zilongwang/ReadingBank huggingface dataset:
Presenter on the Between Two Worlds National Campaign speaking/ exhibition tour Despite the lifetime of struggle and hardship, my mother didn’t become embittered. She was a tremendous force for good and for moving the Territory closer to the ideal of inclusiveness and equality for all. Her impact on people’s lives was broad and deep and on her passing in 2002, 2000 people turned out to pay their respects to this great Gurindji warrior woman and Territorian. Mum’s youngest brother—Jurlama Peter Limbunya—was born in 1928. Despite having his big sister stolen in 1922, they finally got to meet each other and establish a brother/sister relationship. first meeting occurred when he was 54 and Daisy was 67 yrs. of age. Uncle Peter was a senior law man and was a recognised practitioner and holder of medicine knowledge which he practiced across the region. These roles carried great responsibilities and obligations that he maintained with dignity. As mentioned earlier, their paths in lives took very different directions and for Uncle Peter, he worked and lived in slave conditions in the black’s camp at Limbunya station – part of Lord Vestey’s empire. Like all cattle station workers and their families, their movements were restricted, they worked for rations and they were subjected to extreme racist practices and harsh conditions. Nevertheless, they were able to maintain connection to country, language and culture. Uncle Peter was 38 in 1966, when the Wave Hill walk off commenced and like many of the strikers and their families put down their swags at Daguragu – the strikers encampment. He, along with his family stayed there until his death.
CART provided by A La CARTe Connection, Inc. CART Disclaimer: This rough edit transcript, which may contain missing, misspelled or paraphrased words, is only provided for your immediate review and is not certified as verbatim and is not to be cited in any way. >> Good morning ladies and gentlemen, we are so glad you're with us. Thank you so much for joining us for this this Webinar broadcast and introduction to the new ISP forms. This is Alan from OTAC. I'm joined today by my colleague, Danelle are you there. >> I am, good morning everyone, thank you for joining us. And also, I'm joined today by Marilee Bell from the office of developmental services hi Marilee. >> Are you with us Marilee? >> Good morning, sorry about that [chuckling]. Hello everyone. >> Good morning, we are glad you are with us as well. Also with us is Jeni from DHS OHA publications team. >> Good morning. >> Jeni has been working with us in a large part of the brains behind the development of the new PDF forms we will be taking a lot at throughout the conversation today. Thank you so much for joining us Jeni. And to get started, we wanted to invite everybody to locate the go to Webinar control panel that's on your screen. Locate that and important thing on that control panel will be a questions box. We invite your questions throughout the Webinar today. We may be able to respond to many of your questions online, live today. That's our hope. However there may be other questions we
So, number 3 here is this year, so this ISP year, the person wants to, and you want to check all that apply. They may want to retain their current job, advance this their current job, explore interests in individual integrated employment through employment path discovery or other time limited service. Get a new job, get an additional job or perhaps they are interested in retiring. So you will notice, as I was clicking on those buttons things were happening down here. I'm going to unselect them all really quickly. And show you another cool thing that included. So if the person is interested in working, and let's say they want to get a job. When you hit get a job, the desire employment act outcomes reveals themselves. We know if the person to get a job and wants to use ODDS services we want to create an desired out come for them. So that expired outcome will reveal itself so you know it helps to guide you so you need to complete the desired employment outcomes. Say the person is currently working, but they are no longer interested. So you will see at the bottom they are no longer interested in working. This warning will come up. It says this will uncheck any other options selected above. Do you want to continue? As you know the person can't have desired employment outcomes and be using the OODS funded serves and, also, have a decision not to explore employment. This is guiding you through to know you can't have both options so it will deselect any of the options and then what will
T: Okay, you also said this was a bit new. When does it feel like things have changed? C: I probably ... probably a couple, maybe six weeks ago ... but I see that as quite recent, when I would actually ... I’d get symptoms of, not exactly panic ... I don’t have a panic attack, but I can feel a rising sort of panic here (holds chest)… T: In your chest… C: Yeah, yeah, and then that can feel, can end up feeling a bit sort of nauseous there and having to really sort of breathe to just sort of calm down. Er, I’m not quite feeling that at the moment… T: Okay. C: But that happened, as I say, probably about six weeks ago, it happened for a couple of weeks and then just kind of levelled off again. And that was the first time I’ve ever experienced that. T: Okay, do you remember that very first time? C: I’m having difficulty remembering the very time. T: Okay, is there a time that comes to mind? C: I can of a time that’s representative of that. It might have been the first time. T: Okay, what came to mind? C: Er, feeling overwhelmed I think. Just being aware of the fact that I needed to go and do things, and some of the things were maybe things that I’d put off. And just feeling, just feeling as if there was, overwhelmed, too much going on. And yet when I sat down and tried to work it out, because I like to be able to do that, I like to be able to say 'this is connected to this', when I tried to put my finger on was there one specific thing, I couldn’t do that, there was a collection of small things which, when I looked at them each in turn… T: They were all manageable. C: … they were all manageable but the collective seemed to be a bit overwhelming really. T: Okay. Okay. And these things that felt overwhelming were they all placed, you know, to do with one aspect of your life or is this a kind of general…
temporary judicial chambers pending the completion of the full addition. It is imperative that that information be provided to this court at this time as scheduling of trials and other proceedings in this court is regularly done as long as 2 years out into the future. Justice Smith has consistently and tirelessly advocated on behalf of the Superior Court in Central West Region, for both timely judicial appointments and for the necessary courthouse facilities, so that the judges of this court can carry out their statutory duties, as they undertook to, at the time they took their oaths of office. On behalf of all of the judges in Central West Region, I wish to extend our sincerest thanks and gratitude for Chief Justice Smith’s efforts on behalf of our court and the citizens of Peel Region. All who seek justice in this courthouse are owed and deserve far better from the Province of Ontario. It must immediately step up and comply with its constitutional duty to those who live and work in Peel Region, as they deserve no less than that.
Transcription Guidelines for the Qatari Arabic Corpus (QCA) draft created by Fatima Abdulrahman, Oct. 19, 2011. Revised by Mohamed Elmahdy, May 28, 2013. Segmentation Segmentation should be done of 10 seconds maximum for each segment (delimited by breath, pause, etc.) Segmentation should be continuous through the whole final, in other words, the end of one segment should be the start of the next segment. There should be no gaps between segments. Transcription Conventions: Transcription should be typed in Arabic. Transcription should be faithful to the audio and not to what is correct or supposed to be or sound like. Diacritic marks will be written in all cases. Stressed and emphasized words should be between { }. Truncated words should be written truncated exactly as pronounced. Differentiate between the different cases for Hamza ( أ ، إ ، آ ، ا ). Alef Maksura (ى) should not be written as "ي" and vice versa. In the tier of speaker name; the name, and the gender: [Male] or [Female] should be included. If the speaker name is not known, a unique ID is assigned to that speaker. The identity of the speaker should be included in the formality tier. Regarding the Teh Marbuta; the two dots will be added without diacritics if the [t] is not pronounced. If it is pronounced [t], it should be transcribed with a diacritic mark. English utterances must be written both in Arabic and English as << Arabic >> (English) ]untrans[ is used to indicate segments that are difficult to transcribe. The following table shows the non-standard Arabic letters that are used to indicate Arabic sounds and how they should be
Transcription produces: codon 1 codon 2 codon 3 codon 4 codon 5 codon 6 Beginning of Sickle Cell Hemoglobin mRNA Translation produces: amino acid 1 amino acid 2 amino acid 3 amino acid 4 amino acid 5 amino acid 6 Beginning of Sickle Cell Hemoglobin Protein 26. Complete the above table. Use the table below to help with translation. mRNA codon ACU CAU CCU CUG GAG GUG Corresponding amino acid Thr (Threonine) His (Histidine) Pro (Proline) Leu (Leucine) Glu (Glutamic acid) Val (Valine) 27. Compare the amino acid sequence for the beginning of sickle cell hemoglobin vs. the beginning of normal hemoglobin. What difference do you observe? Sickle cell hemoglobin and normal hemoglobin differ in only a single amino acid out of more than 100 amino acids in the complete hemoglobin protein. This difference in a single amino acid results in the different properties of sickle cell hemoglobin compared to normal hemoglobin. Hemoglobin is carried inside red blood cells. Normal hemoglobin dissolves in the watery cytosol of red blood cells. Sickle cell hemoglobin tends to clump in long rods instead of dissolving in the cytosol. One reason why is: Valine (Val) is much less water-soluble than glutamic acid (Glu). acid 6 is in a crucial location on the outer surface of the hemoglobin protein. This shows how this difference between sickle cell hemoglobin and normal hemoglobin results in the symptoms of sickle cell anemia. Genotype Protein Phenotype (characteristics) 2 copies of the allele that codes for normal hemoglobin (SS) Normal hemoglobin dissolves in the cytosol of red blood cells. Disk-shaped red blood cells can squeeze through the small blood vessels normal health 2 copies of the allele that codes for sickle cell hemoglobin (ss) Sickle cell hemoglobin can clump in long rods When sickle cell hemoglobin clumps in long rods sickle-shaped red blood cells block small blood vessels reduced oxygen supply
6. Use the information in the above figure to complete this table. Base-Pairing Rules for Complementary Nucleotides: between the two strands of a DNA double helix between DNA and RNA (during transcription) G with C. G pairs with ____. T pairs with A. T in DNA pairs with ____ in RNA. A in DNA pairs with ____ in RNA. The base-pairing ensure that the nucleotide sequence in the gene in the DNA is copied into a corresponding nucleotide sequence in the mRNA molecule. The enzyme RNA polymerase plays a crucial role in transcription. Specifically, RNA polymerase: the two strands of a DNA double helix mRNA by adding RNA one at a time uses the in a gene in the DNA to
Next Select Transcript/Copy Request from a Digital Audio Recording as the Event and select the filer. For criminal cases only, confirm the correct defendant(s) has been selected. SKIP this step for civil cases. Select if you would like a transcript of the audio recording or a copy of the digital audio recording itself and click Next.
Emeritus Board Members Margit Meissner – Montgomery County Public Schools (retired) Judith Borten, Ph.D., (hon.) – OSAE Advisory Committee (retired) William Borten, Ph.D., (hon) – CEO, Atlantic Research Company (retired) TransCen, Inc. 401 N. Washington Street Suite 450 Rockville, MD 20850 301-424-2002 (voice) 301-309-2435 (tty) 301-251-3762 (fax)
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how much do you think you could improve your revenue by and/or reduce your overheads by? So set some targets for that and my targets were the 6, 1, 5, yours might be slightly different. Having set those targets what are you going to do to actually make them happen? And you might pick up on some of the options we have given you in some of the slides here. Remember we will be talking about variable [audio break] [1:11:00] Webinar 4 so primarily the homework is around revenue and overheads. Things around your labour, your machinery usage, your other general sort of overheads as well. So that is the homework activity, thanks very much guys, have a good week, have a great Easter, have a safe Easter if you are driving anywhere. End of transcript
DEATH and the AFTERLIFE… WALT WHITMAN “When I Heard the Learn’d Astronomer” “O Captain, My Captain!” Whitman is among the most influential poets in the American canon, often called the father of . He was a transcendentalist, but also very patriotic. Many of his poems deal with personal freedoms, the pursuit of knowledge, and upholding American ideal. “When I Heard the Learn’d Astronomer” – Walt Whitman Pre-reading: In the below, spend 10 minutes free-writing about a time when you found yourself daydreaming because something you expected to be interesting was dull and tedious. Post – reading: After analyzing the poem, how did Whitman’s description compare with your experience?
Transcendental Elements (25 points) In order to receive full credit, the student must clearly embody transcendental characteristics in the writing. Proper choices in analysis, quotation, link to course study, etc. must accurate relate to our unit of study and must clearly display student understanding. Causes for deduction: lapses in content, vague/underdeveloped elements of literary period, missing/incorrect content, etc. Adherence to Assignment Requirements & Aesthetics (25 points) In order to receive full credit, the student must complete all elements of the chosen written project. Causes for deduction: the student did not complete all elements of the assignment, underdeveloped performance of assignment requirements, incompleteness, incorrect analysis of required elements, vagueness and lack of insight and analysis, etc. Further deductions will result from sloppy work, illegible handwriting, errors in conventions and spelling, lack of proper citation (when needed), and from responses that should be lengthened to fully achieve the purpose of the activity. TOTAL (50 points possible):
First Mate: Well, I’ll tell you how it is, Captain, Sir. You see the Second Mate left his laundry hangin’ on it yesterday morning. Captain: That’s what all that red stuff was hanging up there on the —. First Mate: Yeah, sweaters! Captain: Sure— First Mate: Ha-ha-ha-ha-ha-ha-ha-ha-ha— Captain: Well, head over to the larboard, First Mate. First Mate: Over to the aft, Sir? [?] Captain: No, over at the starboard. First Mate: You mean the lardbarrel. [?] Captain: Sure, awright, the lard barrel, First Mate. And let’s have a tune going into the old Illinois river. Tune for all the folks in Illinois.[calliope]Here we are at St. Louis, First Mate. First Mate: St. Louis, sure enough. Captain: Who’s that over there onshore? First Mate: Well, that’s Rip VanWinkle. Captain: No, that’s Jack and Gene. First Mate: Sure enough. Captain: Can we pick ’em up? Mate: Let’s do it, sir. Captain: Throw out the gangplank. [Break in continuity] Captain: WLS, the Sears Roebuck station, Chicago. [foghorn]The WLS Showboat, the Floating Palace of Wonder. First Mate! First Mate: Aye, aye, Sir. Captain: Jack and Geneon board? First Mate: I don’t know, Sir. Captain: Well, find out. First Mate: Jack and Gene? Jack & Gene: Yes. First Mate: They’re onboard. Captain: All right. Get in the gangplank. We’re heading for New Orleans. First Mate: Haulin the gangplank, Second Mate.[response]The gangplank’s in, Sir. Captain: Allright, here we go on our way to New Orleans on the WLS Showboat, the Floating Palace of Wonder. And Jack and Gene, have a good time in St. Louis? Jack: Sure did— .. . I just left my girl. You know what she told me? Gene: No, what? Jack and Gene: I’m saving Saturday night for you Nobody else will do.
Transcript of Records Sending institution: Ostfalia University of Applied Sciences Country: Germany Faculty of: Department of: Name of student: Sex: female male Date of birth: Place of birth: Enrolment date: Enrolment no.: Receiving institution: Country: Faculty of: Department of: Course unit code (1) of the course unit (2) Duration of course unit (3) Ostfalia grade (4) ECTS- grade (5) ECTS- credits (6) Pending courses The student has currently registered for the following courses. The respective ECTS credits will be awarded after passing the exams at the end of the semester.
Transcript of Records for the purpose to study abroad for one or two semesters Name, Name: Date of Birth (dd/mm/yyyy): Place of Birth: Degree Programme: Student ID: Subject Area: e.g English Module Semester/Date (WiSe: Fall Sem.; SoSe: Spring Sem.) Mark Status Attempt Module 1: Introduction to English Introduction to TEFL (Secondary) Introduction to Linguistics Introduction to Literary and Cultural Studies Academic Research, Writing and Presentation Examination for this module 1 in English Subject Area: Module Semester/Date (WiSe: Fall Sem.; SoSe: Spring Sem.) Mark Status Attempt Module 1: Subject Area: Educational Science Module Semester/Date (WiSe: Fall Sem.; SoSe: Spring Sem.) Mark Status Attempt Module 1: Educational Science: Education, Teaching, Learning and Teaching Profession
small portion, a portion according to their income, to show that they value the early childhood service. So this is a very different idea about the relationship between a society and its obligation to children and families. George Megalogenis So if you were to construct - we’re obviously in an setting. Sharon Lynn Kagan Yeah. George Megalogenis But we’re also in an Anglo setting in a very diverse population. Sharon Lynn Kagan Yes. George Megalogenis Australia, certainly in the south east corner, our capital cities are more Eurasian I think than Angle/European in - - - Sharon Lynn Kagan Right. George Megalogenis - - - of the change in our population mix. So if you were to take something from the Nordic example and an Asian example, how would you adapt something which you know within an Anglo culture we’d pick up? Without going too specific, you know, in advice, what do you think we’re not doing right at the moment, that we can pick up from some of these other models? Sharon Lynn Kagan I feel both overjoyed by the question, and somewhat handicapped in my ability to respond to it, because I am not from Australia, - - - George Megalogenis Yeah. Sharon Lynn Kagan - - - although I’ve spent a lot of time. And if you really do believe in culture it really then would be presumptuous of me to respond totally. But let me give you a couple of examples. I am very, very taken with Finland’s commitment to individualising services for young children. And I believe that that speaks whether you’re dealing with a homogeneous culture or a vastly heterogeneous culture. Children vary. They vary in part because of their culture, but also because just of the developmental characteristics they bring. So I think some notion of a stronger attention to individualisation and to helping teachers really observe young children’s behaviour, helping actually all conditions not just people who are working in classrooms, but the entire medical field, to really understand behaviour and then to try to plan for it is a takeaway that we all might learn from. George Megalogenis And could I just take - I was also taken by the Singapore and Korean examples.
Introduction: Transducers are devices used to transform one kind of energy to another. When a transducer converts a physical quantity (sound, pressure level, optical intensity, magnetic field, etc.) to an electrical voltage or an electrical current we call it a sensor. When the transducer converts an electrical signal into another form of energy, such as sound, light, or mechanical movement, it is called an actuator. As an example in figure 1, transducers are used in to convert signals of various physical forms to , and vice versa. In this example, the first transducer could be a , and the second transducer could be a . Figure 1: Transducers in a communication system A transducer is made of three blocks: an input (physical parameter), a sensor and an output (electrical signal) as shown in figure 2. Figure 2: Transducer Structure Classification of transducers: The classification of transducers is made on the following basis: 1. Based on the physical phenomenon: Primary transducer and Secondary transducer. 2. Based on the power type Classification: Active transducer and Passive transducer. 3. Based on the type of output: Analog transducer and Digital transducer. 4. Based on the electrical phenomenon is a best Classification of Transducer:
The serial port can also be changed on the “Ports” tab. HyperTerminal will display the test page immediately if the serial port is working. If no test page prints: The serial port is not functional Or the cable is connected to the wrong port. Or the null modem cable is bad Troubleshooting POS connections The following details the standard POS cable connections required for data communication between the Digital Video and Data Recorder (DVDR) and the POS. If troubleshooting POS communication and all settings are correct on both the DVDR and the POS, check the physical crimps and the standard pin outs. Standard DB9 – RJ45 Adapter 1 – Blue DCD Data Carrier Detect 2 – Orange RxD Receive Data 3 – Black TxD Transmit Data 4 – Red DTR Data Terminal Ready 5 – GND Ground 6 – Yellow DSR Data Set Ready 7 – Brown RTS Request To Send 8 – White CTS Clear to Send Standard Cat5 1 – Orange/White 2 – Orange 3 – 4 – Blue 5 – Blue/White 6 – 7 – White/Brown 8 – Brown Crossover Cat5 Side 1 Side 2 1 – Orange/White Green/White 2 – Orange 3 – Green/White Orange/White 4 – Blue Blue 5 – Blue/White Blue/White 6 – Green Orange 7 – White/Brown Brown/White 8 – Brown Brown This is a serial interface that connects to the Aloha Back Office computer. Select an available serial port on the Back Office. Standard female DB9 – RJ45 adapter at the DVDR and at the Aloha Back Office Use a standard Cat 5 Cable from POS to DVDR with RJ45 Connectors on both ends. Plug cable into both DB9 – RJ45 adapters at the DVDR and the Aloha Back Office.
A comprehensive evaluation of the initiative was undertaken in 2010. The final report, is available for download. In 2011, a targeted follow-up evaluation was conducted. Early Childhood Professionals, Prep Teachers, and those working in Outside School Hours Care (OSHC) services were surveyed. The aim and response rate of each survey is outlined below: Aim of survey Responses Childhood How are early childhood engaging with Transition 630 teachers (89%) Prep Teachers How valuable is the in each section of the How have been used the first 914 (73%) Catholic (14%) (11%) Outside School Hours Care What is the level of of the Transition Initiative and Are OSHC services using 151 Statement Statement
User Information Form Group Administrators Shippers Carriers Group Administrators, Shippers and Carriers require role privileges in TRANSCOM above 'read-only’. These users are considered 'trusted users'. To comply with DOE direction, 'trusted users' will require background verification if they do NOT possess either a security clearance (L, Q, secret or top secret) or federally issued HSPD12 badge. If applicable; TRANSCOM personnel will send background verification forms to the User for completion and submittal. The background verification will be performed by TRANSCOM security sub-contractor (NetGain Corp). Please provide security clearance or HSPD12 information below if applicable. Organization Name User Role Group Admin (manage read only users within organization) Shipper (schedule shipments in TRANSCOM) Carrier (manage – vehicles, transponders, driver information) Upon completion of training and background verification (if applicable), TCC staff will create 'trusted user' accounts (Group Admin, Shippers and Carriers) and provide login information to the User. Group Administrators will be responsible for creating and managing read only users within their organization. If your organization has more than 10 TRANSCOM Users, you may request an additional Group Administrator by having them complete and submit this form. First Name Last Name Title Physical Address (Address Line 1) (Address Line 2) (City)(State) (Zip Code) Phone Numbers(s) (Office) (Mobile) (Fax) Email Address US Citizen Yes No (DOE/CBFO Approval Required) Clearance Type Clearance Issue Date HSPD12 badge expiration TRANSCOM Communications Center – Completion DOE/CBFO Approval (only if not US Citizen) Date:
Development Matters - Age Bands on Transition Please note that the Early Learning Goals are national expectations for most children to reach by the end of the Reception year. Name: Date: (Tick the box that best fits the child`s stage of development) 16 to 26 months 22 to 36 months 30 to 50 months 40 to 60 months Early Secure E S E S E S Personal, Social and Emotional Development Making relationships Self-confidence and Self-awareness Managing feelings and behaviour Physical Development Moving and handling Health and self-care Communication and Language Listening and attention Understanding Speaking Literacy Writing Mathematics Numbers Shape, space and measure Understanding the People and communities The world Technology Expressive Arts and Design Exploring and using media and materials Being imaginative Characteristics of Effective Learning (please comment) Playing & Exploring Active Learning Creating & Thinking Critically Finding out & exploring Playing with what they know Being willing to ‘have a go’ Being involved & concentrating Keeping on trying Enjoying and achieving what they set out to do Having their own ideas Making links Choosing ways to do things Please make comments personal to the child, using the examples below as guidance.
A – This is my job since last 6 April and I have not been receiving taxable Jobseeker’s Allowance, Employment and Support Allowance, taxable Incapacity Benefit, State or Occupational Pension Yes B – This is now my only job but last 6 April I have had another job, or received taxable Jobseeker’s Allowance, Employment and Support Allowance or taxable Incapacity Benefit. I do not receive a State or Occupational Pension. Yes C – As well as my new job, I have another job or receive a or Occupational Pension. Yes Declaration I understand the recruiting organisation may contact my current department to validate the information I've provided on this form. I consent to the data I have provided being processed for HR-related purposes. If you have any concerns about the use of your information, please see our . Candidate: Please confirm the above information is correct and you agree the declaration statement above Yes Date: Section B (to be completed by the candidate’s current line manager) Name Work Email Address Was the candidate originally recruited through fair and open competition? Yes No Unable to confirm Has the candidate completed their probation? Yes No Unable to confirm If no, please provide reason and expected end date *Are there any live or ongoing disciplinary procedures that will prevent the individual taking up this role? *Not applicable for externally advertised vacancies Yes No Unable to confirm If yes, please provide a summary of any restrictions Does the candidate have a right to work in the UK Yes No Unable to confirm Current Visa Expiry Date – DD/MM/YY or NA Please confirm the level of security clearance stated at section A Yes No Unable to confirm Line Manager: I confirm the information I have provided is correct Yes
Material Management/Shipping/Receiving/General Operations/Transfer Order Receipt Stock Detail Screen will appear Material Management/Shipping/Receiving/General Operations/Transfer Order Receipt Either scan in receiving bin – or - type in – or - Choose from drop down search listing. Click OK The Receiving warehouse will default to the receiving warehouse for your plant, can change if needed. Material Management/Shipping/Receiving/General Operations/Transfer Order Receipt Click Save.
Transfer Planning Meeting template Child details: PARIS number: What are we worried about? What's Working Well? What Needs to Happen? From evidence and assessment on a scale of 0 – 10 where would you place the safety of this child (O being unsafe – 10 being safe) (------- 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 ------) From evidence and assessment on a scale of 0 -10 where would you place any change for the parents / carer to meet the child needs (------- 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 ------) On a scale 1 – 10 when 1 is not doing very well and 10 is doing really well where would you place yourself?
(------- 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 ------) (0 being no change – 10 being adequate change) Danger statement Discussion Notes Present: Social Worker: Personal Advisor: Adult Services Social Worker ( 2nd TPM)
Minimum requirement to be monitored Lead Tool Frequency of Report of Compliance Reporting arrangements Lead(s) for acting on Recommendations 100% of transfers meet the requirements specific to each patient Operations Centre Manager Random audit of 30 sets of medical records Annually Policy audit report to: Professional Nursing and Midwifery General Manager Operations / CSC Heads of Nursing 100% of documentation that accompanies a patient when transferred is accurately completed Operations Centre Manager Random audit of 30 sets of medical notes Annually Policy audit report to: Professional Nursing and Midwifery Forum. General Manager Operations / CSC Heads of Nursing 100% of out of transfers comply with the requirements of this policy Operations Centre Manager Random audit of 30 sets of medical notes for patients transferred out of hours Annually Policy audit report to: Professional Nursing and Midwifery Forum. General Manager Operations / CSC of Nursing This document will be monitored to ensure it is effective and to assure compliance.
EQUALITY IMPACT SCREENING TOOL To be completed and attached to any procedural document when submitted to the appropriate committee for consideration and approval for service and policy changes/amendments. 1 - Screening Title of Procedural Document: Transfer Policy (Adults) Date of Assessment 20/09/2017 Responsible Department Name of person completing assessment Linda Field Job Title Head of Nursing for Older People Rehabilitation and Stroke Services Does the policy/function affect one less or more favourably than another on the basis of : Yes/No Comments Age Y Adults only – separate paediatric policy Disability Learning disability; physical disability; sensory impairment and/or mental health problems e.g. dementia N Ethnic Origin (including gypsies and travellers) N Gender reassignment N Pregnancy or Maternity N Race N Sex N Religion and Belief N Sexual Orientation N If the answer to all of the above questions is NO, the EIA is complete. If YES, a full impact assessment is required: go on to stage 2, page 2 More Information can be found be following the link below Stage 2 – Full Impact Assessment What is the impact Level of Impact Mitigating Actions (what needs to be done to minimise / remove the impact) Responsible Officer Nil impact
Relationships; Personal and professional relationships are up to date In ‘Allocations’, close down ‘Team’ and ‘Primary worker’ Personal details; Ensure all telephone numbers and addresses are up to date Under ‘Roles’, close ‘Client’ role ‘Classifications’ close ‘CIN episode’ and ‘Child in Need Code’ (if applicable) Under ‘Classifications’ ensure ‘Religion’ and ‘Language’ are accurate Assessments; Check all assessments are authorised and any duplicates are removed from system File Destruct Year Form completed There are additional steps that must be taken if the case was a Private Fostering case – see ‘’. 3.3 Care Store Checks The allocated social worker must ensure; The Chronology is up-to-date The Genogram is accurate and complete All closure letters have been uploaded
Dear <NAME> Police Pension Scheme 1987 (PPS1987) We are pleased to inform you that following commencement of your employment with <INSERT EMPLOYER NAME> you are a member of the Police Pension Scheme PPS 1987 and all of the benefits that this provides. Kier administer the scheme on behalf of the force and further information including a comprehensive guide to the scheme can found at .co.uk. The site is a hub of pension information which will hopefully serve you well during your career and in your retirement. You are automatically a member of the PPS from <INSERT DATE> and contributions will be deducted from your pay at the rate of <INSERT % CONTRIBUTION RATE> from this date; if you are a taxpayer, these contributions benefit from tax relief. Also enclosed with this letter is a form that you may need to complete. Previous employment history You need to complete this form if you have pension scheme membership with another police force and/or are considering transferring previous pension rights accrued prior to joining PPS1987. Please note that if you are not a protected member of the PPS1987 and are due to transition into the PPS2015 the election to transfer must be made before this date to enable it to count towards your PPS1987 benefits. If you decide to transfer after this date then this would provide benefits in the PPS2015. Member Self Service (MSS) Kier Pensions Unit provide an online pension service that allows you to view your personal details, access annual benefits statements produced by them and to calculate your own retirement estimates. Ordinarily we would expect this service to be available to you within approximately 6 weeks after your employment has commenced (allowing for the creation of your payroll and pension records). We recommend that you register for this facility and can do so from the following link and instructions Please click the following web link: [We recommend you add this page to your Internet Browser ‘Favourites’ to make it easier to login again in the future.] Click “Sign Up”.
Force / Station / Department Rank / Position Held Dates from / To Reason For Leaving (e.g. promotion) PRE OSPRE Exam Candidate Number Status Date Achieved Constable to Sergeant Part 1 Constable to Sergeant Part 2 Sergeant to Inspector Part 1 Sergeant to Inspector Part 2 Conducts and Complaints Are you currently involved in any complaint or misconduct investigation? If YES, please provide brief details. Please detail any information you reveal to CPS via an MG 6B. Please note, we will contact your force for verification of your misconduct and complaints history. Driving skills Do you hold a current driving licence? YES / NO Have you any endorsements on your licence? If YES, how many? Business Interests Do you currently have any job or business interest, which you intend to continue should your transfer be successful? YES / NO
About your family Please tell us about your family (wherever they live), and any other adults living at your address. Continue on a separate sheet if necessary. Please complete all sections or your application will be delayed. Relationship to you (delete as appropriate) Full Name (include previous surnames and name at birth, if different) Full Address (including postcode, if known)
Yourself Date of Birth: Place of Birth: _________________ Full Name: Maiden / Previous Name(s): Address: Your spouse or partner Date of Birth: Place of Birth: _________________ Full Name: Maiden / Previous Name(s): Maiden Name(s): Address: Your father Date of Birth: Place of Birth: _________________ Full Name: Previous Name(s): Address: Your stepfather or mother’s partner Date of Birth: _________________ Place of Birth: _________________ Full Name: Maiden / Previous Name(s): Address: Your mother Date of Birth: Place of Birth: ________________ Full Name: Maiden / Previous Name(s): Address: Your stepmother or father’s partner Date of of Birth: Full Name: Maiden / Previous Name(s): Address: Your brother or sister (Full / half / step etc) Date of Birth: of Birth: Full Name: Maiden / Previous Name(s): Address:
Service Particulars of Deputy Directors, State Audit who have completed Five years of service as on 01-06-2016 S.No Name of the Deputy Director Sri/Smt Office in which working Date of Birth Native Dist Period of stay at present station/present office in all cadres as on 01-06-2016 From Period in years, months and days 1 2 3 4 5 6 7 1 R Hari Prakash Examiner of Accounts, MC, Tirupathi 01-04-1963 Chittoor 28-05-2007 9y 0m 4d 2 K B N S Latha DD, SA, Andhra University, VSP 07-03-1965 Guntur 07-07-2005 10y 10m 25d 3 D Vijaya Bharathi RDD, SA, Z-I, VSP 06-08-1965 Visakhapatnam 04-10-2008 to as Accounts Officer in VUDA, Vizag 23-02-2015 to Till date as RDD, Zone I Visakhapatnam 6Y 2M 11D / 1Y 3M 9D 4 A Kanaka Durga Devi Directorate, Hyd against the post of Joint Director 09-04-1965 Guntur 23-03-1992 to Directorate. 16-03-2006 to Finance Offiocer in APSWREI Society, Hyd 18-01-2010 to till date in Directorate 13Y 11M 19D/ 3Y 9M 16D/ 6Y 4M 14D
5 S Sreenivasulu Examiner of Accounts, MC, Kakinada 01-01-1962 Kadapa 12-08-2009 6y 9m 20d Sd/- D Srinivasa Rao DIRECTOR (FAC) Service Particulars of Deputy Directors, State Audit who have completed Three years of service but not Five years as on 01-06-2016 S.No Name of the Deputy Director Sri/Smt Office in which working Date of Native Dist Period of stay at present station/present office in all cadres as on 01-06-2016 From Period in months and days 1 2 3 4 5 6 7 1 E Ashok Mourya Examiner of Accounts, MC, Eluru 19-02-1962 West Godavari 21-12-2011 4y 5m 11d 2 M V Prasad Examiner of Accounts, MC, Vijayawada 05-01-1963 Krishna 21-12-2011 4y 5m 11d Sd/- D Srinivasa Rao DIRECTOR (FAC)
1 2 3 4 5 6 7 8 9 1 D Karunanidhi DR SA Asst. EOA, MC, Kadapa 22-07-57 Chittoor 22-11-2008 Till 7y 6m 10d 2 B R Kranthi Kumari DR AAO Directorate 24-05-76 ATP 07-02-2007 Till 9y 3m 15d 3 M B Ramesh Kumar DR AAO Directorate 22-02-70 NZB 18-01-2008 Till 8y 4m 14d Sd/- D Srinivasa Rao DIRECTOR (FAC) AUDIT OFFICERS WORKING IN MULTI ZONE-II who have completed 3 years of service but not completed 5 Years as on 01-06-2016 S. No Name of the Audit Officer Sri/Smt Whether DR or Promotee Office in which working Date of Birth Native District Period of stay at present station in all cadres
BARTON ACT 2600 AUSTRALIA The department will also be in regular contact with the prisoner while their application is being processed. List of participating countries The following countries are ‘transfer countries’ the International Transfer of Prisoners Scheme: Albania Andorra Armenia Austria Azerbaijan Bahamas Belgium Bolivia Bosnia and Herzegovina Bulgaria Cambodia* Canada Chile China China (Hong Kong Special Administrative Region) Rica Croatia Cyprus Czech Republic Denmark Ecuador Estonia Finland France Georgia Germany Greece Honduras Hungary Iceland India Ireland Israel Italy Latvia Liechtenstein Lithuania Luxembourg Malta Mauritius Mexico Moldova Mongolia Montenegro Netherlands Norway Panama Poland Portugal Romania Russia San Marino Serbia Slovakia Slovenia Spain Sweden Switzerland Thailand The Former Yugoslav Republic of Macedonia Tonga Trinidad and Tobago
Croatia Cyprus Czech Republic Denmark Ecuador Estonia Finland France Georgia Germany Greece Honduras Hungary Iceland India Ireland Israel Italy Japan Korea Latvia Liechtenstein Lithuania Luxembourg Malta Mauritius Mexico Moldova Mongolia Montenegro Netherlands Norway Panama Poland Portugal Romania Russia San Marino Serbia Slovakia Slovenia Spain Sweden Switzerland Thailand The Former Yugoslav Republic of Macedonia Tonga Trinidad and Tobago Turkey Ukraine United Kingdom United States Venezuela Vietnam. * A treaty between Australia and Cambodia on the transfer of prisoners is in but is currently only operational in respect of transfers from Cambodia to Australia.
15 to Finish Graduation Starts Now…Take 15! 15 to Finish is an exciting campaign that encourages Johnston Community College students to graduate in a timely manner by completing at 15 credits a semester, or 30 a year which could include the summer term. Most full-time students take less than 15 credit hours and do not finish in the time frame they anticipated they would, which in turn adds to the costs of extra semesters. As we all know, not all students will be able to take 15 credits per semester, however one of the goals of this effort is to provide critical information about what it takes to graduate in a timely manner. In doing so, this ensures students are making informed decisions about course loads and the costs associated with their academic pathways. NC Tuition Promise Tuition Reduction at Schools Starting in the fall of 2018, $500 in-state tuition will go into effect at three campuses — the predominantly white Western Carolina University, the historically black Elizabeth City State University, and the University of North Carolina at Pembroke, a historically American Indian institution — and the state will provide the system with up to $40 million each year to fill the revenue gap. Per-semester tuition for out-of-state students will drop to $2,500, from between $7,000 and $8,000. And new students at other UNC campuses will pay a fixed tuition rate if they graduate within four years. Leaders of the affected campuses say that the tuition plan has many more pros — first and foremost, making college more affordable — than cons. “We three are ecstatic,” said Robin G. Cummings, Pembroke’s chancellor, of himself and his colleagues. The institutions are geographically spaced out across the state, and lawmakers who backed the bill touted the convenience of $500 public-college tuition within 150 miles for each state resident… The actual cost of a semester at these campuses will not become $500. The $500 figure does not cover non-tuition expenses like fees, room, and board. At Western Carolina, for instance, an academic year costs around $17,000 for undergraduate students living on campus with a meal plan. While tuition in the fall of 2018 will drop by about 75 percent from its current level, cost of attendance will remain around $14,000, said David O. Belcher, the chancellor, in an email.” Carolina is taking a step in the right direction to make college more affordable. It appears committed to the funding side of the new
Participant details Title Family name First name(s) Preferred name Job seeker ID Reason for transfer Participant signature: ………………………………………………………… Date: ………………………………………………… Current ParentsNext Provider details Site code and organisation code Contact name Site name Telephone Email Transfer approval details—Current ParentsNext Provider Approved Yes No If no, why? Approved by Position/title Approving officer signature: ……………………………………………………… Date: …………………………………………………………………… Proposed ParentsNext Provider details Site code and organisation code Contact name Telephone Email Transfer approval details—Proposed ParentsNext Provider Approved Yes No If no, why? Approved by Position/title) Approving officer signature…………………………………………………… Date: ……………………………………………………… Current ParentsNext Provider – Please tick this box to acknowledge that if all parties have agreed to the transfer it has been entered into the Department’s IT Systems.
Do not include the plus (+) sign in this 6.57 Record identifier – must be set to TRDR. 6.58 Transaction date – the date the transaction took place. It must be provided in the format CCYYMMDD. 6.59 Balance before transaction – the number of securities held at the start of the reporting period or before the current transaction is taken into account. 6.60 CHESS transaction reason code – the 3 character code which gives a reason for the transaction as specified by CHESS. If the transition does not have a CHESS code this field must be blank filled. 6.61 Transaction reason code – a code advises the reason for the transaction. Valid values are: ALT – allotment ALP – allotment – partially paid TDP – Tax deferred payment DVS – divestment RWR – restructures with rollover available RNR – restructures with no rollover available INF – Information statement 6.62 Transaction sub-type code – a code that advises the sub-type of the transaction reason code. Where theTransaction reason code field is reported as ALT – allotment, valid values are: INV – investment (buy) CON – conversion EXC – rights/Option exercise IPO – FLOAT/IPO DRP – dividend reinvestment plan BSN – bonus shares not treated as a dividend BSD – shares treated as a dividend Transaction reason code field is reported as ALP – allotment – partially paid, valid values are: IPO – FLOAT/IPO BSN – bonus shares – not treated as a dividend BSD – shares treated as a dividend PAR – generic partially paid allotment