zilongwang/ReadingBank huggingface dataset:
31. Who lives with you? Select ALL that apply. Partner/spouse (includes same-sex partner) Dependent child/children under 16 years of age Dependent full time student(s)—child/children who is a/are full-time student(s) aged between 16 and 24 years Parent(s)/guardian(s) family member(s) or relative(s) Others, not family If answer includes ‘Dependent under 16 years of age’ go to Question 32, otherwise go to Question 34. 32. Are you the main caregiver for this child/these children? Yes No Care is shared equally with another person If answered ‘No’ go to Question 34. 33. What is the date of birth of your youngest child? Note: This question refers to the youngest for whom the job seeker has caring responsibility (either main caregiver or shared equally). Record here: ________________________________ Transport 34. Do you have a valid driver’s licence? Note: ‘Valid’ means paid for and not cancelled or suspended. Yes No If answered ‘No’ go to Question 36. 35. Do you have your own car or motorcycle that you can use to travel to and from work? Note: If job seeker reports they have unrestricted access to a vehicle they do not own, record ‘Yes’. If the job seeker answers ‘No’, question further to find out the most appropriate response. No, don't own a car/motorcycle No, own a car/motorcycle but cannot afford running costs/maintenance No, other Yes If the job seeker answered ‘Yes’ AND is aged 22 years or younger go to Question 37. If the job seeker answered ‘Yes’ AND is aged between 23 and 27 years go to Question 40. If the job seeker answered ‘Yes’ AND is aged 28 or older go to Question 43. 36. What can you use to travel to and from work? Note: The job seeker should have sufficient and adequate access to the mode of transport recorded. Own non-motorised transport (e.g. bicycle) Other private transport (e.g. friend's or relative's car) Public transport (e.g. bus or train) Taxi Other motorised transport No transport (except walking)
Funding 1 Funding 2 Base fee Moderate Intellectual Disability Loading (70%) Participant Commenced in DES Pre 1 July 2013 Moderate Intellectual Disability Loading (88%) Participant Commenced in DES on or after 1 July 2013 Base fee Moderate Intellectual Disability Loading (70%) Participant Commenced in DES Pre 1 July 2013 Moderate Intellectual Disability Loading (88%) Participant Commenced in DES on or after 1 July 2013 13 Week Outcome Fee $2,860 $2,002 $2,516.80 $5,500 $3,850 $4,840 26 Week Outcome Fee $4,400 $3,080 $3,872 $7,700 $5,390 $6,776
Disability Employment Services Grant Agreement Clauses: Section 5J - Ongoing Support Clause 117 - Entry into Ongoing Support Clause 118 – Participant eligibility to receive Ongoing Support Clause 119 – Obligation to provide Ongoing Support Clause 120 - Limitations on Disability Employment Services – Disability Management Service Ongoing Support Clause 121 - Provider Exit from Ongoing Support Clause 122 - Reviews of Ongoing Support Clause 123 – Changing the Level of Ongoing Support for Disability Employment Services – Employment Support Service Clause 124 – Updating the Department’s IT Systems Clause 125 - Change of Circumstances Reassessment during Ongoing Support Clause 135 – Exits Clause 22 – Evidence to support claims for payment Clause 130 – Relationship failure, transfer by agreement and transfers by the Department Clause 144 – Ongoing Support Fees Annexure B1 – Disability Employment Service Fee Schedule 1 July 2018 onwards – Ongoing Support Fees. Reference documents relevant to this guideline: Transfer Guidelines Exit Guidelines Ongoing Support Assessment Allocation Guidelines Ongoing Support Assessment Guidelines Work Assist Guidelines Job Plan Guidelines Work Personal Assistance Guidelines Records Management Instructions Guidelines Documentary Evidence for Claims for Payment Guidelines Explanatory Note: All capitalised have the same meaning as in Disability Employment Services Grant Agreement. In this document, “must” that compliance is mandatory and “should” means that compliance represents best practice.
Relevant Agreement Definitions The Department of Social Services (DSS) administers the DES Program. All references to ‘DSS’ in the Agreement and any Guidelines, including the definitions extrapolated from the Agreement below, are to be read as references to the ‘department’. ‘Agreement Material’ means all Material: created for the purpose of performing the Agreement; incorporated in, supplied or required to be supplied with the Material referred to in paragraph (a) above; or copied or derived from Material referred to in paragraphs (a) or (b); and includes all Agreement Records. ‘Agreement Records’ means all Records: created for the purpose of performing the Agreement; incorporated in, supplied or required to be supplied along with the Records referred to in paragraph (a) above; or copied or derived from Records referred to in paragraphs (a) or (b); and includes all Reports. ‘Commonwealth Material’ means any Material provided by the department to the Provider for the purposes of the Agreement and Material which is copied or derived from Material so provided, and includes Commonwealth Records. ‘Commonwealth Records’ means any Records provided by the department to the Provider for the purposes of the Agreement, and includes Records which are copied or derived from Records so provided. ‘Department’s IT Systems’ means the IT computer system accessible by a Provider, through which information is exchanged between the Provider, Subcontractors, DHS, DHS Assessment Services, Ongoing Support Assessors and the Department in relation to the Services. ‘Documentary Evidence’ means those Records of the Provider, as specified in the Agreement including in any Guidelines, which evidence that Services were provided by the Provider for each claim for payment made under the Agreement, or which otherwise support a claim for payment by the Provider. ‘Material’ includes equipment, software (including source code and object code), and Records stored by any means including all copies and extracts of the same. ‘Participant Services Records’ Agreement Records (including documents associated with the Customer Feedback Register) about a Participant, that are directly created for the purposes of providing Services. ‘Provider Records’ means all Records, except Commonwealth Records, in existence prior to the Agreement Commencement Date: incorporated in; supplied with, or as part of; or required to be supplied with, or as part of, the Agreement Records. ‘Records’ means documents, information and data stored by any means and all copies and extracts of the same, and includes Agreement Records, Commonwealth Records and Provider Records. Notes:
Annexure B2 – Disability Employment Services – Employment Support Services Fees Reference documents relevant to this guideline Eligibility, Referral and Commencement Guidelines Transfer Guidelines Program Review, Program Summary and Exit Guidelines Records Management Instructions Guidelines Documentary Evidence for Claims for Payment Guidelines Explanatory Note All capitalised terms have the same meaning as in Disability Employment Services Grant Agreement. In this document, “must” means that compliance is mandatory and “should” means that compliance represents best practice. Automation of Service Fees Who is Responsible: What is Required: 1. The DES Provider DES Provider Commences a Participant DES Provider ensures Job Plan is current Disability Employment Services Grant Agreement Clause References: Clause 92 Clause 113 The DES Provider Commences a Participant in a Program and records the Commencement in the Department’s IT Systems. This should not be completed until all requirements relating to the Initial Interview and Job Plan have been delivered. The DES Provider must ensure the Participant’s Job Plan remains current, with a status of ‘approved.’ If the Participant requires Extended Employment Assistance, the DES Provider must ensure the Program Review and Program Summary are completed. 2. The Department The Department’s IT Systems generates a Tax Invoice to the DES Provider for the Service Fee for that individual Participant Disability Employment Services Grant Agreement Clause References: Clause 142 Clause 92 Payment of Service Fees The Department’s IT Systems will generate a Tax Invoice for the applicable 13 week period for that individual Participant and automatically pay a Service Fee, if system checks have been passed. The Department’s IT Systems will make the following checks. Employment Assistance: Participant is Commenced; and Job Plan has a status of ‘approved.’ Extended Employment Assistance:
3. The Provider The new Provider delivers services to the transferred Participant Disability Employment Services Grant Agreement Clause Reference: Clause 130 The new Provider must immediately facilitate and cooperate with the transfer so as to enable services to continue to be provided to the Participant. This includes contacting the Participant to arrange a suitable initial Contact appointment. See the Contacts Guidelines and the Job Plans Guidelines for more details. Note: Standard compliance rules apply for Activity Tested Participants who do not attend. See the Job Seeker Compliance Framework Guidelines. An Initial Interview session type will be used in the Electronic Diary for this appointment, but the Provider does not have to deliver all of the required information and services of the Initial Interview. However, the new Provider must: explain the Program Services that the Provider will provide; review and update the Participant’s Job Plan; and commence delivering Program Services in accordance with their Job Plan. The new Provider will have access to Participant records, personal details and history of events. Some information that relates to previous Providers, such as Skills Assessment or Participation Reports will show as completed but the detail will not be accessible to the new Provider. End of Process Transfer due to relocation Who is Responsible: What is Required: 1. Participant Participant relocates /changes residential address Disability Employment Services Agreement Clause Reference: Clause 129 Clause 130 When a Participant notifies Centrelink of a change of address, Centrelink will record the new address and notify the Department via the Department’s IT Systems. Participants in Employment Assistance When the Department’s IT systems detect a change of address, the Participant will receive a message requesting them to consider whether it is appropriate to change to a Provider closer to their new address. The current Provider should also contact the Participant to discuss the matter if a transfer may be appropriate. If the Participant wants to change their Provider, they will have five business days to call the National Customer Service Line (NCSL) and request a transfer. This will not consume one of their five Participant Initiated transfers. If the Participant calls the NCSL after five days and requests a transfer, the Participant can still transfer if they use a
Clause References: Clause 92 Clause 142 Clause 144 Clause 145 Payment of Service Fees The Department’s IT Systems will generate a Tax Invoice for the applicable 13 week period for that individual Participant and automatically pay a Service Fee, if system checks have been passed. The Department’s IT Systems will make the following checks. Employment Assistance: Work Assist Participant is Commenced; and Participant’s Job Plan has a status of ‘approved.’ A second Work Assist Service Fee can be claimed after the Participant has received 13 weeks of Work Assist. The Department’s IT Systems will generate a Tax Invoice for the applicable 13 week period for the Work Assist Participant and automatically pay a Service Fee, if system checks have been passed. Incorrect Payment of Service If the DES Provider has been paid a Service Fee in error, they must notify the Department. Work Assist Service Fees are listed at Attachment B to this Guideline and are inclusive of GST. Pro-rata Service Fee following transfer from a Relinquishing Provider If a Participant transfers to a different DES Provider or Exits, the Department’s IT Systems will calculate a pro-rata amount of the Service Fee applicable to the Participant, which is to be either recovered or offset through future payment instalments. 8. DES Provider sets Employment Anchor Date and continues to assist the Participant Disability Employment Services Agreement Clause References: Clause 82 Clause 95 Annexure A “Work Assist Outcome” definition Although a Work Assist Participant is already Employed when they Commence in the DES Program, they start to progress towards a Work Assist Outcome only when an Employment Anchor Date is recorded. For a Work Assist Participant, an Anchor Date can be set once the Participant is working at an appropriate level of Active Employment and therefore, their Employment is likely to be maintained over the longer term. Active Employment means that the Work Assist Participant is engaged in work, in accordance with any Guidelines: for their normal number of hours per week as recorded by the DES Provider on the Department’s IT Systems when the Work Assist Participant Commenced; or
MAS:011 – AFROTC Leadership Lab AS100 If you are an (Sophomore). MSA:010 – Foundations of the US Air Force MSA:020 - Evolution of USAF Air and Space Power MAS:011 – AFROTC Leadership Lab AS100 KIRKWOOD CC STUDENTS If you are an AS100: (Freshman) MIL-100 – Foundations of the US Air Force - I MIL-111 – AFROTC Leadership Lab - 1 If you are an AS250: (Sophomore). MIL-100 – Foundations of the US Air Force - I MIL-200 - Evolution of USAF Air and Space Power - I MIL-111 – AFROTC Leadership Lab - 1 Leadership Laboratory (LLAB) LLAB is a learning environment for Air Force cadets. During LLAB, upper level cadets get an opportunity to practice their leadership and teaching abilities, while the younger cadets focus on learning new concepts and beginning their leadership practice. LLAB is at 0730 on Thursday mornings, and usually begins at the South Gym of the Field House. Cadets must also bring their student ID in order to access the facilities, and must bring their detachment ID card in order to mark their attendance at the session. Most cadets arrive between 0700 and 0710 and generally congregate in the lounge in the basement of the detachment (South Quad). The specific location, uniform, and plan of activities for each LLAB is announced in each week’s OPORD. Attachment 3
leadership abilities of FTP Cadets. Ensures that FTP Cadets understand Air Force, AFROTC, and Detachment standards; ensures that they are proficient in Drill and Ceremonies, Warrior Knowledge, Customs and Courtesies, Dress and Appearance, and proper procedures, regulations, and standards. b) Duties: Execute training, directives, and objectives set by the FTP Commander and the Operations Group Commander Be proficient in Warrior Knowledge, Drill and Ceremonies, Customs and Courtesies, Dress and Appearance; and the standards, rules, and regulations as outlined in the USAF, AETC, Holm Center, AFROTC, and Detachment 842 directives Be proficient and actively assess cadets' knowledge of the procedures and objectives as outlined in the Field Training Manual Test and evaluate cadets over the and objectives of the week, including Warrior Knowledge, Drill and Ceremonies, Dress and Appearance, and the Field Training Manual Ensure that cadets comprehend and effectively perform weekly LLAB objectives Instruct cadets on proper execution of Flight Leadership Positions, Air Force Customs and Courtesies, Dress and Appearance, Drill and Ceremonies, and proper procedures--especially in relation to Field Training Inform cadets of weekly events and up-to-date information pertaining to PT/LLAB and activities within the Wing. Develop communication, leadership, and followership skills of cadets through active and consistent proper evaluation, utilizing evaluation forms Mentor and critique cadets through formal and informal feedback at the beginning, middle, and end of the semester Responsible for producing weekly After Action Reports and bi-weekly flight rankings to the FTP Commander Establish/update continuity FTP Deputy Flight Commanders (Delta, Echo, Foxtrot) (FTP/CD D-F) a) Function: Assists and performs duties as designated by the FTP Flight Commander. Monitors the accountability and attendance of their flight, ensures adherence to standards and objectives; and motivates the flight in their cadet development. b) Duties: Assists the Flight Commander in planning and executing In the absence of the Flight Commander, assumes command and takes on all responsibilities and duties Monitors the Flight's weekly attendance and Flight attendance at volunteer events. Reports statistics to the FTP Commander
Organisation Contact Email Generic email Street address Postal address Phone Website DNV GL Business Assurance Australia Pty Ltd Elizabeth McLoughlin Angela Savignano Level 4 124 Walker Street NORTH SYDNEY NSW 2060 Level 4 124 Walker Street NORTH SYDNEY NSW 2060 02 9922 1966 Global-Mark Alexandra McQualter Suite 4.07 32 Delhi Road NORTH RYDE NSW 2113 Suite 4.07 32 Delhi Road NORTH RYDE NSW 2113 02 9886 0222 1300 766 509 www.global-mark.com.au HDAA Australia Pty Ltd Suzanne Le Lisa Esaias lisa.esaias Unit 4 12 Endeavour Boulevard NORTH LAKES QLD 4509 PO Box 365 NORTH LAKES BRISBANE QLD 4509 1800 601 696 Quality Innovation Performance (QIP) Tracy Columb Sue Francis 18 / 461 Bourke St MELBOURNE VIC 3000 18/ 461 Bourke St MELBOURNE VIC 3000 03 9810 8656 1300 888 329 www.qip.com.au Quantum Certification Services Pty Ltd Jade Swadling 169a Yarra Street GEELONG VIC 3220 PO Box 1455 GEELONG VIC 3220 03 5229 1219 www.quantumcs.com.au SAI Global Chrissy Sullivan Level 1 650 Lorimer St PORT MELBOURNE VIC 3207 Locked Bag 90 SOUTH MELBOURNE VIC 3205 1300 360 314 0413 444 641 www.saiglobal.com
Date: Time: Location: Meeting Facilitator: Meeting Title: Meeting Objective: ATTENDANCE Participant Present Absent Participant Present Absent SUMMARY OF DISCUSSION Start Time Topic Lead(s) Main Points from Discussion NEXT STEPS/ACTION ITEMS Task Person Responsible Follow-up Date
Our performance indicators School attendance Literacy and numeracy achievement Retention and Year 12 or equivalent Transitions to further education, training and employment Outcomes for Aboriginal and Torres Strait Islander students Service standards Table 4: Service standards – School education Service standards 2014–15 Target/est. Actual Literacy and numeracy Year 3 Test – Proportion of students at or above the National Minimum Standard KPI: 1,2 All students: Reading 93% 90.6% Writing 94% 92.3% Numeracy 94% 93.2% Indigenous students: 3 Reading 85% 78.2% Writing 84% 82.6% Numeracy 86% 83.3% Year 5 Test – Proportion of students at or the National Minimum Standard KPI: 1,2 All students: Reading 95% 89.7% Writing 90% 82.9% Numeracy 93% 90.0% Indigenous students: 3 Reading 88% 72.5% Writing 72% 62.3% Numeracy 78% 71.3% Year 7 Test – Proportion of students at or the National Minimum Standard KPI: 1,2 All students: Reading 94% 92.2% Writing 92% 83.2% Numeracy 95% 93.7% Indigenous students: 3 Reading 85% 80.2% Writing 78% 64.3% Numeracy 86% 84.3% Year 9 Test – Proportion of students at or the National Minimum Standard KPI: 1,2 All students: Reading 90% 86.4% Writing 86% 71.8% Numeracy 94% 93.0% Indigenous students: 3 Reading 78% 69.0% Writing 69% 47.8%
Appendix 6 KEY DECISION LOG Date: Time: (Risk and what could be the consequence?) DECISION CONSIDERATIONS: Tipping point: (What has changed?) Legislation □ Authority □ Policy □ Decision: Deadline □ Duty of care □ Environmental □ Rationale: (The reasons for the decision including options considered) Economic □ IS THE DECISION: Proportionate □ Necessary □ Justifiable □ Timely □ Achievable □ RISK ASSESSED TO: Students □ Staff □ Stakeholders □ Community □ Department □ CONSISTENT WITH OBJECTIVES: YES □ NO □ OTHER: Name: Signature:
Importance Level 3 high degree of resistance to wind borne debris. External walls of concrete panels or fully core filled and reinforced blockwork or brick veneer or 19mm external plywood. Roof sheeting screwed fixed. doors. Roller doors with wind clips and certification. Naturally ventilated during lock down. Solid core doors. than tree height. Not adjacent to hazard (e.g. fuel storage). Next best Place of refuge Engineered to BCA Importance Level 2 Engineered to BCA Importance Level 3 Moderate degree of resistance to wind borne debris. External walls of brick veneer, metal clad with internal robust lining at lower level. Roof & wall sheeting screw fixed. Moderate extent of glazed windows and Roller doors able to be strengthened by mullions. Naturally ventilated during lockdown. Solid core doors. Distance to large trees greater than tree height. Not adjacent to hazard (e.g. fuel storage). Last resort Place of refuge Engineered to BCA Importance 2 Nil Star Not Suitable as Place of refuge Not engineered to current building standards Majority of external wall is not debris resistant (e.g. clad in cement, metal clad with no internal lining, extensive glazing). Tiled roof. Clear wall or roof sheeting. Majority of external walls glazed. Roller doors not able to be strengthened by mullions. Natural ventilation during lock down not possible. Top of escarpment. may fall on building. Adjacent hazard (e.g. fuel or chemical storage).
Victorian Employer Skills and Training Survey 2017 Satisfaction of Employers of Apprentices and Trainees Victoria The Satisfaction Component of the Employer Satisfaction and Skills Survey provides an overview of how satisfied employers of apprentices and trainees are with the training provided by Registered Training Organisations (RTOs). It also explores satisfaction with skills improvement, teaching and training quality, and RTO engagement. In 2017, the survey targeted around 30,000 employers of apprentices and trainees. About one in three employers responded to the survey, thus providing the Department with a strong evidence base from which measures that underpin employer choice of RTOs are constructed. The statistics below reflect the satisfaction of employers of apprentices and trainees with selected aspects of their training experience in 2016. satisfaction with training provided by their RTO Employers of apprentices and trainees were satisfied with training provided by the RTO Victoria: 77% Improvement in Skills Employer satisfaction with improved skills from training Confidence and Initiative Victoria: 77% Technical Skills Victoria: 79% Teamwork Victoria: 76% Training and Teaching Employer satisfaction with training delivery Training reflected up-to-date practices Victoria: 76% Training delivery options were flexible Victoria: 77% Teaching staff were knowledgeable and experienced Victoria: 80% Communication Employer satisfaction with RTO interaction Involved in preparing the training plan Victoria: 67% RTO kept in touch throughout training Victoria: 66% Roles and responsibilities were clear Victoria: 71% Reccomentation of RTO to others Employers of apprentices and trainees would recommend their RTO to others Victoria: 72%
DEPARTMENT OF EDUCATION AND TRAINING LEADERSHIP CHARTER Our strategic intent Our promise: WE GIVE EVERY VICTORIAN THE BEST LEARNING AND DEVELOPMENT EXPERIENCE, MAKING OUR STATE A SMARTER, FAIRER AND MORE PROSPEROUS PLACE • WE WORK AS ONE • WE ARE ACCOUNTABLE, AND WORK WITH INTEGRITY • WE INVEST IN AND EMPOWER STAFF • WE ALWAYS FOCUS ON THE WELLBEING AND OUTCOMES OF THE CHILDREN, YOUNG PEOPLE, ADULTS AND FAMILIES WE SERVE As leaders we: AND BY: • Meeting individual wellbeing, learning and development needs through place-based service delivery • Supporting the participation and engagement of all children and young people without exception • Empowering and supporting staff in schools, early years services and training providers to achieve outcomes • Addressing disadvantage IMPROVE SERVICE DELIVERY BY: • Applying evidence and data to service design and implementation • Basing evidence on people and their lived experiences • Identifying and sharing best practice • Building and sustaining partnerships • Being responsive, agile and open to change • Taking a system-wide (birth to adulthood) approach to decision making LEAD OUR PEOPLE BY: • Living the public sector values and requiring staff to do so • Building a culture of high performance • Prioritising and investing in staff development and wellbeing • Empowering staff to innovate • Building inclusive and culturally workforces with diverse backgrounds and experiences BUILD AND SUSTAIN PUBLIC TRUST BY: • Demonstrating ethical leadership and exemplary professional conduct • Being accountable and holding each other to account • Building a culture of continual, open and honest feedback • Raising concerns and supporting staff to speak up • Contributing to good governance Capabilities: Our skills & attributes Strategic thinking Leading change Leading with integrity Business acumen Working collaboratively Building partnerships Influence & negotiation Delivering results Self-mastery & awareness
- Wireless Keyboard Ergonomic Trackball Mouse - Wired Logitech Marble Trackman – top or side ball USB PC/Mac Ergonomic Trackball Mouse - Wireless Any Kensington brand Mouse USB PC/Mac Ergonomic Trackball Mouse – Wireless (Left handed) Logitech M570 Left handed USB PC/Mac. per Gary Renslo’s recommendation Intuos Stylus Wacom USB PC. For DSA only. Wireless Keyboard/ Mouse combo Logitech MK710 and 910-005178 USB Ergonomic Keyboard-wireless Microsoft Sculpt Ergonomic keyboard – numeric pad separate PC Vertical Mouse Evoluent Vertical 4 USB PC Ergonomic keyboard/mouse set Microsoft Natural Ergonomic 7000 USB PC Portable Storage Devices Specifications Storage Device Item USB Drive or Flash Drive Manufacturer Kingston Model/Description Edition Size 8GB or larger Features advances security (256-bit AES encryption) Product Category Description Connection Platform External Hard WD 2TB Elements Portable External Hard Drive USB 3.0 PC Webcam Product Manufacturer Connection Platform Logitech HD Pro Webcam C920 Full with USB port, Internet connection, dual mics and 6’ cable HP USB PC
The values test Does it fit with the values? The safety test it directly or indirectly create a risk to health (physical or psychological), wellbeing and safety? The law test Is it legal and in line with our policies and standards? The impact test Would I still take this option, if it was my business, money, time or equipment? The newspaper test If the appeared in the paper, would I feel comfortable with the decision? The family test Is it what I would tell my partner, child, family member to do? The feel test What’s my intuition or gut feel? If it feels bad or wrong, then it probably is. Response Card You have a new leadership position and have to schedule weekly team meetings. Most team members have asked for meetings to be scheduled on a Monday. You are aware that one teacher works part-time and can’t attend. Do you consider times? Values to Consider: Impartiality Respect Leadership Rights RESPONSE A good way to show leadership is to be inclusive and demonstrate respect. Consider a time when everyone can attend by supporting staff to move existing commitments. If this isn’t possible, consider alternating the times for meeting and ensure staff who cannot attend are updated and included in the decision making. Question Card You are going to a friend’s wedding on the weekend. As your gift to them, you’ve offered to film the ceremony. You have access to one of the school’s top quality cameras and you know no one is using it. Do you take the camera? Values to Consider: Integrity Accountability Leadership
Promoting understanding of the trust the community places in those of us in public education Connect the whole Department through common values – schools and corporate staff Make DET’s Values relevant to everyone by using day-to-day examples To give you useful tools to help have conversations with staff about behaviour at work To link values to how problems of practice are addressed and FISO objectives are achieved FACILITATOR NOTES: Refer to the ‘From Our Leaders’ Message from Bruce Armstrong, Deputy Secretary, Regional Services Group, on 14 June 2017. 7 Values in 7 Months in Schools is about working together to strengthen pride and confidence in our public education system. The corporate workforce celebrated the values over seven weeks in early 2017, discussing what the values mean in practice and look like in day-to-day work. 7in7 in Schools focusses on seven values over seven months. October is the fifth month and the focus is the value Respect. In many ways, we are already living the values every day just by doing what we know and what we believe to be right. What we need to do more of is recognising these actions, articulating our values and ensuring we are all on the same page when it comes to the way we work and support our communities. SLIDE HEADING: What are DET’s Values? CONTENT: Responsiveness - We respond in a timely way with our best work. Integrity - We are honest, ethical and transparent. Impartiality - We behave in the best interests of the public by making fair and objective decisions. Accountability - We hold ourselves and others to account for the work that we do. Respect - We value others and accept their differences. Leadership - We are genuine, supportive and do the right thing. Human Rights - We uphold and respect the rights of others. FACILITATOR NOTES: Introduction to DET’s Values DET’s Values are the public sector values and apply to all school and corporate staff employed by the Department of Education and Training.
Differences in transportation resources across Oregon Geographic Specific Needs Address challenges with ERDC and TANF child care eligibility and other requirements, e.g. reimbursed work hours, teen parent and being in school requirements, the sliding scale, Network contracts, etc. Supporting Families Address and clarify ERDC and TANF are as much about child development as they are a work support Child Development Outcomes Responsibility of each sector’s 2-way communication and relationships that need to be built with families Family-Centered Systems Alignment Improve bi-directional communication with families, especially when families struggle to understand the policies related to eligibility and call wait times are longer that breaks at work Family-Centered Systems Alignment Understand and map the processes of payments by provider type, e.g. billing form processes Access to ECE Resolve EI/ECSE disconnect from the ECE sector Access to ECE Analyze how state is claiming Medicaid dollars for EI/ECSE services Financing & Leveraging Resources Does a global budget commute what is needed? A way to picture what is being used now and what is needed? How to include infrastructure needs? Financing & Leveraging Resources Think about systems, policy, cultural integration Building a Systems Approach Prevention needs to be a strategy Building a Systems Approach Review across home visiting models the supports needed to better balance documentation requirements and what it takes for visitors to build relationships with families Access to ECE
Basic Skills Advanced Skills Facilitation Leadership Demonstrates respect of different ideas, personalities and cultural and gender perspectives Influences whole group to be respectful of different ideas, personalities and cultural and gender perspectives Describes the sensitivity and perceptions needed to understand and work with the group culture Demonstrates well developed sensitivity and perception to group culture and needs Communicates and clarifies goals and objectives Obtains group commitment to goals and objectives Establishes and maintains ground rules Maintains role as facilitator (as servant leader) Maintains role as facilitator but can effectively moves between facilitator and other roles Projects confidence and control Demonstrates ability to facilitate relatively simple to moderately complex planning efforts Demonstrates ability to facilitate complex planning efforts Demonstrates ability to facilitate planning efforts with supportive and like-minded audiences Demonstrates ability to facilitate planning efforts with diverse and unsupportive audiences Develop and sustain a productive team environment Process: Communication and Participation Provides opportunities for all participants to be involved using facilitation techniques Generates broad participation from all participants Controls individuals that may dominate discussions Establishes atmosphere that insures broad and equal input into discussions Asks probing questions, addresses critical issues Proactive in asking critical questions and addressing critical issues Quickly summarizes discussions and information Quickly synthesizes and distills information Provides positive criticism Provides positive and strong criticism while maintaining collegial environment Outcomes Recognizes when planning efforts are not focused on outcomes, does course correction Proactively recognizing and redirecting when planning efforts are not focused Recognizes conflict and issues Resolves conflict and tough issues Identifies recurrent themes and connections Identifies and communicates overarching patterns, emerging themes and critical connections amid complex information and relationships 2. Conservation Knowledge To be effective, a conservation coach should have an adequate understanding of conservation principles, systems, strategies and practices, from both a theoretical standpoint and practice.
References De Veaux, R. D., Velleman, P. F., & Bock, D. E. (2006). Introductory statistics: Instructor's edition (2nd Ed.). Boston, MA: Pearson. delMas, R. C. (2001). What makes the standard deviation larger or smaller? Statistics Teaching and Resource Library. Retrieved from Erickson, T. (2008). Fifty fathoms: Statistics demonstrations for deeper understanding. Emeryville, CA: Key Curriculum. Garcia, F., Lima, C., Chance, B., Holmes, E., & Gill, R. (n.d.). Histogram bin width. Rossman/Chance Applet Collection. Retrieved June 27, 2011, from http://www.rossmanchance.com/applets/ Gelman, A., & Nolan, D. (2002). Teaching statistics: A bag of tricks. New York: Oxford University. Larsen, R. J., & Marx, M. L. (1990). Statistics: Annotated instructor's edition. Englewood Cliffs, NJ: Prentice Hall. , S.D., & Dubner, S. J. (2005). Freakonomics: A rogue economist explores the hidden side of everything. New York: HarperCollins. National Council of Teachers of Mathematics. (2008). Birthday paradox: Random integers on TI83/TI84Plus. Retrieved from http://illuminations.nctm.org/lessons/CommonSheets/RandInts-OV-UsingCalc.pdf Scheaffer, R. L., Watkins, A., Witmer, J., & Gnanadesikan, M. (2004). Activity-based statistics: Student guide (2nd ed., revised by Tim Erickson). Emeryville, CA: Key College Publishing. Seier, E., & Robe, C. (2002). Ducks and green - An introduction to the ideas of hypothesis testing. Teaching Statistics, 24(3), 82-86. Zordak, S. E. (2008). Barbie bungee. Retrieved from National Council of Teachers of Mathematics Illuminations website: http://illuminations.nctm.org/LessonDetail.aspx?id=L646
Detailed Crop Cost Calculations USAID - ADVANCE Project, June 2012 The table below indicates the estimated costs per hectare and acres for RICE production in Northern Ghana in the 2012 cultivation season Estimated Average Costs of Production for Rain-fed Rice Crop in 2012 Season in Northern Region Activity Cost Price per Acre Correctly Grown Price per Acre Actually Grown Price per Hectare Correctly Grown Price per Hectare Actually Grown Cost of Land Cost of plowing (range Ghc average Ghc 35.00 35 35 86.45 86.45 Cost of land preparation (double harrowing) 35 86.45 0 Cost of land preparation (using power tiller) irrigation 70 172.9 0 Cost of Certified Seed (40kg at .875 Ghc/kg) 35 35 86.45 86.45 Cost of labor for sowing (10 people / day) 20 20 49.4 49.4 Cost of SRI 100 247 Cost of Weedicide chemical (second application) 13 13 32.11 32.11 Cost of Fertilizer (2 bags NPK at Ghc 39 each + Urea 1 bag Ghc 35) 113 113 279.11 279.11 Scaring 60 20 148.2 49.4 Cost of Weedicides (1 liter per acre Ghc 6 each) 6 6 14.82 14.82 Cost of Services (spraying/advisory/information) spraying Ghc 5-8 / acre x 2 10 10 24.7 24.7 Cost of harvesting at the field (combine) 120 120 296.4 296.4
Cost of Sacks (Ghc 3 per bag ) 60 30 148.2 74.1 Cost of Harvesting/Gathering (manual Labor - 10 people) - 60 if a combine is not used Cost of threshing (manual labor) - 60 if a combine is not used Transportation Cost (from farm to house) Ghc 1.5 per bag 30 15 74.1 37.05 Cost of Production 707 417 1,746.29 1,029.99 Yield per acre (with proper practices yield of 6-18 x 100 kg bags per acre) 20 10 32 24.7 Income from Sales (Ghc 50 per 85 kg bag at harvest and stays stable throughout selling period) 1,000.00 500 1,600.00 1,235.00 Gross profit 1,000.00 500 1,600.00 1,235.00 Net profit 293 83 -146.29 205.01 - ADVANCE Project, June 2012 The below indicates the estimated costs per hectare and acres for SOYBEAN production in Northern Ghana in the 2012 cultivation season Estimated Average Costs of Production for Soybean Crop in 2012 Season in NORTHERN REGION Activity Cost Price per Acre Correctly Grown Price per Acre Actually Grown Price Per Hectare Correctly Grown per Hectare Actually Grown Cost of Land
DETAILED DESIGN REVIEW RUBRIC Team Name: ________________________________ Date: _________________ Competency Developing Satisfactory Exemplary 1 2 3 4 5 Sub-Score Problem Definition Superficial Formulation – Some relevant factors identified, few measurable, Adequate Formulation – Most relevant factors considered, some measurable, Insightful Formulation - All relevant factors considered, many measurable Concept Development Underdeveloped of disconnected and unexamined ideas Developed - Some evidence of engineering analysis and synthesis of ideas Highly Developed - Extensive evidence of engineering analysis and synthesis of ideas Proof of Concept Missing – No mention of modeling, testing, or prototyping at any scale Satisfactory data without specified purpose or application Complete – Focused data with relevant and conclusions System Design Missing – No overall system architecture or knowledge how subsystems relate to one another Basic – Broad concept of a design with a basic idea of how it satisfies client needs; interfaces still being defined Thorough - Proposed solution(s) directly addresses client needs and specifications; subsystems well integrated Implementation Disorganized –Vague idea of components to be purchased and how parts fit together; largely unaware how to fabricate needed parts; design docs largely incomplete Developed – Selection of purchased in progress; materials identified but may not be optimal; drawing package underway Well Planned – Specific vendors and model numbers ready for order; tooling and fixture needs well understood; complete set of design docs and mfg plans drafted and reviewed by shop manager Client Needs Unaddressed – Does not address client needs or concerns Cognizant – Client concerns but not fully resolved Fully Considered – Client concerns and addressed in a comprehensive manner Project Management Wistful – Path to completion unclear; budget uncertain Appropriate – Credible timeline and budget given Insightful – Contingencies considered in managing time and budget Comments: Total Score:____________
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5 Develop and conduct training programme for DGMM managers working in the centres accommodating children with families. Final Training Programme Assessment Report on the trainings 6 Develop online training courses for DGMM as well as visual materials (training content, participant book, trainer book, presentations) for service providers to effectively identify, register and refer at-risk children to relevant authorities and civil society organisations. Draft Online Training Course Final Online Training Course 7 Develop and conduct a specific training package for policy makers on the international standards of and Separated Children. (3 days for 3 trainings) Training Programme Final Training Programme 8 Develop training programme for building and strengthening the technical capacity of staff for a therapeutic programme for and Separated Children temporarily hosted in Harran and Sariçam camps in Şanlıurfa and Adana. Draft Training Programme 9 Conduct training programme for frontline workers of MoFSP in applying the therapeutic model. (2 days per training, 2 batches/4 days) Report on the trainings 10 Develop and conduct a total of three, 2-day trainings for DGMM staff and other national authorities. (6 days / 3 trainings) Draft Training Programme Report on the trainings 11 Preparation of Final Report. Report TOTAL COST FOR DELIVERABLES (TRY): TOTAL COST FOR INCIDENTALS (TRY): GRAND TOTAL (TRY): NOTES All fee rates must cover: - the remuneration actually paid to the experts concerned per man/ day - administrative costs of employing the relevant experts, such as relocation and repatriation expenses, - expatriation allowances, leave, medical insurance and other employment benefits accorded to the experts by the Consultancy Company/Consultant - the margin, covering the Consultancy Company’s/Consultant’s overheads, profit and backstopping facilities - Note that the input of experts must be given in full working days
4 shankar IAS Academy , chennai Chennai Geography Public Administration Sociology History Political Science Anthropology Economics Tamil Literature 5 Sriram IAS Institute Delhi Public Administration Anthropology History Telugu Literature 6 varsity Educational Management Hyderabad Geography Public Administration Sociology History Political Science Anthropology, Telugu Literature 7 RC Reddy IAS Study Circle Hyderabad Public Administration Anthropology History Sociology Telugu Literature Geography 8 Analog IAS Institute a) Hyderabad b ) Guntur c) Bangalore Public administration Mathematics History Sociology Agriculture Political science Geography 9 Brain Tree IAS Institute Hyderabad Public Administration Anthropology
10 Toppers Civils Academy Hyderabad History Telugu literature Geography Anthropology Political Science 11 Krishna padeep ( 21st Century ) a) Hyderabad ( 2 locations b ) Vizag (2 locations Public administration Geography Anthropology Sociology History Telugu literature 12 Universal Coaching Centre Bangalore Public Administration Anthropology Sociology Geography Managing Director, APSKWDCL
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Detailed Requirements for Editing Theses and Diploma Projects Written in Polish under the Supervision of the Faculty of Management and Economics at Gdansk University of Technology Written by a team of authors: Beata Basińska, Ph.D Igor Garnik, Ph.D, Eng. Gdańsk, 2014
If the printer is not turning on Check to see if you can hear a buzzing sound from the area of the power supply when you turn the printer on. You may need to take the case off to hear properly. If you can hear the power supply come on, replace the mainboard. See Section . If you cannot hear the power supply check the fuses first. See section 8.1. If the fuses are okay, replace power supply. See section . If the printer starts to pull up paper, then stops and errors out. Replace the alignment sensor. See Section . Make sure you have the correct alignment sensor type. Replace the carriage block, alignment sensor and paper guide, transfer the solenoids over to the new block. Replace the mainboard. See Section If the printer is not embossing Check to see if the unit is turning on. Check to see if the lights on the mainboard are coming on (you can see them on the operator panel). Try printing with the unit. Does the printer do anything? If it tries to print but errors out, Change the alignments sensor. See section . If the alignment sensor didn’t work, make sure that the housing switch and home flag sensor are functioning. If the printer doesn’t try to print at all change the mainboard. See section . If no lights come on at all replace the mainboard. See section . If changing the mainboard did not work change the power supply. See section . Check to make sure that the tractor is in place. If it is not, reinstall the tractor. If the printer is tearing paper Use the calibration verification page to see which of the solenoids are tearing paper. Replace the solenoids that are tearing, it might be all of them. See section . If it still tears paper then make sure that the paper guide is tight against the platen. If it is not then replace it. See section . Make sure the printer has the new paper deflector and not the old plastic strip. If the printer has the old plastic strip change it out for the new deflector. See section .
If the dots are out of aligment vertically and change how much they are out of alignment over the course of the page. Check to see if one of the platen belts has missing teeth or a streched spot. Check the tension of the platen belts. The platen belt connecting directly to the platen should be very tight. The platen belt going from the motor to the gear box should be tight. Replace the mainboard. See Section Customer is complaining that their tractor keeps popping out of place. Add tractor retainer. Call Viewplus support to purchase one.
Click on the ‘nvram reset’ button. Click on the ‘Level 3 defaults’ button. The printer will beep three times. Then click the ‘Cancel’ button. Click on the ‘Printer alignment’ button. Take a piece of copy paper and insert it between the paper pan and paper bail and click the ‘Cal. Paper Senor Threshold’ button. The printer will pull the paper through it. After the printer ejects the paper, click the ‘Cancel’ button in the printer alignment window.
Text Book Groover & Zimmer – CAD/CAM – Prentice Hall Reference Books 1. Ibraheim Zeid - CAD/CAM Theory & Practice - McGraw Hill 2. Segerlind L.J – Applied Finite Element Analysis – John Wiley Publishers 2nd Sem. M.Tech. (Mechanical Engineering) Sub code Subject Name L T P C ME6205 Computer Aided Design and Manufacturing Lab 0 0 2 1