back is level Can't feel hip bones Layer of fat over ribs 4 Fat Good-doer and increasing risk of laminitis Fat deposited along neck Fat padded around withers Positive crease along the back Can't feel hip Fat spongy over and between the ribs 5 Very fat Bulging fat Bulging fat Deep, positive crease Pockets of fat Pockets of fat WORKING LIVERY
MCAFDO Agenda Tuesday February 26, 2013 Moderators: Jeff Jackson, AR NE Regional Food Specialist Cary Gray, AR NW Regional Food Specialist 7:00 am Registration 8:00 am Welcome Ashley Nale, President, MCAFDO, Arkansas Department of Health 8:30 am Developments on the Food Safety Modernization Act Dennis Baker, Southwest Regional Director, FDA 9:30 am FDA Office of Partnerships Update Angela Kohls, CSO – SIS, Office of Partnerships, FDA 10:00 am 10:15 am Strategic Planning in Implementing Program Standards and Cooperative Agreement Angela Kohls, CSO – SIS, Office of Partnerships, FDA 11:15 am Partners’ Updates (Part I) Computer Aid, Inc Yum! Brand Foods ConAgra, Inc 11:45 am Lunch 1:00 pm Dangerous Documents: Avoiding Land Mines in your Records and Emails (Part I) Nancy Singer, President, Compliance Alliance, Former Prosecutor, U.S. Department of Justice 2:30 pm Break 2:45 pm Dangerous Documents: Avoiding Land in your Records and Emails (Part II) Nancy Singer, President, Compliance Alliance, Former Prosecutor, U.S. Department of Justice 4:15 pm Introducing the IFPTI Integration Toolkit Joseph Corby, Executive Director, AFDO 4:45 pm MCAFDO Board Meeting 5:15 pm Adjourn Funding for this conference was made possible, in part, by the Food and Drug Administration through 1R13FD004750-01, views expressed in written conference materials or publications and by any speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services, nor does any mention of trade names, commercial practices, or organization imply endorsement by the United States Government.
Risk assessment form Section 1: Course Details Programme of study Off-site work/ course name Location Date(s) of course/off-site work Is this a supervised course? Yes / No Brief description of off-site work activity and purpose Section 2: Organiser details Fieldwork leader Competence of fieldwork leader (qualifications and experience) Other leaders and their responsibilities School (home) contact In country contact Nature of visit (Size of group, lone working, number of staff, undergraduates, postgraduates) Section 3: Participant details Name Address Mobile telephone number
Part G - Budget Item Funding Amount Sought from NCLLS Cash from Other Sources Estimated $ value of in-kind contribution Total Amount GST Inclusive (Yes or No) ESTIMATED TOTAL EXPENDITURE Part H – Project Workplan (please include as much detail as possible and add rows if necessary)
Workers and relevant Persons Conducting Business or Undertaking (PCBU) were consulted for developing this SWMS. I have read the above SWMS and I understand its contents. I confirm that I have the necessary training and skills, including any relevant certifications to undertake the related tasks contained in this SWMS. I agree to comply with any safety guidelines, requirements and recommendations as set forth by the responsible officer within this SWMS including safety instructions and use of recommended Personal Protective Equipment. Name Qualifications Signature Date Time Employer RISK ASSESSMENT References: Risk Management Code of Practice 2007, AS/NZS 31000 -2009 Risk Management Principles and guidelines Step 1 Determine Likelihood – What is the possibility that the effect will occur? Step 2 Determine Consequence – Expected Consequences Likelihood Definition Almost certain Expected to happen in most circumstances. A common and very possible result Likely Will probably occur in most circumstances. Known to have occurred and has happened before
Step 1 Determine Likelihood – What is the possibility that the effect will occur? Step 2 Determine Consequence – Expected Consequences Step 3 Determine the risk score Step 4 Record risk score (Note – Risk scores are only estimated and should not be solely relied upon) Task Steps Potential Hazards/Risks of Each Step RB Control Measures - Steps To Follow Safety Checks & PPE RA Responsible Officer NOTE: RB = Risk Rating before controls implemented - RA = Risk Rating after controls are implemented.
Export beef (air) Producer/exporter Darling Downs -> overseas Imported manufactured goods Final customer Overseas -> suburban retailer Intercapital general freight Freight customer Example supply chain performance report Supply chain: Grain exports from Riverina Component Road Road to rail transfer Rail Port Sea Total Cost $x/tkm $x/tonne $x/tkm $x/tonne $x/tkm $x/tkm Time x hours x hours x hours x x hours x hours Reliability x hours (95th percentile) x hours (95th percentile) x hours (95th percentile) x hours (95th percentile) x hours (95th percentile) x hours (95th percentile)
REGION 10 ROUNDTABLE TENTATIVE AGENDA Day 1 (October 2) Tuesday 8:00 am Registration and Breakfast 9:00 am – 9:30 am Welcome and Opening Remarks, Ed Gonzalez, Executive Director, PPRC 9:30 am – 10:30 am TRACK 1 TSCA Update Moderator: Kat Compton, EPA Region 10 P2 Coordinator Speaker 1: John Katz, Pollution Prevention Coordinator, US EPA Region 9 Speaker 2: Katy Wolf, Ph.D., Former Director of the Institute for Research and Technical Assistance (IRTA) TRACK 2 Transportation and Toxics Moderator: Peter Moulton, Section Chief, WA Dept. of Commerce Speaker 1: Stephanie Meyn, Climate Protection Program Manager, SeaTac International Airport Speaker 2: Jim Jensen, Senior Bioenergy & Alternative Fuels Specialist, Washington State University Energy Program in Olympia 10:30 am – 11:00 am BREAK 11:00 am – 12:00 pm TRACK 1 Particulate Matter: Evolving Trends and New Research Moderator: Michelle Gaither, Industrial Engineer, PPRC Speaker 1: Ben Jarvis, Idaho DEQ TRACK 2 New Technologies in Transportation Moderator: Ken Industrial Outreach, PPRC Speaker: Wiley, Fleet Director for the City of Seattle LUNCH KEYNOTE: Robert Duff, Senior Policy Advisor for the Environment to Governor Jay Inslee (confirmed) Description: Mr. Duff will be presenting on current and upcoming legislation as it relates to toxics in all environmental media. In addition, Mr. Duff will provide a description of Gov. Inslee’s priorities as it relates to climate change and the challenges that we face as a state to effect change. (Official description will be provided soon) 1:30 pm – 2:30 pm TRACK 1 Green Design and Assessment Framework Tool Moderator: Nate Woodard, Environmental Outreach Specialist, PPRC Speaker 1: Dr. Lauren Heine, Executive Director and Amelia Nestler Speaker 2: Dr. Amelia Nestler, Senior Research Scientist, Northwest Chemistry TRACK 2 OPEN Tentative 2:30 pm – 3:00 pm 3:00 pm – 4:00 pm TRACK 1 Per- and Polyfluoroalkyl Substances (PFAS) TRACK 2 Industrial Stormwater
Working Scientifically challenges students to imagine and pose questions, develop processes that can be used to solve problems and, explain observations and phenomena. These scientific processes are informed by the unexpected. An unexpected result, or no observable change, does not necessarily indicate that an investigation was unsuccessful, but rather can be used to direct further questioning and scientific investigation. An investigation is a scientific process of answering a question, exploring an idea or solving a problem that includes practical activities, such as planning a course of action using fair testing and replication, collection and interpretation of data, reaching a conclusion and communicating findings. Working Scientifically Skills: questioning and predicting planning and conducting investigations processing and analysing data communicating © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2017 Stage Outcome 2012 2012 Science and Technology K-6 Syllabus Outcome 2017 2017 Science and Technology K-6 Syllabus What is different? Early stage 1 Ste-4WS explores their immediate surroundings by questioning, observing using their sense and communicating to share their observations and ideas STe-1WS-S observes, questions and collects data to communicate ideas Stage 1 St1-4WS investigates questions and predictions by collecting and recoding data, sharing and reflecting on their experiences and comparing what they and others know ST1-1WS-S observes, questions and collects data to communicate ideas Stage 2 St2-4WS investigates their questions and predictions by analysing collected data suggesting explanations for their finds and communicating and reflecting on the processes undertaken ST2-1WS-S questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations Stage 3 St3-4WS investigates by posing questions, including testable questions, making predictions and gathering data to draw conclusions and develop explanations ST3-1WS-S plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions
Implementation Step 6: Measures of Success Worksheet In this facilitated session, your small group will select one or two action items from the ideas to action worksheet and complete the Measures of Success worksheet. Example: Measures of Success Worksheet Improving the situation: to Sustain Ecosystem Services in the Saco Estuary Idea to Action to Outcome: Identify sources of nutrients through monitoring of runoff so that policies and management actions can be targeted to known sources and improvements in water quality can be compared against a baseline. Action Items Measures of Success Accountability Comments 1.Examine existing water quality data for nutrient hot spots Existing data is examined for geographic scope, sampling timeframe, database is created; hot spots are mapped Americorps Intern under supervision of Stewardship Coordinator by October 2012 Identify gaps in coverage of existing sampling regime. Share results within the sampling network. 2. Conduct surveys for evidence of nutrient runoff such as algal blooms Thatcher Brook watershed survey completed Summer and Fall 2012 Saco River Corridor Commission and Saco River Salmon Club Volunteers, Coordination and support by Americorps Intern by October 2012 Training will be needed and volunteers supervised 3.Contact local watershed group to request monitoring of hotspots this summer Volunteers to monitor top 10 priority hot spots Same as above July 2012 Same as above Host cookout and boat trip at end of summer to celebrate volunteer accomplishments for grant money to expand capacity of volunteer water quality network and increased lab costs 319 Grant for NPS Pollution Reductions Stewardship Coordinator NERR and Soil and Water Conservation District Next cycle March 2013 Look for community grants supporting local action and local business support. Consider partnering with schools for monitoring in the future 5.Contact landowners for information on nutrient applications in regions of hot spots Presentations to each of the local farm co-ops in the region and to municipal officials with cable access broadcasting. Contact 80% of landowners by February 2013 Co-op extension and Soil and Conservation District working with local champions and land owners Design questionnaire for landowners using landowner input. Link message about nutrient reduction to existing incentive programs that support landowners actions to improve the situation
Working Together to Safeguard Children/Update Update Training Dates Time Location Venue Trainer Tuesday 17th April 2018 9.15-4.30 South Somerset Abbey Manor Kate Greenwood Wednesday 2nd May 2018 9.15-4.30 Taunton Taunton Vale Sports Club Kate Greenwood Thursday 17th May 2018 9.15-4.30 Sedgemoor Junction 24, North Petherton Kate Greenwood Tuesday 5th June 2018 9.15–4.30 Mendip Wells Golf Club Kate Greenwood Tuesday 10th July 2018 9.15-4.30 Sedgemoor Junction 24, North Petherton Kate Greenwood Friday 7th September 2018 9.15-4.30 Taunton Taunton Vale Sports Club Kate Greenwood Monday 17th September 2018 9-15-4.30 Mendip Abbey Manor Kate Greenwood Wednesday 10th October 2018 9.15-4.30 Mendip Wells Golf Club Kate Greenwood Tuesday 23rd October 2018 9.15-4.30 Sedgemoor Junction 24, North Petherton Kate Greenwood Thursday 15th November 2018 9.15–4.30 Taunton Taunton Vale Sports Club Kate Greenwood Wednesday 28th November 2018 9.15-4.30 Mendip Golf Club Kate Greenwood Tuesday 4th December 2018 9.15 – 4.30 South Somerset Fiveways School Kate Greenwood Thursday 13th December 2018 9.15-4.30 Mendip Wells Golf Club Kate Greenwood Wednesday 19th December 2018 9.15-4.30 Taunton Taunton Vale Sports Club Kate Greenwood Thursday 10th January 2019 9.15-4.30 Sedgemoor Junction 24, North Petherton Kate Greenwood Thursday 31st January 2019 9.15-4.30 Taunton Taunton Vale Sports Club Kate Greenwood Tuesday 5th February 2019 9.15-4.30 Mendip Wells Golf Club Kate Greenwood Wednesday 27th February 2019 9.15-4.30 Sedgemoor Junction 24, North Petherton Kate Greenwood Friday 8th March 2019 9.15-4.30 Taunton Taunton Vale Sports Club Kate Greenwood
Structure Have a logical order: introduction; middle and a conclusion Practice Practice beforehand in of a mirror or in front of a friend Body Language Smile, make eye contact & move around a bit Posters Make large, using blocks of text and avoid overloading the poster Presentation Skills Speech Speak clearly and not too fast PowerPoint Keep simple and use charts, pictures and diagrams Interaction Build a rapport and encourage questions Nervousness It’s normal to be nervous, preparation, practice and reflection will reduce nerves Employability Skills Knowing Yourself
How will I know I am ready and set up to go? Following receipt of your Extranet paperwork our IT Systems team will email you directly advising your login is complete. The payments team will then contact to arrange the on boarding of your organisation. Assess & Pay Service Centre Assess and Pay Service Centre 135862 SPT & Procurement How is SPT set -up and aligned to districts? Service Placement Teams are divided into quadrants – North, South, East, and West. Dependent on the type of service you deliver and which district you operate in you will be contacted by a member of the team to arrange procurement and package placement. Service Placement Team Support Services Team Contact Number: 0333 013 9974 Jaymie Skelley; South Team Manager 0333 013 7537 Adam Collier; West Team Manager 0333 013 1300 Hannah Rose; Mid Team Manager 0333 013 0340 Bryn Morgan; North/Countywide Day Care Team Manager 0333 013 8364 Rebecca Odd; North/Countywide Day Care Team Leader 0333 013 7447 What paperwork will I expect to receive? SPT will forward to you either an initial outline of the package Once a package is negotiated and a date agreed the provider can expect to receive a Request Commencement of Care with the final ISP and PO attached. are usually emailed to the inbox address details supplied upon on boarding Service Placement Team Support Services Team Contact Number: 0333 013 9974 Jaymie Skelley; South Team Manager 0333 013 7537 Adam Collier; West Team Manager 0333 013 1300 Hannah Rose; Mid Team Manager 0333 013 0340
Lynne Murray and Liz Andrews (2000) The Social Baby: Understanding Babies' Communication from Birth CP Publishing Dr Sally Ward (2004) Baby Talk Arrow Professor Annette Karmiloff-Smith Baby it’s You DVD Trafalgar Square I Can (2007) Chatter Matters Practical and Guidance working documents within the of Early Support These will be found under Early support National Children’s Bureau and are all being updated (Feb 2013). Early Support and You (July 2006) Ref: ES 40 Information for Parents-Deafness (March 2007) Ref: ES 11 Early Support: Family Pack (April 2007) Ref: ES 1 Family File and how to use the Family File Ref: ESKIT 1 (March 2007) Monitoring Protocol for Deaf Babies and Children, Level 2 Materials (June 2006) Ref: ES 31 How to use the Protocol (June 2006) Ref: Ref: ES 29 Monitoring Protocol for Deaf Babies and Children: Developmental Cards (June 2006) Ref: ES 32 Developmental Journal (April 2008) Ref: ES 54 MAPIT : Multiagency Planning and Improvement Tool (supersedes Service Audit Tool) Surestart: Together from the Start Practical Guidance for Professionals Working with Disabled Children (May 2003) NDCS (2002) Quality Standards in the Early Years: Guidelines on Working with Deaf Children Under 2 years old and their Families. Cochlear implants (2010) Communication Trust: Universally Speaking, Ages and Stages of Communication from Birth to 5. (See other resources for listening/talking /communication) Hand-out prepared by parents of hearing-impaired children in Oxfordshire (2012) ‘Being Prepared for Hospital Clinic Appointments and Understanding What They Are For’
ii) Horizontal shrink of 3 iii) i) ii) Horizontal stretch of iii) i) ii) Horizontal stretch of iii) i) ii) Horizontal shrink of 3 iii) Horizontal Stretches and Shrinks Homework Part 1: In each question below, g(x) is shown. Re-graph g(x) using the transformation indicated. 80. a) 81. a) b) b) Part 2: In each exercise the function h(x) is given. (i) Identify its parent function, (ii) describe the transformation(s) needed to go from the parent function to h(x), (iii) draw the graph of both on one graph. i) ii) Horizontal shrink of 4 iii) i) ii) Horizontal stretch of .25 iii) i) ii) Horizontal stretch of iii) i) ii) Horizontal shrink of 2 iii) i) ii) Horizontal stretch of iii) Spiral Review 87. x2 + 10x +25 88. (3x + 5)(3x – 5) 89. Unfactorable 90. -12x7 – 15x5 Combining Transformations Work Part 1: In each question below, g(x) is shown. Re-graph g(x) using the transformation indicated.
ii) iii) D: all reals R: Spiral Review 148. 149. (4x – 5y)(4x + 5y) 150. 16x12y8 151. H. shrink 3, reflect y, 2 Inverse Functions Homework ii) iii) D: all reals R: all reals ii) iii) D: R: all ii) iii) D: all reals R: ii) iii) D: R: ii) iii) D: all R: Spiral Review 157. 158. (8x – 1)(2x + 3) 159. -27x6y12 160. 2, v. stretch 2, reflect x, 5
I named it “Change INVITE” as to describe that this Header is meant to change/modify INVITE Header. Expand the Request Line Value > URI Host > modify > Add/Edit > shims.starhub.net.sg and apply. (Replace “shims.starhub.net.sg”) with your SIP service provider’s FQDN. Now I have to create a “Header Rule” to change/modify from IP to SIP provider’s FQDN at SIP FROM Header. – it’s mapped to “URI Host” – so I have to change from usr=param@ip to in the FROM Header as follow.
Working with Vulnerable People - Information for Volunteers and Visitors in Schools The purpose of this guide This guide provides information to people who provide or wish to volunteer services to schools, or who visit schools to provide educational, commercial or other services. The rules for volunteers and visitors have been changed by the introduction in the ACT of the Working with Vulnerable People (Background Checking) Act 2011. This requires people to undergo a background (criminal history) check and become registered with the Office of Regulatory Services (ORS) before they are allowed to work with children unless they are able to claim an exemption from this requirement. Compliance is required by 7 November 2013. The guide sets out a range of scenarios where volunteers and visitors are clearly required to be registered; others where their work either does not fall under the Act or the particular circumstances of their work are covered by an exemption in the Act; and there are other scenarios again where the need for registration is less clear, and the volunteer or visitor may be able to reverse this need by varying the location of their work or perhaps by scheduling their time differently, thus bringing themselves under one of the exemption provisions. These scenarios are outlined below. What it means for school volunteers and visitors (including parents) There will be no change for parents collecting or delivering children, or attending school events such as sports days, assemblies or concerts. The Education and Training Directorate already has in place policies and procedures to protect children and young people. These include the need for volunteers and visitors in certain circumstances to undertake criminal history checks. The Working with Vulnerable People Act replaces current checks where contact with children is sufficiently frequent to require registration. This increases the level of protection as the Act’s criminal history checks are more comprehensive than current checks. The Directorate’s policies will continue to apply until 7 November 2013 after which they will be aligned with the Act. Volunteers and visitors can continue to support schools in a number of ways without the need to be registered under the Act. The benefits of volunteers and visitors ACT public schools provide a framework for students to learn in a safe and positive educational environment. The ACT Education and Training Directorate recognises the valuable contribution made by parents and members of the community, on a voluntary basis, and in a diversity of roles, in supporting students and schools. Benefits include increased understanding and communication between the school and parents and the community, and providing schools with a broader resource base from which to draw.
crime has been committed or not (see Ghani v. Jones). In Hanahoe v. Hussey, therefore, which involved the search of a solicitor’s office and the seizure of documents relating to clients of that solicitor, Kinlen J accepted that warrants may allow for the gathering of information as well as evidence and “necessarily involves (scrupulously carried out) a consideration of many more documents than there is ultimately seized in order to satisfy the searcher that all relevant documents have been obtained.”Similarly, in the United Kingdom, the High Court held in R.(H.) v. Commissioners of Inland Revenue that an officer conducting a search was entitled to seize a computer disk so that its contents could be viewed elsewhere, notwithstanding the fact that the disk might include material which was irrelevant to the purpose of the search. The limits of this general power were, however, made clear in the CRH case referred to above. In that case, it was held that the copying, removal and examination of the entire personal email account of the managing director of a company went beyond the statutory powers of the CCPC. Charleton J referred to:- “the extraordinary scope of what was seized. It was every single email from a particular person…the problem is in the seizure of an entire email account of many thousands of communications without justification for such an ample and undifferentiated seizure. Nor does the context necessarily, as in the examples just given, provide that justification. This search was done without any relevant dates as target and without the consideration of using target search terms or some other means of limiting the material proportionately to what needed to be taken. That may be justified where the police or investigating authority needs to search out accomplices or co-conspirators to prevent or investigate an atrocity or where the identification or an organised crime or terrorist ring requires a complete analysis of all information available as to their communications. Such a necessity, however, has not been identified here by the Commission.”
1 Executive summary This research was supported by the Australian Research Council and conducted by a team of researchers at the Royal Melbourne Institute of Technology University (RMIT) in collaboration with the Victorian Department of Education and Early Childhood Development, the National Centre for Vocational Education Research (NCVER), the SKILLED Group and RMIT University. Aim The aim of the project was to investigate the work, skill and benefit (WSB) trajectories experienced over ten years of skilled workers who completed their initial trade and bachelor degree qualifications at RMIT between 1994 and 1996. Understanding WSB trajectories has significance for theory and policy on skilled worker retention, careers advice to youth and lifelong learning provision. Two questions underpinned the design and formation of the Working Lives project, each relating to issues of skill shortages and the public and private value accorded to different types of qualifications and occupations. The first question asks: where do initial qualifications of young skilled workers (trade apprentices and degree graduates) take them over the first ten years of working life? The second question asks whether the experiences of the two groups are substantially different – and if so, how and why. The provides a detailed and dynamic portrait of the ways in which qualified workers find employment, seek promotion, develop additional skills, tailor their careers, and in general derive a range of benefits from their education or training. It also identifies the factors, motivations and critical events influencing the decisions of participants in their respective careers (Fehring, Malley & Robinson 2008). Key findings 1 The research confirms that family and peer influences are particularly important in early career decisions. Reflecting this, university graduates were far more likely to have parents in professional or managerial occupations. 2 Those who entered university were more likely to have had parents who preferred this pathway, and to enter straight from school. Apprentices were less likely to come straight from school, and many felt their parents would have preferred them to go to university. 3 The research suggests an important role for personal contacts in gaining employment after graduation. For apprentices, direct experience with an employer was very important. University graduates were more likely to rely on other personal contacts. 4 Once in the workforce, university graduates were more likely to change jobs and employers and win promotion. Avenues to promotion were quite
employer. Look at the attached document, Understanding Working Load Limits for Hoisting and Rigging. are several loads that need to be lifted. Task 1: Locate and name all the components related to a lift. Task 2: Calculate the force of load for each component of the lift for the following loads. Load 1 – 3600 lbs - single lifting point Sling ___________ Eyebolts ________ Shackles ________ Load 2 – 5500 lbs - 2 leg bridle hitch 60° sling and a 45° eyebolt ___________ Eyebolts ________ Shackles ________ Load 3 – 4200 lbs -4 leg bridle 60° sling and a 45° eyebolt Sling ___________ Eyebolts ________ Shackles ________ Task 3: Locate and list the correct sizes for each piece of rigging equipment used in Task 2. Use the tables provided in the example. Load 1 – 3600 lbs - single lifting point Sling ___________ Eyebolts ________
Anchor Shackles Nominal Size Tons Safe Load Dimensions A B C 3/8 1/2 5/8 3/4 7/8 1 1 1/8 1 1/4 1 1/2 2 .8 1.4 2.2 3.2 4.3 5.6 6.7 8.2 11.8 21.1 1 1/2 2 2 3/8 2 7/8 3 1/4 3 5/8 4 1/4 4 3/4 5 1/2 7 3/4 1 1/16 7/8 1 1/16 1 1/4 1 3/8 1 11/16 1 7/8 2 2 1/4 3 1/4 7/16 5/8 3/4 7/8 1 1 1/8 1 1/4 1 3/8 1 5/8 2 1/4 For this example Dimensions has not been included Task Title: Calculating Working Load Limit for Hoisting and Rigging Answer Key Task 1: Read through the attached information and example to locate and name all the components related to a lift. Slings, eyebolts, and shackles Task 2: Calculate the load and force of load for each component of the lift for the following loads. Load 1 – 3600 lbs - single lifting point Sling 3600 lbs Eyebolts 3600 lbs Shackles - 3600 lbs Load 2 – 5500 lbs - 2 leg bridle hitch 60° sling and a 45° eyebolt Sling - 5500 lbs Eyebolts - 2750 lbs Shackles - 3175.5 lbs rounded to 3176 lbs Load 3 – 4200 lbs -4 leg bridle hitch 60° sling and a 45° eyebolt Sling -4200 lbs
Induction Programme- XVII Working Paper Induction Programme for Newly appointed heads of DAV Schools is scheduled to be held from May 02-09, 2017. 50 Heads of Schools are expected to attend the seventeenth Induction Programme (IP) being organized this year at the DAVCMC Headquarters, Paharganj, New Delhi. The IP is an eight-day long residential leadership course aimed at inducting the new Principals into the organization through an orientation and training in the organizational structure, administrative norms, financial procedures and functioning of various departments of DAV College Managing Committee Headquarters at New Delhi along with fundamentals of instructional leadership. IP is a golden opportunity to interact with esteemed President DAVCMC, and his erudite team of Office-bearers to understand their vision of education and their expectations from Principals of DAV Schools. The IP also provides an orientation to the organizational values, culture and vedic philosophy through a strict regimen of learning to perform Havan Sandhya every morning and understanding the meaning of vedic mantras and significance of correct procedures of performing havan. Training Curriculum An Introduction to My Organization: DAV Vision, Mission & Goals School Administration: Prescribed Norms & Procedures by DAVCMC E –Governance In DAV- Introduction to the On-line Communication & Accounting Module Administrative Norms & Procedures School Budget, Internal & External Financial Audit of the School, Audit Checks - Procedure for Purchase, Stock Maintenance Tax-Structure for Schools & Updates Social Security Schemes for DAV Employees Managing Employees-Taking Legal Action against an Erring Employees DAV Centre for Academic Excellence & Academic Audit of Schools DAV Publication Foundation Instructional Leadership & Staff Motivation In-Service Training & Professional Development of DAV Employees
OPENING TITLE SEQUENCE: SCREEN, SOFT MUSIC PLAYING, WE SEE FLASHES OF JIMMY AND JAMES’ COFRONTATION IN A DREAM LIKE EFFECT, “ITS YOUR FAULT” ETC. ENDING WITH JAMES SCREAMING WITH A GUN TO HIS HEAD, CUTS TO BLACK, TITLE SHOWN, GUNSHOT IS HEARD) SCENE I (a): QUICK CUT TO INT. MORNING. JAMES’ HOUSE. (JAMES WAKING UP QUICKLY AS IF HAD A NIGHTMARE, REALISES IT WAS JUST A NIGHTMARE AND STARTS GETTING READY FOR SCHOOL AS VOICE OVER STARTS) James V.O This is the story of a kid, an ordinary kid who gives into temptation and evil, who gets everything he ever wanted, then loses it. This is my story. (JAMES WALKS OUTSIDE STARTS WALKING DOWN THE STREET TOWARDS SCHOOL) SCENE I (b): EXT. MORNING. STREETS. James V.O People always tell me that I’m hard to read, that they can really tell who I am, as if I have two personalities, an alter ego if you will. And you know what, they’re right. (JIMMY APPEARS) Jimmy (smugly) Hi. James (ignorantly) Hey. Jimmy What are you doing? James
Assigning a course code LMS Course Code Identifiers The administrator will create the code when uploading the new content. CCC Complete Comfort Care FIN Financial code = 3-letter identifier + date + time the course was uploaded/created. CER Certification GEN General SCO-2011 07 12 1223 CIS Computer Information Systems LDI Leadership Development Institute CLI Clinical LST Life Support Training COM Competency NUR Nursing CSR Central Sterile Reprocessing OLR On-line Resource OLA On-line Assessment EOD Education and Organizational Development SCO SCORM-compliant online content Create a Live Online Course (Content Item) – Step by Step A. Create a course for the meeting. 1. On the Administrator home page, click Content. 2. Add New Content. 3. Complete all pertinent fields in the New Content Wizard. Note: To cancel, just close (“x out of”) the wizard using the “x” in the upper-right corner. Step 1 Content Type/Category.
* Total Seats = Maximum number of attendees in your meeting. Notes = Registration instructions and details about this particular meeting. Open Registration = Check this box if enrollment is open to everyone. Access Instructions = Access codes and other details for attendees who have registered for the meeting. Add Students to a Live Online Session – Step by Step Option A: Students self-assign. 1. Students complete a Live Online Session Search. 2. Students double-click on the live online session. 3. Students Enroll. The session is now visible in the My Content menu, under My Live Online Sessions. Option B: You assign students one by one. 1. In Live Online Sessions, the session to Edit it. 2. On the Register Students tab, click Assign Students. 3. Search for each student by name. Click Select User to add each one. 4. Close the User Search box, then click Save on the Edit Session window. Option C: You upload a roster. 1. In Live Online Sessions, the session to Edit it. 2. Click Upload Roster. The file you upload must be in .csv format. If the users are already in Apex, all it needs is a “username” column, populated with the username (Employee ID or PAS#) of the attendees. 3. Click Browse. Find the .csv file in your documents. Click Upload. Record Attendance for a Live Online Session – Step by Step 1. In Live Online Sessions, double-click the session to open it. 2. Roster Update Wizard. 3. Check the box next to Update attendance records for students on the roster. Click Next.
Being contentious of how you provide supervision is critical particularly when you are transporting or driving minors. When transporting minors either more than one adult from the program must be present in the vehicle or multiple minors must be in the vehicle. It is not advised to be alone in a car with a minor, who is not your child. We fully recognize that this may require programmatic changes; however this is a best practice for youth serving organizations operating successfully today. It is a good idea to avoid using personal vehicles if possible. Transportation Services has additional information about the use of state and personal vehicles which is available at ______. SLIDE 13 Do not meet with minors outside of established times for program activities. For example, do not invite individual minors to your home. Any exceptions to this will require written parental authorization and must include more than one adult from the program – if the parent is not present. 14 Do not touch minors in a manner that a reasonable person could interpret as inappropriate. Touching should generally only be in the open and in response to the minor's needs, for a purpose that is consistent with the Program's mission and culture, or for a clear educational, developmental, or health related purpose, for example the treatment of an injury. Any resistance from the minor should be respected. SLIDE 15 Do not engage in any abusive conduct of any kind toward, or in the presence of, a minor. If restraint is necessary to protect a minor or other minors from harm, all incidents must be documented and disclosed to the Program Director and the minor's parent/guardian. SLIDE 16
REPORTING TEMPLATE TO SHARE WITH STEERING COMMITTEE Working group name: Meeting date: Agenda item / discussion topic Major discussion points or decisions made Next steps Outstanding questions Another useful tool is the below “Homework Tracker” to clarify who is on point to answer outstanding questions among the working group. HOMEWORK TRACKER Homework deadline for all: Homework assignment / question Who is in charge of answering
Term/Quick Wins (3 mos-1 yr) Lead Org(s) / Support Org(s) / Indiv(s) Target Due Date 1. 2. 3. Initial Long-Term Strategies (1+ yr) Lead Org(s) / Indiv(s) Support Org(s) / Indiv(s) Target Due Date 1. 2. 3. Initial Policy and Advocacy Strategies Lead Org(s) / Support Org(s) / Indiv(s) Target Due Date 1. 2. 3. Learning Strategies / Prototypes Lead Org(s) / Support Org(s) / Indiv(s) Target Due Date 1. 2. 3. In what areas, if any, can we strategies with the target population? Create Action For those strategies that you are advancing in the next 12-18 months, an action planning template should be created. Action plans should outline the following: The target population for this strategy Target population Description Estimation of size of population consideration The specific agencies / organizations the working group should engage to implement this strategy
And if none of that works, ask your administrator! When you simply can’t find the answer you’re looking for, try asking your Project Web App administrator. My Project Web App administrator is: [name] [contact info line 1] [contact info line 2] 1 Get your bearings Ready to dive in and start using Project Web App? This chapter will help you figure out what you’re looking at when you log in, so you know which pieces do what. The Project Web App window is made up of three main areas: the Quick Launch, the ribbon, and the main display area.
EMPLOYEES WORKING OUTSIDE THE UK CHECKLIST A – FOR EMPLOYEES WHOSE ENTIRE WORK TAKES PLACE OUTSIDE THE UK Form PD109 1 College/Service 2 Job Title 3 Name of employee (if known) 4 In which country will the employment be based? (The “host country”) 5 Work location in host country (eg home; host university, etc 6 What type of work will the individual do during the assignment period? Eg research (state how funded and whether in the public interest or for commercial benefit), teaching etc. Please provide a brief description: 7 Does the University require the individual to work in the host country or is this a personal choice? YES, the University does require the individual to work in this country NO: please provide further details: 8 Will the appointment spend the entire duration of their [fixed term] employment in the host country? YES NO: please provide: date: End date: Expectations regarding location after the time in this country ends: 9 Will the appointment receive his/her salary into a UK or non-UK bank account (in the host country)? See note 2 below. Pay salary into a UK bank account in sterling Pay salary into a bank account in host country in the currency of the host country Other: 10 Will any additional benefits be provided - eg travel, subsistence (over and above the provisions of the ), living allowance, accommodation [see note 9]? NO YES: please provide details of the additional benefits to be provided: 11 Will the individual be making trips to the UK for business reasons during their employment? YES: please provide details (dates/duration/frequency): NO 12 What is the appointee’s nationality?
Post-arousal (Graph1) vs. Study 1 Pre-arousal 2) H1a Brand recall Higher in post-arousal Supported H1b Ad recall Not significant difference Supported Study 1 High arousal peak (Graph 3) H2a Brand recall Higher in post-arousal Supported H2b Ad recall Not significant difference Supported Study 2 Far from arousal (Graph 4) H3a Brand recall Higher in post-arousal Not supported H3b Ad recall Not significant difference Supported 3. Preliminary results The preliminary findings of our research have management implications specifically remarkable for advertising design. Initially, our studies supports that a high arousal scene increase advertising effectiveness but only depending on ad sequential order design. Our conclusions that a higher brand recall is achieved when the logo brand is presented after a high arousal stimulus suggest that the principal information that advertisers aims to communicate should be placed after this high arousal stimulus. … Acknowledgments: The authors gratefully acknowledge the financial support …. References Aaker, D. A., D. M. Stayman, and M. R. Hagerty. 1986. “Warmth in advertising: Measurement, impact, and sequence effects.” Journal of Consumer Research 12 (4): 365-381. Ariely, D., and G. S. Berns. 2010. “Neuromarketing: the hope and hype of neuroimaging in business.” Nature Reviews Neuroscience 11 (4): 284-292. Astolfi, L., F. De Vico Fallani, F. Cincotti, D. Mattia, L. Bianchi, M. G. Marciani, and F. Babiloni. 2008. “Neural basis for brain responses to TV commercials: a EEG study.” Neural Systems and Rehabilitation Engineering, IEEE Transactions on 16 (6): 522-531. Boucsein, W. 1992. “Electrodermal activity.” New York: Plenum University Press. Damasio, A. 2008. “Descartes' error: Emotion, reason and the human brain.” Random House. ZenithOptimedia. 2013. “Advertising Expenditure Forecasts September 2013”. Accesed Dicember 5.
Did you answer No for any questions? If so, talk to your boss or a more experienced worker to find out this important information for your own safety. If you are worried anything to do with your health and safety at work, or about workers’ compensation, you can talk to someone in the government in the state or territory where you are working. You should not get into trouble for talking to the government about work health and safety or workers’ compensation. To ask about work health and safety contact: New South Wales SafeWork NSW Website: Email: Phone: 13 10 50 Victoria WorkSafe Victoria Website: Phone: 1800 136 089 (free call) Queensland Workplace Health and Safety Queensland, Office of Industrial Relations (WHSQ) Website: 1300 362 128 Western Australia WorkSafe WA Website: Email: Phone: 1300 307 877 South Australia SafeWork SA Website: Phone: 1300 366 255 Australian Capital Territory WorkSafe ACT Website: Email: Phone: 02 6207 3000 Northern Territory NT WorkSafe Website: Email: 1800 019 115 Tasmania WorkSafe Tasmania Website: Email: Phone: 03 6166 4600 (outside Tasmania) 1300 366 322 (inside Tasmania) Commonwealth Some workers come under a Commonwealth work health and safety scheme. If you work for a business that is in the Comcare scheme, you need to contact: Comcare Website: Phone: 1300 366 979 To ask about workers’ compensation if you are hurt at work contact: New South Wales State Insurance Regulatory Authority (SIRA) Website: / Email: Phone: 13 10 50 Victoria WorkSafe Victoria Website: Phone: 1800 136 089 (free call) Queensland WorkCover Queensland Website: Phone: 1300 362 128 Western Australia WorkCover WA Website: Phone: 08 9388 5555 South Australia ReturnToWorkSA Website: Email: Phone: 13 18 55 Australian Capital Territory WorkSafe ACT Website: Phone: 02 6207 3000 Northern Territory NT WorkSafe Website: Email: Phone: 1800 019 115 Tasmania WorkSafe Tasmania
Acknowledgements and disclaimer Project team Project manager: David McElvenny Instructional design: Kath Ware Technical developer (website): Jim Vaughan Assistant technical developer (and voice-over artist): Alex Vaughan Quality assurance consultant: Giselle Mawer Industry coordinator: Gary Dunshea (MSA Industry Skills Council) Lead advisor: Rob Cole (Furnishing Industry Association of Australia) Technical Advisory Group New South Wales Brad Holmes – Hunter TAFE Grant Cohen – Hunter TAFE Dean Brakell – Furnishing Industry Association of Australia Warren Peters – South West Sydney Institute of TAFE Sean Greening – South West Sydney Institute of TAFE ACT Martin Jud – Canberra Institute of Technology Victoria Bryon Stanley – Furnishing Teacher's Advisory Group (VIC, SA, TAS) Richard Brooks – Cabinet Makers Association Simon Hampton – Wodonga TAFE John Simpson – Holmesglen TAFE Tasmania Stephen Kirkman – Skills Institute Tasmania Queensland Rob McAdam – Skills TECH Australia Brad Buhse – Skills TECH Australia Roberto Viola – Gold Coast Institute of TAFE South Australia John – Marleston TAFE Dean Hart – Mt Gambier TAFE Martin Videon – Furnishing Industry Association of Australia