zilongwang/ReadingBank huggingface dataset:
periodically to observe any contractions due to exposure to dust and to take corrective measures, if needed. have been provided & adequate training has been given to workers. 10. An environmental management cell with suitable qualified personnel shall be set up under the control of a senior executive ho will report directly to the Head of the company. Environmental cell has been framed. GM (Washery) is the Head of the Environment Cell. 11. The funds earmarked for environmental protection measures shall be kept in separate account and shall not be diverted for other purpose. Year-wise expenditure shall be reported to this ministry and its Regional Office at Bhopal. Company has opened a separate bank account number 31214727669 in SBI Bank for the purpose of Environmental protection only. 12. The Regional Office of this Ministry located at Bhopal shall monitor compliance stipulated conditions. The Project authorities shall extend full cooperation to the office of the Regional Office by furnishing the requisite data / information / monitoring reports. Full co-operation will be to the official of the hon’ble ministry and all data/document/reports sought by them will be submitted. 13. A copy of the EC will be marked to concerned Panchayat/Local NGO, if any ,suggestion/representation has been received while processing the proposal. Circulated and displayed in Gram Panchayat and released for presentation as per provisions 14 State Pollution Control Board shall display a copy of the clearance letter at the Regional Office, District Industry Centre and Collector’s Office /Tehsildar’s Office for 30days. Display as per provision 15. The project authorities shall advertise at local newspapers widely circulated around the project, one of which shall be in the vernacular language of the locality concerned within days of the clearance letter informing that the project has been accorded environmental clearance and a copy of the clearance letter is available with the State Pollution Control Board and may also be seen at website of the ministry of Environment & Forests at http://envfor.nic.in. Notice regarding of environmental cell was published in newspapers in Central Chronicle (English) on 5thJuly 2008 &Dainik Jagran (Hindi) on 6thJuly 2008. Same are enclosed.Refer Annexure VII
3.3 Prospect of conviction Consideration must also be given to the prospects of conviction. An investigation and/or prosecution should not proceed if there is no reasonable prospect of a conviction being secured. The evaluation of the prospect of a conviction requires a thorough examination of the available admissible evidence and any available defence. 3.4 Assessment of evidence leading to prosecution When evaluating the evidence in a case, an assessment needs to be made on each of the following issues; Essential evidence is admissible. Admissions by the alleged offender have been made voluntarily and are reliable having regard to the age, intelligence and apparent understanding of the alleged offender. Witness statements are reliable and credible and the witness is capable of withstanding a defence The reliability of any witnesses needs to be considered, including the witness’s recall, credibility, the likelihood of exaggeration and any, relationship to the alleged offender. Any conflict between witness statements which may weaken the case. Alternatively, if there is a lack of conflict between eyewitnesses, whether there is anything that may cause suspicion of collusion. All the necessary witnesses will be available and competent to give evidence. If identity is likely to be an issue, the evidence of those who purport to identify the alleged offender is cogent and reliable. Any reasonable lines of defence which are obvious or have been have been indicated by the defendant. It should be noted that this list is not exhaustive and that the individual circumstances of a matter will dictate the scope of considerations necessary in the decision to prosecute. 3.5 Public Interest The public interest component dictates that prosecutions are initiated, or continued, only in circumstances where it is apparent that the offences, or the circumstances of its commission, are of such a nature that a prosecution is in the public interest. The factors to be into account when deciding whether or not the public interest requires prosecution will vary from case to case. The following factors, which should be considered at all stages of the process, are some of the considerations which may be relevant in determining whether the public interest requires prosecution of a matter: The seriousness or triviality of the alleged offence or that it is of a “technical” nature only; Any mitigating or aggravating circumstances;
2017 – 2018 Review of patient complaints – summary of discussions/meeting Practice Name: Mead Medical Centre Practice Code: C82075 In attendance, Name & Title: Date of review meeting: Date complaint received Patient Number Description of complaint Learning points / Actions arising from the complaint What changes have been made as a result of the complaint 5/04/17 Aa 20 12 43 Administrative n/a n/a 22/05/17 PH 05/09/44 Clinical – Pt not happy with treatment plan denied steriod injection because of up and coming consultant appt 09/08/17 ST 29/03/64 Unhappy to change practices because moved out of area and was refused supply of medication when husband was not Treat all patients the same and make sure all staff are aware of any changes Checking when writing an OOH letter who else lives at the address 05/09/17 CC 13/06/72 Unhappy with Medication switches n/a none 25/08/17 JS 12 12 84 Unhappy with Clinical consultation with locum Use known locums where possible n/a 25/08/17 CC 31 05 2018 Unhappy with wording on consultation Be aware patient now have more access to records online Be mindful of how wording might appear and be misinterpreted by a patient 23/10/17 AL 25/03/17 Query medication dosage with child 17/01/18 SI 15 5 58 Questioned UCP not management plan of patient 26/01/18 CR 17/01/91 Similar name person put in appointment slot of patient Check dob before booking appts/ staff awareness/ significant event Staff alerted of issues where possible alerts put on patients with similar name http://www.unhs.co.uk/documents/scr-optoutform.pdf
Key The following are some key terms that it will be useful to understand when reading this consultation document. Annual Monitoring Return (AMR): Also referred to as the annual return, the annual monitoring return is the online form that registered charities must submit on an annual basis reporting on their activities, governance and finances during the year. The information required is streamlined according to the level of gross annual income. The questions in the annual monitoring return are specified in the Charity Commission for Northern Ireland Annual Return Regulations for the relevant year. In this document when we use ‘AMR’ we are referring to the online Annual Monitoring Return form and the three documents which are attached to it before submission. These attachments are: the accounts, the Trustees’ Annual Report and the report from the auditor or independent examiner. Basic compliance check: These are checks carried out by the Commission to ensure that annual reporting information complies with the fundamental requirements of the Charities Act and the Regulations. Deadline date: This is the date by which a charity’s annual monitoring return form and attachments must be submitted to the Commission. The deadline date is ten months after the charity’s financial year end. 1.2 How are annual monitoring returns checked by the Commission? The Commission has a two-step approach to checking annual monitoring returns (AMRs). Step one – All AMRs are subject to an automated check to identify if the AMR has been submitted by the deadline date.
or included in a pool of successful candidates, except in the following very limited circumstances: finding out whether a job applicant can participate in a recruitment assessment test and making reasonable adjustments to enable the disabled person to participate in the recruitment process finding out whether s/he would be able to undertake a function that is intrinsic to the job, assuming that reasonable adjustments were put in place monitoring diversity in applications for jobs supporting positive action in employment for disabled people (in situations where there is an occupational requirement for the jobholder to be disabled,) identifying suitable candidates. Further information Further information on the compliance and enforcement work of the Commission can be found on our . Requesting a review of one of our regulatory decisions When deciding to take regulatory steps or action the Commission makes every effort to comply with its Compliance and Enforcement policy and with the Regulators’ Code. If your organisation is directly affected by one of our decisions relating to the use of our enforcement powers, and you think that we have got it wrong, you may ask us to carry out a review. The review procedure can be found at on our web page: . Complaints about operation of policy The Commission will strive to ensure that this enforcement policy is applied fairly and consistently. Complaints about the operation of this policy should be firstly addressed to the Commission following our . This policy will be reviewed regularly.
Activity, Area or Issue Citation or Reference (e.g., regulation, guidance, standard) Requirement/ Best Practice Questions for District to Consider Yes, No, Partial Don’t know N/A Action Steps Assessment Questions for School Yes, No, Partial Don’t know N/A Action Steps IPM An Integrated Pest Management (IPM) Plan that covers indoor and activities is developed and implemented for every school building and all properties where school activities are conducted. Does each school have an Indoor and Outdoor IPM Plan that has been electronically submitted to MDAR and updated each year? Do all school properties or areas where school activities are conducted have an Outdoor IPM Plan? Is anyone at the district level assigned responsibility to check if school IPM Plans are updated and implemented? Have you electronically submitted both an Indoor and Outdoor IPM plan for your building to MDAR? Do you update these plans annually? Do you know where the IPM Plan for your school is located? Does your IPM vendor follow the IPM strategy in your plan? An IPM Coordinator (school employee) and IPM Team members are annually designated in each school. Is there a district procedure to annually designate IPM coordinators and team members in each school? Does your school have an IPM Coordinator (must be a school employee)? Have team members been assigned to the IPM Team? Does the IPM Team develop and oversee the IPM strategy and implementation in your building? School employees and contractors are aware of their roles and responsibilities in the implementation of the IPM Plan. Is there a procedure to communicate IPM roles and responsibilities within each school building? Is there an IPM training program to train IPM Teams and school personnel on their IPM roles and responsibilities? Do the IPM Team and school personnel (including teachers, kitchen staff, teachers, building management staff) receive annual IPM training?
Compliance checklist Annual Report 2015–2016 Summary of requirement Basis for requirement Annual report reference Letter of compliance • A letter of compliance from the accountable officer or statutory body to the relevant Minister/s ARRs – section 8 Page after table of contents Accessibility • of contents • Glossary ARRs – section 10.1 Page inside cover P 97-100 • Public availability ARRs – section 10.2 Inside cover • Interpreter service statement Queensland Government Language Services Policy ARRs – section 10.3 Inside • Copyright notice Copyright Act 1968 ARRs – section 10.4 Inside cover • Information Licensing QGEA – Information Licensing ARRs – section 10.5 Inside cover General information • Introductory Information ARRs – section 11.1 P 1-5 • Agency role and main functions ARRs – section 11.2 P 3-5 P 52-54 P 85 • Operating environment ARRs – section 11.3 P 4 Non-financial performance • Government’s objectives for the community ARRs – section 12.1 P 1-2 P 5 • whole-of-government plans / specific initiatives ARRs – section 12.2 P 18 P 26-27 P 36 • Agency objectives and performance indicators ARRs – section 12.3 P 18-23 P 26-33 P 36-40 • Agency service and service standards ARRs – section 12.4 P 18 P 26-27 P 36 Financial performance • Summary of financial performance ARRs – section 13.1 P 6-9 Governance – management and structure • Organisational structure ARRs – section 14.1 P 10 • Executive management ARRs – section 14.2 P 11-15 • Government bodies (statutory bodies and other entities) ARRs – section 14.3 P 11 P 92-96 • Public Sector Ethics Act 1994 Public Sector Ethics Act 1994 ARRs – section 14.4 P 52 • Queensland public service values ARRs – section 14.5 P 3
Summary of requirement Basis for requirement Annual report reference Governance – risk management and accountability • Risk management ARRs – section 15.1 P 53 Appendix G (P 89) • Audit committee ARRs – section 15.2 P 53 Appendix G (P 89) • Internal audit ARRs – section 15.3 P 53-54 • External scrutiny ARRs – section 15.4 P 54 Appendix F (P 86-87) • Information systems and recordkeeping ARRs – section 15.5 P 54 Governance – resources • Workforce planning and performance ARRs – section 16.1 P 43-48 • Early retirement, redundancy and retrenchment Directive No.11/12 Retirement, Redundancy and Retrenchment ARRs – section 16.2 P 45 Open Data • Consultancies ARRs – section 17 ARRs – section 34.1 Open data portal* • Overseas travel ARRs – section 17 ARRs – section 34.2 Open data portal* • Queensland Language Services Policy ARRs – section 17 ARRs – section 34.3 Open data portal* Financial statements • Certification of financial statements FAA – section 62 FPMS – sections 42, 43 and 50 ARRs – section 18.1 See separately published financial statements • Independent Auditor’s Report FAA – section 62 FPMS – section 50 ARRs – section 18.2 See separately published financial statements FAA Financial Accountability Act 2009 FPMS Financial and Performance Management Standard 2009 ARRs Annual report requirements for Queensland Government agencies *
Summary of requirement Basis for requirement Annual report reference Governance – risk management and accountability • Risk management ARRs – section 14.1 P 42 Appendix G (P 82–83) • Audit committee ARRs – section 14.2 P 42 Appendix G (P 82–83) • Internal audit ARRs – section 14.3 P 42–43 • External scrutiny ARRs – section 14.4 P 42 Appendix F (P 77–79) • Information systems and recordkeeping ARRs – section 14.5 P 43 Governance – human resources • Workforce planning and performance ARRs – section 15.1 P 36–39 • Early retirement, redundancy and retrenchment Directive No.11/12 Early Retirement, Redundancy and Retrenchment Directive No.16/16 Early Retirement, Redundancy and Retrenchment (from 20 May 2016) ARRs – section 15.2 P 36 Open Data • Statement advising publication of information ARRs – section 16 Page after ‘Acknowledgement of Country’ • Consultancies ARRs – section 33.1 Open data portal* • Overseas travel ARRs – section 33.2 Open data portal* • Queensland Language Services Policy ARRs – section 33.3 Open data portal* Financial statements • Certification of financial statements FAA – section 62 FPMS – sections 42, 43 and 50 ARRs – section 17.1 See separately published financial statements • Independent Auditor’s Report FAA – section 62 FPMS – section 50 ARRs – section 17.2 See separately published financial statements FAA Financial Accountability Act 2009 FPMS Financial and Performance Management Standard 2009 ARRs Annual report requirements for Queensland Government agencies *
and accountability Internal audit ARRs – section 14.3 p. 39 External scrutiny ARRs – section 14.4 p. 40 Appendix E Information systems and recordkeeping ARRs – section 14.5 p. 41 Governance – human resources Strategic workforce planning and performance ARRs – section 15.1 p. 52-56 Early retirement, redundancy and retrenchment Directive No.11/12 Early Retirement, Redundancy and Retrenchment Directive No.16/16 Early Retirement, Redundancy and Retrenchment (from 20 May 2016) ARRs – section 15.2 p. 52 Open Data Statement advising publication of information ARRs – section 16 Inside cover, p. 41 Consultancies ARRs – section 33.1 p. 41 Overseas travel ARRs – section 33.2 p. 41 https://data.qld.gov.au Queensland Language Services Policy ARRs – section 33.3 p. 41 https://data.qld.gov.au Financial statements Certification of financial statements FAA – section 62 FPMS – sections 42, 43 and 50 ARRs – section 17.1 See attached financial statements p.91 Independent Auditor’s Report FAA – section 62 FPMS – section 50 ARRs – section 17.2 See attached financial statements p.91 FAA Financial Accountability Act 2009 FPMS Financial and Performance Management Standard 2009 ARRs Annual report requirements for Queensland Government agencies
Department of Aboriginal and Torres Strait Islander Partnerships Annual Report 2016–17: Compliance Checklist Summary of requirement Basis for requirement Annual report reference Letter of compliance A letter of compliance from the accountable officer or statutory body to the relevant Minister/s ARRs – section 7 Page 6 Accessibility Table of contents Glossary ARRs – section 9.1 Pages 7, 98–99 Public availability ARRs – section 9.2 Page 111 Interpreter service statement Queensland Government Language Services Policy ARRs – section 9.3 Page 111 Copyright notice Copyright Act 1968 ARRs – section 9.4 Page 111 Information Licensing QGEA – Information Licensing ARRs – 9.5 Page 111 General information Introductory Information ARRs – section 10.1 Director-General’s message Pages 4–5 About our department Pages 8–19 Agency role and main functions ARRs – section 10.2 Page 9 Operating environment ARRs – section 10.3 Page 15 Non-financial performance Government’s objectives for the community ARRs – section 11.1 Pages 21, 33, 45 Other whole-of-government plans / specific initiatives ARRs – section 11.2 Pages 22, 24, 25, 27, 29, 32, 35, 39, 46, 48 Agency objectives and performance indicators ARRs – section 11.3 Pages 13–14 Agency service areas and service standards ARRs – section 11.4 Pages 101–103 Financial performance Summary of financial performance ARRs – section 12.1 Pages 59–63 Governance – management and structure Organisational structure ARRs – section 13.1 Page 10 Executive management ARRs – section 13.2 Page 104 Government bodies (statutory bodies and other entities) ARRs – section 13.3 Page 55 Public Sector Ethics Act 1994 Public Sector Ethics Act 1994 ARRs – section 13.4 Page 58 Queensland public service values ARRs – section 13.5 Page 8 Governance – risk management and accountability Risk management ARRs – section 14.1 Page 56 Audit committee ARRs – section 14.2 Pages 11, 55, 57, 59, 97, 108 Internal audit ARRs – section 14.3 Page 57
External scrutiny ARRs – section 14.4 Page 58 Information systems and recordkeeping ARRs – section 14.5 Page 57 Governance – human resources Workforce planning and performance ARRs – section 15.1 Page 52 Early retirement, redundancy and retrenchment Directive No. 11/12 Early Retirement, Redundancy and Retrenchment Directive No. 16/16 Early Retirement, Redundancy and Retrenchment (from 20 May 2016) ARRs – section 15.2 Page 53 Open Data Statement advising publication of information ARRs – section 16 Page 111 Consultancies ARRs – section 33.1 Online via the Queensland Government Open Data Portal Overseas travel ARRs – section 33.2 Online via the Queensland Government Open Data Portal Queensland Language Services Policy ARRs – section 33.3 Online via the Queensland Government Open Data Portal Financial statements Certification of financial statements FAA – section 62 FPMS – sections 42, 43 and 50 ARRs – section 17.1 Attachments 1a and 1b Independent Auditor’s Report FAA – section 62 FPMS – section 50 ARRs – section 17.2 Attachments 1a and 1b FAA Financial Accountability Act 2009 FPMS Financial and Performance Management Standard 2009 ARRs Annual report requirements for Queensland Government agencies
Expression Plain Text Explanation \@.*(\.au) Varient \@.*(\.in.net) You can use this expression in the From: field of the compliance filter to match any TLD email envelope From: addresses with the .au end suffix all inbound from testdomain.au subdomain.testdomain.com.au \@.*(\.au|\.nz)\$ You can use this expression in the From: field of the compliance filter to match any TLD envelope From: email addresses with the .au or .nz end suffix end expression with \$ to ensure processing ends after the full string (gb2312) You can use this expression to block the Chinese ISO character set as a header compliance filter rule 54.124.100.1* Block specific IP addresses with a wild card Can be used to capture inbound emails to (To:) An example would be: sean@manageprotect.com or sstitt@manageprotect.com The domain is not evaluated, although you can extend the expression domain specific s(ean)?stitt.*\@manageprotect\.com \@.*(manageprotect.*) Can be used to capture inbound emails to users (From) an envelope senders email address containing the exact words manageprotect within the domain name \@.*\..*\..* Can be used to capture inbound emails to users (From) an email address from any Example: test.manageprotect.com (.docm\b|.xls\b) Variant: (.xls\b|.xlsm\b|.doc\b) Used to capture multiple file extensions within the compliance filter attachment section. Note: If using .xls the system will continue to process to .xlsm if you do not add \b after the extension (.*subject1|.*subject2) Can be used to insert multiple subjects
PHARMACY STAFFING PHARMACY STAFF PRESENT AT TIME OF INSPECTION PHARMACISTS LICENSE# CURRENT? EXP. DATE 1 □ YES □ NO 2 □ YES □ NO 3 □ YES □ NO 4 □ YES □ NO 5 □ YES □ NO 6 □ YES □ NO PHARMACY INTERNS LICENSE# CURRENT? EXP. DATE 1 □ YES □ NO 2 □ YES □ NO 3 □ YES □ NO PHARMACY TECHNICIANS CERTIFIED? LICENSE# CURRENT? EXP. DATE 1 □ YES □ NO □ YES □ NO 2 □ YES □ NO □ YES □ NO 3 □ YES □ NO □ YES □ NO 4 □ YES □ NO □ YES □ NO 5 □ YES □ NO □ YES □ NO 6 □ YES □ NO □ YES □ NO 7 □ YES □ NO □ YES □ NO 8 □ YES □ NO □ YES □ NO 9 □ YES □ NO □ YES □ NO 10 □ YES □ NO □ YES □ NO OTHER PHARMACY STAFF including trainees POSITION TRAINEE HOURS 1 2 3
Personal Qualities an excellent record of attendance and punctuality adaptability to changing circumstances/new ideas ability to inspire confidence in staff, students, parents and others a commitment to inclusive education reliability, integrity and stamina determination to succeed and the highest possible expectations of self and others intellectual ability and curiosity resilience and perspective personal impact and presence
Appendix A: Responding to complaints/appeals/feedback about register related issues Decisions relating to Who the person should approach if they have feedback, a complaint or seek to appeal a decision If not satisfactorily resolved then the person should be directed to the area below (relevant to their issue) VHR applications Participating registered agency delivery issues Designated support provider service delivery issues Public housing allocations Participating registered agency allocations Original Decision For examples: Participating Registered Agency Homelessness Support Provider Housing Call Centre Local Area Office. Complaints & Privacy Unit refer complaints and feedback relating to: housing, homelessness services provided by DHHS other services provided by DHHS designated support providers to the relevant division / organisation for appropriate investigation and response. Housing Registrar responds to feedback about registered housing agencies, including allocations decisions. Their role is to monitor, review and investigate unresolved complaints of tenants or prospective tenants. Housing Appeals Office manages appeals relating to VHR eligibility and public housing allocations decisions. Their review involves checking that policies and procedures have been applied correctly. Referrals of public housing applicants to participating registered agencies Policies regarding VHR eligibility (i.e. both public housing and community housing) Authorisation for access to VHR Policies regarding public housing allocations. Service Implementation and Support (SIS), Department of Health and Human Services includes: VHR team and Housing Practice Support team. Director, Service Implementation and Support, Department of Health and Human Services responds to feedback relating to: policies (rather than individual decisions) regarding VHR eligibility (i.e. public housing and community housing eligibility) policies regarding public housing allocations authorisation for access to VHR.
Compliance Matrix Form Core Business Processes (Skills, Learning Programme and ETQA) Bidders Response on System Compliance (Yes/No) Bidders Explanation Reference Clause in the Proposal Process Business Requirement SLA with Department of Higher Education (DHET) The PSETA sets an SLA with the DHET with specific targets for the year. The SETA system(s) shall provide weekly and ad-hoc reporting on progress against each of the targets as set out in the DHET quarterly report / NSDS targets. Business Plans The draws up a business plan with measurable targets. These business plans contribute towards the SLA. The business plan targets include, inter alia, WSP’s, Discretionary Grant (DG) projects and other special projects to address objectives set out in, among others, the Sector Skills Plan. The SETA system(s) support the capturing and
registered by QCTO shall be maintained. It shall include the unit standards, whether core, fundamental or elective, the total credit value, start and end dates and teach out period. The system shall contain measures to ensure that Qualifications descriptions and details are aligned with SAQA standards at all times. Certification of Learners The ETQA department issues a certificate upon the successful completion of a learning programme by a learner. The PSETA issues around 3000 certificates per year. The SETA system(s) shall manage the certification of Learners, which is a strict process with certain rules and approval levels that shall be built into the system.
Purchase Order processing, approval and notification GRV capturing and notifications Invoice capturing and approval Request for payment Processing of payments Supplier evaluation / rating Procurement Evaluation RFP closure and archiving Selection of suppliers The has a policy of selecting suppliers on the basis of rotation, selection or preferred supplier. The system shall support all of these processes. Travel management Travel management functionality is required to manage travel, as per policy Petty Cash management Petty Cash management functionality is required to manage Petty Cash, as per policy Projects Management Processes Bidders Response on System Compliance (Yes/No) Bidders Explanation Reference Clause in the Proposal Project Management Being a project driven organization, the PSETA undertakes a variety of Projects. The SETA system(s) shall support
PERSON SPECIFICATION Job Title: Compliance Officer – Enforcement Essential Desirable Qualifications & Experience Must have recent experience of working in a busy office environment or have relevant qualifications in this field. Good general education - 2 GCSE grades, A-C or relevant Revenues experience. Demonstrate good numerical and writing skills Demonstrate knowledge of Enforcement Agent regulations Demonstrate experience of dealing with debt recovery involving vulnerable people. Knowledge Knowledge of computer packages, including the Microsoft Suite and have the sufficient knowledge and skill to be able to use computers effectively. Demonstrate knowledge of Debt Recovery Working knowledge of Academy and Civica (Comino) IT systems. Skills Works accurately whilst understanding the importance of meeting strict deadlines. Must be able to work to personal and team targets. Organisational and good time management skills Knowledge of Council Tax support and general welfare benefits Delivering excellent Customer Service Demonstrate experience or understanding of customer care. Demonstrate ability to deal with customer enquiries in an appropriate, diplomatic and professional manner. Be able to remain calm during stressful/violent circumstances. Customer Care training Health, Safety and Welfare Able to demonstrate good general understanding of Health, Safety and Welfare policies and procedures Demonstrate ability to achieve a good work life balance for self and for team Striving for Continuous Improvement Commitment to a learning culture
If your complaint is related to an academic result Appeals against academic assessment or progress decisions made by Boards of Examiners are considered under the University’s appeals procedures, in accordance with Senate Regulation 12. You should not use the complaints procedure when you wish to appeal about a matter of assessment. Please also note that if you submit an academic appeal and a related complaint at the same time, the academic appeal will go ahead but the complaint will be suspended, until the appeal is concluded. Once the academic appeal has been completed, it will be up to you to decide whether you still wish to pursue the initial complaint. If your complaint happened a long time ago The time limit for making a complaint is usually three months from the date of the incident/decision that is the subject of your complaint. If you want to complain after this time, please contact the Advice & Representation Centre to discuss whether or not an exception may be made for your case. If a complaint is already being pursued at another level A complaint cannot be pursued simultaneously at different levels, for instance, you cannot ask for your case to be referred to the Student Complaints & Investigating Officer whilst awaiting an outcome from the College on the matter. If your complaint is against the Union of Brunel Students Complaints about Students’ Union services, officers, staff, and the conduct of other students on UBS premises, fall under a separate procedure. For more information about making a complaint against the Union of Brunel Students please see or contact the Students’ Union reception (01895 269 269). If your If you wish to make a complaint regarding Accommodation Services please contact the Accommodation Service Team in writing by () or by post to Brunel University, Accommodation Services, Uxbridge, Middlesex, UB8 3PH. If your complaint is malicious or vexatious If the University decides that your complaint is malicious or vexatious (made to deliberately damage a person’s reputation, or to cause trouble), you may be called to a disciplinary, in accordance with Senate Regulation 6. Please seek advice from the ARC before submitting a complaint which could fall into this category. Stages of Complaints Procedure There are several levels to the complaints process, each stage is explained below:
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to request to be exempt from the summer food requirements. The petition includes: 1. All legitimate costs associated with implementing and operating a summer food service program, the estimated reimbursement from State and federal sources; and Yes No N/A 2. Any unique circumstances the school district can verify that exist that would cause the implementation and operation of such a program to be prohibited. Yes No N/A Comments: Reference(s): Childhood Hunger Relief Act: 105 ILCS 126/20 36. A. The school district in 40% or more of the students are eligible for free or reduced-price lunches based upon the count on October 31 of the previous year (for those schools that participate in the National School Lunch Program) or in which at least 40% or more of the students are classified as low-income according to the Fall Housing Data from the previous year operate a School Breakfast Program. Yes No N/A B. The school district that meets the above criteria but does not operate a School Breakfast Program, has received an exemption from their Regional Superintendent’s office. Yes No N/A Comments: Reference(s): 105 ILCS 5/2-3.148 37. The district has a policy based on the Guidelines for Managing Food Allergies in Illinois Schools. Posted at . Yes No N/A Comments: Reference(s): 105 ILCS 5/2-3.148 38. The district conducts training on management of life-threatening food allergies: A. at least every two years. Yes No N/A B. for all school personnel who work with students are trained, including but not limited to school and district administrators, teachers, school advisors and counselors, school health personnel, and school nurses. Yes No N/A C. Training is conducted by persons with expertise in anaphylactic reactions and management. Yes No N/A Comments:
Compliance Question Card Activity Question: What are the consequences of a kitchen being out of compliance during an Administrative Review? Answer: Fiscal action occur if there are extensive findings in either one of the two critical areas: Performance Standard 1) – Meal Access and Reimbursement Performance Standard 2) – Meal Pattern and Nutritional Quality Question: What steps would you take to handle a discrimination complaint? Answer: A) Complainant or staff completes a Discrimination Complaint form B) Provide the completed form to the District CN Director C) CN Director forwards the complaint to TDA Question: Do you implement Offer vs Serve and what does that mean? Answer: Yes or no; if yes, describe what a student has to take at breakfast and lunch to be reimbursable at the POS. Breakfast – 4 items must be offered, 3 must be selected, one of which must be ½ cup fruit or vegetable Lunch – 3 of the 5 offered components must be selected, one of which must be ½ cup fruit or vegetable Question: Who needs to be trained on Civil Rights? Answer: All staff funded by USDA/TDA, the Hearing Official, and all staff that provide program operation at the point of service (whether school or CN staff) Question: How do you have to be trained on Civil Rights and how do you document training? Answer: Annually (describe where sign in sheets or certificates are kept) Question: What documentation are you required to keep for your Plan? Answer: In each serving site: District plan with process charts SOPs Documentation of training (onsite, ongoing not annually) All temperature and monitoring logs to include calibration and receiving logs Manager weekly checklists
Quarterly Period Number of vehicles in the fleet Number of prestart checks Number of recorded services Number of faults repaired Number of drivers medical assessments conducted during compliance period Number of Dimension & loading checks Trucks Prime Movers Trailers Dollies Actual number completed No. of checks missed Completed on time Missed or o/due No. of faults repaired No. of faults not closed out No. attended Missed or o/due Restrictions applied by Doctor No. of failed medicals No. of loads No. of No. of cautions / infringements / court matters Comments
COMPLIANCE STATEMENT Monthly or Quarterly (please circle the frequency of compliance checks, must be done at least quarterly) Year covered: ________________ From: ________________ To: ________________ Period Number of vehicles in the fleet Number of daily prestart checks Number of recorded services Number of faults repaired Number of drivers medical assessments conducted during compliance period Number of Dimension & loading checks AMMS Permit: Load verification records Trucks prime movers Trailers Dollies Actual number completed No. of checks missed Completed on time Missed or o/due No. of faults repaired No. of faults not closed out No. attended Missed or o/due Restrictions applied by Doctor No. of failed medicals No. of loads No. of loads No. of cautions / infringements / court matters No. of vehicles in MMS No. of trips taken No. of trips where occurred Level of mass excess for each trip Reviewed By Date of review Reviewed By Date of review Reviewed By Date of review Reviewed By Date of review Comments Signed & Dated: ________________________________________
S.N0 QUESTION APPEARED IN (R05,R07, R09, R13) MARKS Assigned 1 What is a part family? explain various methods of part formation R13 8 2 What is Group Technology? Mention some of the associated with Applying of GT R13 8 3 Explain briefly the type of GT machine cells? R13 8 4 What do you understand by Computer Aided Process Planning?explain in detail? R13 8 5 Explain the Retrieval type Process Planning System with the help of a diagram R13 8 6 Write about Hybrid Computer Aided Process Planning? R13 8 7 Explain about Generative type process planning systems? R13 8 8 What are the advantages of CAPP over Manual Process Planning? Explain in detail. R13 8 9 a brief note on Production flow analysis? R13 8 10 Explain about MICLASS coding system as used in group technology. R13 8 UNIT - V S.N0 QUESTION APPEARED IN (R05,R07, R09, R13) Assigned 1 What is an Flexible Manufacturing System (FMS)? Explain in detail the basic components of FMS? R13 8 2 List and explain the functions of automated material movement vehicle in a FMS? R13 8 3 Discuss about Machine Vision. R13 8 4 Explain JIT production system with respect to the following Inventory Quality control c. Production line R13 8 5 Explain with the aid of a block diagram the “concept of CIM”. R13 8 6 Differentiate between Contact and Non-Contact testing machines for computer-aided quality control systems? R13 8 7 What is the importance of computer-aided quality control systems in R13 8 8 What are the advantages and Limitations of the of Non- Contact testing in computer-aided quality control systems? R13 8
STEPPED GROVE PULLEY (SPLIT PATTERN) Expt No.: 2 Aim: To prepare a sand Mould cavity for stepped groove pulley: apparatuS & TOOLS REQUIRED: Molding drag and cope boxes, molding sand, parting sand, rammer, strike-off bar, bellows, riser and sprue pins, gate cutter, vent rod and draw spike. MATERIAL REQUIRED: Moulding sand, parting sand, bentonite, water. MOULDING COMPOSITION: Silica Sand – 80 to 90% Clay – 10 to 12% Water – 8 to 10% Additives - 2 to 4%
Performance Evaluation Techniques Quality can be described as a level of excellence, or a degree of merit or worth. It is related to the effectiveness in achieving institutional goals, such as the degree to which educational offerings prepare students to be effective and capable within the circumstances of their lives and work. Evaluating the effectiveness of Continuing Education (CE) programs includes a well-designed competency assurance program that includes performance and outcome indicators which correlate to the domains and tasks associated with the scope of practice of personnel. These indicators must be related to measurable objectives (see objectives section) that allow for comparison between actual performance and desired level of performance, whether the performance is based in the cognitive, psychomotor or affective domain. Methods for evaluating the quality of educational offerings are many and varied. Written and skills evaluations of students are common tools used to assess the competency of the student, and thereby the quality of the educational program. However, without a baseline assessment of the knowledge or ability of the student, it is impossible to conclude that the educational program affected or improved the student’s knowledge or ability rather than some other variable. For this reason, pre-testing, or the administration of an evaluation tool prior to participation in the educational program, is commonly used in education. The goal of evaluation of the educational program and its participants is to verify the maintenance of minimum competency, and hopefully, improving knowledge, performance and competency. The Department of Transportation/National Highway Traffic Safety Administration (DOT/NHTSA) had defined three elements for determining minimum competency for professionals. First, some aspect of the evaluation process should affirm the competence of the professional as demonstrated in actual field performance. Second, the evaluation should defend that the professional has the potential to respond appropriately to a wide range of problems, even though not all situations are commonly seen in the field. Lastly, CE should convey the professional attitudes and behaviors expected of the professional. It is usually not possible for every provider in an system to be evaluated during the course of actual patient care delivery. Conventional methods of evaluating this element of competency determination places the student in an artificial situation such as a simulation or scenario to assess responses to hypothetical questions or situations. Performance can be best developed using checklist or published criteria for successful completion of the station, such as a skills check sheet. Additionally, realism improves the quality of the learning experience. Human patient simulators, moulage, victim coaching and quality acting can all enhance the learning and performance achieved.
Example WQ11280-001 Option 10: Incorporate within 6 hrs Visual inspection of area after tilling Example WQ13450-003 Option 4: SOUR <=1.5 mg 02/hr/g total solids at 20C (<2% solids) Aerobically digested, 2.0% solids, SOUR=1.3 mg/g
Weekly Overview Monday – Lesson 2-1: Inductive Reasoning & Lesson 2-2: Logic Tuesday – Lesson 2-3: Conditional Statements Wednesday – Lesson 2-3: Conditional Statements Thursday – Lesson 2-4: Law of Detachment & Law of Syllogism Friday – Warm-Up Quiz #2 and turn in Warm-Ups This Week’s Standards ~G-CO9. Prove theorems about lines and angles. ~G-CO10. Prove theorems about triangles. ~G-CO11. Prove theorems about parallelograms. ~ Prove solutions to algebraic equations. This Week’s Homework Monday – Textbook Exercises Tuesday – Textbook Exercises and Conditional Statements Worksheet (Part 1) Wednesday – Conditional Statements WS (Part 2) Thursday – Detachment & Syllogism Exercises Friday – NONE!
B Building constructed in 1921 as the Hurley-Wright Building at 1800 H St. Purchased by the Bank in 1961, stripped to the skeleton and completely renovated Twelve floors grade and one below Bank’s first cafeteria was located on the 11th floor Existing building at 718 18th St. demolished to make room Completed in 1963 Eugene Black Auditorium located on 11th floor Contained the Bank’s first underground parking facility F Building Constructed for the IMF in 1958 at 1850 H St. Replace firehouse containing the “Oldest Inhabitants” Thirteen floors above grade and three basement levels Purchased by the Bank from the IMF in 1973. 11958 E Building 1967
dsUnzh; fo|ky;, puSuh ftyk- Å/keiqj fiu- 182101 E-mail: Website: KENDRIYA VIDYALAYA, CHENANI Udhampur (J & K) (Under Ministry of HRD ,Government of India ) CBSE Affiliation Number : 24019 Station Code : 1664 KV Code : 368 Ph. 01992-210289 Note Sheet The following details submitted as on dated 23.04.2018 for grant of provisionally admission in class Ist 2018-19. We may admit the child from waiting list already approved by the chairman VMC. Last date of admission 26.04.2018. Provisionally shortlisted from waiting list candidate ENROLMENT ID NAME D.O.B MOTHER NAME FATHER NAME REMARKS 280149240698 SUNAKSHI DEVI 06-07-2010 MAKHNA DEVI JAGDISH KUMAR REJECTED DUE TO OVER AGE 280149037086 NARINDER SINGH 28-05-2011 SANTOSH DEVI KULDEEP SINGH Provisionally shortlisted
or repository would include the data flow’s composition, which then tells us what data are flowing in or out of the data store. For example, the Amounts Used data flow coming from Process 2.0 indicates how much to decrease an attribute STOCK_ON_HAND due to use of the INVENTORY ITEM to fulfill a customer sale. Thus, the Amounts Used data flow implies that Process 2.0 will first read the relevant INVENTORY ITEM record, then update its STOCK_ON_HAND attribute, and finally store the updated value in the record. Each data flow would be analyzed similarly (space does not permit us to show the analysis for each data flow). After having considered all data flows in and out of data stores related to data entities, plus all decision logic related to inventory control, we derive the full E-R diagram, with attributes, shown in Figure 7-11. In Visio, the ITEM SALE, RECIPE, and INVOICE ITEM entities participate in what are called identifying relationships. Thus, Visio treats them as associative entities, not just the RECIPE entity. Visio automatically includes the primary keys of the identifying entities as primary keys in the identified (associative) entities. Also note that in Visio, because it cannot represent many-to-many relationships, there are two mandatory relationships on either side of RECIPE. FIGURE 7-11 Final E-R Diagram for Hoosier Burger’s Inventory Control System PVF WebStore: Conceptual Data Modeling Conceptual data modeling for an Internet-based electronic commerce application is no different from the process followed when analyzing the data needs for other types of applications. In the last chapter, you read how Jim Woo analyzed the flow of information within the WebStore and developed a data-flow diagram. In this section, we examine the process he followed when developing the WebStore’s conceptual data model. Conceptual Data Modeling for Pine Valley
Internal and external relationships The role will need to work closely with the Faculty Academic Registrar, Team Leaders and a of administrative and academic colleagues across the Faculty. In addition, it will be vital for the post-holder to develop good relationships with other individuals from across the Faculty and the wider University, as well as many students. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge & experience Skill level equivalent to achievement of NVQ2, GCSE or City and Guild. Work experience in a relevant administrative role. Proven experience of successfully planning and progressing work activities within professional guidelines and organisational policy. Experience of organising and supporting meetings including setting agendas, minute and note taking. Experience of providing administrative support in Higher Education. Experience of using a student records’ database Application Application/ Interview Application/ Interview Planning & organising Proven ability to plan own workload and to manage own time effectively and deliver outputs to required standards. Able to work on a number of projects and initiatives simultaneously. Able to operate processes and procedures within relevant policies and guidance. Attention to detail. Application/ Interview Application/ Interview Application/ Interview Application/ interview Problem solving & initiative Able to identify sources of relevant information and to learn how to work effectively in a complex and busy environment. Use initiative and judgement to resolve daily problems. Able to be flexible in approach, with a ‘can-do’ attitude. Application/ Interview Application/ Interview Application/ Interview Management & teamwork Work effectively in a team and interact sensitively with colleagues. Build key relationships across the Faculty and wider University. Proven ability to be flexible and adaptable in approach to work routines adapting quickly to change and to working with different people and teams as the work demands. Application/ Interview Application/ Interview Application/ Interview Communicating & influencing Able to communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience. Able to resolve tensions/difficulties as they arise. Application/ Interview Application/ Interview