zilongwang/ReadingBank huggingface dataset:
syndrome associated with early age-related hearing loss or frequent ear infections, he/she should be screened more often. Refer to Section 109 of the MaineCare Benefits Manual for covered hearing tests and services. Hearing aids for adults are not covered by Section 35: Hearing Aids and Services. Hearing aids can be covered under Section 21 or the specific programs listed below: Vocational Rehabilitation (VR) can provide hearing aids if the individual is a VR client or the hearing aids impact the individual’s ability to maintain current employment. Maine Center on Deafness can provide one hearing aid for adults over 65 who meet income eligibility requirements through the Telecommunication Equipment Project. The goal of this project is to increase older adults’ independence and safety by providing them access to a telephone and/or other methods of communication. Non-traditional Communication Individuals who are deaf, hard-of-hearing, or hearing and nonverbal who use signs or gestures as a major communication mode may benefit from specialized services toward assessment and sign-based or visual gestural-based therapy to improve client ability to independently communicate in all environments. Staff may benefit from consultation to improve their signing and visual gestural skills in order to communicate effectively and directly with the client. Traditional Speech Language Pathologist training does not include methods to assess and/or provide therapeutic services for persons who sign or gesture. The Department refers to these modes as well as mixed modes including a combination of limited verbal skills, gestural skills and/or picture-based communication skills as Non-traditional Communication. Section 21 covers assessment and habilitation of signing and gestural skill in its Communication Services. For individuals served by other MaineCare services, such as Section 29, the Department has contracts to provide assessment and limited therapeutic services. Interpreter Services Interpreters are professionals who are specifically trained to take information from one language or communication form and change the message to another language or communication form in order to allow full communication between two individuals that do not share a common language. While not a communication therapy, interpreter services are required in situations where individuals who have Limited English Proficiency (communicate through a different spoken language or through sign language
SXAB – Sexual Abuse PHAB – Physical Abuse EMAB – Emotional Abuse PHNG – Physical Neglect MDNG – Medical Neglect NSUP – Neglectful Supervision ABAN – Abandonment RAPR – Refusal to Accept Parental Responsibility Referral Date Abuse Type(s) Alleged Perpetrator (Relationship to Involved DFPS Disposition* Notes/Comments** *) Validated, Closed, Custody Taken, Unable to Locate, Ruled Out, Reason to Believe, Unable to Determine **) Such as issues caused by abuse, pre-natal exposure to drugs, domestic violence, etc. Child(ren) Placement History Child 1 Date Placed Placement Information Placement Hi-Lites Needs? Child 2 Date Placed Placement Information Placement Hi-Lites Needs? Child(ren) Educational Hi-Lites Child 1 School Information School & Academic Hi-Lites Needs? Child 2 School Information School & Academic Hi-Lites Needs?
Child(ren) Medical/Dental/Vision History Child 1 Year Medical/Dental/Vision Issue Relevant Family History Needs? Child 2 Year Medical/Dental/Vision Issue Relevant Family History Needs? Child(ren) Psychological & Psychiatric History Document Type Child 1 Document Date and Author Comments – Diagnosis, Concerns, Recommendations, Etc.. Document Type Child 2 Document Date and Author Comments – Diagnosis, Concerns, Recommendations, Etc.. Contact Information for Family & Kin Siblings Relationship to Child(ren) Last known Address/Placement Identifiers Background Notes
said, “that the officials of the DME, who dealt with this matter, purported to validate the permit even though it visibly was not valid, and the DME had no record of it” (para 39). The court also noted that Saamwerk had lodged a complaint with the SAPS in 2009 to investigate the forgery but had heard nothing. “Equally disturbing,” the court continued, “is that there is more than a hint of ineptitude – if not venality – among one or more of the officials of the DME who dealt with this matter. Yet no one has been held accountable” (para 40). The response to this situation was to request that a copy of the judgment would be deliver to the National Commissioner of the SAPS, the National Director of Public Prosecutions, and the Minister of Minerals and Energy (para 40). Outcome SA Soutwerk’s appeal was dismissed.
ABDO Case Record form for the Pre-qualification Period Portfolio Manufacturing Visit Case number: 51 ABDO Membership number Manufacturer address: Manufacturers stamp: Authorised manufacturing signature: Date of Signature: Name of Signatory: Manufacturing areas covered on this visit (please initial) Surfacing Glazing Tints/Coats Frame manufacture NB where areas are covered by video or presentation, please add title and date viewed Case number: 51 ABDO Membership number Please attach additional pages if required.
Provide accurate, relevant and concise information at appropriate time to AHP regarding therapy session Describe how you would do this and what you would say. I, G The AHA reports back to the AHP at the earliest mutually convenient time following the session. This may be verbal or written as arranged with the AHP and must include: How the patient managed the session and any changes in patient status from initial assessment Any modifications that were made Any questions raised during the session (if not addressed with AHP during the session) May include recommendations/suggestions from the AHA for future therapy sessions (if within the AHA scope of practice) Group therapy competency only How would you monitor individual patient performance G In this group therapy scenario, the AHA states at least two of the following: Monitors Vincent’s performance by observing if he: is participating when it is his turn is maintaining his attention needs additional help/feedback/prompting How would you use group skills and identify potential conflicts that may occur, and how to manage the situation G AHA states at least two of: keep a bright and happy communication manner to maintain the children’s focus keep activities moving quickly to avoid children become distracted physically separate children from each other if necessary to maintain positive group dynamics Equipment and Environment competency only Describe the patient’s equipment needs, current level of function and specific precautions using information in the patient‘s health record, handover documentation (where applicable) and information from the AHP E In this scenario (individual and group), equipment needs will be toys/games and tools required for craft activities. The AHP will advise the AHA on which specific materials will be provided and any specific instructions on how to use them. Role Play How would you explain intended purpose and use of the following equipment to the patient? E The AHA will explain to Vincent’s mother: “Today we are doing a pasting activity. We are using some animal pictures that Vincent will be pasting onto the picture of the farm, using the glue. I will hold the
Exhibit TN1 WARREN E. BUFFETT, 2005 Bibliography for Warren E. Buffett Buffett, Mary, and David Clark. The New Buffettology: The Proven Techniques for Investing Successfully in Changing Markets That Have Made Warren Buffett the World’s Most Famous Investor.(New York: Simon & Schuster), 2002. Cunningham, A.How to Think Like Benjamin Graham and Invest Like Warren Buffett.(: McGraw-Hill), 2002. ———.The Essays of Warren Buffett: Lessons for Corporate .1st rev. ed. (: Cunningham Group), 2001. Hagstrom, Robert G. The . 2nd ed. (: John & Sons), 2004. Heller, Robert. Business Masterminds: Warren Buffett.(Dorling Kindersley Publishing), 2000. Kilpatrick, Andrew.Of Permanent The Story of Warren Buffett. (: Andy Kilpatrick Publishing Empire), 2004. ———.Warren Buffett: The Good Guy of Wall Street.reprint ed.(: Plume), 1995. Lowe, Janet.Warren Buffett Speaks: Wit and Wisdom from the World’s Greatest Investor.2nd ed. (: John Wiley & Sons), 1997. Lowenstein, Buffett: The Making of an American Capitalist.(Main Street Books), 1996. Morio, Ayano. Warren Buffett: An Illustrated Biography of the World’s Most Successful Investor.(: John Wiley & Sons), 2004. O’Loughlin, James. The Real Warren Buffett: Managing Capital, Leading People.(: Nicholas Brealey Publishing), 2003. Reynolds, Simon.Thoughts of Chairman Buffett: Thirty Years of Unconventional Wisdom from the Sage of .(: Collins), 1998. Steele, Jay.Warren Buffett: Master of the Market.(: Harper Paperbacks), 1999. Train, John. The Midas Touch: The Strategies That Have Made Warren Buffett America’s Preeminent Investor. Reprint ed. (: HarperCollins), 1988. Exhibit TN2 WARREN E. BUFFETT, 2005 Example of Completed IRR Analysis for Hathaway’s Investment in MidAmerican
discussion of the meaning of movements following the announcement of the PacifiCorp acquisition review of the major tenets of finance in the context of Buffett’s investment philosophy Exhibit TN1 WARREN E. BUFFETT, 2005 Bibliography for Warren E. Buffett Buffett, Mary, and David Clark. The New Buffettology: The Proven Techniques for Investing Successfully in Changing Markets That Have Made Warren Buffett the World’s Most Famous Investor.(New York: Simon & Schuster), 2002. Cunningham, A.How to Think Like Benjamin Graham and Invest Like Warren Buffett.(: McGraw-Hill), 2002. ———.The Essays of Warren Buffett: Lessons for Corporate .1st rev. ed. (: Cunningham Group), 2001. Hagstrom, Robert G. The . 2nd ed. (: John Wiley & Sons), 2004. Heller, Robert. Business Masterminds: Warren Buffett.(Dorling Kindersley Publishing), 2000. Kilpatrick, Andrew.Of Permanent Value: The Story of Warren Buffett. (: Andy Kilpatrick Publishing Empire), 2004. ———.Warren Buffett: The Good Guy of Wall Street.reprint ed.(: Plume), 1995. Lowe, Janet.Warren Buffett Speaks: Wit and Wisdom from the World’s Greatest Investor.2nd ed. (: John Wiley & Sons), 1997. Lowenstein, Roger. Buffett: The Making of an American Capitalist.(Main Street Books), 1996. Morio, Ayano. Warren Buffett: An Illustrated Biography of the World’s Most Successful Investor.(: John Wiley & Sons), 2004. O’Loughlin, James. The Real Warren Buffett: Managing Capital, Leading People.(: Nicholas Brealey Publishing), 2003. Reynolds, Simon.Thoughts of Chairman Buffett: Thirty Years of Unconventional Wisdom from the Sage of .(: Collins), 1998. Steele, Jay.Warren Buffett: Master of the Market.(: Harper Paperbacks), 1999. Train, John. The Midas Touch: The Strategies That Have Made Warren Buffett America’s Preeminent Investor. Reprint ed. (: HarperCollins), 1988. Exhibit TN2
Working carers case studies Case study 1 Tom works full time in Leeds, commuting from home outside Leeds. He enjoys his work, finding it rewarding and interesting. His salary is essential to providing for him and his family. His intention has always been to carry on working for as long as he can. He has an elderly mother who lives on her own. Over recent years she has developed signs of Dementia and this appears to be getting steadily more pronounced. His mother doesn’t have any other family who can help or provide care so Tom has to visit his mum more regularly to provide care and to ensure that she is safe. Inevitably this starts to conflict at work because Tom is now juggling the needs of the job with the needs of his mum. Tom has to start to visit his mum after work for a few hours each day but sometimes he has to take time off to accompany his mum to health specialists or to deal with minor crisis at home. One of the main challenges is the coordination of the external carer services to ensure that his mum is safe and can continue to live at home. Tom is feeling guilty not being able to perform to his usual standard at work and is considering resigning. Case study 2 Sarah works in a call centre full time in Leeds and is 30. She and her mother look after her grandmother who is in her eighties and has Dementia. Her grandmother still lives independently in Huddersfield on her own. Sarah and her mother take it in turns to care for her, every other day. Social services call round 3 times a day to provide food and medication. One of the issues is that her grandmother is prone to leave her house and wander off, ending up lost and confused. To counter this they have installed an alarm when the house door opens during the day. When the alarm is activated Sarah is contacted and goes to the house in Huddersfield to find her grandmother. Sarah has made her work aware of the situation and that she may have to leave occasionally at short notice. Over the last 6 months there have been 3 occasions when Sarah has had to leave work immediately. Each time she explained the situation to her manager, although Sarah feels they didn’t understand what caring involved. On the third occasion Sarah was told that her absences were unauthorised and that any further absence would invoke the disciplinary procedure. Sarah felt that she had no option and resigned.
questions do you have for the patient? What assessments or tests would you expect to take place next? The whole story: Sarah was being trafficked by the man that brought her to the hospital pretending to be her boyfriend. Earlier that evening Sarah was meeting a client. During their time together, the client had become highly aggressive so Sarah attempted to leave. When she did, the client used a set of keys to molest her. Upon vaginal speculum examination, deep lacerations were seen in her vaginal wall, causing the bleeding. Discussion and debriefing: Now knowing the picture, would you change anything about how you approached the patient interaction? What did you originally assume was going on in this situation? –Intimate Partner Violence? Rough sex? If the vaginal trauma had been less severe, do you think sex trafficking would be considered a possibility? Unless providers are aware of sex trafficking, patients may not receive much-needed assistance. How would you assess the safety of yourself and your patient in this type of situation? What resources could you, as the nurse, use in this situation? Case Two: Alicia Alicia is a fourteen-year-old girl who presents to your pediatric clinic for her annual physical. As the nurse reviews Alicia’s chart, it is recalled that Alicia was a bit behind developmentally, not meeting all of the typical milestones. Last year, this was attributed to a lack of stability in Alicia’s life. Alicia has been in foster care since she was less than a year old
NHS Ayrshire and Arran case study What is happening in NHS Ayrshire and Arran NHS Ayrshire and Arran recognises that staff engagement is at the heart of everything we do and has made staff engagement a key strategic priority. This is expressed in all of its Staff Governance plans. This means that there is a clear commitment to staff engagement locally and organisationally. As part of our extensive staff engagement activity schedule we invited 120 senior managers to a one day management conference where the key themes included collective leadership, engagement and developing our People Strategy. At this event we showcased 4 staff stories using pre-recorded DVDs. Each story was focused around the themes: Attract Develop Support Retain The key themes are the working headings in NHS Ayrshire and Arran’s People Strategy When did the work take place? The annual conference was during October 2014. This event has become an important part of the annual engagement calendar. The DVDs will continue to be used as part of the Chief Executive Staff Engagement Road shows: Do the right thing; which will be delivered during 2015. Why did you do this? To demonstrate the benefit of staffs own experience and how this positively impacts on patient care. How does it work? The videos clearly show how staff are experiencing: Good engagement Training and development opportunities Real practical caring support Genuine embedded teamwork, PDR and leadership.
such he has become withdrawn and is unwilling to mix and play with children of his own age. He and his mother are sharing accommodation with another family in a small flat and as such he cannot invite his friends to his house. The flat is, as most asylum seekers houses are, run down and in state of disrepair. All the above, coupled with the continuous racial harassment that the family receive from their neighbours have left them feeling lost and dejected. Amanthi is not allowed to work. Asylum-seekers cannot claim mainstream benefits. They are in most cases not allowed to work. The UK Border Agency has a system to provide support in the form of accommodation and/or basic financial support. Questions Group responses How could their situation have been prevented in the first place? More support from the university Mediation between husband and wife More advice should be given Support with childcare Support for international students from university More awareness to MRPF help – (?) More education about asylum seekers Organisations to be involved Schools to help pay for school trips and food What could be done to help them short term/long term? Schools and organisation to help Long term support for asylum seekers in Wrexham What are the barriers to this person escaping poverty? – (?) Immigration status Language barrier Cultural issues Changed environment Q4 – Has there been an impact on this person’s situation as a result of recent policy changes/political changes or service reconfiguration? No more post study work Money instead of card More awareness on her rights No direct support for asylum seekers Case study 6: Unemployed adult
Could be referred to Welfare Rights? A re family communicating with support? Do they know to go and who to talk to? Early identification and intervention to avoid crisis Maybe more support for mum before crisis – father mental health Depends what contract she is on a union representative have helped flexibility? Knowing where to go for support Educating employers to meet the needs of family and workplace health promotion Overcrowding and housing support What be done to help them short term/long term? Accessing services – budgeting (Wrexham Citizen’s Advice Bureau) Housing? Do they have their own support network? Mum support for childcare Financial capability Referral to Together Achieving Change for co-ordination of services around the family to bring in: Debt advice Education mental health School Childcare support Housing support GP/health support Child Health Disability Team Welfare Rights Support into employment What are the barriers to this person escaping poverty? Childcare – additional needs and costs Information – where do you go for help? in others Too Support from family and community Mental and general health Resources available? School, Adult Social Care? Better off working? – Could lose out
Passage Results: Passage Level and Title Type of Text Prior Knowledge (Score/ Rating) Oral Reading (Score/ Rating) Fluency Retelling (Number of ideas) Comprehension Overall Level 4 Johnny Appleseed Narrative 7/12 points 58% Familiar 99% total accuracy, total acceptability 4 miscues 67.2 WPM/ 66 CWPM 3/47 6% 1/8 Correct 12.5% Explicit: 1/4 25% Implicit: 0/4 0% Frustration Frustration 3 Spring and Fall Narrative 5/9 points 56% Familiar 95% total accuracy, total acceptability, 4 miscues 120 WPM/ 114 CWPM 9/28 32% 3/5 Correct 60% Explicit: 3/5 60% No Implicit Questions Frustration Frustration 2 People at Work Expository 7/9 points 78% Familiar 100% total accuracy/ total acceptability, 0 miscues Independent 98 WPM/ 98 CWPM 6/17 35% 3/5 Correct 60% Explicit: 2/3 67% Implicit: 1/2 50% Frustration Frustration 2 What Can I Get For My Toy? Narrative 2/9 points 22% Unfamiliar 98% total accuracy, total acceptability, 3 miscues 91 WPM/ 89 CWPM 12/38 32% 7/8 Correct 87.5% Explicit: 4/4 100% Implicit: 3/4 75% Instructional Instructional 3 The Trip to the Zoo Narrative 10/12 points Familiar 98% total accuracy, total acceptability, 6 miscues 94 WPM/ 92 CWPM 17/55 31% 6/8 Correct 75% Explicit: 4/4 100% Implicit: 2/4 50% Instructional Instructional 3 Cats: Expository 9/12 points 98% total 87 25/47 4/8 Correct Instructional
not on a specified list Mutagenicity/genotoxicity: not on a specified list AND in vitro or in vivo study - point mutations in microbial systems – do not indicate mutagenic/genotoxic effects AND in vitro or in vivo study – chromosome damage in mammalian cells - do not indicate mutagenic/genotoxic effects In vitro study on chemical – OECD TG 471 AND In study using suitable information – OECD 473 Hazard band B toxicity (fatal or toxic): in vivo result – acute oral toxicity LD50 > 300 mg/kg bw OR in vivo result – acute dermal toxicity LD50 > 1000 mg/kg bw OR in vivo result – acute inhalation toxicity LC50 > 2500ppmV (gases), or > 10 mg/L (vapours), or > 1 mg/L (dusts/mists/fumes) In vivo acute oral toxicity study using suitable read-across information – OECD TG 420 Specific target organ toxicity after a single exposure (significant toxicity): Not required Specific target organ toxicity after repeated exposure: in vivo result – 28 day oral toxicity: NOAEL ≥ 300 mg/kg bw/day, or no significant toxic effects relevant to humans OR In vivo 28 day oral toxicity study using suitable read-across information – OECD TG 407
In this exposure band you would need information to demonstrate that environment hazard bands D and C do not apply to the chemical. Step 5 Case study: Environment hazard information for low risk in Exposure Band 3 (EB3) High volume surfactant - cosmetics Minimum hazard information needed for low risk Example Hazard band D PBT: not on a specified list AND Show that not P, not B or not T: not P: - measured ready biodegradability showing it degrades by > 70% within 28 days, or the BOD/COD ratio is ≥0.5 OR not B: - measured partition coefficient of < 4.2 OR - measured bioconcentration factor of < 2000 OR - measured bioaccumulation factor of < 2000 OR not T: Ready biodegradability test – OECD TG 301 – shows chemical is readily biodegradable (so not PBT)
Step 5 How to work out the indicative environment risk? Refer to method statement from section 27 of the General Rules. Summary of step 5 process Questions? Outcome Reason Q 1 - Is your introduction for environment? (subsection 6(2) of General no No international risk assessment available Go to Q2 Q 2 – What is the environment exposure band for your introduction? (section 28 of General Rules) environment exposure band 2 (Section 28 of General Rules table item 2) Check Guidelines (Chapter 5, Determining the environment categorisation volume): total introduction volume = 1200kg reduction factor = 0.8 (ink, toner and colourant products) environment categorisation volume = 1200kg x 0.8 = 960kg Fits the exposure band scenario: Does not involve a designated kind of release into the environment Environment categorisation volume >10kg but ≤ 1,000kg Q 3 – Which environment hazard bands do not apply to your chemical? (section 29 of General Rules) environment hazard band D Check Guidelines (Chapter 5, Environment exposure band 2 – low risk). Hazard band D Your chemical is not on any of the identified lists for environment band D hazard characteristics: Persistent, bioaccumulative and toxic Adverse effects mediated by an endocrine mode of action
Student Handout 2.2—Map Activity and Questions about Malacca Directions: After reading and discussing the Case Study of Malacca, use this map to find the locations for selected places presented in the reading. You should have colored pens or pencils to complete this assignment. Then, answer all of the questions related to trade at Malacca. Locate Malacca on the map. The Portuguese mariner Tomé Pires identifies traders from many regions throughout the Afroeurasian world. Among these are traders from: Abyssinia (Ethiopia) Gujarat Aden Java Cairo Kilwa Cambodia Malabar Ceylon (Sri Lanka) Malaysia Guangzhou (Canton) Mecca Goa Timor Find these places and print their locations on the map. Identify and print the following on the map: Indian Ocean Persian Gulf Red Sea Bay of Bengal South China Sea Arabian Sea Determine the best route for these traders to travel from their home port to Malacca. Mark the route you choose in the color associated with each home city or region. Abyssinia (Ethiopia) - red Guangzhou (China) - black Cairo - green Gujarat - yellow Ceylon (Sri - blue Java – brown Using a dotted red line, trace the voyage of Zheng He, the Chinese admiral who sailed the Indian Ocean from 1403 to 1433 under the sponsorship of the Chinese Ming Dynasty. What parts of the Eastern Hemisphere may have been completely excluded from these international trading activities? How might these exclusions be explained? In the reading, we learned that a diverse group of traders at Malacca seemed to get along because they shared “a common culture of trade.” Explain what you think that phrase means and how that “common culture” would influence the traders’ behavior toward one another? In the Case Study, one religion appears to have been spreading along the trading network. What religion seems to predominate and why do you think that this was the case? Gifts and “tribute” had to be brought to the sultan of the trading port. What kinds of items do you think the sultan would have appreciated receiving?
NHS Fife - case study What is happening in NHS Fife The Director of Human Resources and the Employee Director have led a series of staff engagement sessions throughout different wards or departments within NHS Fife. These have been successful, largely because the staff attending are in their own workplace and control the discussions. We are there to listen. How is it being used? The feedback is being used to influence the Board’s Strategic Framework and NHS Fife’s beliefs and values. When did the work take place? The Staff Engagement sessions started in January 2014 and there is a rolling programme into 2015. Why did you do this? To reach staff who traditionally would not leave their work area to come to formal sessions. This is part of the Board’s commitment to staff engagement and to improve communication with staff. How does it work? Posters (samples attached) are circulated in advance of the sessions and any employee from that area can attend. How does it work continued? There is no pre-set agenda, but the Director of Human Resources and the Employee Director have topics which can generate discussion. Staff comments and concerns are captured and feedback is provided to relevant managers so that action on issues can be taken where appropriate. Feedback has been provided to the Board’s Area Partnership Forum and Staff Governance Committee meetings. What are the benefits? Staff feel they are being listened to and the feedback is being used to influence work being done on NHS Fife’s Strategic Framework and our beliefs and values.
high operation costs to cover transport of the waste in the future. Stellenbosch Municipality is therefore under immense pressure to divert large quantities of solid waste from landfill disposal to extend the lifespan of their landfills and buy time to plan the future. It is thus imperative that the municipality: Implement aggressive waste minimisation Implement alternative waste management technologies Identify an alternative waste disposal site, possibly via collaboration with other municipalities. .
The base case environmental results indicate that the activities associated with collection, transport and disposal of domestic have a global warming potential (GWP) of 38,993t CO2,eq, out of a system total of 41,790t CO2,eq. As a consequence of the high organic content of the municipal waste, and a predominantly landfill-based system, this is expected as it leads to a significant potential for methane production potential. Table 2 below shows a full breakdown of GWP by activity. The overall system as illustrated in Figure 3 earlier shows that the biggest contributors to global warming are (i) domestic waste collection and disposal and (ii) the composting (Stellenbosch University). Composting organic waste naturally results in the formation of CO2, with a global warming potential (GWP) approximately 21 times less than the methane (CH4) that would have been generated from landfill anaerobic processes. However the large GWP for waste collection and disposal is also associated with the relative volume of waste going to landfill – 47% of domestic waste is organic waste on average, and domestic waste is roughly 15 times the amount of recycled waste in Stellenbosch (Appendix 5). The negative numbers for recycling (both municipal and private) indicate that there is a net reduction in CO2 in the aggregated recycling value chains, despite some of the large distances travelled. Although the processes for conversion of e.g. paper to cardboard still result in an increase CO2 emissions, the results below show that the net savings associated with avoiding the production of the substituted product is much bigger than the CO2 emissions from recycling. : Global warming potential of the different activities Activity GWP - tonnes CO2,eq Domestic waste collection and disposal 38,993 Stellenbosch University organic composting 3,112 Municipal recycling -157 Private recycling -158
CONTESTABILITY CASE STUDY: Department of Education | Department of Employment – Shared Services Centre provides a Connected solution for Public Sector Enterprise Resource Planning Systems The Australian Public Service Commission (APSC) is reporting greater efficiency and effectiveness after it began using the Department of Education | Department of Employment Shared Services Centre’s (SSC) Enterprise Resource Planning (ERP) system, SAP, earlier this year. What is the Shared Sevices Centre? The SSC is an innovative approach to harness improvements and efficiencies within corporate functions delivered by the former Department of Education, Employment and Workplace Relations. The SSC began officially operating earlier this year and its objectives are to: provide shared corporate services for the partner departments of Education and Employment; provide shared corporate services for other Australian Public Service customers; deliver cost savings and ongoing improvements through process improvements, greater productivities and economies of scale to the partner departments and other APS customers. The SSC supports customers by providing a range of corporate services, ranging from payroll to financial processing, application hosting to integrated desktop technology solutions, graphic design and website development to property and facilities and security. How does SSC improve public sector efficiency? The SSC offers an integrated ERP solution to organisations using SAP software. Its SAP system, called “Connect”, provides access to human resources, finance, procurement and reporting information. In line with expectations that the Australian Public Sector becomes should be more modern and effective, Connect is helping the Australian Public Service Commission (APSC) make better informed business decisions based on significantly improved data accuracy and integrity and reduced manual intervention and errors. Previously, the APSC used two separate systems for finance and HR which relied on manual processes to migrate and reconcile data between the systems. The APSC’s leave approval, credit card and travel approval processes are now integrated in a single software solution with enhanced controls that make better management possible.
Q 2 – What is the environment exposure band for your introduction? (section 28 of General Rules) environment exposure band 1 (Section 28 of General Rules table item 1) Check Guidelines (Chapter 5, Determining the environment categorisation volume): total introduction volume = 5 kg reduction factor = 1 (personal care products not covered by other end uses) environment categorisation volume = 5 kg x 1 = 5 kg Fits the exposure band scenario: Does not involve a designated kind of release into the environment Environment categorisation volume < 10 kg
NHS Western Isles - case study International recruitment and retention collaboration Between 2011 and 2014 NHS Western led an international collaboration for a Northern Periphery Programme funded project called Recruit and Retain. The project was designed to identify and pilot test ‘solutions’ to the continuing challenges of recruiting and retaining public sector workers in rural areas. The project included partners from Scotland, Sweden, Greenland, Iceland, Northern Ireland and the Republic of Ireland, Norway, and Canada. We identified 29 ‘solutions’ covering activities such as advertising and marketing of the rural location, changes to how services are delivered, career development support, support for families and partners, and education and training. The project recommended that the solutions be delivered within the framework of a Recruit and Retain Business Model which includes seven steps. This model and its component solutions are open source and there are no intellectual property issues relating to their use by anybody. Recruit and Retain was the beginning of a process which aims to build capacity in rural organisations and communities to address workforce challenges and ensure the sustainability of services. What is needed now is to implement the Business Model ‘on the ground’ by developing the required partnerships between organisations and communities, and the required processes and protocols within organisations. By doing this organisations and communities will build capacity to address their workforce challenges and ensure the sustainability of services. Links to resources Reports Posters
112 hrs. Areas of Responsibility and Related Tasks with Subsequent Replication of Training by Experienced Trainer(s) Estimated Hrs. Orientation to project and quality assurance Key tasks: read TAC Replication Evaluation Guide in advance of orientation; review online data collection methodologies established for project; participate in quality assurance orientation via distance technologies (approx. 2 hrs.); participate in periodic scheduled conference calls (approx. ½ hr at beginning, mid-point, and end of training) . 10; 2 if experienced quality assurance coordinator Review quality assurance plan with training participants and secure consent. Key tasks: During Module #1, review quality assurance plan with training participants and secure consent using form provided; respond, as needed to any questions, 2 Conduct fidelity observations of three in-person training sessions prescribed instrument Key tasks: attend three in-person training sessions (not including Module #13); using electronic Module-specific form, record observations; e-mail form to PolicyWorks, Ltd. 24 Co-monitor with PolicyWorks, Ltd. site data collection and follow up with site participants, as needed Key monitor SurveyMonkey account for site participant and trainer submissions; send reminders, as needed; review optional quiz completion summaries sent from PolicyWorks, Ltd. 14 Monitor site context for conditions impacting training implementation, quality, or outcomes. Key maintain ongoing log of observations; share in periodic evaluator conference calls. 5 55 hrs. 47 if done by experienced quality assurance coordinator
A subject coordinator is dismayed to find that many of his applied programming students have submitted assignments containing copied source code. Jonathan is the subject coordinator in an undergraduate subject on applied programming. The assessment in this subject require students to design, implement, test and debug simple programs using a specific programming language. The assignments require students to submit program source code. Jonathan knows that students can be tempted to copy code from friends, the Internet, or a ‘private tutor’ rather than create their own source code. Jonathan tries to design the subject and the assessment tasks to reduce the opportunities to do this because he recognizes that if students do not acquire the skills to manipulate the programming language they will not really have met the intended learning outcomes of the subject. When one of Jonathon’s colleagues, Amy, asks if she can the program she has developed to test for shared code on some of the assignments submitted by Jonathan’s students Jonathan agrees, not thinking that any plagiarism of code would be detected. He is astonished to find over 15% of the students in his subject have submitted assignments containing code which Amy’s program indicates contains shared code. In Jonathan’s mind this means that students have copied. Questions for discussion What does your university policy say about designing the assessment of student learning to support student learning? What does your university policy say about the copying and translation of computer code? What does your university policy say about the copying and translation of computer code from one computer language into another (also called ‘porting’ or ‘inter-lingual plagiarism’? What other information would Jonathan need in order to make sound interpretations of the meaning of Amy’s findings? What strategies could Jonathan implement to reduce the incentive to, and risk of, students copying code? It is acceptable for Jonathan to investigate the matters further given that students did not receive any notice that their assignments would be analyses using Amy’s program? What information should Jonathan obtain about the quality of Amy’s program before using it to analyse student assignments Suggested readings
November 2013 Cribbing These pictures are indeed extreme but not a rarity. The designation of “cribber” may not cause a major health problem but is certainly expensive for any facility that has wood fences! There is so much difference of opinion as to cause and control. Cribbing straps are notoriously ineffective but may reduce the severity. Is this a learned habit or is there a genetic predisposition? Only the records of major bloodstock sales would show a familial connection. Some feel that this is a learned condition. One of my horses tried to learn and failed! Horses restricted to stalls and limited space are likely to develop vices of some kind but cribbers released to a pasture environment, continue the habit. Others feel that it is gastric ulcer related. The production of endorphins is another theory but again unproven. December 2013 SLAB FRACTURES: We have all seen similar cases as this but my message here is different. In this particular situation, the mobile sagittal palatal fragment was removed and appears to have involved open pulps. The dark staining is from food accumulation but also suggests a chronic duration. Whether a dental bridge could form fast enough to prevent apical infection is unknown at this time but radiographs are reported as negative and no sinus drainage has been noted. A conservative “wait and see” plan is in place but if clinical symptoms develop, it would be wise to save the fragment in an antiseptic fluid storage container. If intra oral extraction was attempted in the future, the fragment could be cemented to the existing crown to allow a more stable surface to grasp with forceps. It is not the intention to search the literature for verification of this technique nor to describe the actual process, but only to bring to the reader’s attention the possibility. If you extract such a fragment, KEEP IT. January 2014
CASES21 Email Guidelines and Management Instructions May 2010 Overview CASES21 has the ability to automatically email reports, track the history of emailed reports and check the status of reports that have been marked for emailing. These reports have been redesigned to limit sensitive information. These guidelines cover the management of how emails are obtained, stored and used and which reports can be emailed as well as advice on ensuring consent is granted from the recipient. See the relevant chapter (e.g. Creditors) of the for more details on the use of the particular formats and tasks. The following reports have emailing functionality: Sundry Debtor TAX Invoice Print – Email (DR21401E) Debtor Statements - Alphabetical – Email (DR21304E) TAX Invoice Print – Email (DF21401E) Family Statements - Alphabetical – Email (DF21304E) Family Statements - Portrait – Email (DF21317E) Family Payment Vouchers - Payee – Email (DF21120E) Family Statements by Home Group – Email (DF21305E) Creditor Payment Vouchers - Creditor – Email (CR21117E) Purchase Orders by Batch – Email (CR21107E) A field is available in Family Financial (DF11003) and Sundry Debtors (DR11001) to allow schools to record the email address. The Creditors (CR11001) format has two fields to record email addresses for creditors (one for purchase orders and one for payment vouchers). You should check that existing creditor email addresses are correct, and make sure that creditors with an email address in CASES21 would like to receive vouchers or purchase orders via email. Guidelines In accessing and/or discussing information held on the school’s CASES21 database (which now includes the email address), the relevant information policy principles which need to be considered are Collection, Use and Disclosure, Data Quality, Data Security and Unique Identifiers, Anonymity and Transborder Data Flows – for more information about these principles go to: The above reports are the only reports to be forwarded by email to each corresponding group after permission has been granted from the recipient/s. Permission could be obtained by issuing of a permission letter (see sample letter below). Management Instructions
Figure 3: Main Application window with unpopulated windows The application has a Census Returns window in the Main Application window (see figure 3). Two main folders will appear, August and February. The Census Return Summary Data and Census Return Details window will appear without any information as shown in figure 3. Selecting an already lodged return does not display anything about that return other than information contained in the Census Return Summary Data section in the bottom left hand corner of the screen. Refer to for detailed information relating to the summary data screen. New Return Click on the New Return button to start a new return. The New Return function creates a completely new census return folder under Census Returns List for the respective main census folder (either February or August). The naming convention for the census return folder includes a unique id number for each return created (and lodged) as shown in the following examples: Aug 2014 – 6. Refer Figure . If there is an existing un-lodged return, clicking on the New Return button will delete all student information in Census Return Details and the Census Return Summary Data information. The user will be prompted to confirm this action as shown in Figure 4 below. Figure 4: Existing open return message on OK to create a new return. This will delete the existing open return but not load the census data automatically. User should then click on the Load Census Data button to load the census. on Cancel to continue with the existing open return.
23 Validated Language KGL_ASCL N 24 Immunised IMMUNIZE N 25 Koorie KOORIE N 26 Mobility C_MOBILITY Y 27 SRP Funded SGB_FUNDED N 28 Birth Country BIRTH_COUNTRY N 29 Country Code KGT_SACC N 30 Country Desc KGT_DESCRIPTION Y 31 English Speaking KGT_ENGLISH_SPEAKING N 32 Resident Status RESIDENT_STATUS Y 33 Permanent Basis PERMANENT_BASIS Y 34 Visa Subclass VISA_SUBCLASS Y 35 Visa Statistical Code VISA_STAT_CODE Y 36 Validated Visa Subclass KCV_VISA_SUBCLASS N 37 Visa SRP Funded KCV_SGB_FUNDED N 38 Visa Check Stat Code KCV_CHECK_STAT_CODE N 39 Visa Residency Status KCV_VISA_RESIDENCY N 40 Census SRP Status C_SRP_STATUS Y 41 Exit Date EXIT_DATE Y 42 School Year Number KCY_NUM_EQVT N 43 School Year SCHOOL_YEAR Y 44 Validated School Year KCY_KCYKEY N 45 Living Arrangements LIVING_ARR N 46 Arranged Care C_LIVING_ARR N 47 Previous School PREVIOUS_SCHOOL N 48 Previous School Entity N 49 Previous School ID SKGS_PREVIOUS_SCHOOL_ID N 50 Feeder Entity C_FEEDER_ENTITY N 51 Feeder ID C_FEEDER_SCHOOL_NUMBER N 52 Feeder name C_FEEDER_SCHOOL_NAME N 53 Campus CAMPUS N 54 Campus Name SCI_CAMPUS_NAME N 55 School Type SCI_SCHOOL_TYPE N 56 Family FAMILY N 57 Relation Adult A RELATION_A01 N 58 Sex Adult A DF_GENDER_A N 59 Surname Adult A DF_SURNAME_A N 60 Title Adult A DF_TITLE_A N 61 Name Adult A DF_NAME_A N 62 Birth Country Adult A DF_BIRTH_COUNTRY_A N 63 SACC Code Adult A DF_KGT_SACC_A N 64 Country Desc. Adult A DF_KGT_DESCRIPTION_A Y 65 Birth Country English Speak. Adult A DF_KGT_ENGLISH_SPEAKING_A N 66 Occupation Status Group Adult A DF_OCCUP_STATUS_A N 67 Gender Adult B DF_GENDER_B N
</dimensionresult> VC Domain Results <studentresults> <domainresult REGISTRATION="6033" YEAR_SEMESTER="2018.1"> <DOMAIN>VCHPE</DOMAIN> <DIMENSION>VCHPEH</DIMENSION> <SCHOOL_YEAR>03</SCHOOL_YEAR> </domainresult> <domainresult REGISTRATION="6033" YEAR_SEMESTER="2018.1"> <DOMAIN>VCHPE</DOMAIN> <DIMENSION>VCHPEPE</DIMENSION> <SCHOOL_YEAR>03</SCHOOL_YEAR> <SCORE>5.0</SCORE> </domainresult> <domainresult REGISTRATION="6033" YEAR_SEMESTER="2018.1"> <DOMAIN>VCLVA</DOMAIN> <SCHOOL_YEAR>03</SCHOOL_YEAR> <SCORE>5.0</SCORE> </domainresult> </studentresults> </student> For VC the <domainresult> tag applies to all VC subjects reported at curriculum area level only. That’s all VC subjects other than English, Maths, and HPE. e.g. VCHPE represents the unique reporting code for VC Health and Physical Education NO dimension tag for a VC subject within a domain result tag Under VC 2018, new reporting codes have been created: VCHPEH (Health Education) replaces VCHPEP (Personal, Social and Community Health), VCHPEPE (Physical Education) replaces VCHPEM (Movement and Physical Activity), Code VCLVA replaces VCLVA1 EAL dimension & domain results – Next Student Unchanged from previous years
The Benefits of Using ZIMS for Aquaria (Reading time: Approximately 20 min) ZIMS (Zoological Information Management System) is an application that collects global data on zoo and aquarium animal collections. Much of this data is shared globally for the benefit of all Species360 members. Some of the ZIMS
weekly module goal. of their weekly module goal. weekly module goal. weekly module goal. Respect Student was always respectful to peers and staff and used proper etiquette at all times. Student was usually respectful to peers and staff and used proper etiquette most of the time. Student was sometimes respectful to peers and staff and used proper etiquette some of the time. Student was never respectful to peers and staff and rarely used proper etiquette. Time Management Skills Never needed reminders or redirection to meet program goals. Rarely needed on-task reminders or redirection to meet program goals Usually needed on-task reminders or redirection to meet program goals Always needed on-task reminders or redirection to meet program goals Score-to-grade Conversion: 16 = 100 15 = 95 14 = 90 13 = 85 12 = 80 11 or lower = Student will have a teacher/student conference to discuss low score(s). If there is more than a 10 point discrepancy between student score and teacher score, a meeting to discuss why will also take place. Date _________________ Comment _______________________________________________________________________