zilongwang/ReadingBank huggingface dataset:
South Yorkshire Fire & Rescue Service – Work Experience Scheme 2018 Placement Options Department Content Placement Duration Location Community Safety The student will gain valuable experience out in the community interacting with all age ranges offering advice and support alongside our experienced community safety team. They will gain experience in everything that the team efficient and effective; from resource management, data inputting and general daily administration and work routines. Work includes schools education, specific events, targeted educational interventions, home safety checks and smoke alarm fitting. The individuals will benefit from working in a team environment building confidence and a greater understanding of community safety work. 1 week Lifewise Centre, Hellaby, S66 8LB Civil Protection & Business Continuity Emergency Planning – Working with the Emergency Planning Officer and Emergency Planning Assistant supervision at all times. Mainly Office based, but with some external partner meetings and potential for site visits. May carry out work relating to Contingency Planning, Business Continuity, Protective Security, Exercising of plans dependent upon the department workload at the time. Involved in the preparation and maintenance of spreadsheets and reports using Office software. This placement will also include some time spent at our Training & Development Centre gaining an insight into the facility, the training and the instructor roles. 2 weeks CHQ, Eyre Street, Sheffield, S1 3FG Human Resources This placement will allow a student to spend time in the HR department. Time will be divided between the Employee Relations team and the Organisational Development team. Duties may include shadowing HR advisors, learning about the processes and systems used with HR and some general administration tasks. The placement will also include a research project & include feedback of findings to relevant members of the HR team. 1 or 2 weeks CHQ, Eyre Street, Sheffield, S1 3FG Performance Data & Research The placement in the Data team would be based at the Fire Service Headquarters in Sheffield. It would include carrying out data analysis (excel spreadsheets) on anonymised non sensitive data pertaining to secondary 1 or 2 weeks CHQ, Eyre Street, Sheffield, S1 3FG
Company Briefing – various people speak about their different roles within your business. Mentoring – where an individual student meets on a regular basis with an employee to enhance their motivation, knowledge and skills. Teacher Placement – allows the teacher to identify the possibilities for learning within the workplace and gain an appreciation of the types of work carried out. Work Experience Placement Diary – Example Use this form to record the daily tasks and activities you carry out during your work experience placement. Work experience programme for John Smith At ABC Motors Day / Date Morning Where Afternoon Where Monday 14th June Induction with Jim Brown, Administration Manager. Was shown around dealership and met the people I will work with during my placement. Issued with overalls and boots. Agreed with Mr Brown my programme for the week. Office Went to service reception and helped the receptionist record details on the computer and passed job cards on to the workshop. Did the task to find out the repair status of the sales car damaged in a crash. Reception Tuesday 15th June Worked with technician servicing a Volvo. Helped check systems on a new car before it went out for delivery to the customer. Chris showed me how to check tyres for wear to make sure they are safe & legal. Service Workshop Helps Chris to find a fault with a car that had no heater fan. Used special equipment to test wiring and found a faulty switch, fitted a new one. Helped John do an MOT on a Fiesta. Service Workshop Wednesday 16th June Helped Bob in the parts department put spare parts into correct bins and used computer to find parts. Did exercise set by Mr Brown to get parts ready for delivery van. Department Built display and put up posters for new oil promotion. Served mechanics at workshop counter. Parts Department
Day / Date Morning Where Afternoon Where Monday 14th June Induction with Jim Brown, Administration Manager. Was shown around dealership and met the people I will work with during my placement. Issued with overalls and boots. Agreed with Mr Brown my programme for the week. Office Went to service reception and helped the receptionist record details on the computer and passed job cards on to the workshop. Did the task to find out the repair status of the sales car damaged in a crash. Reception Tuesday 15th June Worked with technician servicing a Volvo. Helped check systems on a new car before it went out for delivery to the customer. Chris showed me how to check tyres for wear to make sure they are safe & legal. Service Workshop Helps Chris to find a fault with a car that had no heater fan. Used special equipment to test wiring and found a faulty switch, fitted a new one. Helped John do an MOT on a Fiesta. Service Workshop Wednesday 16th June Helped Bob in the parts department put spare parts into correct bins and used computer to find parts. Did exercise set by Mr Brown to get parts ready for delivery van. Parts Department display and put up posters for new oil promotion. Served mechanics at workshop counter. Parts Department Thursday 17th June Went to training show on new car with department. Unpacked new car sales displays and posters. Training Room Set up new promotion in showroom. Put up posters and displays in windows. Helped move cars in from transporter and clean them. Showroom Friday 18th June Did a challenge in sales department where I had to find best car for the Smith family. Showroom & Office Got to see what the office does with Steve and then Mr Brown had a chat about my week. Filled in my forms. Office Work Experience Placement Diary Use this form to record the daily tasks and activities you carry out during your work experience placement. Work experience programme for At Day / Date Morning Where Afternoon Where
arising from technical studies? 10 What were the reasons for any delay(s)? If “Other”, please describe: 11 Were Indicative Terms provided to support Concept Selection? 12 Did the enquiry proceed to negotiation phase? If Yes, skip Q13/14 and proceed to Negotiation 13 Were there any technical or commercial “blockers”? 14 What were the blockers? If “Other”, please describe:
Excerpt from An Unlikely Heroine 1Teresa gasped and sputtered as she ran a final lap around the gym. Most of the other players had already completed the half-mile run; however, Teresa was only now crossing the finish line. The other players had already moved onto ball dribbling and passing drills. Teresa’s older sister, Alisa, tossed the ball adeptly to the other players and expertly shot basket after basket. 2Because Alisa was the team captain, she was in charge of the practice. Looking over to her sister, Alisa waved for Teresa to come join the team. Holding her forehead in her hands, Teresa feigned a headache. Complaining about the pain, Teresa went to the locker room to take a shower. 3Teresa had planned to quit the basketball team for three weeks. She liked spending time with sister, but she just felt like she wasn’t cut out for basketball’s rapid pace. Teresa felt similar to a fish out of water. After they got home from school, Teresa knocked at her sister’s door. Slightly opening the door, she saw her sister shooting a miniature basketball into a plastic hoop on the wall. 4“You caught me,” laughed Alisa. “I just can’t stop playing—it’s my obsession.” 5Alisa hurled the ball to Teresa who tossed the ball, missing the net. Teresa sat down somberly with a serious face and sad eyes. She told her older sister how she felt about the basketball team. Teresa admitted that she would like to do other things with her time and that she could never see herself enjoying the game. Frowning, Alisa asked Teresa to stay on the team for the rest of the season—only two weeks remained. With some hesitation, Teresa agreed to stick it out for the rest of season. 1. What word choice would BEST replace the word obsession in paragraph 4? A) fault. B) reason. C) passion. D) problem. 2. What is the BEST denotation meaning of the word feigned in paragraph 2? A) pretended B) sickness C) practiced D) jogged 3. What BEST describes the mood of paragraph 3? A) optimistic B) joyful C) melancholy D) threatening 4. In paragraph 3, the author used figurative language to A) to convey the story’s theme of marine life B) to show a character’s love of swimming C) to illustrate how a character felt out of
constitute a material breach of this Agreement and/or a violation of the regulations of the Massachusetts Port Authority, and the TSA-approved Boston-Logan International Airport Security Program, and shall be subject to the applicable penalties for each violation. Security media issued by the Authority remains property of the Authority, and is subject to revocation at any time without notice or cause. Additional Terms and Conditions: 1. Except if otherwise expressly set elsewhere in Contractor's Agreement with the Authority, Contractor's compliance with this security media program shall be considered incidental to Contractor's work and no further or additional payment will be made therefor by the Authority to the Contractor. 2. In addition to the above requirements, any Contractor performing work in the U.S. Customs and Border Protection Security Area or Federal Inspection Services Area may be required to obtain further authorization as determined by the U.S. Customs and Border Protection Service (USCBP), Officer in Charge. No separate payment will be made to the Contractor for U.S. Customs and Border Protection Service authorization, the costs of which are considered a subsidiary part of this Agreement. See Section E, below, for the USCBP requirements, which are subject to change at the sole discretion of the USCBP. 3. Fees for security media are as follows: Initial Issue of SIDA Badge: $41 per badge SIDA Fingerprinting: $39 per badge Renewal of Unescorted Access Badge: $41 per badge Initial Issue of PSID Badge $10 per badge PSID Renewal $10 per badge Temporary Visitor Pass $5 per TVP Penalties for unaccounted for (lost/stolen/not returned to the Authority) Unescorted Access Badges will be assessed in accordance with the Authority’s regulations. Replacement Unescorted Access Badges shall require, at a minimum, a new application and payment of an application fee in addition to any penalty levied. Penalties and application fees are subject to change without notice. B. Airfield Driver License One of the following of driver licenses is available to applicants who have a valid Unescorted Access Badge, and have successfully completed the driver’s training courses required by the Authority: 1. Class I: Restricts operation of a motor vehicle to the Vehicle Service Road (VSR) and the ramp and apron areas immediately around the footprint of the terminal building.
firewall blocking my access , Find requests that contain any of the specified words firewall, blocking "firewall, blocking" firewall blocks access firewall will block access firewall is not working try blocking his access % Wildcard to extend the search Note: You do not need to use a wildcard to extend the search for word stems, such as "ed," "s", and "ing," because word stems are automatically included. %fire% backfire file firewall Searches that start with a wildcard character are not as efficient as searches that use an exact phrase or a trailing wildcard. For example, searching for the term "%block" is less efficient than searching for either "block" or "block%". You can use use Boolean expressions in your search. Boolean operators include parentheses (), AND, OR, and NOT. The Boolean operators must be specified in upper case; otherwise, they are treated as search strings. Boolean Operators Boolean Operator Results Example Search String Example Results AND Find requests that contain all of the specified words and phrases firewall AND blocking firewall blocks access firewall will block access OR Find requests that contain any of the specified and phrases firewall OR blocking firewall blocks access firewall will block access firewall is not working try blocking his access NOT Exclude the specified word or phrase firewall NOT blocking firewall is not working ( ) group expressions firewall AND allow) firewall blocking access
WORK PLACEMENT SUMMARY AND REFLECTION FORM Name: Work Based & Placement Learning provider Job Location Dates of employment Date of application Type of application (CV/form) Interview date Outcome (Successful/ unsuccessful and date) Accept/reject and date Work Based & Placement Learning provider Job title Location Dates of employment Date of application Type of application (CV/form) Interview date Outcome (Successful/ unsuccessful and date) Accept/reject and date
DP14-1410, Public Health Approaches for Ensuring Quitline Capacity Work Plan Template Instructions: Applicants may use this template to document their detailed work plan for Year 1 of the award. The work plan should consist of project period objectives for the four year program and annual objectives for each program strategy as well as a detailed description of program activities to be implemented during the first year of the award. The work plan and project narrative should not exceed 20 pages. Applicants are strongly encouraged to use the program strategies and activities indicated under the “Project Description” section of this FOA Work Plan Structure: Project Period Objectives (PPO) are long-term objectives to be attained over the life of the cooperative agreement. Annual Objectives (AO) are short-term objectives that work toward attainment of the PPO. Objectives must be written in a SMART format: Specific –Is the objective specific? (identify who, what, where, and how) Measurable – Is the objective measurable? (Quantify the amount of change expected) Achievable – Is the objective achievable? (can be attained) Realistic – Is the objective realistic? (can be attained given time and resources available) Time-phased – Is the objective time-phased (identify when the objective will be measured or met) Activities - “major” activities needed to accomplish the annual objective.
Description of the objective and how it will impact the problem What Will be Measured Direction of Change Unit of Baseline Target Data Source Timeframe Increase Maintain Decrease # of % of Proportion of Rate of ANNUAL OBJECTIVE – (Create a SMART objective by completing the cells below) Description of the objective and how it will impact the problem What Will be Measured Direction of Change Unit of Measurement Baseline Target Data Source Timeframe Increase Maintain Decrease # of % of Proportion of Rate of ANNUAL ACTIVITIES
Finalising the investigation s 12 (1) If at the conclusion of the investigation you decide not to investigate the matter further, you must inform the agency of your decision and the reasons for it under s 12 (1) of the Act. You must also inform the complainant if the investigation relates to an open complaint. Quick checklist: Basic structure of formal reports Basic structure of formal reports Formal reports should comply with our style and presentation guidelines. While there is no set format the following structure is generally appropriate: complaint background investigation issues conclusions. Lengthy reports should with an Executive Summary setting out the background and conclusions. Obligations under s 8 (5) The statutory right under s 8 (5) of the Ombudsman Act allows people and agencies who are criticised the choice of making an oral or written submission before we proceed with a formal report under s 15. Some issues for IOs to consider in undertaking the s 8(5) process include: WHO you need to contact: Does the draft report contain implied or actual criticism of individual agency officers? If yes, you will need to provide a s 8 (5) opportunity to appear or make submissions. Can you identify who these people are and where they work/ed? WHAT you need to do: Go through the draft report carefully to prepare the extracts relevant to that person and only that person (delete critical references to the actions of other people or the agency). WHAT you should include: You only have to provide extracts that are critical of the person/organisation. However, you may choose to include other extracts as context. If there are more than a few paragraphs in total, you should provide the extracts in a schedule attached to the letter. If the schedule is long you may wish to highlight those paragraphs that contain the criticism (compared with those included for context and information only). HOW will you contact these people? Have you interviewed them and therefore already have current contact details? If not, do you know how you can get in contact with them? It is recommended that you try to contact people by telephone anonymously first. This could include using the agency’s switchboard number and asking to be connected to the individual without identifying from where you are calling. Once you are connected to the individual you can explain that you need to send them extracts from a draft Ombudsman report and
C. Preparation of key information in alternative formats (sign language and easy to read) D. Translation of webpage or a factsheet to be made available online in all EU languages Q4 2015 Act as a point for information on monitoring the implementation of the UN CRPD at the EU level (EU report, links to respective work programmes of framework members, process before UN CRPD Committee, work of EU institutions, national monitoring frameworks, relevant jurisprudence, opinions by EU institutions, civil society, etc.) All (through own activities such as reporting, own website and communication), plus contribution to common webpage. 2015-2016 EU Framework website includes information on the 2015 review process, and members regularly present work within the EU Framework. EU Framework meets annually with representatives of national frameworks established under Article 33(2) to discuss areas of mutual interest. European Parliament The European Parliament Disability Intergroup disseminated information and raised awareness on CRPD within the institutions and towards civil society. The Intergroup was re-established in December
public administration to the EU agencies Facilitate communication and cooperation, where relevant, with the national monitoring frameworks, i.e. through a meeting to exchange information and good practices EC to host the meeting (back to back to the Work Forum) and all members to participate in the preparation and running of the meeting. EDF, as Framework Chair chairs the meeting. Q2 2015 (to coincide with the Work Forum) Annual meetings of the EU Framework and national frameworks to share information and exchange experiences have taken place annually since 2013, alongside the Work Forum. European Ombudsman, FRA and EDF – in their individual capacity – participate as observers in meetings of the European Network of National Human Rights Institutions’ (ENNHRI) CRPD Working Group, which brings together representatives of NHRIs that are members of national Article 33(2) frameworks. MONITORING Highlight issues to the European Ombudsman that can lead to Own Initiative Inquiries on structural problems in the implementation of the UN CRPD by EU institutions, bodies, offices and agencies All 2015-2016 In the context of the (including the use of funds for the institutionalisation of persons with disabilities), the Ombudsman conducted a stakeholder consultation in early 2015. along with a range of other bodies active in the area of EU cohesion policy. The European Ombudsman closed the inquiry in May 2015 with to the
6 28 Aug 7 4 Sep 8 11 Sep 9 18 Sep 10 25 Sep Break 2 Oct Break 9 Oct Term 4 Week Week begin. Skill Cluster / Skill Area Content: Skills, knowledge and understandings Criteria Assessed Activities Assessment Tasks Work Requirements 31 16 Oct 32 23 Oct 33 30 Oct 34 6 Nov 36 13 Nov 37 20 Nov 38 27 Nov 39 4 Dec 40 11 Dec 41 18 Dec
Timber mill circular saw 1 0 1 Tractor driven bird net roller (modified to roll reflective matting) 1 0 1 Hydraulic vehicle hoist 0 1 1 Loading ramp 0 1 1 Cement 1 0 1 Egg washing machine 1 0 1 Bell Logger (log moving vehicle) 1 0 1 Sand blasting hose 1 0 1 grinder 0 1 1 Total 6 5 11 Brief narratives and comments on the 6 ‘definite’ design-related fatal incidents caused by Unapproved modifications are presented below: A worker was hit in the chest by a piece of timber that was kicked back from a rip saw blade: the prosecution summary stated that the internal anti-kickback fingers had been removed, the rollers and sleeves were damaged, and employees were not precluded from standing in line with the in-feed of the machine. A worker was using a machine for winding up bird netting that had been modified to roll up reflective foil: the modification left a protruding bolt that caught the workers clothing. The WorkSafe authority recommended simply replacing the bolt with a collar and recessed grub screw to eliminate the hazard. A worker put his head inside the agitator of his cement truck to view an area that he could not reach from the top of the ladder: the prosecution summary states that a guard that would have prevented the worker from placing himself in danger had been removed. A fatal incident occurred because a switchboard residual current device protecting an egg washing and grading machine with an electrical fault was deliberately bypassed pending repairs that were then not carried out: the Coroner’s report stated that the primary fault was in the manufacture and testing of the machine. However, the fault could not have caused the fatality unless the switchboard protection had been bypassed pending the repairs that were then postponed. A worker died when he pressed the ignition button while outside the Bell logger vehicle that then started and ran over him: the prosecution summary stated that the neutral start safety switch had been bypassed, which allowed the machine to be started while still in gear. A worker lost control of a sand blasting hose while inside the hull of a ship: the WHS investigation found that the main cause of the fatality was a practice that had developed amongst workers to tape down the hand operated lever/switch that activates the charging of the high pressure line. This effectively disabled the fail-safe cut-off should a worker lose their grip of the hose.
Work Related Learning Policy In an increasingly competitive employment market, the University is aware that it is vital that students develop their capacity for employability. Employability is a central objective in YSJ’s Strategic Plan. Experience of the world of work is therefore deemed to be a crucial aspect of the York St John experience. York St John awards include a minimum of 200 hours of experience related to the world of work. Work Related Learning may constitute any of the following: part/full time and voluntary employment; work experience; business start-up; placement(s); work shadowing; live project; simulation or role play; case study; case history; mentoring; visit to employers; enterprise competition; invited visiting speaker; field trip; field visit; internship. Definitions The following terms and definitions apply: Employability: “A set of achievements understanding and personal attributes that make individuals more likely to gain employment and be successful in their chosen occupations” (Yorke & Knight 2003). Work related learning: “planned activity that uses the context of work to develop knowledge, skills and understanding useful in work…” (QCA, 2003). It involves “students learning about themselves and the world of work in order to empower them to enter and succeed in the world of work and their wider lives” (Moreland, 2005). Placement: a specific form of work-related learning totalling a minimum of 105 hours and covered by a Negotiated Learning Agreement as part of the programme of study. Negotiated Learning Agreement (NLA): A contract which identifies specific learning needs and how they will be met. Roles and responsibilities The Enhancement and Student Experience Committee is responsible for the review and approval of this policy. Directorate for Employability, Enterprise and Business Engagement is responsible for the maintenance of this document. References Moreland, N. (2005) Work Related Learning in Higher Education. York: Learning and Employability Series 2. QCA (2003) Work-Related Learning for ALL at Key Stage 4: Guidance for Implementing the Statutory Requirement from 2004. London: Quality and Curriculum Authority. Yorke, M. and Kinght, P.T. (2003) Learning, Curriculum and Employability in Higher Education. London: Routledge. Principles At all stages due cognisance will be given to ensuring inclusivity in line with the University Equality, Diversity and Human Rights Policy, and full compliance with UKBA regulations and requirements, Health and Safety Legislation and DBS.
Key areas of work design/organisation (from Health and Safety Executive HSE Stress Management Standards) The HSE have identified these six broad categories of risk factors for work-related stress. Identify points ‘hazards’ where more needs to be done to prevent or reduce the risk of stress. Work-related stress can affect any member of your team. In particular, it might affect those exposed to one or more of the hazards identified Person(s) at Risk At particular times, your staff may be more vulnerable to stress. For example, those returning to work after a illness, or those who have a domestic crisis, such as a bereavement. Precautions (Control measures) to be followed Include precautions for all individuals/groups who may be affected by the hazards you have identified. Try to tackle stress at source to protect everyone, rather than relying only on individual measures such as training and counselling. Residual if all precautions are followed High/Medium/Low If residual risk is judged to be medium or high, additional precautions must be considered for future work Additional precautions required for future work Action by whom and when (name and date)? Demands [work load (quantity, pace and content), work scheduling (shifts, breaks, uncertain hours), physical environment (violence, noise, thermal comfort, etc)] Are jobs designed with realistic demands in mind? Are demands matched to skills and abilities? Are there sufficient resources (time, expertise, equipment etc) to carry out jobs effectively? Is repetitive and monotonous work kept to a minimum? Is the physical work environment safe and comfortable? Are staff exposed to threat of physical violence or verbal abuse? Control related
whose injuries resulted from work activity or exposures, and injuries occurred in an incident that took place in Australian territories or territorial waters. The report includes all persons killed: while working including unpaid volunteers and family workers, persons undertaking work experience and defence force personnel killed within Australian territories or territorial waters or travelling for work (worker fatalities), or as a result of someone else’s work activity (bystander fatalities). The collection specifically excludes those who died: of iatrogenic injuries — those where the worker died due to medical intervention due to natural causes such as heart attacks and strokes, except where a work-related injury was the direct cause of the heart attack or stroke as a result of diseases, such as cancers due to injuries sustained working overseas (defence personnel and civilians), or by self-inflicted injuries (suicide). People who died of injuries caused by someone else’s work activity while themselves at work are classified as a worker rather than as a bystander. Changes from previous publications may also be evident due to the availability of additional information from finalised coroners reports and additional workers’ compensation claims.
Road transport Over the period from 2007 to 2016, there were 439 worker fatalities in the Road transport industry. Of these, the vast majority (92 per cent) occurred in the road freight transport sub-division. The remaining 36 fatalities occurred in the road passenger transport industry, with the majority of these in the taxi and other road transport segment of the industry. In terms of age breakdown, Table 7 shows that workers aged between 45 and 54 accounted for the largest proportion of fatalities in this industry (123 out of 439), closely followed by workers aged 55 to 64 (114 fatalities) and workers aged 35 to 44 (108 fatalities). Table Worker fatalities: Road transport industry sub-divisions by age group, 2007 to 2016 (combined) Industry sub-divisions Under 25 25-34 35-44 45-54 55-64 65 & over Total Road freight transport 19 45 104 119 98 18 403 Road passenger transport 1 4 4 4 16 7 36 Taxi and other road transport .. 3 3 1 8 6 21 Urban bus transport (including tramway) .. 1 1 2 5 .. 9 Interurban and bus transport 1 .. .. 1 3 1 6 Road transport – Total 20 49 108 123 114 25 439 As in Table 8 below, the vast majority of fatalities in the Road transport industry over the 10 years to 2016 were due to vehicle collisions – 314 in the road freight transport industry and 24 in the road passenger transport industry. Being hit by moving objects (27 fatalities) was the next highest mechanism for the road freight transport industry, compared with being trapped by moving machinery (5 fatalities) for the road passenger transport industry. Table Worker fatalities: Road transport industry sub-divisions by mechanism of incident, 2007 to 2016 (combined) Industry sub-division Mechanism No. of fatalities % of fatalities Road freight transport 403 92% Vehicle collision 314 72% Being hit by moving objects 27 6% hit by falling objects 17 4% Falls from a height 11 3% Being trapped between stationary and moving objects 10 2% Other mechanisms 24 5% Road passenger transport 36 8% Vehicle collision 24 5% trapped by moving machinery 5 1% Being hit by moving objects 4 1% Being assaulted by a person or persons 3 1%
Ask students what they think formatting means? Organizing the information in your document, emphasizing certain words/phrases Explain that Word provides the tools to format text Point out the ribbon: the ribbon is the space at the top of the Word screen that includes the toolbars and menu tabs. Technically, the ribbon only exists on the newer versions of Word, but students will be tested on it, so pretend the toolbar area is called the ribbon Step 3: What is the ribbon? Ribbon is where all of the toolbars and tabs are to format your document Explain Menu Tabs - compare to a folder, tab labels what is inside Explain toolbars- format and standard are the ones needed most commonly. Instruct learners to over the button that looks like a B without clicking; they should see a small text box that pops up that says what the button does Click on the Bold button>type your name Have students use this hover tool to see what other buttons do Most common- Font, Font Size, bold, underline, italics Step 4: Highlighting text Explain how to highlight text: use click and drag Students should write a sentence about themselves, something as simply as “My favorite color is blue”. Demonstrate highlighting the whole sentence and then click on italics Instruct learners to do the same after you do Demonstrate highlighting one or two words and then change the font to Ariel Instruct learners to do the same after you do Explain that users can highlight as much or as little of the text as they want Step 4: Independent Practice Instruct learners to close out of the document they have opened, the exercise will have them start fresh Hand out and have students complete Microsoft Word: Exercise 1 Circulate to answer questions, make corrections
Workers’ compensation authorities Comcare 1300 366 979 NSW State Insurance Regulatory Authority (SIRA) 1300 555 727 NT WorkSafe 1800 019 115 ReturntoWorkSA 131 855 WorkCover Queensland 1300 362 128 WorkCover WA 1300 794 744 WorkSafe ACT 02 6207 3000 WorkSafe Tasmania 1300 366 322 WorkSafe Victoria 1800 136 089 or 03 9641 1444
Other support services Australian Human Rights Commission 1300 656 419 or 02 9284 9888 Beyond Blue 1300 224 636 Black Dog Institute Fair Work Commission 1300 799 675 Headsup Lifeline 13 11 14 SANE 1800 18 7263 1300 659 467 Safe Work Australia Model Code of Practice: Work health and safety consultation, co-operation and co-ordination Model Code of Practice: Hazardous manual tasks .
Appendix 1 – Where to go for help All WHS regulators and workers’ compensation authorities have useful information, resources and tools on their websites. Many have specific guidance on workplace stress, harassment, bullying or work-related violence. There is also some information on best practice approaches which could beyond those required to meet your duties. WHS regulators Comcare www.comcare.gov.au 1300 366 979 NT WorkSafe www.worksafe.nt.gov.au 1800 019 115 SafeWork NSW www.safework.nsw.gov.au 13 10 50 SafeWork SA 1300 365 255 Workplace Health and Safety Queensland 1300 362 128 WorkSafe ACT www.worksafe.act.gov.au 02 6207 3000 WorkSafe Tasmania www.worksafe.tas.gov.au 1300 366 322 (within Tasmania) WorkSafe Victoria www.worksafe.vic.gov.au 1800 136 089 or 03 9641 1444 WorkSafe WA 1300 307 877 (within Western Australia)
Workers’ compensation authorities Comcare 1300 366 979 NSW State Insurance Regulatory Authority (SIRA) 1300 555 727 NT WorkSafe 1800 019 115 ReturntoWorkSA 131 855 WorkCover Queensland 1300 362 128 WorkCover WA 1300 794 744 WorkSafe ACT 02 6207 3000 WorkSafe Tasmania 1300 366 322 WorkSafe Victoria 1800 136 089 or 03 9641 1444
are important points for you to consider at the stage which will help avoid delays further in the process. Information on what you need to consider can be found at entitled As a new customer, useful guidance and templates are also available on the CPD website which will help you understand your role and responsibility throughout the procurement process and help you develop your specification. If you have any queries about this form please contact the Supplies and Services Division helpdesk on 028 9081 6031. Client Details Contact Name Department / Agency / NDPB name External and Network Telephone Number Email Address When buying Technology or Digital Services Staff should contact their IT Assist Account Manager to ensure that the service cannot be delivered ‘in house’ as per DAO (DFP) 06/15 which states that: ‘When considering an “in scope” service change or when an existing “in scope” service contract is due to expire, public bodies must consider, at an early stage and in consultation with ESS, whether the ESS shared service offer is a viable alternative’. An email from the IT Assist Account Manager advising that the service cannot be provided in house will be requested by CPD before progressing an external procurement. See also link to contact details for buying digital and technology: tender
Characterized by highly structured tasks or outcomes, relatively low level or number of skills required, typically repetitive or routine tasks and requiring direct supervision of worker results Involves less direct supervision than entry level, more work variety, and requires some independent exercise of judgment along with an increasing knowledge of the job. Work is typically skilled, requires little direct supervision, requires independent judgment on procedures, has variety, includes training others, and the expectation of contributions toward improvement of the way work is carried out. In what employment level does this position fall (circle one)? Entry Level Intermediate Level Skilled Level Work Scholar job title: __________________________________________________________________ Describe the duties of this position. List the learning opportunities for this position. What qualifications are required for this position? What skills are required for this position? Lewis-Clark State College does not discriminate on the basis of race, color, religion, age, sex, national origin, disability, gender identity, protected veteran status, or sexual orientation. This policy applies to all programs, services, and facilities, including applications, programs, admissions, and employment. The Director of Human Resource Services has been designated to handle inquiries regarding non-discrimination policies and can be reached at 208-792-2269 or at the Administration Building, Room 102, on LCSC’s campus, 500 8th Avenue, Lewiston, Idaho, 83501. TTY 1-800-377-3529. Adapted with permission from Lewis-Clark Service Corps AmeriCorps and Berea College.
work shadow coordinator will also be responsible for the monitoring of take up of both programmes. This includes maintaining a Work Shadowing intranet page which is kept up to date with work shadowing opportunities and contact names. 6.9 While ODD is not involved in the day to day management of the programme, it will support the Head of Departments and hosts to ensure that the programme is running well and ask for regular updates. It will also assist to find the most appropriate contact in a host department if a member of staff expresses an interest in work-shadowing. Eligibility 7.1 The programme is open to all staff employed by Royal Holloway, excluding casual staff. How to arrange Work Shadowing The flowchart on page 6 outlines the for arranging and completing the work shadowing placement. Each request for work shadowing will be considered on its own merits and will be dependent on individual and operational circumstances. It may not be possible for all requests to be accommodated. 8.2 Host departments can also identify and advertise any specific work shadowing opportunities on the ODD webpage as they arise. Preparation for Work Shadowing 9.1 A meeting must be held before the placement between the prospective shadow and the host, where the objectives and ground rules for the work shadowing placement are shared and agreed. Areas for discussion can include: Objectives of the work shadowing placement Areas of interest in the job role/team/department How the work shadowing fits in with the shadows current role/career development Confidentiality issues Health and safety issues Key policy issues Dates and times. What happens after Work Shadowing? The shadow should meet with their host to reflect on their experience and ask any clarifying questions. They should also meet with their own line manager. The shadow will be asked to complete an online evaluation questionnaire. Monitoring and Review
Chinese man, Mary Bell with baby, MJT with small child, JHT with small child, Hubert Taylor, Grace Taylor, all in 26/4/1879 Feb. 1876 c.1880 c.1880 1863 1865 1862 1860-1861? 1866-1867 27 CIM/PHOTO Chinese dress, full length James Taylor, head & shoulders The same Mrs. James Taylor seated, 3/4 length WTB seated, 3/4 length Pearse seated, 3/4 length Gillies, head & shoulders WTB and Mrs. Berger, he standing, full Oct 1867 length Patty, Mrs. Hardey (nee Dobson) seated, 1863 3/4 length George Duncan and ? in Chinese dress, seated, full length MJT's gravestone 1870 The same The 'Lammermuir' party: standing Miss 1866 Jane McLean, Miss Susan Barnes, James Williamson, EB, George Duncan, Miss Louise Desgraz, John R. Sell, Miss Mary Bausum; seated Miss Elizabeth Rose, William Rudland, Louis Nicol, Mrs. Nicol, JEF, JHT, MJT, 4 children, Miss Mary Bell, Miss Mary Bowyer, Josiah Jackson, full length The same The same The same The same MJT seated, full length 1862 EB seated, full length Miss Margaret McLean seated, full 1866 length Miss Mary Bell seated, full length 1866 Miss Louise Desgraz seated, full length 1866 John R. Sell seated, full length 1866 Grace Taylor seated, full length 1866 Miss Mary Bowyer standing, Miss Jane 1866 McLean seated, full length Miss Susan Barnes standing, full length 1866 Louis Nicol seated, full length 1866 JET holding baby, seated 3/4 length 1875 JHT seated 3/4 length The same The same, reduced to head & shoulders The same JEF standing, full length 1866 Lae-djun standing, full length JET head & shoulders The same The same 249. 250. 28 CIM/PHOTO Group: JET with 4 children, full length The same The same The same standing Lae-djun, JHT holding 1872 Charles Taylor, Hubert Taylor, seated EB, Maria Taylor, FHT, JET, full length The same The same Group: standing JHT holding Charles Taylor, 1872 Lae-djun, Hubert Taylor, FHT; seated EB,
Table – Six rainfall and irrigation efficiency scenarios Scenario 1 Avg rainfall, flood furrow irrigation Scenario 2 Avg rainfall, center-pivot sprinkler Scenario 3 Avg rainfall, drip irrigation Scenario 4 Drought year, flood furrow irrigation Scenario 5 Drought year, sprinkler Scenario 6 Drought year, drip irrigation Annual Precipitation (inches) Middle of range from Part 1 Middle of from Part 1 Middle of range from Part 1 25% less than avg precip 25% less than avg precip 25% less than avg precip Efficiency 50% 75% 90% 50% 75% 90% Part 4: Discussion and Synthesis Write a short discussion (~2 paragraphs) of the benefits of the two different farming strategies: traditional cattle ranching, feedlots, and wheat, grain sorghum, and corn crops vs. high value fruits and vegetables with high-efficiency irrigation. In your discussion: include the concepts of footprints, water scarcity, dead zones, and irrigation efficiency consider both the quantity of water used (e.g., method of irrigation, water footprints) and the impacts to water quality (e.g., fertilizer runoff and the dead zone) refer to your scenarios from Part 3 the possible response in the human system to the formation of dead zones. Propose strategies that could be implemented to reduce the amount of fertilizer running off from the farmland to minimize the farm’s contribution to the dead zone in the Gulf of Mexico. Review the coupled human-natural system diagram below. Assessment Rubric Criteria Possible Points Points Awarded Part 1: Precipitation Precipitation rates from map are correct. 2 Part 2: Crops
List of crops correctly represents crops that could be grown with natural precipitation 4 Part 3: Scenario table correctly populated with results from the Crop Water Allocator 14 Part 4: Discussion and Synthesis Includes correct usage of the concept of water footprints and connection between diet and water consumption. 5 Clearly explains connections between farming, water scarcity, dead zones, and irrigation efficiency. Also demonstrates clearly the connection between increased water consumption and impacts to water resources, including quality and quantity impacts, such as nutrient pollution and groundwater depletions. 10 Well-written, proper spelling and grammar, and uses complete and well-crafted sentences. 2 Logical presentation of topics. Reasonable length. 3 TOTAL 40
Provide evidence of attendance at NSHCS train the trainer events and of how information from these events is cascaded to colleagues. 1.3 Department can deliver professional training to high standard. Staff development includes supervision and delivery of training. For the Training Officer (the individual identified as such in OneFile, who has overall supervision of the STP trainee), you are required to complete the document “Evidence of meeting requirements for STP Training Officer Role’ which is appended to this self-assessment. The person specification for the role, and guidance on completing this form, are available in the Accreditation section of the NSHCS website. The form must be countersigned by the Head of Department. A statement explaining how named individuals are suitably qualified and experienced to train at this level. Brief CVs of the principal training staff. Details of support for professional training or awards, e.g. post-graduate certificates in training and mentorship. 1.4 Training staff reflect on experience and are committed to continuous improvement of training process. Evidence of sharing of good practice - supervisor meetings, trainee meetings/networking, assessment moderation, staff CPD. An example of improvement as a result of your own internal review. Confirmation of internal reviews of training programmes and scheduled training meetings. 1.5 Staff contribute to national training initiatives. Identify staff actively involved in NSHCS events such as recruitment, OSFA station writing and assessing, and membership of Themed Board. 1.6 Process for dealing with concerns about students’ profession-related conduct (fitness to practise). Relevant extracts from policies; evidence of regular review meetings. Summary of Trust appraisal process including capability procedure 1.7 Effective communication, partnership and team working including close liaison with HEI. Evidence of trainees’ interactions with other departments/professionals, and organisation of rotations. Details of other trainees accepted on rotation. Evidence of employer liaison with HEI. 2 Domain 2 – planning and resource management - Unless otherwise no separate evidence required 2.1 Clear training strategy and annual plan linked to national and local policy. Clear lines of accountability for the management and governance of work-based education. Evidence of how the department’s training plan links with the trust’s forward plans and national policy. Description of how the department contributes to the trust’s workforce planning and data collection.
Question Answer Recommendation 1000. Was a copy of the LWP provided? Does the LWP include: for nutrition education Goals for physical activity for nutrition promotion Goals for other school-based activities to promote student wellness Nutrition guidelines for all available on the school campus A plan for measuring implementation Designation of one or more officials in charge of school compliance oversight a. Yes b. No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No
Higher Education Academy (HEA) – The sector agency for university staff’s professional development. Supports discipline networks and provides consultancy services for institutions. National Union of Students Scotland – represents the voice of students at university and college, campaigns to make student experience better. Universities Scotland – represent the principals of universities in Scotland, responsible for lobbying the Scottish Government on national policies. Student Participation in Quality Scotland (sparqs) Task: Pretend you are the Scottish Funding Council. You want to make sure that the quality of education in universities in Scotland is as high as possible. What systems and mechanisms might you come up with to make sure quality is as high as it can be? What would you do? Write down some answers and then we’ll compare them to the real system. Remember what we said about quality assurance and quality enhancement. That’s quality! Your notes: