zilongwang/ReadingBank huggingface dataset:
3.3 Work Contribution Ensures set job tasks are met, surpassing minimum requirements Assists colleagues where possible Communicates effectively with managers and colleagues if there are issues with their work and/or deadlines Uses sound communication skills (written and verbal) to maximise work contribution Demonstrates proficient organisational skills and the ability to undertake administrative tasks efficiently and to a reasonable standard Has good IT skills and uses and the internet appropriately in order to enhance their work Is flexible and adaptable Whenever possible, uses initiative with their work and is creative in order to generate new ideas and solutions to problems 3.4 Managing Performance & Critically Evaluating responsibility/accountability for work performance and takes the opportunity to learn from past experiences action to improve performance Acknowledges and is proud of oneself and colleagues when good work and outcomes are achieved for service users Analyses information from a range of sources, both positive and negative, about their own performance (i.e. self-reflection, colleagues, managers and service and acts upon and makes positive changes to work performance 4. Continually and Creatively Improving Core Skilled 4.1 Encouraging improvement, creativity and innovation Thrives to be creative in their work and generate new ideas in order to assist the best outcomes for service users Obtains and acts on service user feedback and experiences to develop new and existing services Is confident to make their own suggestions and ideas for improvement and innovation to managers and colleagues Likewise, must be open to other suggestions even if they conflict with their own ideas 4.2 Facilitating transformation Understands the need for change and continually improving Questions the status quo in order to facilitate the organisation to continually grow and develop
1/4 – 1/8 Read and annotate “Mommy, What Does ‘Nigger’ Mean?,” Gloria Naylor For 1/11: Read and annotate “Brief Introduction to Saussure and semiotics,” Pat Moody Write a 1-page essay proposal. Week 18 Read and annotate “Limen,” Gustavo Perez-Firmat; “Refugee Ship,” Lorna Dee Cervantes; and 1/11 – 1/15 “Parsley,” Rita Dove. Group brainstorming – sharing ideas, questions, and suggestions of your paper is due 1/20. Week 19 Peer Conferences/ Individual Conferences with Instructor 1/19 – 1/22 Revision workshop Editing Workshop Week 20 Unit Three Paper Due 1/25 – 1/29 Day of Final Exam: In-Class Reflexive Essay
4. Employment history (Please list in starting with the most recent) Please give reasons for any breaks in employment. Continue on a separate sheet if necessary. Dates From To Name and address of employer Job title and responsibilities Reason for leaving Length of notice required by your present employer: 5. Other skills / qualifications relevant to the post Description When undertaken
From this screen click the “Tutor Settings” tab In the section named “Tutoring Times Available” click the “Actions” dropdown menu Click the “Add Time” box In the “Add Availability” window follow the required steps: Select the day that you are setting the session for Using the slider bar, align the correct one (1) hour long block for the session Select the “Appointments” box for any tutoring session In the box labeled “How many?” leave blank Click the box next to the “Limit to 1 course per slot” unless you tutor a cross-listed course. Click the “Duration” box and select the correct quarter from the dropdown menu Click the “Location” box and select “Learning Support Services” from the dropdown menu Leave the “Select Courses” box empty! Set the “Select Student Services” box to “Writing Tutoring” In the “Details” box enter relevant details about the session, you MUST enter the location and class + section number if applicable (ie: Location: ARCenter 221) Select the “Save” button to complete the addition of this session time The session will automatically populate the “Tutoring Times Available” box once saved Repeat this process 2-3 more times for your other sessions How to view the students that have signed up for your sessions:
FIRST MEDICAL REPORT IN RESPECT OF A WORK-RELATED UPPER LIMB DISORDER (WRULD) COMPENSATION FOR OCCUPATIONAL INJURIES AND DISEASES ACT, 1993 (Act number 130 of 1993) [Section 6A(b) – Commissioner's rules, forms and particulars – Annexure 25] DETAILS OF INJURED EMPLOYEE Surname: Initials: Date of birth: Gender: Occupation: RMA Claim No: Industry No: Date of Accident: / / Employer: Tel (H): Tel (W): CELL: DETAILS OF INJURY Date symptoms first started Date of first consultation: Date of specific diagnosis: Specific diagnosis of this upper limb disorder: The symptoms the employee experiences (tick the appropriate box/es): Burning sensation Fatigability Loss of grip strength Loss of normal sensation Muscle weakness Pain Paraesthesia (tingling) Sensation of cold Swelling Stiffness and cramps Describe: The clinical signs found on examination (tick the appropriate box/es): Crepitus (cracking sound in subcutaneous tissue) Muscle spasm Muscle weakness Reduction of range movement Swelling Tender trigger points in muscles Tenderness Describe: 7. Is the employee left or right handed?* Right Left Sex:* Male Female Age: years 8. Height of employee: cm Weight of employee: kg Body mass index: 9. Which special medical investigation(s) and/or job analysis or ergonomic assessments were done to prove the diagnosis, and/or what other potential causes of the above-mentioned upper limb disorder have been investigated or eliminated? (where applicable, please attach these reports)
The Judicial Committee noted that the citing commissioner had described the incident in question as involving “the mouth of Toka Natua (New Zealand No1) [coming] into contact with the right forearm of Justine Lucas (England No18)”. He then went on to describe, in the citing complaint, that E18 had approached the Referee claiming that she had been bitten and referring to the statements later provided by E18. Contact with the mouth would not, of itself, be an act of foul play. However, where contact by/with the mouth took the form of biting, this would constitute an act of foul play under law 10.4(m). The Judicial Committee had to consider the case based on the available evidence in order to determine whether or not it was satisfied, on the balance of probabilities, that the Player had committed the act of foul play of biting. The Judicial Committee found that the evidence available to it did not support either conclusion being more probable than the other, and so each was equally (or 50%) probable. Therefore, the Judicial Committee was not satisfied, on the balance of probabilities (which would require in excess of 50% probability), that the Player had committed the act of foul play of biting and, accordingly, the citing was not upheld. Breach admitted Proven Not proven Other disposal (please state) SANCTIONING PROCESS ASSESSMENT OF SERIOUSNESS Assessment of Intent – TDP 12.10.1(a)(i)-(ii) Intentional/deliberate Reckless Reasons N/A Gravity of player’s actions – TDP 12.10.1(a)(iii) Nature of actions – TDP 12.10.1(a)(iv) N/A N/A Existence of provocation – TDP 12.10.1(a)(v) Whether player retaliated – TDP 12.10.1(a)(vi) N/A N/A Self-defence – TDP 12.10.1(a)(vii) Effect on victim – TDP 12.10.1(a)(viii) N/A N/A Effect on match – TDP 12.10.1(a)(ix) Vulnerability of victim – TDP 12.10.1(a)(x)
RELEVANT OFF-FIELD MITIGATING FACTORS Acknowledgement of guilt and timing – TDP 12.10.3(a)(i) Player’s disciplinary record/good character – TDP 12.10.3(a)(ii) N/A N/A Youth and inexperience of player – TDP 12.10.3(a)(iii) Conduct prior to and at hearing – – TDP 12.10.3(a)(iv) N/A N/A Remorse and timing of remorse – TDP 12.10.3(a)(v) Other off-field mitigation – TDP 12.10.3(a)(vi) N/A N/A Number of weeks deducted: SANCTION NOTE: PLAYERS ORDERED OFF ARE PROVISIONALLY SUSPENDED PENDING THE HEARING OF THEIR CASE, SUCH SUSPENSION SHOULD BE TAKEN INTO CONSIDERATION WHEN SANCTIONING – TDP 12.4(e)(vi) Total sanction N/A Sending off sufficient Sanction commences N/A Sanction concludes N/A Matches/tournaments included in sanction N/A Costs NIL Signature (JO or Chairman) Pamela Woodman Date 6 September 2017 NOTE: YOU HAVE 48 HOURS FROM NOTIFICATION OF THE DECISION OF THE CHAIRMAN/JO TO LODGE AN APPEAL WITH THE RELEVANT BODY – TDP 12.13(a)
Name: ________________________________ Date:____________ Per:____________ WS 1.5 : Waves Web Quest The Anatomy of a Wave: Use your notes to answer the following questions. Answer the following questions: What is the highest point on the wave called? What is the lowest point on the wave called? What is the distance between 2 wave crests called? What is the wave height? Building a wave Use your to answer the following questions: What are the three factors that determine wave height? Explain what is meant by wind fetch? What is meant by wind duration? Will a brief, strong gust of wind be able to produce a large wave? Use the wave generator to determine of the three variables has the greatest effect on wave height. Provide evidence by completing the table below. Trial Wind Speed (mph) Fetch (Mi) Duration (min) Wave Height (ft) 1 10 10 69 16 2 10 1420 2.4 23 3 50 10 2.4 14 your results from the table, which of the variables had the greatest effect on wave height?
1000 2.14x1024 0.004 5.98x1022 82342.19 3.56x1023 1393.68 1.67x1023 Atomic Symbol Atomic Number Number Of Protons Number Of Neutrons Atomic Mass H 3 2 2 3 6 56 50 9 18 16 17 56 92
LAYER (cm) % OF MATERIALS (Round to the 10s place) CLAY (A) (A÷D)x100 SILT (B) (B÷D)x100 SAND (C) (C÷D)x100 TOTAL (D) (A+B+C) (cm) % OF MATERIALS (Round to the 10s place) CLAY (A) (A÷D)x100 SILT (B) (B÷D)x100 SAND (C) (C÷D)x100 (D) (A+B+C) Use the soil triangle to classify the soil in Jar A? Use the soil triangle to classify the soil in Jar B?
BUDS PUBLIC SCHOOL ,DUBAI GRADE-4AB WORKSHEET-MEASUREMENT Submission Date- 4-12-2018 Converting fractions and decimals ✩ Write these fractions as decimals. Write these fractions as decimals. 7 10 3 100 these fractions as decimals. 3 = 10 2 = 10 1 = = 2 7 = 10 1 = 10 8 = 10 9 = 10 6 = 10 4 = 10 Write these decimals as fractions. 0.1 = 0.4 = 0.7 = 1 4 = 2 7 0.2 = 2 0.5 = 5 0.8 = 8 = 1 = 1 = 4 0.3 = 0.6 = 0.9 = 3 6 = 3 9
Write a class SugarFreeDrink to accompany the other beverage classes. SugarFreeDrink drinks contain no sugar, may or may not contain artificial sweetener, and are larger in serving size than other drinks, coming in 20 oz. servings. SugarFreeDrink has an additional method called printDrinkLabel that prints “This drink is not all natural.” if the drink contains artificial sweeteners. If no artificial sweeteners are present, printDrinkLabel outputs “This drink contains no artificial sweeteners.”
Discussant: Xue Jia IN THE PRESENCE OF MULTIPLE SUPPLIERS Discussant: Anna Rohlfing-Bastian Discussant: Christopher Bleibtreu Xue Jia SHORT-TERM TRADING AND ASSET PRICES: IS TRADING COSTLY? Discussant: Judson Caskey Grete Oll INFORMATION SHARING IN INTER-ORGANIZATIONAL RELATIONSHIPS IN THE CONTEXT OF COST MANAGEMENT Discussant: Oliver Dürr Sebastian Kronenberger ACCOUNTING CHOICES, AUDITOR'S LEARNING EFFECTS, AND AUDIT PRICING Discussant: Dirk Simons 10:30-11:00 Coffee A5: Regulation & Enforcement (room WZ 105) Chair: Jeremy Bertomeu B5 Relative Performance Evaluation (room WZ 205) Chair: Hui Chen C5 Tax (room WZ 206) Kyungha Lee 11.00-12:30 Sanjay Bissessur, Robin Litjens INSTITUTIONAL GAAP ENFORCEMENT HETEROGENEITY AND ENFORCEMENT STRATEGY Discussant: Benedikt Franke Robe rt Göx RELATIVE PERFORMANCE EVALUATION IN PRESENCE OF EXPOSURE RISK Discussant: Max-Frederik Neubert Oliver Dürr, Thomas Rüffieux TAX AND MANAGERIAL EFFECTS OF TRANSFER PRICING ON CAPITAL AND PHYSICAL PRODUCTS Discussant: Anja De Waegenaere Alexander Bleck SELF-DEFEATING REGULATION Discussant: Jeremy Bertomeu Viktoria Diser, Christian Hofmann IMPLICIT FOR RELATIVE PERFORMANCE EVALUATION: CROSS- SECTIONAL VS. MODELS Discussant: Hui Chen Stefan Wielenberg, Kay Blaufus, Jens Robert Schöndube THE AUDIT OF DEFERRED TAXES AS A SIGNAL FOR TAX AUDITORS Discussant: Kyungha Lee 12.30-13.30 Lunch A6 Incentive Provision II (room WZ 105) Chair: Alfred Wagenhofer B6 Strategic Information (room WZ 205) Eva Labro C6 Experimental Research (room WZ 206) Chair: Jeroen Suijs 13.30-15:00 Sandra Kukec, Svetlana Katolnik, Jens Robert Schöndube BOARD INCENTIVES AND BOARD INDEPENDENCE IN DYNAMIC AGENCY Discussant: Qintao Fan Jin Xie, Juanyi Xu THE IMPACT OF COMPETITION ON INFORMATION TRANSPARENCY: A STUDY OF COST PASS-THROUGH Discussant: Clemens Löffler Radhika Lunawat LEARNING FROM PRICES IN MODELS OF HIGHER ORDER BELIEFS Discussant: Alexander Bleck Samuel Pereira, Tiago Pinheiro COST ALLOCATION SCHEMES IN A SETTING Katrin MANAGERIAL EMPIRE BUILDING AND Max-Frederik Neubert, Christian Lukas, Jens Robert Schöndube PROJECT CHOICE, EFFORT, AND JUSTIFICATION
Solve each linear equation algebraically. 5) -27 = -5x – 7 6) 5x – 15 = 15 7) 8) 9) 0.25x – 14.5 = 10 10) 5 = 2.5x – 20
Student “I Can Statements” for Physical Education Standards 4 I can statement Standard # met Orientation and Classroom Management: I can demonstrate and follow the expectations of PE Standard 2 Soccer: I understand the rules in soccer and can show/help my peers if they need explanation Standard 1 Football: I can throw the football with my dominate hand and step with my opposite foot Standard 3 Kickball: I can tell peers on where they need to be in the out field Standard 5 Softball: I can demonstrate on how to strike at the ball with my feet spread Standard 1 Field Hockey: I can show two hands on my stick while playing Standard 1 Frisbee: I can throw the Frisbee with my dominate hand Standard 1 Gymnastics: I can demonstrate a forward roll Standard 3 Walking and Jogging: I can demonstrate how to jog Standard 4 Rhythmic Movement: I can demonstrate how to do a three step dance move Standard 4 Basketball: I can demonstrate how to dribble a ball with my dominate hand Standard 1 Bowling: I can demonstrate how to score on a bowling sheet Standard 5 Jump Rope: I can demonstrate how to jump rope forwards FIVE times in a row Standard 3 Floor Hockey: I can demonstrate positive attitude while playing floor hockey Standard 5 Cup Stacking: I can cup stack with my dominate and non-dominate hand Standard 1 Volleyball: I know the volleyball terminology Standard 2 Juggling: I can juggle with two scarves Standard 1 Hula Hoops: I can hula hoop around my waist three times Standard 1 Tinikling: I can tell you where Tinikling was created/started Standard 2 Pickleball: I can demonstrate how to use a pickle-ball paddle with my forehand and backhand Standard 1
10 Refine assignment plan and develop draft, referring to checklist in Section 4 Focus on adopting an appropriate academic tone and style, together with accurate, reader-friendly presentation of evidence 11 Continue drafting and refining 12 Complete draft Refine style Completed draft 13 Apply self-evaluation checklist again Last refinements of written style and presentation; final check of data and its presentation 14 Produce final assignment Submit dissertation Take your plan to a meeting with your supervisor. It will help to structure your discussion and should impress him or her. 3.2 Creating an appropriate structure for the dissertation It is important to be clear about the structure of your dissertation, to ensure that your ideas are clearly and logically presented to your reader, so that your argument, with it is supporting evidence, can be followed. You will need a clear introduction, followed by the main body of your argument, and then a conclusion, but make sure that you talk to your supervisor about how your assignment should be structured. There may also be written guidance on this aspect in your School. Try noting down your provisional chapter headings here, together with a few initial thoughts on the contents of each chapter. Again, once you have done this take it to the next meeting with your supervisor to check that you are on the right lines. Maintaining academic principles: ethics, referencing and intellectual honesty evaluation
a) __________ 75.02mm d) ___________ 0.0049 g b) __________ 18.90 mL e) ___________ 150 cm d.) __________ 0.0222 x 0.7000 x 8.702 f.) __________ 3.42+74.1 g.) __________ 745.1-12.234-7.2 h.) __________ 150.4÷0.03
Mathematics GCSE. Edexcel Linear Higher tier. Calc/ Non-calc Topic Grade Example questions Self- assessment Squares, Cubes and Index Laws C HCF and LCM C Fractions (proper & improper), Mixed numbers C Decimals, Estimation C Percentages D Indices, Standard Form, Surds A A* Ratio C Sequences, Expressions B A Expanding brackets, Factorising C B A
9:00 AM – 11:45 AM: What we need to implement our project. Talking about money. Is it right that everything has a price? How much does it cost? Can we do it for less? Can we get more funding? How to make the budget. How to let money talk - and dance. Distribution of resources, social responsibility, and accountability. Different kinds of resources – human, technical, cultural, material. Logistics How to be in one place at a time. Making of needed inputs. Creative and innovative thinking: 100 ways of getting what, we need. Dialogue on assumptions, i.e. what we expect to be present in the local community and beyond. If our assumptions are inadequate – what do we do, when we already started our journey? To go with the flow To follow unexpected invitations, take reached out hands, find inflection points, engage in eye opening dialogues, positively reformulate adversity, change tracks in the middle of the stream, see the light, to find a way: Piumassuseq isit aqqutaanni ingerlaffigiuminaatsumiippoq 12:30 PM – 15:00 PM: Bringing it all together. Different types of donors. How to send/upload your application Contact, dialogue and negotiations with the How to make your application visible and relevant for a donor. Follow-up and re-negotiating your project application – learning from the local community and advocate the local knowledge on needs, pathways, goals, and active participation to the donor. Options for applications especially for Greenland and the Arctic. Sending the written applications for comments in Maniitsoq. Planning next step – the submission of the written application to a The start of “Ikateq Heartbeat Drumming Men for Protection of Children and Women against Violence”? Get into a shared rhythm, make a big noise and sell drums to all settlements and towns – and be heard all over the world. It is like sex – two adults freely and without coercion joined in a shared rhythm making a lot of joyful noise to express their love, affection and caring. Maniitsumi Paarsi seqinisaatitaarpoq
Woodson & West Springfield High School Prep and Little League Camp Sponsored by W.T. Woodson Athletic Boosters Week 1: July 10-14 Week 2: July 17-21 Hours: 8:00am – 1:00pm Location: Woodson High School Varsity Baseball Field Participants: Ages 8-14 including Rising 7th – 9th Grade Prospective High School Baseball Players Lead Instructors: Brett McColley – Woodson HS Head Baseball Coach Jason Olms – West Springfield HS Head Baseball Coach Cost: $265/per player for one week, $500/two siblings for one week $500/per player for both weeks, $950/two siblings for both weeks Registration: Register at wtwcamps.com (click on the baseball tab) Wear: Baseball Pants, Spikes, Belt, Hat, Baseball Socks Bring: Glove, Bat, Batting Gloves, Athletic Cup, Sunscreen, Water Lunch: Bring your own lunch OR pizza, drinks, and snacks will be available for purchase each day. Purpose: The purpose of the Woodson & West Springfield High School Prep Camp is to prepare middle school baseball players for competitive high school baseball programs. The biggest difference between the middle school and high school level is the speed of the game. This camp will emphasize fast paced
provide you with information and knowledge to underpin the assessment task. The Task Production Phase TASK CONTEXT: As a touch/soccer/hockey player you have been invited by the publishers of a magazine to submit a feature article that reveals a typical training day that you have participated in. After reading the publisher’s brief you believe the training session your team has designed could be offered as an example of quality Touch/Soccer/Hockey specific training. As an individual you are now to compile a report in the form of a feature article that outlines your training session but showcases two consecutive components of your 45 minutes training session; highlighting their relevance to Touch/Soccer/Hockey fitness and skill development; and reviewing their effectiveness by referring to the data you have collected in the information gathering phase. TASK: Compile a feature article in an analytical style that; introduces a typical training day and how it fits into your weekly routine; focuses on two consecutive components/drills of the training session you designed; reviews the purpose for the inclusion of these activities in your Touch/Soccer/Hockey training session; and evaluates the effectiveness of the activities in a training session based on individuality and specificity. TASK GUIDELINES: You must focus on two drills/ activities which were consecutive in your training session. You do not need to select the same drills as other members of your team. You may select the warm-up, game play or cool down sections of the training program as one of your two drills to investigate. Your written task is to take the generic structure of a feature article, however where appropriate it will provide still photos, graphs and diagrams which enhance the written words of the article. Essentially, it should contain the stylistic features of a magazine article. Your target audience is beginner coaches, local Touch/Soccer/Hockey players or even fitness enthusiasts looking to improve their fitness and skills. Your feature article should begin with a general introduction as to the benefits of your training drills to Touch/Soccer/Hockey fitness and/or skill development. For each drill your response should be written using appropriate paragraphs and writing conventions, that addresses the following four components. The tasks below must NOT be answers as individual questions, but should progress as a flowing piece of writing, despite the pictorial elements that will be embedded. What did you do? Compile details of the drill from the original training session outlining how to perform the drill. This description can include annotated tables, diagrams or still pictures.
Benefits Remote locations often cannot provide the adequate physical security that is required for a writable domain controller. Furthermore, remote sites can have poor network bandwidth when they are connected to a hub site, increasing logon times and other domain functions. RODCs provide a way to improve both the security and management of remote locations. The Remove a Domain Controller Wizard in Windows Server 2008 also increases security by providing an easy way for administrators to remove a domain controller if a system has become compromised. Cryptography Next Generation (CNG) Cryptography Next Generation (CNG) is an updated cryptography tool in Windows Server 2008. Cryptography Next Generation (CNG) includes a new set of technologies, components, and APIs, providing a flexible cryptographic development platform that allows organizations to create, update, and use custom cryptography algorithms in cryptography-related applications, such as Active Directory Certificate Services (AD CS), Secure Sockets Layer (SSL), and Internet Protocol security (IPsec). CNG complies with the latest cryptographic standards and implements the U.S. government's Suite B cryptographic algorithms, which include algorithms for encryption, digital signatures, key exchange, and hashing. Changes from Windows Server 2003 In Windows Server 2003, cryptography was provided in CryptoAPI. CNG in Windows Server 2008 extends the functionality of CryptoAPI and it easier to use cryptography in software. Benefits CNG gives IT staff a tool to securely perform cryptographic operations that meet Government Common Criteria requirements for storing keys. IT staff can use CNG to: Install and use additional cryptographic providers Perform basic cryptographic operations, such as creating hashes and encrypting and decrypting data Create, store, and retrieve cryptographic keys
Training Can be scaled according to demand. Can be tested initially using external experts and then brought in-house if successful. Can be delivered relatively cheaply to large numbers. Can be designed to fit most organisations as knowledge base is already quite low Take up could be very low as we know that capacity is an issue. Difficult to get the entire NGB/organisation on board if only one-or two attend training events. Broad based training may not take account of highly variable levels of knowledge and experience. NGBs must be willing to prioritise implementing the learning from the training and using it effectively, and they may need additional support to do so. Advice/Guidance Provide the information & knowledge needed to develop new products/events best practice and help NGBs avoid common pitfalls Raise the quality of practice across NGBs Stimulate changes in behaviour and a different approach to risk NGBs might not engage with advice/guidance Reluctance to change established behaviours Good advice/guidance doesn’t always lead to improvements in practice Developing package of advice/guidance will require an investment of time Programme will need to be refreshed periodically Tailored support Is a positive way of getting to know an organisation Provide the capacity/expertise to grow projects with high potential Develop exemplar projects that will stimulate behavioural change in the sector Help NGBs overcome reluctance/anxiety to innovate Can be expensive and resource heavy if too much time is spent on ineffective projects NGBs may see the support as a means of supplementing their core budget/team, instead of an additional resource to deliver something new If NGB has insufficient capacity, they may not learn from the experience; therefore no legacy benefit Mentorship/ Volunteering With good matches it can potentially be a free resource and mutually beneficial for both parties. Helps cement positive Administrative burden of overseeing Mentorship/Volunteering Programme Risk that Mentors/Volunteers
ID: . DATE: : . High Risk Professional (HRP) Meeting Risk Assessment for completion within the HRP meeting. (additional notes can be made at the end of the Action Plan). Please use this as the basis of the HRPM Action Plan. Risk to individual Mental Capacity in relation to risk Individual’s wishes in relation to risk Severity Likelihood Measures taken to reduce risk Further actions. (Please note responsible agency and time frame) Review or closure date.
The Lampard Report February 2015 Safeguarding Adults - Multi – Agency Policy The Public Interest Disclosure Act 2013 Improving the Safety of Patients in England Berwick report (2013) Mental Capacity Act: post-legislative scrutiny 2014 (Select Committee on the MCA) Criminal Justice and Courts Act 2015, Sections 20-25 Serious Crime Act 2015 Coercive and controlling behaviour Domestic Violence and NICE Guidance 2016 Controlling or Coercive Behaviour in an Intimate or Family Relationship -Statutory Guidance Framework CQC Regulation 20: Duty of Candour Domestic violence & abuse: how health services, social care and the organisations they work with can respond effectively (2014) Female Genital Mutilation HM GOV 2016 Cheshire West judgment (P v Cheshire West, Supreme Court 2014) Mid Staffordshire Public Inquiry Report, Executive summary (2013) Safeguarding Vulnerable People in the NHS – Accountability and Assurance Framework 2015 Disclosure & Barring Service (DBS) NHS Employers: Criminal record and barring checks (2013) Improving the Safety of Patients in England Berwick report (2013) CQC Fundamental Standard 13: Safeguarding service users from abuse and improper treatment Serious Incident Framework Supporting learning to prevent recurrence NHSE 2015 Violence and aggression: short-term management in mental health, health and community settings. NICE 2015 Appendix 2: Agenda’s - SASM /A, SAP Review Meeting & Closure Checklist templates AGENDA
NAME Yr All appropriate risk factors Factors/Risk High Risk Medium Risk Low Risk Students Maturity Very Immature for age Sometimes acts immaturely for age. Mature for age Student Behaviour- Anger Easily Becomes Expresses when believes there is reason Remains calm Student Behaviour - Violence Involved in apparently unprovoked assaults Has responded violently when provoked Remains calm or walks away from a situation that may cause feelings of upset Student Behaviour – weapons Has been known to use offensive weapons (actual or threatened) Has been known to carry offensive weapons No concerns Student Behaviour- Criminality Has been found guilty of a criminal offence Has been cautioned for a criminal offence No record of criminality Student Behaviour - Language Regularly swearing in everyday speech Occasional Swearing when provoked swear Student Behaviour - Honesty Has been to make false allegations Untrustworthy Honest Student Behaviour - Confidence Very withdrawn Lacks self confidence Outgoing Home Circumstances Significant instability at home Difficulties at home Supportive Home Medical Circumstances Severe health issues Mid health problems but controlled No problems Educational Needs High level of support required at all times Some degree of extra support No support required Additional comments: (include other risky behaviours eg. Drugs/alcohol/CSE and protective factors)
13. Information on where the local authority’s local offer is published Where can I find out about other services that might be available for our family and my child? College website: www.apcollege.co.uk Head of Centre: contact details available via College website SENCO (north): SENCO (south): Local Authority website: West Sussex Local Offer
14. Trilateral actions to be facilitated by a trilateral alien species coordination group to promote alien species in the Wadden Sea focused communication, awareness and education. Proposed trilateral actions 1 Coordinate or assist each with the development of education material based on alien species could be considered for development at schools and institutions. 2 Coordinate or assist each with the development of information material for skippers on prevention activities of new introductions and spreading of alien species including best practice methods for hull cleanings that could be considered. 3 Development of online learning programs alien species like the learning programs Ecosim and Linvexo about alien species (in general) that were developed in the Netherlands. 4 Pictures and information that can help to identify alien species in the Wadden Sea can be shared between stakeholders in the three countries with the support of the coordination group. 5 To enhance the ease of communication, contact details for reporting for harbour masters, skippers, guides and the public can be made publicly available. 6 Finally the coordination group may promote the implementation of campaigns related to the detection, reporting, and eradication of alien species on a trilateral level. Especially campaigns in which the public participates are hereby crucial for raising awareness.
Contents This package contains sample tools and templates for joint health and safety committee work. You can modify and customize them for your own use. Rules of procedure — Template 5 Rules of procedure — Sample 7 Meeting agenda — Template 10 Meeting minutes — Template 1 12 Meeting minutes — Sample 1 14 Meeting minutes — Template 2 16 Meeting minutes — Sample 2 17 Inspection checklist and report 18 Committee recommendations — Template 22 Committee recommendation — Sample 23
Risk assessments conducted Site inspections conducted OHS program reviews Site-wide education programs delivered Recommendations made to employer This period Year-to-date Reports aid Incidents Incidents requiring investigation (resulting in worker injury or near misses) Optional: property damage incidents, environmental impact incidents, threats of violence Inspections Equipment Facilities Work practices WorkSafeBC Health & safety association Other OHS reports COR audit WorkSafeBC Training and education New and young worker training Equipment and work procedures training WHMIS First aid Item # Who Target date Old business Number of items for ease of reference If item is incomplete, provide status update New business Injuries Incidents Near misses aid only Medical aid only Number of injuries Days lost due to injury Threats of violence This period This period last year
Item # Who Action due date Old business 2015-09-21-2 Violence prevention plan complete, with recommendations. to management for approval. Status: In progress Kevin Jan 2016-01-1 Safety upgrades to parking lot have been completed Status: Completed n/a n/a 2016-09-28-1 Review of new worker orientation & training program continues, with most departments providing input so far; review on track to be finalized with recommendations by next meeting Status: In progress Georgia and Nov New business 2016-10-26-1 New committee member Jay welcomed, signed Rules of Procedure document Jay n/a 2016-10-26-2 Source Arabic-language signage for key areas and procedures Kim Nov 2016-10-26-3 Look into possible site-wide education events for NAOSH week in May Mary and Parvinder Jan 2016-10-26-4 Confirm that all workers due for training or renewal this calendar year have been scheduled Orville Dec 2016-10-26-5 Election to be held for new committee member to replace Orville, who is retiring in January Kevin Dec 2016-10-26-6 Recommendation for new paint booth discussed, agreed by consensus. Recommendation #2016-08 to be forwarded to management Kevin Nov 16 2016-10-26-7 Emergency evacuation drill to be scheduled Parvinder Jan 2016-10-26-8 Review new joint committee evaluation procedures in preparation for next evaluation scheduled for February Kevin and Mary Jan Injuries Incidents Near misses First aid only Medical aid only Number of time-loss injuries Days lost due to injury Threats of violence This period 2 2 2 0 0 0 0 This period last year 7 9 1 4 2 12 0 15 22 8 3 4 8 1
URL Template /initialize/{sessionId} HTTP Method DELETE URL Parameters {sessionId} (UUID, §3.2) Identity of the session requesting initialization Input Payload None Idempotent Yes Sensor Operation Yes Return Values Detail success status="success" failure status="failure" message*=informative message describing failure sensorTimeout status="sensorTimeout" sensorFailure status="sensorFailure" sensorBusy status="sensorBusy" lockNotHeld status="lockNotHeld" lockHeldByAnother status="lockHeldByAnother" canceled status="canceled" canceledWithSensorFailure status="canceledWithSensorFailure" badValue status="badValue" badFields={"sessionId"} (StringArray, §3.7) invalidId status="invalidId" badFields={"sessionId"} (StringArray, §3.7) Usage Note The uninitialize operation closes connection to the target biometric sensor for (other) sensor operations. Some biometric sensors have no requirement for explicit uninitialization. In that case, the service SHOULD immediately return a success result. Unique Knowledge As specified, the uninitialize operation cannot be used to provide or obtain knowledge about unique characteristics of a client or service Return Values Detail Success Status success Condition The service successfully uninitialized the target biometric sensor
What is the partner's role in the project? (max 500 characters) MinEZ will be in charge of the activation of the brand by involving the Dutch stakeholder network (hospitality sector, transport sector, harbours and agriculture) (More) 5. Province of Fryslân (PFr) Public Monique +31 58 2925887 52 8900 HM THE 200.000 € What is the partner's role in the project? (max 500 characters) PFr will be in charge of the activation of the brand the Dutch Wadden Sea in the development of new products and services in co-creation, and brand communication. It will develop digital connections (interfaces, interactive map, social media) to support product development. (More) 6. Danish Wadden Sea National Park (DK-NP) Public Saabye Simonsen +45 72 54 36 26 Havnebyvej 30 6792 Rømø, DENMARK 300.000 € What is the partner's role in the project? (max 500 characters) Partnership programme, co-creation, products and services (more) 7. Sydvestjysk (SVUF) Public Erik Dam eda@svuf.dk +45 36 97 35 10 Bohrs Vej 6 6700 Esbjerg, DENMARK 400.000 € What is the partner's role in the project? (max 500 characters) Marketing and communication, products and services (More) 8. Danish Nature Agency (NA) Public Anne Husum Marboe anhma@nst.dk +45 72 54 34 15 Skovridervej 3 6510 Gram, DENMARK 30.000 € What is the partner's role in the project? (max 500 characters) Partnership programme, (More) 9. World Wide Fund for Nature Germany (WWF) no IPR Anja Szczesinski +49 4841668545 Hafenstraße 3 25813 Husum, GERMANY 150.000 € What is the partner's role in the project?
Wadden Sea Team WWF – Wadden Sea Office Hafenstraße 3 D - 25813 Husum Phone: +49 151 122 90 848 E-mail: Wadden Sea Team Wadden Society PO Box 90 NL - 8860 AB Harlingen Phone: +31 51 749 3640 Mobile: +31 6 13 54 9964 E-mail: Mr Henk Staghouwer Deputy Agriculture and Fishery, Landscape and Nature Province of Groningen Postbus 610 NL - 9700 AP Groningen +31 50 - 316 41 26 E-Mail: Secretariat Rüdiger Strempel, secretary Folkert de Jong Simon Lobach Supporting Staff Ms Stefanie Hedtkamp Federal Ministry for the Environment, Nature Conservation, Building and Nuclear Safety (BMUB) Division NI5 Marine Nature Conservation Robert-Schuman-Platz 3 D - 53175 Bonn Phone: +49 (0) 228 99 305 2629 Fax: +49 (0) 228 99 305 2694 E-mail: Ms Margrita Sobottka Nationalparkverwaltung Niedersächsisches Wattenmeer Virchowstr. 1 D - Wilhelmshaven Phone: +49 (0)4421 911 277 Fax: +49 (0)4421 911 280 E-mail:Margrita.Sobottka@nlpv- wattenmeer.niedersachsen.de Ms Anne Husum Marboe Danish Ministry of the Environment Nature Agency - Wadden Sea Skovridervej 3 DK - 6510 Gram Phone: (+45) 72 54 34 15 Mobile: (+45) 21 21 55 19 Email: Mr Bernard Baerends Ministry of Economic Affairs, Directorate-General Agro and Nature Department of Nature and Biodiversity Postbus NL – 2500 EK The Hague Phone : +31 (0)64 85860 58 E-mail: Mr Floris van Bentum Directorate-General for Public Works and Water Management Directorate Noord-Nederland PO Box 2301 NL - 8901 JH Leeuwarden E-mail: Mr Manfred Vollmer Secretary Wadden Sea Forum Virchowstr. 1 D 26382 Wilhelmshaven Phone: +49 4421 910818 Mobile: +49 151 12158443 E-Mail: vollmer@waddensea-forum.org 2
Annex 3 List of Actions Action Agenda item What Who Deadline 1 5 Prepare SoC Consultation Version TG-WH/CWSS 7 July 2016 2 Draft Terms of Reference WH Partnership Programme CWSS WSB 18 3 Legal note WH logo use CWSS WSB 18 4 Concept ITB 2017 TG-STS WSB 18 5 Workshop WH campaign CWSS a.s.a.p. 6 Draft Campaign Plan 2017-2018 CWSS WSB 18 7 Appoint contact persons for documentary DE / DK a.s.a.p. 8 Submit draft SMP to WSB-18 TSEG/TG-MM WSB 18 9 Invitation first meeting DenGerNeth Group DE a.s.a.p. 10 Change dates ISWSS 14 DK a.s.a.p. 11 WSF letter to WSB chair WSF a.s.a.p. 12 6 IWSS draft evaluation questionnaire IWSS August 2016 13 7 Proposals for implementation TD issues NL WSB 18 14 8 Contact potential sponsors WHF NL a.s.a.p. 15 drafting Terms of Reference PC Drafting Group PC Drafting Group a.s.a.p. 16 Assign national focal points WHF All a.s.a.p. 17 Install trilateral WHF Working Group CWSS a.s.a.p. 18 Document legal structure PC NL WSB 18
Strengthen cooperation between the sites, organize meetings of of information centres, develop common products on the bird migration route, organize exchange visits between the different sites (CWSS, PNBA, IBAP). Location: Wadden Sea, Mauritania, Guinea Bissau Responsible: CWSS, PNBA, IBAP Activity 5 (II.3.1: II.3.5): Publication of a joint counting report for migratory birds 2018 in English and French Actions: organize, analyse and interpret data collected at the site editing the enumeration report, outreach to international organizations, sensitize the general public at both sites, develop, and disseminate a joint PNBA - Wadden Sea flyer on key migratory bird species at the two sites. Location: Wadden Sea, Mauritania Responsible: CWSS, Observatory PNBA Activity 6: Participation of Mauritania (PNBA) and Guinea Bissau at the 13th Intergovernmental Conference of the countries of the Wadden Sea in 2018 Location: Leeuwarden, Netherlands Responsible: CWSS, PNBA, IBAP
Action # Agenda item Actions agreed upon Person responsible Deadline 1 2/5 Come forward with possible dates for WSB 27 no later than mid-November CWSS 25 May 2018 2 5 Comment on document WSB 26/5/1 by email Parties and advisors End of May 3 5 Send date-suggestions for workshop to discuss the outcomes of the evaluation process no later than mid-October CWSS 1 June 2018 4 Nominate two persons as participants of evaluation workshop Parties and advisors End of May 5 Provide evaluation papers for workshop CWSS 3 weeks before the workshop
107-4-1-0 Motion #17 World Board To adopt for WSC 2016 only, the following changes to A Guide to World Services, page 10. The following terms are used by the WSC Cofacilitator when announcing the results of a straw poll: Unanimous support Strong support (meaning 2/3 majority support) Support (meaning simple majority support) Opposition Lack of support (meaning less than simple majority opposed support) Strong opposition Lack of support (meaning 2/3 opposed less than 1/3 support) Unanimous opposition No support Intent: To change terminology so that it reflects the level of support when straw polling. 103-5-2-1 Motion #1: World Board To approve the book contained in Addendum A, “Guiding Principles: The Spirit of Our Traditions,” as Fellowship-approved recovery literature. Intent: To have an additional piece of Fellowship-approved material available about our Traditions for use by NA members, groups, and service committees. 110-1-1-0 Proposal G German Speaking Region To divide Motion 2 into 3 separate motions comprised of the 3 bullet points in Motion 2. Intent: To allow each bullet point to be considered separately. 74-35-0-3 Motion #2a World Board To approve the following change to the Board External Guidelines contained in A Guide to World Services in NA (GWSNA): To change the size of the Board from up to 18 members to up to 15 members. Intent: To reduce the maximum size of the World Board for effectiveness and financial sustainability; 104-8-0-0 Motion #2b World Board To approve the following change to the World Board External Guidelines contained in A Guide to World Services in NA (GWSNA): To remove the obligation for staggered terms if more than eight (8) members are elected at one time.
Section 2: CAR- or CAT-related items Skip to the next section if you want to propose a NEW idea. Continue in this section if you want to amend a CAR or CAT motion or submit a motion to seat a region. Please identify the motion you wish to amend: (Mark only one.) Proposed rules & tools: threshold (CAT) Proposed rules & tools: New approach to CAR discussions and decisions (CAT) Proposed rules & tools: New approach to CAT business (CAT) Proposed rules & tools: New approaches to new proposals (CAT) Motion to accept 2016 minutes CAR Motion 1 CAR Motion 2 CAR Motion 3 CAR Motion 4 CAR Motion 5 CAR Motion 6 CAR Motion 7 CAR Motion 8 CAR Motion 9 CAR Motion 10 CAR Motion 11 CAR Motion 12 CAR Motion 13 CAR Motion 14 CAR Motion 15 CAR Motion 16 CAR Motion 17 CAR Motion 18 CAR Motion 19 CAR Motion 20 CAR Motion 21 CAR Motion 22 CAR Motion 23 CAR Motion 24 CAR Motion 25 Project plan: Future of the WSC workgroup (CAT) Project plan: Mental health/illness IP (CAT) Project plan: Daily meditation book (CAT) Project plan: Training and tools (CAT) 2018-2020 Budget (CAT) Seating the Netherlands Region (CAT) Seating the Mexico-Occidente Region (CAT) Seating the Ukraine Region (CAT) Seating (this would be a motion to seat a region, not an amendment) Service materials approval process (CAT) 2018-2020 Reimbursement Policy (CAT) 7. How do you propose to amend this motion? OR What is your motion for seating? making
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MAIN THEME: MAIN THEME 35: SUBCLINICAL BRAIN INFARCTS 17:10 - 18:40 HALL B MAIN THEME: MAIN THEME 36: SMALL VESSEL IMAGING 17:10 - 18:40 HALL C MAIN THEME: MAIN THEME 37: HOT TOPICS IN THE MANAGEMENT OF ICH AND SAH 17:10 - 18:40 HALL D
SLIDE 15: WHAT IS MY ROLE? NOTES TO PRESENTER: Select roles to be highlighted and/or add specific details about how you want various roles to be involved in implementing the WSCC model in your school or district. NARRATIVE: Everyone has a role to play in implementing the WSCC model. For example: School board members can support implementation and funding for policies, processes, and practices that care for the whole child. Superintendents can create a district mission and vision and identify accountability metrics that with the WSCC model. Principals can champion the WSCC model by prioritizing its implementation, allocating time for and providing professional development for school staff, and communicating its importance. School can participate in the planning process and implementation of the WSCC model. Parents or family members can serve on the school or district WSCC Team. Students can serve as WSCC team members and advocate for the needs of their peers. Community members can share expertise and resources to complement and support what schools are doing. In addition to these stakeholders, there are district and school staff who directly represent the various components, such as health and physical education teachers, nutrition service managers and staff, school nurses, school-based health center staff, school counselors and psychologists, facilities staff, and employee benefits managers, to name a few. They may take the lead on implementing practices within their component and coordinating with others. I have mentioned the WSCC Team a couple of Many districts and schools have existing committees that address student and staff health, such as a school health advisory committee. They may also have school improvement planning teams or parent teacher organizations. These groups can be expanded or adapted so that team members reflect the ten components of the WSCC model. SLIDE 16: STEPS TO ADOPTING THE WSCC MODEL NOTES TO PRESENTER:
Appendix A – Detail of Achievement Index Source: OSPI Source: OSPI Source: OSPI Appendix B Distribution of Achievement Index Scores and Designations 2011 through 2013 Designation Achievement Index Value Range 2010-2011 2011-2012 2012-2013 3 year Composite Exemplary 7.85 10 112 6% 131 7% 145 8% 91 5% Very Good 6.81 <7.85 281 15% 320 17% 347 18% 272 15% Good 5.86 <6.81 453 25% 508 27% 496 26% 539 30%