zilongwang/ReadingBank huggingface dataset:
Date Event Location Time 5th Nov Firework Display Blackmount Church Hall 7pm 7th Nov BMCC Meeting including AGM Dolphinton Hall 7.30pm 11th Nov Elsrickle Wreath Laying Ceremony Small War Memorial 11am 16th Nov Dolphinton WI Meeting Dolphinton Hall 7.30pm 2nd Dec Senior Citizens Christmas Dinner Elsrickle Hall 7pm 5th Dec BMCC Meeting Dolphinton Hall 7.30pm 17th Dec Dolphinton Children’s Party Dolphinton Hall 2pm 18th Jan Dolphinton WI Meeting Dolphinton Hall 7.30pm 6th Feb Dolphinton WI Meeting Dolphinton Hall 7.30pm 6th Mar Dolphinton WI Meeting Dolphinton Hall 7.30pm Do you need crockery and glasses for a large function or family event? The social group have cutlery, plates and wine glasses available to lend for any local events or members of the community. Please contact Anne Hutchison for more details on: 682256 Puzzle Corner
What you need to do You are to complete the following theory worksheets and practical exercises. Construction knowledge and skills exercises Activity 1: Wall tiling (20 marks) Complete wall tiling task using specified area tools and equipment. Activity 2: Floor tiling (20 marks) Complete floor tiling task using specified area tools and equipment. Activity 3: Construction materials (15 marks) You are to complete the relevant worksheets that relate to the following points: present a materials identification sheet, showing mechanical properties of common building materials in terms of: hardness elasticity conductivity flexibility strength presentation of finishes; different types and their uses. What needs to be submitted for assessment? Due dates Completed wall tiling Completed floor tiling Construction materials identification sheet Marking key for sample assessment task 5 – Unit 1 Task 5 Part B – Construction exercises Wall tiling Maximum possible mark Allocated mark Site preparation cleanliness setting out preparedness 1–2 1–2 1–2 /6 Wall tiling process mixing of grout square level spacing grouting 1–2 1–2 1–2 1–2 1–2 / 10 Work habits and Occupational Safety and Health correct PPE clothing correct use of tools/equipment appropriate use of materials tidiness 1 1 1 1 /4
Total / 20 Floor tiling Maximum possible mark Allocated mark Site preparation cleanliness setting out preparedness 1–2 1–2 1–2 /6 Wall tiling process mixing of grout square level spacing grouting 1–2 1–2 1–2 1–2 1–2 / 10 Work habits and Occupational Safety and Health correct PPE clothing correct use of tools/equipment appropriate use of materials tidiness 1 1 1 1 /4 Total / 20 Task 5 Part B – Construction exercises – Materials identification sheet Description Maximum possible mark Allocated mark Presented materials identification sheet completed worksheet listing common building materials, with correct, detailed listing of all mechanical properties for each material completed worksheet listing common building materials, with mechanical properties correctly listed for each material completed list of common building materials, with minor errors in the listing of mechanical properties partially finished worksheet of common building materials, with errors or missing mechanical properties incomplete worksheet missing information about the mechanical properties 9–10 7–8 5–6 3–4 1–2 /10 Presentation of finishes; different types and their uses all finishes listed, with clearly set out uses most finishes listed, but some errors in arrangement of details of uses list of finishes attempted, but require further arrangement of types and uses 4–5 2–3 0–1 /5 Total / 15 Combined total /55
Copyright © School Curriculum and Standards Authority, 2014 This document – apart from any third party copyright material contained in it – may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority’s moral rights are not infringed. Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners. Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Disclaimer Any resources such as texts, websites and so on that may be referred to in this document are provided as examples of resources that teachers can use to support their learning programs. Their inclusion does not imply that they are mandatory or that they are the only resources relevant to the course.
Sample assessment outline Building and Construction – General Year 12 Unit 3 and Unit 4 Assessment type and weighting Assessment weighting Duration Assessment task Design 20% 5% Semester 1 Week 1–3 Introduction to the Unit and workshop Student orientation to the course and facilities Task 1: Structural design for a residential backyard project Design a structure to be constructed in a residential backyard; for example, cubby house, gazebo, garden arch, shade house 3% Semester 1 Week 4–5 Task 2: Drafting proposed structure Complete scaled working drawings Select materials Estimate quantities, and prepare materials lists Construction plan 2% Semester 1 Week 10 Task 5: Evaluation Evaluate finished scale model of a residential backyard design Evaluate finished design, materials list and construction proposal 3% Semester 2 Week 2–3 Task 10: Drafting exercises Complete a range of theoretical and practical activities to develop experience in drafting: orthogonal, geometry; plan reading and scaling 5% Semester 2 Week 4–5 Task 11: Integrated materials fabrication design project Design a project that uses a combination of materials from the syllabus OR Complete a design for a personal project that together skills learnt 2% Semester 1 Week 15 Task 16: Evaluation Construction of integrated materials fabrication design project
COMPLAINT SCHEDULE No. Item / Location Description Attachment (if relevant) Order sought Respondent’s response E.g. 1 Lounge room floor Drummy and cracked tiles to an area of approximately 1m² Photo titled ‘Tiles 1’ Rectify tiles Refused because the builder has said the tiles were as instructed by the owner, and contrary to the builder’s written advice that they were not suitable Section 54FC and Building (Resolution of Residential Building Work Disputes) Regulations 19 Date Approved 31 December 2012
The findings reveal that stakeholders have a strong positive image of Aboriginal and Torres Strait Islander art. Figure 2 below uses a word cloud technique to illustrate the dominant characteristics of Aboriginal and Torres Strait Islander art that resonates with stakeholders. The words most frequently used by stakeholders to describe Aboriginal and Torres Strait Islander art are shown—the larger the word is depicted, the more commonly it is used by stakeholders. Figure 2. Stakeholders’ image of Aboriginal and Torres Strait Islander art As in Figure 2, the most dominant characteristics relate to the diverse, contemporary nature of Aboriginal and Torres Strait Islander art. One stakeholder explains this diversity and describes: It’s a huge galaxy, it touches many different satellites and mediums of art form, whether it’s visual, whether it’s performing arts. But now creative arts and storytelling is filtering through a whole realm of social practices (D2). Several stakeholders note that are significant opportunities to explore diverse artistic practices for Aboriginal and Torres Strait Islander practitioners. Stakeholders are excited by the current focus on contemporary approaches to art practice: I think the contemporary art world is really coming to the fore and they’re giving the rest of the world a run for their money (D1). Aboriginal and Torres Strait islander art is inextricably linked with community, country and celebration and is a powerful connecting mechanism within and between communities. Much of the art that is created and produced is soulful, challenging and thought provoking. Some stakeholders believe that there is a significant connection between Aboriginal and Torres Strait Islander art and culture. As one stakeholder explains: ‘Our arts practice is our culture’ (CAFS1). Another describes: Part of Indigenous culture, art and the expression of art is such a huge part of our lives and it’s an artistic expression and culture that’s embedded into the heritage. So we can’t escape the artistic nature of our culture because it’s so embedded (D2). Key Points Stakeholders recognise the role that Aboriginal and Torres Strait Islander art plays in the cultural narrative of our nation.
community involvement have you conducted, or heard about? 2 A most inspiring family involvement activity was . . . 3 A successful collaboration with a community partner was . . . 4 An activity that made all families feel welcome at school was . . . 5 A great family involvement activity linked to children’s reading was . . . 6 An excellent way that volunteers helped a school was . . . 7 One example of how teamwork produced a successful family involvement activity was . . . 8 An enjoyable family math
In the event of an Earthquake Building Emergency Directors – Instructions If you are indoors - the shaking stops Count to 60 to allow debris to finish falling after the shaking stops and before attempting to exit. Assess your immediate surroundings for dangers (i.e. check for fires, gas leaks, exposed/arcing electrical components/wires, leaking sewage pipes, broken water pipes, dangling fixtures/furnishings). Determine whether it is safer to stay indoors or evacuate. Do not assume it is safe to exit. Proceed with evacuating the building if it is safe/necessary. Repeat DROP, COVER, AND HOLD procedure before resuming evacuation if an aftershock occurs during evacuation and you are still inside the building. Building Emergency Director Evacuation Procedures. Urge people to stay calm, and to evacuate quickly and in an orderly manner. WALK, DO NOT RUN. Do not allow building occupants to use the elevator(s). Repeat DROP, COVER, AND HOLD procedure before resuming evacuation if an aftershock occurs during evacuation and you are still inside the building. If possible, assist occupants that are unable to evacuate using the stairs. Refer to Appendix 4: Persons Requiring Assistance and Appendix 5: Personal Evacuation Plan. Alternatively, individuals having difficulty can be directed to an area of refuge or a safe location inside the building, . Building Floor Wardens and Building Emergency Directors must relay the location of these occupants to the Fire Department. Upon exiting the building, direct evacuated occupants to the Predesignated Meeting Area. The building Predesignated Meeting Area is: Proceed to pre-determined meeting location for Building Emergency Directors and Building Floor Wardens (e.g. at an open area that is a safe distance away from the building) and wait for Building Floor Wardens to report information about the earthquake, the evacuation, or about the building as required. The pre-determined meeting location for Building Emergency Directors and Building Floor Wardens is: Ensure pertinent information reported from the Building Floor Wardens is relayed to the First Responders (e.g. Fire, Police or Ambulance). Once evacuated, DO NOT ALLOW ANYONE TO RE-ENTER THE BUILDING until the Fire Department or authorized UBC building officials give permission to do so.
Note regarding use of the Building Emergency Response Plan Template *Do not include this section in your building plan. This is simply a note about the use of this template. The development of this template was a result of a coordinated effort between UH Police, UH Fire Marshal’s Office and the UH Office of Emergency Management. This template is for use by UH departments to develop an Emergency Response Plan for their buildings. Please note that if your building houses multiple departments, that representatives from each department should be included in the development of your Building Emergency Response Plan. Once the Emergency Response Plan has been drafted using this template, it should be submitted for review by the UH Department of Public Safety. If you need any assistance or are ready for your plan to be reviewed, please contact Chelsea McKeathen, Emergency Management Specialist, at 713-743-0341 or via e-mail at . RECORD OF CHANGES The University of Houston [BUILDING NAME] Emergency Response Plan Date of Change Page Description of Change Entered by
The issues addressed in this AAR are being requested to be reviewed and thoroughly examined for the appropriation of needed resources to ensure the functions of incident response; stabilization and notification are efficient and effective. Incident Overview: University of Houston – [Insert incident/exercise location here] Duration: [Insert incident/exercise time] Sponsor: [Insert Sponsor here, if applicable] Funding Source: [Insert funding source here or if no funding, insert “No funding allocated”] Check appropriate area(s) below. Prevention: Response Recovery Other Classification: Check appropriate area(s) below. Unclassified For Official Use Only (FOUO) By Invitation Only Activity or Scenario: Check appropriate area(s) below.
Building Fireline Downhill With Fire Below Operational Engagement As a general rule, construct line moving uphill. Many firefighters have lost their lives attacking wildland fires from above. If there is no practical alternative to constructing line downhill, proceed only after weighing the following considerations: Has the area been scouted for fire perimeter and behavior? Discuss what you need to know about the fire perimeter and fire behavior before building fireline downhill with fire below. Will wind direction be at your back? Will it stay at your back? Talk about how winds can change when you are on a slope (e.g., time of day, upslope and down slope breezes, etc.). Is the area free of chimneys and gullies? How would you negotiate your line location if there were chimneys and gullies below where you needed to be working? Are adequate safety zones and escape routes as you progress downhill? How do you maintain adequate safety zones and escape routes as you progress downhill? Can you carry your burnout downhill as you go to provide an anchor point and safety zones? Discuss how you decide when to carry the burnout with you or wait until you have tied in down below. Have lookouts been posted? What do the lookouts need to be on the watch for? Do you have good communications, especially with lookouts and working towards you? What are some of the dangers of not communicating with lookouts and crews working towards you? What are the benefits of maintaining good communications? Can the line be completed and burned out before the fire reaches the line? Discuss how this would affect where you locate the line. Do you have adequate resources to complete the assignment? What additional resources might you need to safely take on an assignment that includes building fireline downhill with fire below? How many resources do you want to engage? Is aerial support available if needed? What benefits can aerial resources provide? What might be an added danger from aerial resources in this type of situation? (Common Denominators) Has everyone been briefed on the assignment, fire behavior, weather, communications, escape routes and safety zones, hazards and tactics? Discuss who might provide this briefing, where they are getting their information and where and when it might occur. Resources:
What is CACFP? CACFP is the Child and Adult Care Food Program, a Federal program that provides reimbursement for healthy meals and snacks served to children and adults in day care settings. In Missouri, each day, more than 52,000 children and older adults participate in CACFP. CACFP helps families meet the nutritional needs of their dependent children and vulnerable adults. In addition, CACFP plays a vital role in improving the quality of child or adult care and making it affordable for many families. In addition to child care, CACFP helps make afterschool programs more appealing to at-risk youth. By offering nutritious and tasty snacks and suppers in programs serving low income areas, centers can increase participation and know that youth are getting a healthy meal. Homeless children and children from temporarily displaced families can also receive up to three meals each day through shelters that operate the program. Who is eligible for CACFP meals? Children age 12 and under. Migrant children age 15 and younger. Youths through age 18 in afterschool programs. Functionally impaired adult participants or adults age 60 or older enrolled in an adult day care center. What kinds of meals are served? Breakfast consists of a serving of milk, fruit or vegetable and grain. and dinner require milk, grain, meat or meat alternate, fruit and vegetable. Snacks include two of the five meal components: milk, fruit, vegetable, grain or meat/meat alternate. Which facilities can participate? Many different facilities operate CACFP, all sharing the common goal of bringing nutritious meals and snacks to participants. Child Care Centers: licensed or approved public or private nonprofit child care centers, Head Start programs, and some for-profit centers serve meals to large numbers of low-income children. Family Child Care Homes: small groups of children receive nonresidential child care in licensed or registered private homes. Afterschool Care Programs: centers in low-income areas provide free snacks to school aged children and youth. Homeless Shelters: emergency shelters provide residential and food services to homeless children. Adult Day Care Centers: public, private nonprofit, and some for-profit adult day care facilities provide structured, comprehensive services to functionally impaired, nonresident adults. How does CACFP work? CACFP reimburses participating centers and child care homes for serving nutritious meals. CACFP is administered at the federal level by the Food and Nutrition
Q3 - In what lesson do you feel most confident and why? Extremely answers: Performing arts – my hobby Every lesson – enjoy equally Tutor – I am open and I love my tutor English – maths – tech – French Music – with friends & small class Art – it Very answers: Art – enjoy it and good at it X2 Drama English – favourite subject X3 (good at it – practiced a lot) Science Tech Pe – supported by others R.E Fairly answers: Tech 3 Art 7 Maths 3 Music Dance – relaxed English – teacher helps 3 Tutor French 2 Geography Spanish Don’t know PE 2 History 3 know everyone drama (being with friends was prevalent throughout) Not Sure answers: When I’m with friends Music Pe – good at it French – friends are in it Art – good at it (3) Tutor & Art English – good at it Spanish and Maths – skilled in these so more confident PE – all doing the same Not very answers:
AO13.2 Car parking is located behind the building and screened from view from the street or public places by the form or by landscaping. PO14 Development is designed to ensure that building plant and equipment, including street based infrastructure, including but not limited to; air conditioning units, electricity pad mounts, refuse storage areas, hydrants & switchboards, is part of the architectural form of the development and is not a visible when viewed from adjoining sites, streets or public places. AO14.1 No acceptable outcomes are provided. Tropical urbanism PO15 Development provides a high standard of design that: (a) achieves tropical urbanism outcomes; (b) positively contributes to the image of the region and provides a visually appealing and interesting skyline when viewed from surrounding areas including but not limited to the coral sea; (c) displays the qualities of good urban places; (d) reflects the concept of a ‘city in a rainforest’; (d) uses appropriate materials; (e) provides high quality landscaping. Note – Planning scheme policy – Tropical urbanism provides guidance on meeting the performance outcome. AO15.1 No acceptable outcomes are provided. PO16 Development is designed and sited to provide articulation and relief in the façade through design and practical features. AO16.1 Building facades are to be articulated and provide contrast between light and shadow. PO17 AO17.1
Animal sources: Liver. Plant sources: Fortified cereals, legumes, nuts, seeds and green leafy vegetables. Vitamin C Health Benefits Important for skin, bones, gums and blood vessels health. It supports immunity and body cells repairing. It is also important for iron absorption from plant sources. Food Sources Animal sources: Vitamin C does not exist in animal foods. Plant sources: Citrus fruits, kiwi, broccoli, green pepper and green leafy vegetables. Minerals Minerals are essential for body health, growth, development and wellbeing. They are divided into two groups: Major minerals: such as calcium, iron, magnesium, potassium and sodium. Trace minerals: such as zinc, copper, iodine and phosphorus. These are needed in lesser amounts than the major minerals, but are extremely important for health. Supplements of minerals are not recommended without doctors approval, as consuming well balanced food ensues provided the body with the needed nutrients, including vitamins and minerals. Overdose of any nutrient is as dangerous as its deficiency. Calcium Health Benefits Important for strong bones and teeth, and helps in muscles’ contraction, blood clotting and in regulating blood pressure. Food Sources Animal sources: Milk and its products (preferred fortified with Vitamin D), sardines with Bones. Plant sources: Fortified cereals, Tofu, fortified soy milk, broccoli, legumes. Iron Health Benefits Important component of red bold cells and muscles’ protein. Iron enables the red blood cells to carry oxygen all body organs and tissues cells. Iron
<Valet services have a separate entrance/exit from the garage from contract and visitor parking.> Location of valet services to valet cashier functions (?). < Shuttle service will drop off / pick up during normal operating at the front drive of the building. Special requests can be made by calling (713) 792-2338. Visit the Shuttles website for details and current information about shuttle routes: Shuttle drives/drop off locations shall be wide enough for two shuttle busses to pass side by side.<Subject to design constraints> <Validate as required: A monitor tracking the shuttle routes and schedules will be located in the building lobby> SECURITY <Validate as required: Cameras are placed at all entrances and exits of the garage for monitoring at the Hermann Pressler garage and monitoring services.> The building will require security posts and rovers: <Validate the need for fixed posts. Quantity to be determined during design phase>Yes/No This building is in UT Police Region (1 or 2) and is in UT Police Beat (10,11,12,13,20,21,22,23,24, 25,26,27). <Validate the need for this parking. Quantity to be determined during design phase> Yes/No> The parking structure will require storage for valet keys, storage of supplies and/or IT equipment.<Validate Yes/No> UTPD provides law enforcement, security, and community services to the MD Anderson Cancer Center Houston facilities.<UTPD will staff a security / information desk in the front entrance lobby.><Validate as Yes/No>
Unclear goals Individual members promote outcome that is in conflict with the team Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement. Ask members to play ‘devil’s advocate’ about issues around which everyone quickly agrees Harvard Business Essentials. Creating with an Edge. Harvard Business School Press, Boston: Massachusetts, 2004. Problem Characteristic behaviours Strategy Inept leadership Leader does not solicit enough involvement from team members Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic; it represents one area rather than full constituency Be brave: meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg. volunteer for additional tasks If leadership problems persist, express concerns to sponsor Lack of management support Work of team is rejected by management Senior managers express discomfort about the team’s work Necessary resources are not provided One of several preventable problems has occurred: Team does not have an adequate sponsor Sponsor has not ‘signed off’ on goals and resources Team sponsor and/or other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources Lack of resources Team ‘work’ assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation Negotiate with sponsor and member’s supervisors Negotiate for budget If sponsors and stakeholders will not contract for needed time or resources, team success is unlikely; consider disbanding the team Absence of trust Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses Identify and discuss individual strengths and weaknesses Spend considerable time in meetings and working sessions Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterised by veiled discussions and guarded comments Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual team member’s natural conflict styles
School Name/Address Prospective Partner Address/Email Date Dear Sir/Madam, I am writing with reference to an exciting opportunity to become an active participant in School Name’s Youth and Philanthropy Initiative (YPI). YPI is a unique citizenship programme, centred on empowering young people to make a genuine difference within their local community, whilst equipping them with the skill set, attitude and outlook needed to thrive and contribute in the 21st century. Across Scotland, YPI will be delivered in direct partnership with 255 secondary schools during the year ahead. This represents in excess of 34,000 participating young people with collective responsibility for directing £765,000 to small, local charities. School Name has been involved in YPI for the past XX years and has proudly awarded £XXXX into the local community through our participation in the programme. As part of our Delivery Subject curriculum, all Year Group students participate in YPI, each year taking responsibility for directing a £3000 YPI Grant to a local charity through a structured programme of team work, research and competition. This year we are looking to work alongside likeminded local partners to further enhance this project. By becoming involved with YPI your organisation could be part of a national programme having a real impact on students, schools, charitable organisations, and communities across Scotland. You will be supporting us to create meaningful opportunities for our young people to directly interact with, and understand, the local charitable sector; empowering them to become active and responsible citizens. This academic year School Name is responsible for a minority portion (£500) of the full £3000 YPI Grant and we are writing to ask if your organisation would be willing to sponsor this contribution? As a key partner of the programme, we would duly recognise your support at our prestigious school final and would also be keen to explore further opportunities to build/ strengthen/ enhance our relationship with your organisation. This, for example, may include the opportunity to attend and support our school launch; develop and contribute to a mentorship programme; or attend and potentially sit on the judging panel at our school final. Please find enclosed / attached more information on YPI, and should you wish to discuss how you could support this fantastic initiative, please contact Lead Teacher / SMT Link Name & Contact Information. Thank you in advance and we look forward to hearing from you. Head Teacher
#10 Example: Door to room 413 has been damaged and will not It is empty and does not contain any items with personal information or expensive equipment. From 8:00 am to 4:30 pm the room is publicly accessible to the public and potentially could be used as a hiding place. Corrective Action: Contact BOPS Service Centre (2-2173) and obtain service request ticket for door to be repaired and locked. JB Within one week Date: mm/dd/yy ( Priority B*) TBA * Priority Table Level of Noncompliance Item Timeline for Completion of Corrective Action Timeline for Follow Up Inspection A Immediately Within 1-2 days B As soon as possible Within 1 week C As soon as possible Next regular inspection or further investigation required Inspected by: Name: Signature: Name: Signature:
Building Supplies Wholesale Driver Dear Doctor: This form will take up to 5 minutes to complete. Please review each task the worker undertakes (both picture and written description) and tick whether or not the worker can complete this task. If modification required, please leave comments. Space at the end of this document is available for final comments and recommendations. Loading Truck Loading using forklift (see below) Truck cranes are used when unloading therefore placing slings around load with straps (frequent grasping to secure). Full shoulder movements required and low level postures. Tying in load with load binders (ratchet system). Climbing on/off truck and grasping required. Doctor Approval Yes No Comments: Forklift Driving Use of forklift requiring the driver to be able to mount the forklift repetitively have unrestricted head and shoulder movement demonstrate strength in arms and hands for gripping the gear stick and the steering wheel. Doctor Approval Yes No Comments: Driving Truck Drivers undertake 8 – 10 deliveries each day Constant sitting whilst driving Frequent climbing in/out of truck cabin and on/off tray. Doctor Approval Yes No Comments:
Physical Requirements Constant standing. Frequent climbing up scaffolding. Sustained or repetitive low level postures. Lifting and carrying stone (up to 50kg) but generally if curbing 10-15kg blocks. Range of work from floor to overhead height. Frequent pushing of a wheelbarrow. Doctor Approval Yes No Comments:
Doors Internal door weighs 12kg, external door weighs approx 45kg. Pre-wrapped packs need to be split to access the doors in correct order. Tin snips are used to cut strapping and plastic. Two forklifts are used, sliding unwanted doors onto the prongs of the first one to access desired door. Second forklift used to collect desired door. First forklift replaces unwanted doors. Doctor Approval Yes No Comments:
Sand Change Some pools will require sand to be changed. Sand is removed and put in a bucket. Refilling is done from a 20kg bag of sand which is carried from van. Doctor Approval Yes No Comments: Solar Repairs Occasionally a ladder is climbed to enable inspection of solar panels. Doctor Approval Yes No Comments: Replacing Pipes Excavation work with a shovel or maddock and wheelbarrow. Doctor Approval Yes No Comments: Leaks If pool is leaking it needs to be drained and the hydrostatic valve at the bottom needs to be replaced, low level postures and gripping required . If this occurs in summer, technician may dive in to replace valve instead of draining pool. Doctor Approval Yes No Comments:
Building Supplies Wholesale Truck Driver Dear Doctor: This form will take up to 5 minutes to complete. Please review each task the worker undertakes (both picture and written description) and tick whether or not the worker can complete this task. If modification required, please leave comments. Space at the end of this document is available for final comments and recommendations. Insert image 52 29 43 64 Picking and Packing Orders likely pre-picked by storeman. If not, Truck driver may be required to pick orders using forklift. Splitting of packs and pulling order required. If hand picking boards, workers slide sheet slide off stack and stand it on ground before lifting. Two people lift heavier sheets or forklifts can be used. Repacking stack and securing with plastic strapping using a strapping machine (power grip and ratchet motion) and applying clip with 2 handled clamp. Physically demanding role with bending, squatting, twisting, lifting, reaching, carrying and gripping involved. Weights will vary however loads are awkward ie. sheets sizes can be 2.4m x 1.2m or 3.6m x 1.8m. Bench tops are 4.1m long and heavy. Doctor Approval Yes No Comments:
Clicker Press Smaller roof trusses are joined using a clicker press. Grasping handles and swinging press to the right to bring controls in front of worker (light force) . Pressing two buttons (between waist and chest height) to operate press. Swinging press away to left. Doctor Approval Yes No Comments: Clean Up Sweeping floor. Emptying scraps bin as required (lifting and carrying bin). Doctor Approval Yes No Comments:
Name Contact address Mobile: [insert] E-mail: [insert] Personal Profile Statement [Insert Personal Profile Statement] Achievements [insert achievement] [insert achievement] [insert achievement] Education [From – To] [Course] [Institution Name] Grade achieved: [Grade] [From – To] [Course] [Institution Name] Grade achieved: [Grade] [From – To] [Course] [Institution Name] Grade achieved: [Grade] Work Experience [From – To] [Job Position] [Company name] Main duties performed: [From – To] [Job Position] [Company name] Main duties performed: [From – To] [Job Position] [Company name]
Capital Development Guidelines – Series 7, Fire Risk Management, August 2013 Guideline 7.2 – Form A1.1 Works Building surveyor statement of compliance – Works From Name (Building Surveyor): Organisation name: Postal address: Postcode: Property details (if applicable) Number: Lot/s: LP/PS: Volume: Folio: Crown allotment: Section: Parish: County: Municipal District: Class(es) of building (as defined in the Building Code of Australia): Building use or occupation (as defined in the Building Code of Australia): Staff Profile (as defined in the Capital Development Guidelines – Series 7, Fire Risk Management, August 2013): Occupant/Client Profile (as defined in the Capital Development Guidelines – Series 7, Fire Risk Management, August 2013): Maximum number of clients (as defined in the Capital Development Guidelines – Series 7, Fire Risk Management, August 2013): Maximum number of occupants (as defined in the Building Code of Australia): Building Appeal Determinations (list all determinations):
Policies and procedures EUA Enforcement Procedure Authorisation Adopted by Council on 29 October 2018. Review Review period Next review date TRIM reference The Manager, Sustainability Programs will review this policy within five years from the date of its adoption and/or review. October 2023 2018/337681-01
motion in general. This is because of the clever design that morphs from variable microstepping at low speeds to full step at higher speeds. This largely eliminates low speed resonance problems which are inherent in stepper motors. You can use a less sophisticated controller but performance will suffer and the firmware will also have to be modified. The recommended Gecko drive is a little more expensive than some of their less expensive models but this one is virtually indestructible which is good for building your first machine. If you are experienced and careful you can save a little money buying the less protected version of the controller. The control board should be mounted on a solid surface so it does not flex when the RJ11 connectors are plugged and unplugged. Wires need to be run from the Gecko to the stepper motor and from the Shagmatic board to the Gecko. Wires need to be run from the limit switches to the Shagmatic board. Power needs to be provided to the Gecko. One caution is that if the limit switch wires are run in the same cable harness as the wires to the stepper motor, they should either be in a separate shielded cable and a ferrite installed on the wire at the controller end. It is really best to avoid problems by keeping the limit switches close to the control board as in the current design example. Electrical noise introduced in these lines can be very difficult to eliminate. Figure Control board wiring The "joystick" controller is simple a rotary encoder wired to an RJ11 socket and both mounted in a piece of PVC pipe with a pipe cap on one end. See the photograph for details. The latest design also has a miniature toggle switch that allows selection of "speed" from the controller. It really is the ratio of joystick motion to machine motion that is varied but the effect is similar to a change in speed. The two knob controller consists of two mechanical encoders mounted in a suitable box. It also uses an RJ11 socket. wiring should be done according to the wiring diagram and photograph. One or both encoders (depending on your choice) contain switches which determine whether one of the two encoders will control stroke length or offset. My preferred choice is to have a switch only on the encoder that
What specific questions will you ask so that students will— make sense of the mathematical ideas that you want them to learn? expand on, debate, and question the solutions shared? make connections among the different strategies that are presented? look for patterns? begin to form generalizations? What other things need to be built in a particular order? How is this related to the order of operations? Does it matter what step I do first? What would happen if I divided before I subtracted? (ii) How will you ensure that, over time, each student has the opportunity to share his or her thinking and reasoning with their peers? The partner activity and the sharing of student work from their whiteboards allows time to share thinking and reasoning. (iii) What will you see or hear that lets you know that all students in the understand the mathematical ideas that you intended for them to learn? I will see a completed assessment that is done with few or no teacher explanation. I will hear explanation if a discrepancy arises during partner work. (iv) What closure will you bring to the lesson? If the lesson is a multi-day lesson, what are some possible stopping points? What closure will you bring at these stopping points? A possible stopping point is before the student-created equations. If you stop there, the closing discussion would be a review of the student work and a discussion of the errors found. (v) What assignment will you give students to do before the next class? The Building and Solving Equations sheet would be the summative assessment for this lesson. (vi) What will you do tomorrow that will build on this lesson? Hand out the re-visited sheet and have students complete it at the start of class.
Column Legend Mfg. Date Svc Date Date of Manufacture (year only) Last Major Service Date (year only) Major Service Performed R M H Recharge Internal Maintenance Hydrostatic Test “” = Yes - Acceptable “X” = No - Not Acceptable (Explain “NO” answers in comments). LOCATION SIZE / TYPE SERIAL # Mfg. Date Svc Date R M H REMARKS/COMMENTS Comments/Notations:
Building Control Administrative Charges 2014. Article 14 (4) Building Control (Amendment) Regulations 2014 Fee Schedule Service Lodgement Type Development Type Fee Lodgement of Plans, Elevations, Calculations, General Arrangement Drawings. BCMS Portal Commercial & Residential Free Lodgement of ‘Signed Forms’ only (Presented at Local Authority offices, via courier or via post) Commercial & Residential €10.00 Lodgement of Plans, Elevations, Calculations, General Arrangement Drawings from USB Device or Optical Media (Presented at Authority offices, via courier or via post) Commercial & Residential €20.00 Lodgement of Plans, Elevations, Calculations, General Arrangement Drawings (Presented at Local Authority offices, via courier or via post) Residential - Extensions €40.00 Lodgement of Plans, Elevations, Calculations, General Arrangement Drawings (Presented at Local Authority offices, via courier or via post) Residential – New Build €60.00 Per Unit Lodgement of Plans, Elevations, Drawings (Presented at Local Authority offices, via courier or via post) Commercial €80.00 Per Unit
What Is a Sponsoring Organization? Sponsoring organizations are nonprofit or public organizations that contract with the Missouri Department of Health and Senior Services (DHSS). They serve as sponsors for family child care homes. Their responsibilities are: Make at least three visits annually to observe meal service and program compliance. Check records such as menus, meal counts, and attendance records on a monthly basis. Train home providers on program requirements. Provide help to home providers in of nutrition, nutrition education, food preparation, and food sanitation. Determine if the sponsored providers are Tier I homes and determine which children are eligible for Tier I reimbursement. Submit claim information on a monthly basis to DHSS – Community Food and Nutrition Assistance. Disburse or mail reimbursement checks to home providers in a timely manner for served. A list of sponsoring organizations is provided on the back of this brochure. Family Child Care Home Sponsoring Organizations Allen Chapel AMEC PO Box 300735 Kansas City, Mo 64130 816-924-6302 Child Nutrition Service, Inc. PO Box 999 Smithville, MO 64089 816-343-6009 Council of Churches of the Ozarks, Inc. 1710 E Chestnut Expressway Springfield, MO 65802 417-865-8427 or 800-818-6812 Delta Area Economic Opportunity Corp. 99 Skyview Road Portageville, MO 63873 573-379-3851 or 800-748-8320 Northeast Missouri (NEMO) Community Action Agency PO Box 966 Kirksville, MO 63501 660-665-9855 or 800-737-3165 United 4 Children 1310 Papin Street Saint Louis, MO 63103 800-467-2322 or 314-531-1412 For more information about CACFP: Visit our web site at: E-mail questions to: 800-733-6251 or 573-751-6269 Have you heard about the Child and Adult Care Food Program? Building Good Nutrition Through Child Care Homes Missouri Department of Health & Senior Services Bureau of Community Food and Nutrition Assistance PO Box 570 Jefferson City, Mo 65102
What Is a Sponsoring Organization? Sponsoring organizations are nonprofit or public organizations that contract with the Missouri Department of Health and Senior Services (DHSS). They serve as sponsors for family child care homes. Their responsibilities are: Conduct a pre-approval visit to the registered home to inspect the home for basic health and safety compliance. Make at three visits annually to observe meal service and CACFP program compliance. Check records such as menus, meal counts, and attendance records on a monthly basis. registered providers on program requirements. Provide help to registered providers in areas of nutrition, nutrition education, food preparation, food sanitation and provide referral to other community resources. Determine if the registered providers are Tier I and determine which children are eligible for Tier I reimbursement. Submit claim information on a monthly basis to DHSS – CFNA. Disburse or mail reimbursement checks to home providers in a timely manner. A list of sponsoring organizations is provided on the back of this brochure. Family Child Care Home Sponsoring Organizations Allen Chapel AMEC PO Box 300735 Kansas City, Mo 816-924-6302 Child Nutrition Service, Inc. PO Box 999 Smithville, MO 64089 816-343-6009 Council of Churches of the Ozarks, Inc. 1710 E Chestnut Expressway Springfield, MO 65802 417-865-8427 or 800-818-6812 Delta Area Economic Opportunity Corp. 99 Skyview Road Portageville, MO 573-379-3851 or 800-748-8320 Northeast Missouri (NEMO) Community Action Agency PO Box 966 Kirksville, MO 63501 660-665-9855 or 800-737-3165 United 4 Children 1310 Papin Street Saint Louis, MO 63103 800-467-2322 or 314-531-1412 For more information about CACFP: Visit our web site at: E-mail questions to: Phone: 800-733-6251 or 573-751-6269 Revised January 2019 Have you about the Child and Adult Care Food Program? Building Good Nutrition Through Registered Homes Missouri Department of Health & Senior Services Bureau of Community Food and Nutrition Assistance PO Box 570 Jefferson City, Mo 65102
Sponsoring organizations are nonprofit or public organizations that contract with the Missouri Department of Health and Senior Services (DHSS). They serve as sponsors for family child care homes. Their responsibilities are: Conduct a pre-approval visit to the registered home to inspect the home for basic health and safety compliance. Make at least three visits annually to observe meal service and CACFP program compliance. Check records such as menus, meal counts, and attendance records on a monthly basis. Train registered providers on program requirements. Provide help to registered providers in areas of nutrition, nutrition education, food preparation, food sanitation and provide referral to other community resources. Determine if the registered providers are Tier I homes and determine which children are eligible for Tier I reimbursement. Submit claim information on a monthly basis to DHSS – CFNA. Disburse or mail reimbursement checks to home providers in a timely manner. A list of sponsoring organizations is provided on the back of this brochure. Family Child Care Home Sponsoring Organizations Allen Chapel AMEC PO Box 300735 Kansas City, Mo 64130 816-924-6302 Child Nutrition Service, Inc. PO Box 28070 Kansas City, MO 64188 816-453-8700 Council of Churches of the Ozarks, Inc. 1710 E Chestnut Expressway Springfield, MO 65802 417-865-8427 Area Economic Opportunity Corp. 99 Skyview Road Portageville, MO 63873 573-379-3851 Northeast Missouri (NEMO) Community Action Agency PO Box 966 Kirksville, MO 63501 660-665-9855 United 4 Children 12 North Newstead Avenue Saint Louis, MO 63108 800-467-2322 314-531-1412 YWCA of St. Joseph 304 North 8th Street Saint Joseph, MO 64501 816-232-4481 For more information CACFP: Visit our web site at: E-mail questions to: Phone: 800-733-6251 or 573-751-6269 Revised February 2018 Have you heard about the Child and Adult Care Food Program? Building Good Nutrition Through Registered Homes Missouri Department of Health & Senior Services Bureau of Community Food and Nutrition Assistance PO Box 570 Jefferson City, Mo 65102
assessment/referral process quicker and easier more confused process for the clients “overwhelming having to work with 3 providers” facilitates better communication amongst all services client and interagency communications more client-focused (better support system) not adequate “what’s going on” multiple access points multiple or conflicting messages to clients – may “play” agencies better service coordination client would always have a next step 2 way or 3 way Holistic ok to talk between agencies – client aware on other’s success communication/case conferences (if the cyclical referral process is put in place) maintain agency relationships Challenges to the cyclical process physical location of assessment - at service provider or Ontario Works creating a process that we can all agree on simpler is better for frontline staff and client Next Graham – if a ES CM is working with a client who needs literacy services who do they contact first? Melissa – it doesn’t matter who determines an assessment is needed, but that the process is in place for the assessment to be happened Dorothy - there could be a CSM as the first point of contact who can find the current casemanager Melissa - there is a current pilot between Welland and St. Catharines OW offices and ES (Job Gym and YMCA) where referrals are faxed, but the system is not perfect and the volume is high the least amount of paper work the better official document – draft protocol all three players must be involved in the process LLN to put together several different models and bring them back to the group (or an advisory group) need to involve frontline staff because they are the ones making the referrals (CFLFG) have the frontline staff design the model