zilongwang/ReadingBank huggingface dataset:
Methods to identify, assess and minimise risks will be reviewed Staff, parents, governors and advisers will work to establish agreement that every reasonable measure is being taken The Head Teacher will ensure that the policy is implemented effectively. How will KLAL ensure Internet access is safe? All users will be informed that Internet use will be monitored The ICT technical leads will be responsible for checking Internet logs on a regular basis and reporting to the Head Teacher Access to the Internet logs will be restricted to senior members of staff Any failure of the filtering systems will be reported directly to the ICT technical team KLAL reserves the right to remove access to any website it considers inappropriate KLAL will work in partnership with parents, the statutory authorities, DfE and the Internet Service Provider to ensure systems to protect learners are reviewed and improved The ICT team will ensure that regular checks are made to ensure that the filtering methods selected are effective in practice If staff or learners discover unsuitable sites, the URL (address) and content will be reported to the network manager Any material that the academy suspects is illegal will be referred to the appropriate authorities The Internet is a communications medium that is freely available to any person wishing to publish a Website with no editorial intervention. While access to appropriate information should be encouraged, learners will generally need protected access to the Internet. The level of protection will be appropriate to the needs of the learner. How will the security of the school ICT system be maintained? The whole system will be reviewed with regard to threats to potential threats from Internet access No personal data should be sent over the Internet unless it is encrypted or otherwise secured Virus protection will be installed and updated regularly Personal storage devices such as USB memory sticks, MP3 players, digital cameras & floppy may not be brought into school without specific permission and a virus check. Any unauthorised items may be confiscated, placed in a secure area and returned to the user at the end of the school day Devices that are taken and used away from the school will be subject to regular scrutiny to ensure that malicious applications to not breach network security systems How will e-mail be managed? Learners are expected to use e-mail
E-Safety Curriculum Overview Year Group Term 1 Term 2 Term 3/4 Term 5 Term 6 EYFS/Y1 Keep it Private (Privacy and security) Going Places Safely (Internet Safety) ABC Searching (Information Literacy) Sending (Relationships and Communication) My Creative Work (Information Literacy) Y2 Follow the Digital Trail (Privacy and Security) Staying Safe online (Internet Safety) Using Keywords (Information Literacy) Screen Out the Mean (Relationships and Communication) I Like (Information Literacy) Y3 Powerful Passwords (Privacy and Security) Show Respect Online (Relationships and Communication) Things For Sale (Information Literacy) My Online Community (Relationships and Communication) Writing Good Emails (Relationships and Communication) Y4 Private and Personal Information (Privacy and Security) The Power of Words (Internet Safety) The Key to Keywords (Information Literacy) Rings of Responsibility (Relationships and Communication) Whose is it, anyway? (Information Literacy) Y5 Strong Passwords (Privacy and Security) You’ve Won a Prize (Privacy and Security) How to Cite a Site (Information Literacy) Digital Citizenship Pledge (Relationships and Communication) Picture Perfect (Creative Credit and Copyright) Y6 Privacy Rules (Privacy and Security) Talking Safely Online (Internet Safety) Selling Stereotypes (Information Literacy) What’s Cyberbullying (Relationships and Communication) Super Digital Citizen (Self-image and identity)
in display material that may be used in the school’s communal areas in display material that may be used in external areas, i.e. exhibition promoting the school general media appearances, e.g. local/ national media/ press releases sent to the press highlighting an activity (sent using traditional methods or electronically) This consent form is considered valid for the entire period that the child attends this school unless there is a change in the child’s circumstances where consent could be an issue, e.g. divorce of parents, custody issues, etc. Parents or carers may withdraw permission, in writing, at any time. Consent must also be in writing and will be kept on record by the school. Pupils’ names will not be published alongside their image and vice versa. Email and postal addresses of pupils will not be published. Pupils’ full names will not be published. Before posting student work on the Internet, a check needs to be made to ensure that permission has been given for work to be displayed. Only the ICT Manager or webmaster has authority to upload to the internet anything other than the class bogs which are regularly updated by the class teachers. The blogs are monitored on a regular (weekly) basis. For further information relating to issues associated with school websites and the safe use of images in Hertfordshire schools, see Storage of Images Images/ films of children are stored on the school’s network Pupils and staff are not permitted to use personal portable media for storage of images (e.g., USB sticks) without the express permission of the Headteacher Rights of access to this material are restricted to the teaching staff and pupils within the confines of the school network or other online school resource Class teachers have the responsibility of deleting the images when they are no longer required, or when the pupil has left the school
Appendix 7- Proposed responses to e-safety incidents by children matrix The following matrix offers examples of typical incidents and suggestions as to possible responses. as victim Child as victim Hazard Examples Prevention Proposed Response Comments Receiving unsolicited content that is inappropriate, obscene, offensive or threatening Web sites (often through mis-clicked or mis-typed web addresses); email (Spam); banner advertising; pop-ups (largely eradicated through better browser design). Educator vigilance; Acceptable internet Use Policy known by all users, and is enforced by school. Effective web filtering in place. Using safe filtered email. Effective spam filtering. Maintain email and URL logs and history. Complete a risk assessment to determine severity of impact on the child. As the content is unsolicited, there can be no question of culpability of the child. Follow-up to prevent recurrence, including ensuring that relevant sites are blocked if required. Inform parents where appropriate. Ensure incidents are reported and recorded. All secondary children should have access to the internet and personal email as an entitlement. Protective measures are essential; however it is not acceptable to be so risk averse that access is removed entirely. There should be procedures agreed with parents and Governors for reporting abuse. Child as victim Hazard Examples Prevention Proposed Response Comments
845-6136 (Sepeni). USDA ko e potungāue ‘oku nau taukave’i ‘a e faingāmalie tatau ki he kautaha mo e ngāue’anga.”
(800) 845-6136 (Sepeni). USDA ko e potungāue ‘oku nau taukave’i ‘a e faingāmalie tatau ki he kautaha mo e ngāue’anga.”
UN-Performance Packaging Markings for Solids or manufacturers symbol Bottom Embossed marking for Solids: UN1A2/X420/S/16 1.5-1.5-1.5 UN-Performance Packaging Markings for Liquids UN1A2/Y1.5/150/YR/USA/MXXXX or manufacturers symbol Bottom Embossed marking for Liquids: UN1A2Y1.5/150/S/16 1.5-1.5-1.5 Type A Marking “USA DOT 7A Type A” shall not be applied to the drum. The supplier will provide the marking on a fade resistant label having a permanent adhesive that is able to withstand all types of weather conditions. DOE Contractor Additional Marking Requirements Each drum have stenciled 6-inches left of the drum seam and between the top and middle rolling hoops in 1-inch letters the assigned lot number and purchase order number. DOE Contractor Additional Shipping Requirements Each drum shall have a cardboard sleeve placed around the carbon steel drum prior to shipping. Based on the Supplier’s discretion they will put 4-drums to a pallet and then the four drums together and to the pallet. This Page Intentionally Left Blank
Appendix I – Comparison of QA requirements Between DOE Order 414.1D, Quality Assurance and 10 CFR 830.122, Quality Assurance Criteria This Page Intentionally Left Blank Comparison between DOE Order 414.1D, Quality Assurance, Contractors Requirement Document (CRD), Attachment 2 and 10 CFR 830.122, Quality Assurance Criteria DOE 414.1D, Attachment 2 Dated April 25, 2011 10 CFR 830.122, Quality Assurance Criteria March 4, 2015 Criterion 1 – Program Establish an organizational structure, functional responsibilities, levels of authority, and interfaces for those managing, performing, and assessing the work. Establish management processes, including planning, scheduling, and providing resources for the work. Establish an organizational structure, functional responsibilities, levels of authority, and interfaces for those managing, performing, and assessing the work. Establish management processes, including planning, scheduling, and providing resources for the work. Criterion 2 – Personnel Training and Qualification Train and qualify personnel to be capable of performing their assigned work. Provide continuing training to personnel to maintain their job proficiency. Train and qualify personnel to be capable of performing their assigned work. Provide continuing training to personnel to maintain their job proficiency. Criterion 3 – Quality Improvement
Element Response Minimum Laing O’Rourke Acceptance Levels/Comments Provide details of your companies Sustainability and Ethical Sourcing Policies *Documents to be provided. Rating score contributes to final evaluation Provide details of how your organisation identifies, assesses and manages sustainability risks and opportunities associated with your operations or products *Provide details Rating score contributes to final evaluation Provide details of your organisations objectives and targets for sustainability *Provide details Rating score contributes to final evaluation 4. Continual Improvement, Initiatives and Best Practice Element Response Minimum Laing O’Rourke Acceptance Levels/Comments Provide details of any awards, programs or initiatives that support your organisations commitment to health, safety, environment and/or sustainability *Documents to be provided. Rating score contributes to final evaluation Rating Scores 0 1 2 3
OHS & Rail Are Lead Indicators displayed on a communal notice board OHS Plan/EMP RSMP Responsibilities and authorities defined and documented PS03 Lifting Operations Plan Established and Maintained PS03 Appointed Person (role established/ training current) PS03 Cranes Supervisor (role established/ training current) OHS Plan Select Services Page Filing Index system established and maintained EMS and Other OHS & Environmental Acts, Regulations, Code of Practice and Australian Standards Personnel have access to RISBB SR08 Eify SMS / RSMP Induction, Training and Competency Have personnel been inducted into the Rail Safety management system Gearbox App Hazard Reports SR03 Consultation and Communicate
Service Clearances Hand Tools Machinery Low and Medium Pressure gas service and Low Pressure N/A 1000mm Medium Pressure mains N/A 1000mm High Pressure gas services, mains and pipelines 300mm with asset owner supervision 1000mm Contact Asset Owner Low Voltage Electricity cables >1kV Close Proximity 1000mm High Voltage Cables – 1kV - 33kV Contact Asset Owner 1000mm Contact Asset Owner Extra High Voltage Cables 132kV-330kV Contact Asset Owner 1000mm Contact Asset Owner All other conductors/cables Contact Asset Owner Contact Asset Owner Telecommunication Cables Contact Owner 1000mm Contact Asset Owner Water pipelines N/A 300mm Sewerage pipelines N/A
Identification and Initial Assessment of Lifting Operations Note: The loads specified below are included for illustration purposes only – Each project Appointed Person must develop their own assessment based on the common lifts specific to their project Project: Date: Operation Items to be lifted Max wt. Crane to be used Lifting Accessories to be used Location on Site Load lifted from - to SWMS required? yes /no Comments (i.e. basic/common, standard or complex lift) Reinforcement - Reinforcement Bar TBC Mobile Chains, Slings TBC Y Basic/Common Reinforcement – Reinforcement Bar TBC Mobile Chains, Slings TBC Y Basic/Common Formwork Column & Wall shutters TBC Mobile Chains, Slings, Clamps TBC Y Basic/Common Decking/Falsework Aluminium legs, frames, beams. TBC Mobile Chains, Slings TBC Y Compressors, water bowser etc TBC Mobile Chains TBC N Basic/Common Concrete Skip 2m3 (max) concrete skip 4.8t + Skip Mobile Chains & Drop Chain TBC Y Basic/Common Waste Skips 6 yard (max) waste skip TBC Mobile Chains TBC N Basic/Common Concrete Sections – Apron works Cut sections of Apron slab TBC Mobile Chains TBC Y Basic/Common Ply & Timber Ply - 50 sheets max. Timber - FullStandard. 3.2t Mobile Chains, Slings TBC N Basic/Common Structural Scts. Structural TBC Moble Chains, Slings TBC Y All. LORAC to advise.
Pre-formed column and wall formwork shutters. Radius column forms – ‘Easytube’ system. Appropriate lifting points. Clamp lifting point system. Single chain wrapped around tube – timber bite for slippage. Pre-Cast Concrete elements/sections. Appropriate lifting points – designated. Note: Clutches must match the maker’s lifting pins SWL – check is required on this. Back up slings/chains required Pre-fabricated reinforcement sections. Scaffold tube, double tied along its length, 1/3 from the top section of reo. Chains doubled wrapped around tube. Ensure steel has appropriate welded components as required Plant & Equipment – compressors, water bowsers etc. Appropriate lifting points on Refer to Manufacturer’s specifications Note: - 1. For the common/basic lifts, only the stated methods are to be used unless the Appointed Person has authorised alternative methods.
Please state why you are interested in participating in the E-Teacher program. Indicate what impact your participation in this course would have on your institution/region short- and long-term. (300 words maximum) Why are you a good candidate for an E-Teacher scholarship? Why should we choose you? (300 words maximum)
Name Campus Date Volunteer Activity (Please include all roles and organisations) Hours Volunteered Month Year Date Volunteer Activity (Please include all roles and organisations) Hours Volunteered I, the confirm that my hours are correct and understand that a random sample of timesheets may be checked for verification purposes If you have volunteered on more than 15 days, please submit another sheet. Please complete and return this form to at the end of each month.
Names and contact details of emergency contact persons in event of warranty attendance during defects liability period Warranties for each item of equipment installed Emergency shutdown and resetting procedures. Checklist for Project Team The following activities should be considered by the project team during the planning of the project. Activity Responsibility Stakeholder(s) Timeframe Available hydraulic infrastructure for connection. Services Consultant CM (Engineering Services) Gate 2 Feasibility Waste water / stormwater re-use / recycling Services Consultant CM (Engineering Services) Gate 2 Feasibility Approval for location of machinery and plant (not permitted on roofs) Services Consultant / contractor CM (Planning and Design / Engineering Services) Gate 3 Planning Detail Design Access to plant, plant rooms, valves, cleanouts and equipment – confined spaces shall be avoided at all times. Services Consultant CM (Engineering Services) Gate 3 Planning Detail Design Hydraulic requirements for plantrooms and equipment (e.g., evaporative coolers, fume mechanical plant rooms, etc.) Services Consultant / contractor CM (Engineering Services) Gate 3 Planning Detail Design location of existing services Services Consultant / contractor CM (Engineering Services) Gate 3 Planning Detail Design Design for industrial waste and pre-treatment – consult with relevant UWA Faculty or School for chemical discharge data. Services Consultant CM (Engineering Services), UWA Safety Health and Wellness, UWA Faculties / Schools Gate 3 Planning Detail Design Finish floor levels for sewer relief and stormwater risk of flooding and/or water damage. Services Consultant CM (Engineering Services) Gate 3 Planning Detail Design Approvals of all samples and shop drawings. Services Consultant CM (Engineering Services) Gate 3 Planning Detail Design Fire hydrant/fire hose reel coverage Services Consultant CM (Engineering Services) Gate 3 Planning Detail Design Alternative firefighting solutions (e.g., use of irrigation network) Services Consultant CM (Engineering Services) Gate 3 Planning Detail Design Provision of BMCS to all meters, detectors, etc. Services Consultant CM (Building Operations) Gate 3 Planning Detail Design Water quality treatment Consultant / CM (Engineering Gate 3 Planning
Contractor Services) Detail Design Building Works (penetration sealing / acoustic attenuation) Services Consultant / Contractor CM (Building Services / Engineering Services) Gate 3 Planning Detail Design Grades of floor in plant rooms and wet areas to floor grates and points of relief. Services Consultant / Contractor CM (Engineering Services) Gate 5 Construction In-ground services and concealed services inspections (including excavation, compaction and backfilling) Contractor CM (Building Services / Engineering Services) Gate 5 Construction Water pipework pressure testing and witnessing Services Consultant / Contractor CM (Building Operations) Gate 5 Construction Natural gas heating water system compliance with the Gas Code Services Consultant / Contractor ATCO Gas Gate 5 Construction Medical gas pipework commissioning Services Consultant / Contractor ATCO Gas Gate 5 Construction
Communication and Interaction C & I Listening and Attention Understanding Language (receptive language) Talking and Speech (words and sentences and pronunciation) Social and Functional Communication Social, Emotional and Mental Health SEMH Social Interaction with Peers and Adults Behaviour and Emotions 2. Setting Summary Assessment Prompts 2.4 (to include observations of child initiated and adult led activities)
Nappy Drink Sad John struggled to stay focused for 10 minutes but 5 minutes was more successful. John now uses 3 out of 5 Makaton in context. 4. Outcomes Planning and Review Sheet 4.2 Name of child: ……………………………………………….. Date of plan: ……………………. To be reviewed on: ……………………. Planned outcomes (SMART) Actions to achieve the planned outcomes (Including frequency) People involved Resources - cost - time - materials 5. Evidence of outcomes achieved (to be completed at review)
B. Parent/Carers Questionnaire B.4 Physical Development Can they dress with/without your help? How do they feed themselves, can they use cutlery? Can they run, jump, climb, throw or kick a ball? Can they manipulate small objects such as jigsaws, post objects, paint or draw? Health Has your child had any developmental checks e.g. 2 year old health visitor check? Do you have any concerns regarding your child’s health? What is your child’s bedtime routine, how long do they sleep? Have they had many illnesses or stayed in hospital? Anything else you think is important for us to know? Is your child receiving any other support (past/Present) Completed by ………………………………………………………………………………… Date …………………………………………………………………………………………… Explanation of Terms C.1 Approaches The many different ways practitioners, parents/carers and other professionals support the child in a planned and systematic way e.g.
Agarwal Packers and Movers Ltd. B-435, 1st Major Dhyan Chand Nagar Delhi Road, Meerut - 250001 1800 123 5313 35 UTTARAKHAND Agarwal Packers and Movers Ltd. A 59, Transhport Nagar, Delhi Sharanpur Road, Dehradun - 248001 1800 123 5313 Agarwal Packers and Movers Ltd. P-54, Awas Vikas Colony, Near LIC Office, Ring Road Rudrapur - 263153 1800 123 5313 36 WEST BENGAL Agarwal Packers and Movers Ltd. 245/A, Block - J, New Alipur, Kolkata - 700053. 1800 123 5313 Agarwal Packers and Movers Ltd. Door No-09, Durga Dass Banerjee Road, Ashrampara, Holding No - 240/1/302/341, Siliguri - 734001 1800 123 5313 Contact Us: Toll Free Number: 1800 123 5313 Id:
Figure 8 Select Generate e-Waybill You will be directed to the e-Waybill generate window You can now fill up the e-Waybill new entry form Note: Asterisk marks are compulsory fields/ entry. GST e-Waybill section has following details which are auto-populated GSTIN/UID-Legal name Date and Time Transaction Details section has following details Enter “Place from” and “Place to” “Transaction type” has a drop-down window with following options, select one of them; On outward supply sale) On inward supply (after sale) From shop/ Godown/ work site/ branch to another shop/ Godown/ branch/ work site To an agent To his principal Imports from Airport/ Seaport within the state For exports through Airport/ seaport within the state Sending for job work/ repair Receiving after job work/ repair Inward supply Return (purchase returns) Outward supply return (sale return) Van sales Then you can see “within state” and “inter-state” buttons, tick desired one; Tick “supplier” or “Recipient” in the Issued by field. Select “Transport type” either other than parcel service or parcel service Enter “vehicle Number” Select the desired “vehicle type” from the drop down list; Lorry Parcel Lorry Tractor Bus Tanker Goods Auto Enter “Name of the Transporter” Enter “LR Number” Enter “LR Date” Click on “NEXT” button. Figure 9 Transaction Details
You will be directed to the next window with following details; Supplier details section has following details GSTIN/UID Legal name State Supplier address Note: If you are ticked on “Supplier”, then supplier details section will be auto generated Recipient details section has following details GSTIN/UID Legal name State Recipient address Note: If you are ticked on the “Recipient” option, then recipient details section will be auto generated. Vehicle owner details section has following details Enter “vehicle owner mobile no.” Enter name of the “vehicle owner” Enter “address” of the vehicle owner Click on “Validate & continue” Figure 10 Validate & continue You will be directed to the next window with following details; Document/ Invoice details section has following details Enter “Document/ Invoice number” “Document/ Invoice Date” “Commodity”, select one option from the drop-down window Select the “Rate of Tax” Select “Measure Units” Enter “Quantity” of goods Enter “Taxable Value” Note: IGST/ CGST/ SGST/CESS sections will be auto-populated based on the options you selected from the “within state” or “inter-state”. You can add another invoice by clicking “Add Another Invoice” Click on “Generate e-Waybill” You can go back by clicking “check previous” button.
MORNINGTON PENINSULA SCHOOLS’ ENVIRONMENT WEEK COMMITTEE inc. ABN: 47.881.195.370 Connecting Children to their Environment & Community supporting action to Foster Sustainable LIving 2019 ENVIRONMENT WEEK BOOKING FORM Dates: Monday 25h – Thursday 28th March 2019 Bookings Open 5th December & Close 4th March Cost per student: $10 full day - half day in Briars program + half in Expo Paddock or full day in Expo Paddock $7 half day - Briars Program or Expo Paddock School Name Phone Number Bursar Email Address to send invoice to PLEASE HAVE TWO SCHOOL EMAIL CONTACTS IN CASE ONE PERSON IS AWAY School Contacts Mobile Phone Email FIRST AID – Each class in the Briars programs should have a first aid person and kit and each school attending E Week should have a level 2 first aid person accompanying them Level 2 First Aid Contacts Mobile Phone Email PREFERRED DAYS TO ATTEND YEAR LEVEL Eg 3/4 1ST CHOICE Eg Monday full day 2ND CHOICE Eg Tuesday half day TRAVELLING BY BUS OR CAR? EXPO PADDOCK BOOKING This may be chosen for a half or full day. Match with Briars Program Times eg AM Expo Paddock PM Briars Program or AM & PM Expo Paddock STUDENTS PREFERRED SESSION Cross GROUP NAMES Eg 3/4L,3B TOTAL NUMBERS FOR SESSION AM 9.30-11.30 PM 12.15-2.15 BRIARS PROGRAMS – Schools may choose one half day program per group Programs Years 1-6 Rotating Activities in 2 hour session Engaging with Nature through mindfulness & Art 1Mindfulness & art, Nature search, birdhide & Sensory walk Indigenous Connection to Country 1Indigenous Heritage & Bush Tucker 2 Traditional Harvest Homestead Heritage & Green Living 1Learning from Olden Days, 2 Heritage Gardens Sustainable Living (Only Yrs 3-6) 1Sustainable Shopper, 2 Renewable Energy Note maximum 60 students per program (30 per rotational activity) YEAR Eg 3/4 1ST CHOICE PROGRAM Eg Indigenous 2ND CHOICE PROGRAM Eg Engaging Nature AM PM GROUP NAMES & NUMBERS Eg 3/4L- 25, 3B - 25 TOTAL NUMBERS Eg 50 Please complete this form and return to: Booking Officer, Heather Tytler
At this stage we have already begun to attract more funding from other streams within the school and in raising the issue with school council and in staff briefings we have ensured that we will change the fabric of our provision. Pupils voice has been captured more effectively as part of this start up project than in the past three years as all classes were able to develop their ideas prior to the meeting and were brilliantly supported by their staff teams. We are really excited about continuing to build on capturing pupil voice and bringing their ideas into form as part of the development of our outdoor play space. What next 5) We will make a short presentation to all parents and users of the Web site to highlight what our youngsters have achieved with this project and look to further involve the PTFA and Governors in this process. Further to this we will begin to purchase initial elements to the garden and see how effective these are in involving a more diverse group of our students in interactive play during their break and lunch times. 93 (City of Bath) Squadron E Team Progress Report. The E Team was set up on September 2013 to improve the welfare on the squadron. The team included me (a new member of staff and recent cadet) and a group of cadet NCO's. We felt we needed to improve the level of respect cadets have for each other and the understanding of the difference between 'banter' and bullying. To improve these issues we invited the Kate Murphy, had discussions with cadets about their views on the differences between the two and created a cadet welfare board with information on organisations/charities provided by BANES that are available to help them. Over 100 cadets were involved in these lectures and took part in engaging discussions. The impact is cadets are now more aware of whom they can talk to, have more confidence to speak to their staff and NCO's and therefore have better relationships amongst each other and are working better within a team. Our next steps are to create an 'open room' in which cadets can freely come in
“EDA ESIF Interreg RCP” - 2016 Request for Cooperative Projects [RCP] Assisting cooperative dual-use projects in the area of maritime security to access EU Interreg Cooperation Programmes (CPs) co-funding [under the European Territorial Cooperation (ETC) goal of the European Structural and Investment Funds (ESIF)] An EDA initiative in support of the European Union Maritime Security Strategy (EUMSS) Appendix E PROJECT FACT SHEET Title of the project: ………………………………………………………………………………….... ………………………………………………………………………………….... ………………………………………………………………………………….... Targeted Interreg V-B Cooperation Programme [tick the box] Adriatic-Ionian (AdrIon) Atlantic Area (AA) Balkan-Mediterranean (BM) Baltic Sea Region (BSR) Mediterranean (MED)
The Incident Owner shall create the investigation team led by an investigation team leader appropriate for the incidents actual severity and potential risk rating. The incident ownership can be delegated as per the table below based on the potential risk color and the actual severity of the incident. Limit to Delegation Potential risk colour/Actual severity First a Line Supervisor Blue / (0,1or 2) Section Head Yellow / (2 or 3) or Blue / 3 Asset Manager (Director minus one) Blue / 4 or Yellow / 4 or Red /(3 or 4) No Delegation Permitted (Director) Yellow /5 or Red /5 Investigation and reporting of a non-accidental death may be delegated to the Section Head level provided that there are no apparent unusual circumstances surrounding the death. Investigation team membership: Contractor incident Potential risk classification Minimum investigation team Low Contractor HSE Adviser, Contractor Operational Manager, Contract Holder, PDO Area HSE Adviser Medium Department Head/Area Team Leader, Contract Holder, Contractor HSE Manager, Contract Manager, PDO Area HSE Adviser, Directorate HSE Team Leader. High Contractor CEO/MD, Contract Manager, Department Manager, Contractor HSE Manager, Contract Holder, Directorate HSE Team Leader,
Authoring & Approval Prepared By - Authors of the document. Name & Company Position & Title Date Alberto Blanch / The Innaxis Foundation and Research Institute Consortium Member 15/01/2015 Luis Delgado / University of Westminster Consortium Member 15/01/2015 Reviewed By - Reviewers internal to the project. Name & Company Position & Title Date Alberto Blanch / The Innaxis Foundation and Research Institute Consortium Member 15/01/2015 Reviewed By - Other SESAR projects, Airspace Users, staff association, military, Industrial Support, other organisations. Name & Company Position & Title Date Approved for submission to the SJU By - Representatives of the company involved in the project. Name & Company Position & Title Date David Pérez / The Innaxis Foundation and Research Institute Consortium Member 15/01/2015 Rejected By - Representatives of the company involved in the project. Name & Company Position & Title Date Rational for rejection Document History Edition Date Status Author Justification 00.00.01 27/11/2014 INNAXIS New Document 00.00.02 02/02/2015 INNAXIS Implementation of ECTL comments Intellectual Property Rights (foreground) This deliverable consists of SJU foreground.
conversation_id String The conversation_id is used in interactions for identifying messages that belong to a specific conversation. All messages of one interaction should share the same conversation_id. Unique ids can e.g. be generated via the method SFipa.createUniqueId(). reply_by Date The reply_by field can contain the latest time for a response message. For tracking, future analysis, and interesting visualizations of simulation dynamics, each FIPA message has its own POJO to be stored in message and message_type table (see extended Entity/Relationship). This is shown in Appendix N. Generating new indicators For the assesment of new case studies and different policy instruments (scenarios) we designed different local and system-wide indicators (KPI). In order to generate those outcomes, we extended both our relational data model as well as agent-based model (mainly simulation engine). The following table shows the different indicators used: passenger oriented, aircraft performance, eco-sustainability related indicators, and different metrics evaluating solution complexity. 2 - DCI-4HD2D Id Indicator Unit Category 1 Gate-to-gate passenger trip time Minutes Passengers performances 2 Door-to-door passenger trip estimation Minutes 3 Societal cost estimation Euros 4 Pax delay minutes 5 Missed connections Passenger 6 Flight Minutes Aircraft performances 7 Airlines cost Euros 8 Hub airline cost
int regulationid = (int) result.get("regulationid"); int simulationType = (int) result.get("simulationType"); try { // Create new simulation and save it (specified on DCI4HD2D.application.xml and selected from GUI, 1 default scenario (baseline UPM)) CS3Regulation reg = new CS3Regulation(regulationid); this.sim = new CS3DCI4HD2DSimulation (fuelprice, co2ratio, segmentid, airportid, uncertainty, reg, simulationType); //setting the fact of concrete simulation. In this case is the simulation of CASS++ System.out.println("Setting the fact of concrete simulation"); getBeliefbase().getBelief("simulationDCI4HD2D").setFact(sim); } catch (Exception e) { e.printStackTrace(); } } }
Authoring & Approval Prepared By - Authors of the document. Name & Company Position & Title Date Jorge Martín / The Innaxis Foundation and Research Institute Consortium Member 28/05/2016 Luis Delgado / University of Westminster Consortium Member 28/05/2016 Alberto Blanch / The Innaxis Foundation and Research Institute Consortium Member 28/05/2016 Reviewed By - Reviewers internal to the project. Name & Company Position & Title Date David Pérez / The Innaxis Foundation and Research Institute Consortium Member 31/05/2016 Samuel Cristóbal / The Innaxis Foundation and Research Institute Consortium Member 31/05/2016 Reviewed By - Other SESAR projects, Airspace Users, staff association, military, Industrial Support, other organisations. Name & Company Position & Title Date Approved for submission to the SJU By - Representatives of the company involved in the project. Name & Company Position & Title Date David Pérez / The Innaxis Foundation and Research Institute Consortium Member 01/06/2016 Rejected By - Representatives of the company involved in the project. Name & Company Position & Title Date Rational for rejection Document History Edition Date Status Author Justification 00.00.01 28/05/2016 First Version Jorge Martín New Document Intellectual Property Rights (foreground) Foreground owned by one or several Members or their Affiliates. Table of contents:
ask for departure slot Airline ask for departure slot, ready for push-back ask for departure slot, runway hit flight leg end Flight landing, flight leg start, pax gate arrival flight leg start Flight flight leg end ready for push-back, landing Flight manage runway flight leg end, manage runway Airport runway hit, pti hit, manage runway manage runway, take-off, landing pax gate arrival Pax flight leg end -- hit PTI Flight ask for arrival slot manage runway, ready for push-back Airline flight leg for push-back ask for departure slot, ready for push-back runway hit Flight ask for departure slot, manage runway, take-off Flight manage runway ask for arrival slot
with dg=15 min ATFM ≤ 15 min F1 08:48:05 0 0 0 F2 08:48:16 0 0 0 F3 08:48:34 0 0 0 F4 08:52:39 0 0 23 F5 08:57:37 0 0 0 F6 09:00:06 8 12 F1 ... F30 F1 ... F8, F10 ... F18, F20...F30 F25 0 F7 09:01:04 0 0 8 F8 09:02:13 0 0 13 F9 09:02:35 40 26 F1 ... F30 F9, F19 F9 26 F10 09:03:25 0 0 0 F11 09:03:28 0 0 6 F12 09:03:44 0 0 0 F13 09:04:48 0 0 0 F14 09:05:22 14 12 F1 ... F31 F1 ... F8, F10 ... F18, F20 ... F31 F28 9 F15 09:06:07 10 23 F1 ... F31 F1 ... F8, F10 ... F18, F20 ... F31 F4 24 F16 09:06:21 0 0 6 F17 09:06:42 5 11 F1 ... F31 F1 ... F8, F10 ... F18, F20 .. .F31 F29 8 F18 09:07:30 16 9 F1 ... F31 F6, F14, F15, F17, F18, F22 ... F31 F14 21
F19 09:07:50 44 30 F1 ... F31 F9, F19 F19 30 F20 09:08:46 19 21 F1 ... F32 F6, F14, F15, F17, F18, F20, F22 ... F31 F18 10 F21 09:09:15 0 0 0 F22 09:11:15 8 10 F1 ... F33 F1 ... F8, F10 ... F18, F20 ... F32 F20 5 F23 09:11:44 8 8 F1 ... F33 F1 ... F8, F10 ... F18, F20 ... F32 F7 0 F24 09:12:30 18 13 F1 ... F35 F6, F14, F15, F17, F18, F20, F22 ... F31, F33 F24 13 F25 09:13:04 9 13 F1 ... F35 F1 ... F8, F10 ... F18, F20 ... F32, F34, F35 F8 12 F26 09:13:47 10 11 F1 ... F35 F1 ... F8, F10 ... F18, F20 ... F32, F34, F35 F26 11 F27 09:14:31 13 24 F1 ... F36ACC F1 ... F8, F10 ... F18, F20 ... F32, F34 ... F36 F15 0 F28 09:20:31 9 6 F4 ... F36 F4 ... F8, F10 ... F18, F20 ... F32, F34 ... F36 F16 12 F29 09:25:00 7 6 F5 ... F36 F5... F8, F10 ... F18, F20 ... F32, F34 ... F36 F11 11
D4.4 SID 2015 contribution Conference paper to be presented at the Fifth SESAR Innovation Days 30SEP15 Focused on the disturbance modelling ideas presented in Section 4.3 - this is particularly chosen to obtain peer review on this methodology and thus contribute to the wider verification and credibility assessment process described in Section 6. D0.09 Progress Report 9 Intermediate Progress Report 15DEC15 D3.1 Scenario definition Scenario Definition 15DEC15 Including final data requirements and quality control
as well as modern celebrities and unlikely heroes; affirmations (stock and student-made), Ted talks, songs, poems and frequent talks. Videos: Students tend to remember more of what they see than what they hear. Furthermore it is easier to understand concepts such as resilience or self-efficacy if they are demonstrated. It was also expected that students might recognize these traits in themselves, family or friends and could be encouraged to activate them. On these bases, I showed students videos about people, animals and plants that demonstrated grit. Of course we took into consideration that plants were moved by a natural imperative, animals by instinct and humans by the capacity to exercise decision, will, desire, intention and attention. Biographical summaries: Students saw the less publicized side of well- known figures and were given the opportunity to ponder what strength of character it must have taken them to rise from poverty, repeated failure or abuse to the celebrity status known by the students. These readings were intended to nudge students away from blaming and whining towards proactive responses. Ted talks and motivational speeches: Through listening to these talks, students became the audience of international speakers. They became aware that their academic and behavior issues were shared by students; they saw the impact these issues had on adults and they saw that my concerns were shared by other professionals whose research I was using in the classroom. Songs and Poems: In addition to their teaching content, they were used for their participatory nature, entertainment value and memorability. Affirmations: These were offered as immediate tools for students to experiment with as they practiced being more mindful of their internal and external environments as well as their actions. Pep These were given in response to classroom events and on occasion to reinforce and make connection to material that had been viewed or read. When held with individuals, they were patterned on the principles listed in under the cognitive coaching column of the chart below. The other services are cited in the appendices. My reasoning was that if cognitive coaching protocols were effective in teacher to teacher conversation, they might also be useful in teacher to student conversations.
“Quality is never an accident. It is always the result of intelligent effort.” “We all have dreams. But in order to make dreams come into reality, it takes an awful lot of determination, dedication, self-discipline, and effort.” John Ruskin “A little more persistence, a little more effort, and what seemed hopeless failure may turn to glorious success.” Elbert Hubbardo Bennett “Continuous, unflagging effort, persistence and determination will win.
United Nations CAT/C/59/D/652/2015 Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment General 24 January 2017 Original: English Committee against Torture Decision adopted by the Committee under article 22 of the Convention, concerning communication No. 652/2015*, ** Communication submitted by: E.S. (not represented by counsel) Alleged victim: The complainant State party: Australia Date of complaint: 19 January 2015 (initial submission) Date of present decision: 6 December 2016 Subject matter: Deportation to Sri Lanka Procedural issue: Level of substantiation of claims, ratione materiae Substantive issues: Non-refoulement; risk of torture upon return to country of origin Article of the Convention: 3 1.1 The complainant is E.S., a national of Sri Lanka born in 1973, pending deportation from the State party to Sri Lanka. The complaint raises issues under article 3 of the Convention. He is not represented by counsel. Australia made the declaration under article 22 of the Convention on 28 January 1993. 1.2 On 21 January 2015, pursuant to rule 114, paragraph 1, of its of procedure, the Committee, acting through its Rapporteur on new complaints and interim measures, requested the State party not to expel the complainant while his case was being considered by the Committee.
Table 1: Summary of project outputs, follow-up, sustainability and catalytic effects OUTPUTS/RESULTS, as described in the original project document List of outputs/results Was the output/result achieved (yes or no) and if not explain why Follow-up action taken to ensure sustainability of each output Institution responsible for this follow-up action and resources (human, physical and financial) provided Catalytic effects generated Output 1: xxxxx Output 2: xxxxx .............. .............. OUTPUTS/RESULTS achieved, which were not planned originally Output 1: xxxxx Output 2: xxxxx .............. ..............
Address City - Pin Contact No: Tel: Fax: Business Sector PAYMENT DETAILS: Company Name: _______________________________________________________ Contact Person Name: ___________________________________________________ Address: ______________________________________________________________ Tel (M) : ____________________ E-mail: ___________________________________ Cheque / Demand Draft No. : ____________________ for Rs. : ___________________ /- Drawn in favor of ‘Confederation of Indian Industry’ payable at Mumbai is enclosed. PLEASE SEND REPLY FORM AT FOLLOWING ADDRESS: Swapnil Pednekar Confederation of Indian Industry CII Naoroji Godrej Centre of Manufacturing Excellence Vikhroli (East) Mumbai - 400 079 Email : swapnil.pednekar@cii.in/ ciicme.conference@cii.in Ph : 022 2574 5146 / 5148 Mobile : 099694 18823 Internet :
Moving and Handling In order to achieve the Early learning goal, and “Expected “at the end of the reception year children should: Show good control and co-ordination in large and small scale movements. Move confidently in a range of ways, safely navigating space. Handle equipment and tools effectively, including pencils. They may also: (exceeding ELG) Hop and skip in time to music. Hold paper in position and use a preferred hand to write, using correct pencil grip. Begin to write on lined paper and control letter size. Health and self- care In order to achieve the Early learning goal, and “Expected “at the end of the reception year children should: Know the importance of good health, physical exercise and a healthy diet. Manage their own basic hygiene and personal needs, including dressing and going to the toilet independently. They may also: (exceeding ELG) Know about and can make healthy choices in relation to healthy eating and exercise. Dress and undress independently and successfully managing fastening buttons or laces. Self-confidence and Self-awareness
Training teaching staff on appropriate aspects of differentiation in the classroom to meet specific needs Relevant advice or training from external agencies: Sensory Team School Nurse CATT team OT None LD to oversee On going Assisting with access to practical tasks in lesson Support staff trained and available to act as practical assistants where needed. Support staff undertake basic backcare awareness training £12.50 per hour met though HNB funding LD to oversee On going Ensuring that consideration is given to pupils with specific needs in accessing aspects of exam subjects that they may not take through to exam level Candidates are able to follow the course of their choice for their education but may not be entered for the specification in line with recommendations in JCQ (Adjustments for candidates with disabilities and learning difficulties) None LD to advise in consultation with parents /carers /students On going Students with specific needs requiring earlier departure/arrival from the lesson to avoid more crowded corridors Recognition that students may miss last few minutes of a lesson, adapting the lesson plan accordingly eg seating plan considered, provision of pre-printed on final section of the lesson None All staff As required Curriculum to meet the whole range of SEND needs within our mainstream school Recognition that some students will need a tailored curriculum at KS4 e.g. entry level qualifications, access to work experience, adapted timetable etc. Variable LD, MBo, RKe 1 year All out of school curricular activities are planned to ensure the potential participation of all pupils Review all out of school curricular provision to ensure compliance with legislation Variable Faculties LD may advise 1 year
Extra-curricular clubs and trips to allow access to all where possible within the limits of reasonable adjustments Review all extra-curricular clubs and trips to ensure compliance with legislation Variable Faculties LD may advise On going Use of assistive technology for pupils with additional bearing in mind restrictions of JCQ requirements around ‘normal way of working’ and what can be allowed in exams Research potential use of assistive technology solutions e.g. voice recognition software, predictive text software etc. Variable LD/IT On going Accessibility Plan Improving the accessibility to written information at Charles Darwin School Area to address Action Cost Responsibility By When Availability of written material in school in alternative formats Research services available for converting written material into alternative formats eg braille, large print, modified language, text, use of coloured paper etc Minimal Admin Faculties LD/pastoral/IT may advise As required Make available school brochures, newsletters and other communications with parents in alternative formats See above Minimal Admin Faculties LD/pastoral/IT may advise As required Make provision for parents/carers with additional needs to have fair access to events and meetings Where possible meet the needs of the individuals e.g. signers for hearing impaired, translators etc. Variable Admin Faculties LD/pastoral/IT may advise As required
Instructor’s Manual Materials to Accompany EXPLORING MICROSOFT® OFFICE 2013, VOLUME 1 EXCEL CHAPTER 2: Formulas and Functions: Performing Quantitative Analysis Available Instructor Resources Resource File Name Found Student Data Files various Online Instructor Resource Center Solution Files various Online Instructor Resource Center Answer Keys Online Instructor Resource Center Matching e02_answerkey_match Multiple Choice e02_answerkey_mc Concepts Checks e02_answerkey_concepts Scorecards e02b1Tips_scorecard Online Instructor Resource Center Scoring Rubrics e02b1Tips_rubric Online Instructor Resource Center Annotated Solution File e02b1Tips_annsolution Online Instructor Resource Center Scripted Lecture (Script) e02_script Online Instructor Resource Center Scripted Lecture Solution e02_script_solution Scripted Lecture Data e02_script_data PowerPoint Presentation e02_powerpoints Online Instructor Resource Center Testbank e02_testbank Online Instructor Resource Center Instructor's Manual (lesson plans incl.) e02_instructormanual Online Instructor Resource Center Assignment Sheet e02_assignsheet Online Instructor Resource Center Prepared Exam (Chapter & App) Online Instructor Resource Center Prepared Exam-Chap instruction e02_exam_chap_instruction Prepared Exam-Chap solution e02_exam_chap_solution Prepared Exam-Chap Data e02_exam_chap_data Prepared Exam-Chap Annotated Sol. e02_exam_chap_annsolution Prepared Exam-Chap Scorecard e02_exam_chap_scorecard Prepared Exam-App instruction e02_cumexam_instruction