zilongwang/ReadingBank huggingface dataset:
Description of Use: A disc sander is a machine which has a fixed rotating abrasive disc used to sand wood and other materials for finishing purposes. Summary of Key Risks: (refer to appropriate subsections) Entanglement Impact and cutting Electricity Noise Friction Other (dust) Plant and Equipment Risk Management Form
Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level IMPACT AND CUTTING INJURIES Can anyone be crushed/cut/struck etc. due to: Disc may disintegrate if poorly maintained, work piece has foreign bodies (e.g. nails), not installed appropriately or incorrect disc being used. Work pieces may be ejected at high speed. Ensure that the disc is inspected prior to use, appropriate for purpose and is fitted in accordance with manufacturer’s instructions. Ensure that no foreign objects are present in the material to be sanded (i.e. nails). Ensure the disc sander is serviced and installed as per the manufacturer’s manual. Ensure appropriate PPE (e.g. eye protection) is worn when operating equipment. Material falling off the Y N Moderate Unlikely Medium Uncontrolled/unexpected movement of plant/load? Y N Lack of capacity to slow, stop or immobilise plant? Y N The tipping or rolling over? Y N Parts of the plant disintegrating or collapsing? Y N Moderate Possible Medium Contact with moving parts during testing, inspection, operation, maintenance, cleaning or repair? Y N Major Possible High thrown off or under the plant? Y N Contact with sharp or flying objects? (e.g. work pieces being ejected) Y N Moderate Likely High The mobility of the plant? Y N Inappropriate parts and accessories being used? Y N Moderate Unlikely High Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures
Can anyone be injured by explosion of gases, vapours, liquids, dusts, or other substances? Y N TEMPERATURE/MOISTURE Can anyone come into contact with objects at high or low temperatures? Y N Can anyone suffer ill-health due to exposure to high or low temperatures? Y N Can anyone be injured or suffer ill-health due to exposure to moisture? Y N OTHER Can anyone be injured or suffer ill-health from exposure to: Dust generated from the work process may be hazardous to health. Ensure appropriate control measures are implemented (e.g. local exhaust system, face masks, good housekeeping practices etc.). Chemicals? Y N gases or vapours? Y N Fumes/Dusts? Y N Moderate Unlikely Medium Other? (please specify) Y N 4. Risk Assessment Signoff Authorised By: Signature: Date:
IDENTIFY DESCRIBE/APPLY: Accurate and Thorough DISCUSS CONTEXT CONCEPT CONTEXT+CONCEPT (Make a CHain) ON THE OTHER HAND AO2: Hooks in the extract AO1 - Concepts, theories, studies that you can use in your explanation Create a chain of reasoning where you link the context and concept (think well developed and coherent, slow down, proof read!) Inject a “competing argument” (follow it through, grasp the significance!) 1 2 3 4
List of abbreviations Abbreviation Full reference CCA Competition and Consumer Act 2010 (Cth) NBN Co NBN Co Limited Principles Telecommunications (Migration Plan Principles) Determination 2015 revised Plan Telstra’s request to vary its Migration Plan, submitted to the ACCC on 20 March 2015 SSU Telstra’s Structural Separation Undertaking, accepted by the ACCC on 27 February 2012 Telco Act Telecommunications Act 1997 (Cth) Telstra supporting submission Telstra’s submission in support of the varied Migration Plan, provided on 20 March 2015
33 Specific principle – NBN Co migration information Clause 5 – Required Measures and Replacement Schedules Clause 25 – Information Security Schedule 6 – Information Security principles for the development of NBN Co Migration Information security Plan Schedule 7 – Required Measures 34 Specific principle – wholesale customer information As above Division 8 General principle – commencing to supply fixed-line carriage services using the national broadband network 35 General principle Clause 20 – Telstra commencing to provide services using the NBN Division 9 General and Specific Principle – no wholesale carriage services over the hybrid network 36 General principle Clause 5 – Required Measures and Replacement Schedules Clause 9 – Disconnection of Copper Services and HFC Services during the Migration Window Clause 17 – No supply of new Copper Services and HFC services a Premises becomes NBN Serviceable Clause 18 – HFC Services 37 Specific principle – carriage services over the hybrid fibre-coaxial network Clause 5 – Required Measures and Replacement Schedules Clause 9 – Disconnection of Copper Services and HFC Services during the Migration Window Clause 17 – No supply of new Copper Services and HFC services after a Premises becomes NBN Serviceable Clause 18 – HFC Services Clause 25 – Information security Clause 30 – Testing of new or modified Disconnection processes Part 4 Procedural principles 38 Procedural principle – reporting framework Clause 26 – Reporting Framework Clause 28 – Compliance 39 Procedural principle – rectification of plan as directed by the ACCC Clause 27 – Rectification of the Plan 40 Procedural principle – dispute resolution Clause 32– Dispute Resolution process
41 Procedural principle – scope of modifications to processes Clause 29 – Variation of an existing process or development of a new modified disconnection measure Clause 30 – Testing of new or modified disconnection processes 42 Procedural principle – consultation with NBN Co Clause 31 – Telstra will consult with NBN Co about relevant matters under this Plan 43 Procedural principle – test procedure processes Clause 29 – Testing of new or modified Disconnection Measures 44 Procedural principle – cessation of migration plan Clause 4 - Commencement and Term Clause 17 – No supply of new Copper Services a Premises becomes NBN Serviceable Clause 19 – Temporary reconnection Clause 25 – Information security
Appendix 1: Assessment of core terms against assessment criteria Term Criteria 1: Highly used in district plans Criteria 2: Common to both district and regional plans Criteria 3: Relevant to development Criteria 4: Relevant to infrastructure Criteria 5: Land use categories Criteria 6: Exemptions Defined in a statute, regulation or technical standard? Term meets two or more criteria? Access X X Y Access Lot X N Access Strip X N Access Way X N Accessory Building X X Y Act / The Act X Yes (Plain English) N Adjoining X X Y Aerial X X Y Agrichemical X N Aircraft Operations X X X Y Allotment X X Yes (RMA) N Alteration X X Y Amenity Values X X X X Yes (RMA) N Minor Dwelling X X Y* Antenna X X NES – Telecommunications Y Archaeological Site X X X Heritage New Zealand Pouhere Taonga Act 2014 Y Bed X Yes (RMA) N Boundary X X X Y Boundary Adjustment X X Y Building X X X X Building Act 2004 Y Building Coverage X Y* Camp Ground/Camping Grounds X N
‘Road Hierarchy’ is sometimes defined in district plans around which they often set various policies and rules. However, there is currently no standard approach for formulating a roading hierarchy. NZTA’s One Network Road Classification could potentially be adopted as a standard (methodology) and form part of the National Planning Standards. Utility/Utility service: Our research showed that resource management plans have similar definitions for the terms ‘utility’ and ‘utility service’. Although each term is defined in less than 25 per cent of the plans sampled in our research, if the two terms are considered together they have a moderate frequency of use appearing in over 25 per cent of plans we sampled. Any standardised definition of ‘utility’ or ‘utility service’ would need to be considered alongside or in substitution of definition of ‘infrastructure’ due to the significant similarities between the definitions.
Jamaica Street 1 Men and women/couples Riverside ECHG 56 £418,432 March 2017 Complex needs service 1 1 / 2 Men and women, including psychiatric hospital discharge Second Step 39 £539,994 March 2017 Complex service 2 1 / 2 Men and women Places for People 39 £509,028 March 2017 Complex needs service 3 1 / 2 Men and women St Mungo’s 42 £549,864 March 2017 Complex needs women’s service 1 / 2 Women St Mungo’s 42 £833,322 2017 New Ways House 2 Missing Link 6 £56,598 July 2017 Medium service 3 Missing Link 30 £160,500 July 2017 Medium level service 3 Men and Women Second Step 61 £326,411 July 2017 Phoenix Place 4 Elim HA 55 £145,695 March 2017 only 4 Women Places for People 14 £37,800 March 2017 Ron Jones House 4 Men Elim HA 42 £111,258 2017 KHA 4 Men and women Knightstone 51 £138,873 March 2017 Self Help 4 Men and women Self Help 68 £184,620 March 2017 PfP 4 Men and women Places for People 94 £255,210 March 2017
Fortfield Road n/a Households with dependent children Places for People 27 £87,777 March 2017 Windermere and Trinity n/a Households with dependent children BCC 43 £82,345 2017 Self Help family n/a Households with dependent children Self Help 8 £24,480 March 2017 Floating support services – preventative services, including floating support services, are not part of this project, but there does need to be good resettlement support for those people leaving homelessness services. How this is provided will need to be part of the commissioning plan that is developed.
Discussion Rubric /15 5 4 3 2 1 Quality of Comments Builds on others’ ideas Expresses their own ideas clearly Contributes comments that are timely, appropriate, thoughtful, and reflective Responds respectfully to other student’s remarks Provokes questions and comments from the group Volunteers comments, most are appropriate and reflect some thoughtfulness Comments lead to other questions or remarks from students and/or others Volunteers comments but lacks depth Comments may or may not lead to other questions from students Struggles, but participates Occasionally offers a comment when directly questioned May simply restate questions or points previously raised; may add nothing new to the discussion or provoke any responses or questions Does not participate and/or only makes negative or disruptive remarks Comments are inappropriate or off topic Resource/ Document Reference Comes to discussions prepared, having read or studied required material Explicitly on that preparation and other information known about the topic to explore ideas under discussion Clear reference to text being discussed and connects it to other texts or reference points from previous readings and discussions Reviews the key ideas expressed and draws conclusions in light of information and knowledge gained from the discussion Has done the reading with some thoroughness, may lack some detail or critical insight Has done the reading Comments lack thoroughness of understanding or insight Has not read the entire text and cannot sustain any reference to it in the course of discussion Unable to refer to text for evidence or support remarks Active Listening Posture, demeanor, eye contact, and behavior clearly demonstrate respect and attentiveness to others Follows agreed-upon rules or group norms for discussions and carries out assigned roles Listens to others most of the time Does not stay focused on others’ comments (too busy formulating own) or loses continuity of discussion Shows consistency in responding to the comments of others Listens to others some of the time Does not stay focused on others’ comments (too busy formulating own) Loses continuity of discussion some consistency in responding to the comments of others Drifts in and out of discussion, listening to some remarks while clearly missing or ignoring others Disrespectful of others when they are speaking Behavior indicates total non-involvement with group or discussion
Name_______________________________________ Date_______________________________ Discussion Rubric Objectives 4 Points 3 Points 2 Points Needs Some 1 Point Needs Much N/A Points Excellent Good Improvement Improvement Participates in group discussion Encourages others to join the conversation Keeps the discussion progressing to achieve goals Shares thoughts actively while offering helpful recommendations to others Gives credit to others for their ideas Respects the opinions of others Involves others by asking questions or requesting input Expresses thoughts and clearly and effectively Points (32 pts.) Comments:
DISCUSSION PAPER: MANITOBA’S ENVIRONMENTAL ASSESSMENT AND LICENSING REGIME COMMENTS FORM Please provide your comments in the spaces below and return to on or before April 25, 2014. The Manitoba Law Reform Commission assumes that written comments are not confidential. You may submit anonymous written comments, or you may identify yourself but request that your comments be treated confidentially. If you do not comment anonymously, or request confidentiality, the Manitoba Law Reform Commission may quote from or refer to your comments in its Report for Consultation or Final Report. You can press the “tab” key to move from one question to the next. Chapter 3: Environmental Assessment and Sustainable Development Issue 1: Should The Environment Act be amended to establish more direct links between the environmental assessment process and principles and guidelines of sustainability provided in The Sustainable Development Act? Are there particular developments for which sustainability principles are most relevant? How would this change affect your participation in Manitoba’s environmental assessment process? Answer: Issue 2: Should a consideration of the need for, and alternatives to, a development (“NFAT”) be a requirement for some or all proposed developments? Are there types of development for which NFAT is more or less appropriate? What legislative and policy supports are necessary for meaningful consideration of the need for, and alternatives to, a development? Answer:
Meetings would be held in a community centre, library, school gym or an accessible location of the MPs choice. The room set up is to reflect the meeting format (panel, town hall). Coffee, tea, water and cookies could be offered to attendees. Contact Information: Member of Parliament and Staff (Name) (Number) (email) Mental Health Commission of Canada: (Name) (Number) Stakeholders (if applicable) (Name) (Number) (email) Suggested Agenda Set-Up (time – 90 min. prior) Staff arrive on site AV set-up in (location) Tables and chairs set up Registration table and info table set-up , feedback form on every chair Coffee and tea, refreshments, set up Event (time- 30 min. prior) VIP and Stakeholders arrive at (location) (time- 15 min. Doors open and registration begin (time - 90 min) 5 min 10 min 15 min 15 min 15 min 15 min MP Welcomes guests Introduces MHCC/VIP/Stakeholders (if applicable) Explains meeting format States media policies* Importance of 308 Conversations process Introduces four topics of discussion Draft discussion topic1 discussion topic 2 Draft discussion topic 3 Draft discussion topic 4
work, health and safety laws. Remedies If a person feels that they have experienced discrimination on the ground of age in the context of employment, there are several ways of pursuing a complaint. The different forums for complaining about discrimination in the workplace on the ground of age include: The Australian Human Rights Commission. For more information visit the Commission’s complaints portal: . If a complaint is not resolved by the Commission, it can be taken to the Federal Circuit Court or the Federal Court of Australia. State or territory anti-discrimination agencies. If a complaint is not resolved by those agencies, it can be taken through the administrative law tribunal and court system. The Fair Work Commission. If a complaint is not resolved by the Fair Work Commission, it can be taken to the Fair Work Division of the Federal Circuit Court or the Federal Court of Australia. The Fair Work Ombudsman, if the employer is a ‘national system employer’ under the FWA. Discussion questions How adequately do existing laws protect older Australians from employment discrimination? How effective are the legal remedies for older workers who have experienced discrimination? How could existing laws be amended or supplemented? What difficulties are there for employers in understanding and complying with legal obligations? Policy Currently, there is a fragmented strategic and policy framework relating to older workers in Australia. The Australian Law Reform Commission’s report, Access All Ages-Older Workers and Commonwealth Laws identified this as an issue and recommended that the Australian Government develop a National Mature Age Workforce Participation Plan. The Plan would provide a coordinated policy response to the challenges of an ageing population and low labour force participation of older workers. Past initiatives and activities Past initiatives and activities which have attempted to raise awareness of the challenges and develop policy responses to the ageing population and the labour force participation of older Australians include: The Treasury published intergenerational reports in 2002, 2007, 2010 and 2015. The Reports assess the long-term sustainability of Government policies and how changes to Australia’s population size and age profile may impact on economic growth, workforce and public finances over the next 40 years. In 2012, the Advisory Panel on Positive Ageing was established in response to a recommendation of the Advisory Panel on the Economic Potential of Senior
Match-maker High Professional judge – previously registered Medium Professional referee – previously registered Medium Professional time-keeper – previously registered Medium Professional judge – new registration Medium Professional referee – new registration Medium Professional time-keeper – new registration Medium Trainer – previously registered Low Trainer – new registration Low Second – previously registered Low Second – new registration Low Combatant – previously registered Low Combatant – new registration Low NSW requires medium and higher-risk combat sports participants to undergo a National Criminal History Record Check (NCHRC) when applying to be registered. Industry participants convicted of fraud, money laundering, match-fixing, illegal betting, illegal drug supply/distribution, intimidation, extortion/blackmail, serious violence, sexual assaults and corrupt conduct are unable to register in NSW. NSW also excludes people who are members of a declared criminal organisation from participating in combat sports; similar exclusions exist in Victoria. In Victoria, combat sports promoters also undergo checks against the Australian Securities and Investments Commission and National Personal Insolvency Index. Industry feedback received in 2015 indicated some support for National Police Checks of combat sports industry participants, particularly promoters and coaches/trainers. The ACT’s Working with Vulnerable People (Background Checking) Act 2011 already requires those who work or volunteer with vulnerable people, including minors, to undergo a background check and be registered. Any combat sports coach or trainer who works with minors would already need to obtain a Working with Vulnerable People Licence under the requirements of that Act. Disqualifying offences Unlike some other jurisdictions, the ACT does not have legislative provisions to declare (and exclude) members of criminal organisations. However, the ACT has existing precedents of excluding participants from certain industries if they have been involved in fraud, money laundering, match-fixing, illegal betting, illegal drug supply/distribution, intimidation, extortion/blackmail, serious violence, sexual assaults and corrupt conduct. For example, the Prostitution Act 1992, Security Industry Act 2003, Firearms Act 1996 and the Liquor Act 2010 all contain provisions for determining eligibility on suitability criteria, police checks, physical and mental health, declarations of association, approving bodies and ongoing compliance. The Prostitution Act provides that anyone who has been convicted or found guilty of offences such as money laundering or serious drug offences cannot run (or continue to run) a commercial operation in the industry. The Firearms Act and the Liquor Act extend these disqualifying offences to close associates able to exercise significant influence over the conduct of a person’s business.
Work with a partner and find a German equivalent. You may want to use a dictionary. Cut out the phrases and categorize them according to the following criteria (either individually or together in class. For the latter the phrases should be blown up and tacked to a poster. Give your opinion with others Disagree with others Give reasons Try to find a compromise Buy yourself time to think Interrupt someone Conclude the argument Choose a controversial topic and discuss with your partner, e.g. “Should the use of cell phones be allowed during class?” Decide who is going to argue for and against the motion and make a list of arguments. Discuss and try to use as many phrases as possible. Alternative/additional approach: Get rid of your sentences. Team work: Four students are a small number of phrases which have to be used once in the course of the discussion. The student who first gets rid of their phrases is the winner. Let me make this crystal clear... Hold on! I couldn’t more. This is just ridiculous. I we can draw the following conclusion… You have hit the nail on the head because… I’m trying to answer your question… You must be joking.
I’m not with you there. Let me give you another example. To my mind…/ I think…/ In my opinion… Of course, you are right in saying that... but... On the one hand... on the other hand... The fact of the matter is... I hold the view that... There are a number of reasons… first(ly)... second(ly)... third(ly)... Let me see... I haven’t really thought about this before. Could you say that again? I didn’t quite catch that. That’s an interesting idea, but... I beg to disagree. That’s an interesting question. There is some common ground between us here. – –
Sometimes things that are called bullying are not really bullying at all. From the national definition, we can identify three main features of bullying: It involves a misuse of power in a relationship, It is ongoing and repeated, and It involves behaviours that can harm. Finding positive solutions to bullying involves everyone. Having a shared understanding of what bullying is or isn’t, is a very important part of this. This four part series explores the national definition of bullying. The next video looks at the misuse of power in a relationship. Schools can find other versions of this definition of bullying, suitable for use with children and young people on the Bullying. No Way! website. Video 2 The national definition of bullying for schools tells us there are three main features of bullying: It involves a misuse of power in a relationship, It is ongoing and repeated, and It involves behaviours that can cause harm. What do we mean when we say a ‘misuse of power’? Power imbalances exist between people and groups all the time. Differences in social status are a common part of our society. But when someone takes advantage of the power imbalance to coerce or mistreat others, this is considered a misuse of power.
Original Response to Prompt (content) Excellent work (8-10 points): Student provides a thoughtful reflection (personal feelings and application of the topic as it relates to their career) and critical analysis of the topic. Standard work (4-7 points): Student provides either a thoughtful reflection or analysis of the prompt’s topic but not both. Improvement (0-3 points): Student does not include a personal reflection nor do they focus their analysis on the main topic of the prompt. Original Response to Prompt (communication of grammar) Excellent work (4-5 points): Student clearly communicates their ideas and uses proper grammar and spelling. Standard work (2-3 points): Student’s message is mostly clear but there are multiple grammar or spelling errors which make understanding difficult. Needs Improvement (0-1 points): Multiple grammar or spelling errors lead to poor communication of ideas. Reply #1 Excellent work (4-5 points): Student provides a respectful reply and critique using proper grammar and spelling. Student adds to the comments of the classmate by explaining how the classmate’s post impacted them or offering an alternative viewpoint to the classmate. Standard work (2-3 points): Student provides a respectful reply but an element of their reply is unclear/poorly communicated and/or the student does not build upon the classmate’s post. Improvement (0-1 point): Student does not offers a very short reply that does not add anything new to the discussion, has a disjointed reply, or provides a disrespectful reply that is more attacking than critiquing the classmate’s ideas. Reply #2 Excellent work (4-5 points): Student provides a clear, respectful reply and critique using proper grammar and spelling. Student adds to the comments of the classmate by explaining how the classmate’s post impacted them or offering an alternative viewpoint to the classmate. Standard work (2-3 points): Student provides a respectful reply but an element of their reply is unclear/poorly communicated and/or the student does not build upon the classmate’s post. Needs Improvement (0-1 point): Student does not reply, offers a very short reply that does not add anything new to the discussion, has a disjointed reply, or provides a disrespectful reply that is more attacking than critiquing the classmate’s ideas.
Discussion Rubric CATEGORY 2 points: Standards 1.5 points: Standards 1 point: Approaching Standards 0.5 points: Below Standards Score Position Statement The position statement provides a clear, strong statement of the author's position on the topic. The position statement provides a clear statement of the author's position on the topic. A position statement is present, but does not make the author's position clear. There is no position statement. Support for Position Includes 3 or more pieces of evidence (facts, statistics, examples, real- life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter- argument. Includes 3 or more pieces of evidence (facts, statistics, examples, real- life experiences) that support the position statement. Includes 2 pieces of evidence (facts, statistics, examples, real- life experiences) that support the position statement. Includes 1 or fewer pieces of evidence (facts, statistics, examples, real- life experiences). Sentence Structure All sentences are well-constructed with varied structure. Most sentences are well- constructed and there is some varied sentence structure in the essay. Most sentences are well constructed, but is no variation is structure. Most sentences are not well- constructed or varied.
Overview: Talking about bullying classroom discussion starters Year level Focus Inquiry questions (choose one) Download from the Bullying. No Way! website *Materials can be found on the classroom discussion starter page. Years 3–4 The essence of bullying What are the main features of bullying? How does a person feel if they are bullied? What are the key differences between bullying and arguing/fighting with someone? Make your own National Day of Action poster (find the poster in the School materials to download section) What is bullying? (Years 3–4) handout Years 5–6 Recognising and understanding bullying How can we identify bullying? Why do some people choose to bully others? How can our actions have an impact on bullying? What is bullying? (Years 5–6; 7–9) handout 7–9 Building respectful relationships What do we mean by a respectful relationship? How do we respect within communities? How can our actions have an impact on the relationships within our class/school community? What is bullying? (Years 5–6; 7–9) handout Years 7–9 Identifying bullying Why do some people choose to bully others? How do we recognise a bullying situation in our class or school community? In what ways is bullying linked to power in classroom relationships? What is bullying? (Years 5–6; 7–9) handout
Scoring Guide for Discussion Board Forum Participation Total Possible Points Per Forum: 10 Very Good: 9-10 Good: 7-8 Satisfactory: 5-6 Unsatisfactory: 0-4 Quantity of Posts (3 @ 3 sentences each minimum) (2 pts.) Contributed 3 posts at or above the minimum length required, often going beyond the minimum if necessary to make a point or to respond to other writers. Contributed 3 posts at or above the minimum length required. Contributed 3 posts at or below the minimum length required. Contributed fewer than 3 posts with less than minimum content. Contribution to Conversation (3 pts.) Offered responses throughout the posting period, thoughtfully responding to other posts and asking follow-up questions to keep the discussion going. Offered responses throughout the posting period, responding to other posts, and may have occasionally asked relevant questions. Offered responses mostly throughout the posting period, occasionally making specific responses to other posts. Offered responses mostly at the end of the posting period, perhaps all at one sitting; made few if any direct responses to others’ ideas. Knowledge of Assigned Reading Material (3 pts.) Demonstrated full understanding of the reading material in references to passages and/or ideas. Used specific references to reading material to support or challenge ideas. Demonstrated understanding of the reading material, making valid references to passages or ideas. Used references to support own ideas. Demonstrated partial understanding of the reading material and used a few references to support ideas. Demonstrated little or no understanding of the reading material, responding to others’ ideas or offering irrelevant responses. Application of Knowledge Beyond Reading Material (2 pts.) Demonstrated ability to apply ideas in reading material and/or other students’ posts to prior learned knowledge, making insightful connections. Demonstrated ability to make connections between reading material and prior experience or knowledge. Demonstrated some ability to see connections between reading material and broader insights contributed by other students. Demonstrated little or no ability to make or see connections beyond basic meaning in the reading material.
Discussion Based Exercise Evaluation Guide State of Oregon Office of Emergency Management (OEM) Exercise Name: [Insert exercise name] Exercise Date: [Insert exercise date] Organization/Jurisdiction: [Insert organization or jurisdiction] Venue: [Insert venue name] Exercise Objective #X: [Insert exercise objective] Core Capability: [Insert Core Capability and Description from Appendix G] Organizational Core Capability Target 1: [Insert customized target based on guidance provided in Appendix G] Mission Area(s): [Insert associated mission area(s)] Critical Tasks [Adjust the list below based on the number identified] Critical Task 1: [Insert task description] Critical Task 2: [Insert task description] Critical Task 3: [Insert task description] Critical Task 4: [Insert task description] References(s): [Insert name of associated plans, policies, or procedures] Organizational Core Capability Target 2: [Insert customized target based on guidance provided in Appendix G] Mission Area(s): [Insert associated mission area(s)] Critical Tasks [Adjust the list below based on the number identified] Critical Task 1: [Insert task description] Critical Task 2: [Insert task description] Critical Task 3: [Insert task description] Critical Task 4: [Insert task description] References(s): [Insert name of associated plans, policies, or procedures]
Organizational Core Capability Target 3: [Insert customized target on guidance provided in Appendix G] Mission Area(s): [Insert associated mission area(s)] Critical the list below based on the number identified] Critical Task 1: [Insert task description] Critical Task 2: [Insert task description] Critical Task 3: [Insert task description] Critical Task 4: [Insert task description] References(s): [Insert name of associated plans, policies, or procedures] * Ratings Key: N – No Challenges Identified; S – Some Challenges Identified; M – Major Challenges Identified; WN – Would not be Able to be Performed Organizational Capability Target Associated Critical Tasks Explanation of Rating and Recommendations Target Rating* [Insert Organizational Core Capability Target 2] 1. Insert critical task 1 Insert explanation of rating and recommendations 2. Insert critical task 2
1. State the problem clearly and completely. 2. Think through the feasibility of the project that the problem implies. 3. Say precisely what one means. 4. State the problem in a way that reflects an open mind about its solution. 5. Edit one’s work (Leedy & Ormrod 2010). Above all, the development of a reasonable theoretical framework for the study begins with identifying a good research question and addressing every loose end. Although there are strategies and criteria that are useful in developing a good study, some of the greatest researchers are those who present questions that stray our minds to think outside the box, similarly there methods may have been rather unorthodox. Just as the importance of good research is to improve what was previously known about a certain subject matter, just maybe the way research is conducted can also be improved. Recently, some anti-environmentalists have claimed that the earth is actually in fine shape: global warming is a myth, the earth and sea are cleaner than ever, the forests are full of trees. But the EPA's data disproves this: the emissions of greenhouse gases, for example, have increased significantly even in the last fifteen years. As long as we ignore that, we are living with a false sense of security, and not taking any of the action we need to take. The earth is in trouble; any efforts to distract the public from that are made by corporate interests that earn bigger profits by polluting. There are several reasons why you may conduct a literature review: to ensure you have a thorough understanding of the topic to identify potential for research to identify similar work done within the area identifying knowledge gaps that demand further investigation to compare previous findings to critique existing findings and suggest further studies. and give an example of a An example of a formalized research hypothesis is "If skin cancer is related to ultraviolet light , then people with a high exposure to uv light will have a higher frequency of skin cancer". A hypothesis is important because it guides the research. An investigator may refer to the hypothesis to direct his or her thought process toward the solution of the research problem or subproblems. The hypothesis helps an investigator to collect the right kinds of data needed for the investigation. Hypotheses are also important because they help an investigator to locate
A brief history of organ donation and transplantation in New Zealand The first organ to be transplanted in New Zealand was the kidney at Auckland Hospital on 28 May 1965. The first heart transplant occurred on 2 December 1987. The 1990s saw the commencement of lung transplantation in 1993, and liver and pancreas transplantation in 1998. Key legislative and policy changes in New Zealand The following table provides a snapshot of the key legislative actions and policies that have been considered and implemented in New Zealand. Each box highlights the key years and a summary of what happened. 1964 Human Tissue Act 1964 passed. This was eventually repealed and replaced by the Human Tissue Act 2008. 1989 Human Tissue Act 1964 amended to allow for the establishment of a database of potential organ and tissue donors through Land Transport New Zealand (now New Zealand Transport Agency). At the time people first apply or renew their driver’s license, they must answer ‘yes’ or ‘no’ to a question asking them to indicate whether they would be willing to donate organs in the event of their death. 2002 Andrew Tookey presents a petition to the Health Select Committee requesting Parliament to address the organ donor shortage. The petition called for wide-ranging initiatives to increase the organ donation rate from deceased people, including establishing an organ donor register for potential deceased donors. 2004 Government (Labour) agrees to the recommendations in Tookey’s petition in principle and agreed to provide additional resources to deceased organ donation by extending the services of the National Transplant Donor Coordination Office in 2005. However, the proposal for a donor register was rejected. Ministry of Health begins review of the regulatory framework of human tissue and tissue-based therapies, which previously spanned a number of acts and regulations including the Human Tissue Act 1964.
Question: Is the allocation of organs currently discussed with families of potential donors? Potential action 7: Greater Māori and Pacific representation on transplantation and donation committees and roles – The Pacific focus group queried whether there were any Pacific transplant coordinators and Pacific representatives on the District Health Board Committees? Question: How well are and Pacific people currently in transplantation and donation roles? Discussion Questions: To what degree do you each of these factors may be impacting Māori and Pacific people’s deceased donation rates? Are there other factors we should also be considering? To what degree do you consider actions would impact Māori and Pacific people’ donation rates Are there other actions we should also be considering? How would you prioritise these potential action? Both in terms of against each other and against other more general actions to increase organ donation Religious Differences Religious beliefs are often highlighted in research and the media as a reason for deciding not to donate an organ following death. This section considers the relevance of this concern in New Zealand. Methodology As the religious denomination of donors is not generally collected in New Zealand this section is based largely on relevant international research and reports. Information on the religious affiliation of New Zealanders was sourced from census data. Religion of donors There is no evidence available to determine whether donors from religious families are more or less likely to donate in New Zealand. While ANZOD collects information on the religion of donors, in 89% of cases it is reported as unknown. International research commonly finds religious beliefs towards donation are one of a number of variables reported by respondents as impacting their attitude or decisions around organ donation . Religious beliefs are reported as the reason for both supporting and rejecting organ donation . Respondents from the same religion report differing views depending on how they have interpreted the edicts of their faith in relation to organ donation.
Concessional residents are those who: entered care before 20 March 2008 and who have not re-entered care on or 20 March 2008 after a break of more than 28 days; and at the relevant time are eligible to receive an income support payment from the Department of Human Services or the Department of Veterans’ Affairs; and have not owned a home for the last two or more years (or whose home is occupied by a ‘protected’ person, for example, the care recipient’s spouse or long term carer); and have assessed assets of less than 2.5 times (or if the resident entered care from 20 September 2009, 2.25 times), the annual single basic age pension; and can not be required to pay an accommodation bond or an accommodation charge. Assisted resident are those who: meet the criteria for a concessional resident but have assets of between 2.5 and 4 (or if the resident entered care from 20 September 2009, 2.25 times and 3.61), times the annual single basic age pension amount; and may be asked to pay an accommodation bond or accommodation charge. Appendix C - Supported Resident Ratios Australian Capital Territory ACT 19.00% New South Wales Central Coast - 19.80% Central West - 20.50% Far North Coast - 17.10% Hunter - 21.60% Illawarra - 27.00% Inner West - 28.60% Mid North Coast - 17.90% Nepean - 23.80% New England - 18.30% Northern Sydney - 16.00% Orana Far West - 21.00% Riverina/Murray - 18.60% South East Sydney - 19.50% South West Sydney - 26.70% Southern Highlands - 19.10% Western Sydney - 29.80% Northern Territory Springs - 40.00% Barkly - 40.00% Darwin - 27.00% East Arnhem - 40.00% Katherine - 33.80% Queensland Brisbane North - 16.00% Brisbane South - 17.80% Cabool - 26.30% Central West - 19.50% Darling Downs - 18.10% Far North - 22.10% Fitzroy - 24.30% Logan River Valley - 31.20% Mackay - 17.80%
November 24-25 In Sickness and Health: The Twentieth Century and Healthcare (MS) Week 11 Illegal Remedies: Cures, controversies and control (VB) December 1-2 Revision session for the Seen-Exam (JM) Seminar Topics Week 2 Skills and Methods Preparing for success in essays in the history of drugs and medicines. Week 3 Written Papers: Infectious Diseases Question 1 What impact did the ‘Black Death’ plagues that began in Europe in the fourteenth century have on societies there? Question 2 ‘The most cataclysmic event for human health was Columbus’s landfall on Hispaniola’. Is Roy Porter’s assessment an exaggeration? Week 4 Document Session: Famine Week 5 Written Papers: Infectious Diseases Question 1 Account for the devastating effects of the Spanish Influenza pandemic of 1918-19. Question 2 Explain the origins and impacts of changing social and medical attitudes towards sexually transmitted diseases 1800. Week 6 Document Session: Alcoholism and Addiction Week 7 Written Papers: Chronic Diseases Question 1 How and why was work such a potent source of disease and ill-health in the period 1850-1950? Question 2 Why has it been so difficult for psychiatrists to treat mental illness? Week 8 Skills and Methods Research in the history of health and medicine Week 9 Written Papers: Society’s responses Question 1 What factors spurred interest in public health during the nineteenth century? Question 2 Has war been good for health and medicine in the twentieth-century? Week 10 Skills and Methods Exams.
appeared on Georgian government websites. There was little or no disruption of services but the hacks did put political pressure on the Georgian government and appeared to be coordinated with Russian military actions.” January 2009 “Hackers attacked Israel’s internet infrastructure during the January 2009 military offensive in the Gaza Strip. The attack, which focused on government websites, was executed by at least 5,000,000 computers. Israeli officials believed the attack was carried out by a criminal organisation in a former Soviet state, and paid for by Hamas or Hezbollah.” January 2010 “A group named the "Iranian Cyber Army” disrupted the service of the popular Chinese search engine Baidu. Users were redirected to a page showing an Iranian political message. The same “Iranian Cyber Army” had hacked into Twitter the previous December, with a similar message.” October 2010 “Stuxnet, a complex piece of malware designed to interfere with Siemens industrial control systems, was discovered in Iran, Indonesia, and elsewhere, leading to speculation that it was a government cyber weapon aimed at the Iranian nuclear program” January 2011 “The Canadian government reported a major cyber attack against its agencies, including Defense Research and Development Canada, a research agency for Canada's Department of National Defense. The attack forced the Finance Department and Treasury Board, Canada’s main economic
Operative Clauses Accepts Affirms Approves Authorizes Calls for Calls upon Condemns (SC only) Confirms Congratulates Considers Declares accordingly Demands (SC only) Deplores Designates Draws attention Emphasizes Encourages Endorses Expresses its appreciation Expresses its hope Further invites Further proclaims Further recommends Further reminds Further requests Further resolves Has resolved Notes Proclaims Reaffirms Recommends Regrets Reminds Requests Resolves Solemnly affirms Strongly condemns Supports Takes note of Trusts Urges Welcomes Further reading: (Please note that these sources also include all sources used to write the study guide) http://www.dnaindia.com/analysis/standpoint-civil-conflicts-and-wars-the-pity-of-it-all-1963675 http://www.economist.com/content/inner-turmoil http://ir.uiowa.edu/cgi/viewcontent.cgi?article=3484&context=etd http://www.foreignaffairs.com/articles/40236/llyod-n-cutler/the-right-to-intervene http://politics.as.nyu.edu/docs/IO/5628/kelly_siegel.pdf Recently in media:
Works Cited “Guatemala — Gun Facts, Figures and the Law.” GunPolicy.Org. N.p., n.d. Web. 7 Oct. 2014. <http://www.gunpolicy.org/firearms/region/guatemala>. O’Neill McCleskey, Claire. “Guatemala to Sign Agreement with US to Trace Illegal Weapons.” In Sight Crime. Open Society Fundations, 8 Nov. 2012. Web. 7 Oct. 2014. <http://www.insightcrime.org/news-briefs/guatemala-atf-trace-illegal-weapons>. Sevigny, John. “Go directly to jail: Guatemala passes tough new gun law.” Digital Journal. N.p., 5 Sept. 2013. Web. 7 Oct. 2014. <http://www.digitaljournal.com/article/357763>.
Submitted by: Kosovo The issue of illegal arms trade and its importance cannot be overstated. Kosovo supports high international security throughout all sectors. Countries should submit to regulations and standards established by the United Nations. Kosovo calls for an authoritative approach to armament. In an effort of exuberance, the loquationess of this issue is not highlighted through a simple structure of text. Throughout the past century, Kosovo, alongside active nations, has done a great deal with respect to arms control. In 1943, the country mandated a nationwide regulation system for all arms. The illegal arms trade has caused great trouble for Kosovo in the past several decades due to conflicts with our northern neighbors. In the ‘50s, Turkey caused a mass surge towards support of the arms restriction. Turkey left no other means for the nation to strive independently without constriction, other than to push for a substantive ban. Such bans were based on precedents set by the United States, with little distinction regarding arms border control. However, according to new statistics developed by various firearm organizations, the illegal arms trade has not suffered beyond its scope as a result of the bans. Kosovo, an island below Europe, somehow was greatly affected by the war. After the revolution of 1885, Kosovo, with the help of the Ugandan aristocracy, combated illegal arms trade, making the practice nearly defunct. In the event of a resurgence in both illegal manufacturing and trading, we must place tighter restrictions on those responsible. Moreover, Kosovo believes that disarmament is very important to sustain a healthy international community. In accordance with this, Kosovo supports high international security throughout all sectors. With these
TABLE 4 Correlations Among Latent Factors 1 2 3 4 5 6 7 8 9 10 11 12 13 14 1 MSPR leadership 1.0 2 MSPR interpersonal .58 1.0 3 MSPR technical .10 .41 1.0 4 Manager – – – 1.0 5 Peer – – – .38 1.0 6 Subordinate – – – .26 .37 1.0 7 AC technical .10 .04 −.06 .19 .13 .17 1.0 8 AC interpersonal .20 .21 −.07 .13 .23 .06 .53 1.0 9 AC leadership .16 .06 −.09 .13 .16 .29 .62 .85 1.0 10 Dominance .14 .11 −.11 .02 −.02 .08 .13 .21 .34 1.0 11 Sociability .15 .02 −.04 −.13 −.06 .02 .06 .17 .18 .64 1.0 12 Empathy .12 .13 −.08 −.05 .05 .05 .15 .29 .16 .42 .67 1.0 13 Tolerance −.08 .02 .02 .07 −.02 .01 .10 .24 .15 .19 .24 .45 1.0 14 Intelligence −.02 −.07 .10 .05 .02 .04 .35 .18 .20 .11 .10 .21 .35 1.0 Note. 95% confidence interval = r ± .10.