zilongwang/ReadingBank huggingface dataset:
round,” he wrote. He also says in the poem that most things may never happen, and the greatest threat of my lifetime, our lifetimes, that of the Cold War mutating into World War Three, was avoided. But the point of the cartography of threats above is that some of these events might happen, and in particularly malign and simultaneous combinations. If you accept that, two things stand out: firstly, even with the instinct to intervene curbed, the world and its woes will not ignore these shores, nor is domestic security guaranteed; secondly, finding ways to avert such threats, and/or the resilience to withstand them if they happen, is a costly business, requiring a serious slice of Gross Domestic Product, even if we find ways of keeping the defence spending proportion below 2%, which is too low given current commitments and aspirations. If I was a William Le Queux style thriller writer, I would have a crack at all this in novel form. I am not, so I won’t – this, at least, you have been spared! Thank you very much. ©Professor The Lord Hennessy 2012
Commitment to partnerships The application will need to include evidence of partnerships, including the nature and maturity of the partnership and the commitment to the project by each partner. Evidence should include statements of support and memoranda of understanding. Contact details For more information on this program or other adult literacy programs please contact Jennifer Dunbabin on 03 6165 6064 or . APPENDIX 1: Guide to Adult Literacy Skills Officer Pay Rates This guide provides information to employers, industry associations, peak bodies, community groups and registered training organisations (RTOs) on suggested pay rates for the employment of Adult Literacy Support Officers providing literacy support as part of the following 26TEN Grants Program. These programs form part of the Tasmania Adult Literacy Action Plan. When applying for grants, applicants are required to include a detailed budget of costs associated with their project proposal, including the cost of employing an Adult Literacy Support Officer, if applicable. This information may assist applicants to determine this aspect of their budget. The following pay rates are suggested: Sessional/casual employment (Hourly rate) Minimum 2 hours payment per day – Maximum 5 hours payment per day $58.15 - $81.36 per contact / ACSF* assessment hour Part-time/full-time employment (Salary range, pro-rata) $60,524 - $84,184 (incorporates all teaching duties, including ACSF* assessment hours) *ACSF is the Australian Core Skills Framework Responsibility for employment conditions, including pay rates, rest with the employer, industry association, peak body, community group or RTO successful in obtaining a literacy support grant from LINC Tasmania. However, it is encouraged that you offer a salary within this range to be competitive with other successful grantees. Notes: The suggested pay range is based on Teaching Service (Tasmanian Public Sector) Award: Sessional/casual based on Relief Teacher (5 Year) hourly rate range; and Part-time/full-time teacher based on Teacher (5 Year) salary range. The Australian Core Skills Framework (ACSF) will be used by Adult Literacy Support Officers to measure improvements in the adult literacy skills of participants in the above programs. ASCF assessment hours are therefore eligible to be costed/funded for sessional/casual employment as part of the project proposal budget.
City: Phone: State: Fax: Zip Code: Email: Company President/CEO Name: President/CEO Signature: Safety Director Name: Safety Director Signature: PLEASE NOTE: Written or electronic signatures must be provided for application to be processed. Section 2: Entry Category and injury illness data & rates BUILDING DIVISION Under 200,000 work hours 200,001 – 500,000 work hours 500,001 – 1 million work hours Over 1 million work hours HEAVY/CIVIL/HIGHWAY DIVISION Under 200,000 work hours 200,001 – 500,000 work hours 500,001 – 1 million work hours Over 1 million work hours SPECIALTY DIVISION Under 500,000 work hours 500,001 – 1 million work hours Over 1 million work hours Calendar Year 2011 Calendar Year 2012 Calendar Year (YTD) July 2013 1. Average Number of Employees 2. % of Self-Performed Hours Worked 3. Total Employee-Hours Worked
Southern Safety Liaison Group Meeting Date: 26th April 2018 Venue: ARA Woolston Campus Christchurch Time: Breakfast 7:00am Meeting 7:30am Chair: Dougal Holmes Minutes: Kelvin Sparks Attendees: NAME COMPANY NAME COMPANY Alex Beaton Karl Hardy Work Care NZ Alex Newfield Newfield Roofing Libi Carr Canterbury Rebuild Safety Charter Dan McSorley Max Contracts Julie Forde Safety Charter Dave Ewan HRS Construction Lisa McAllister Compliance Fire Protection Dave McBeth Site Safe Lyn Osmers Work Safe David Smallwood Site Safe Madeleine Ramsay Tindus Deb McAlpine 3M Martin Rea Bolle Safety Dougal Holmes Maiden Group Michael Gott Catholic Diocese of Christchurch Greg Milne EQC Mike Flanagan Hannah Patten KB Contracting and Quarries Limited Naomi Tuipulotu Healthy Families Christchurch Ian Williams Santec Nick Jones Fulton Hogan Jane Green Mike Hodges Consulting Peter Fitt OHS Consultants Jay Sanders Whyte Construction Ricky Shalders Site Safe Jeff Brunton Clarksons Rob Abraas Leighs Construction Jen Dransfield Safe n Sound Rupert Bryant Total Site Supplies Jill Williamson ACC Stephanie Cerpa Contract Construction John Turner Calder Stewart Stuart Cole Consultant Timoti Riwaka Can Staff Tarelle Jefferys City Care Andrew Barrett Build Tech Simon Reid Switched On Matt Jones Advanced Safety David Fleming Damstra Technology Haus Verbeek Kirk Roberts Consulting
Monday 19/05 Please, ensure that your child’s PE kit is in school on the relevant days. Year 5 Forest Schools all afternoon Tuesday 20/05 Superstars multi-sports club Class 2 PE Dance with Superstars Class 4 PE Games outside Class 3 PE Dance with Superstars Wednesday 21/05 Thursday 22/05 Superstars multi-sports club Class 1 PE Gym with Superstars Class 4 PE Gym with Superstars Class 3 PE Games outside Friday 23/05 Class 1 PE Class 2 PE Most clubs start in the second week back. Check the clubs letter for details. Infants’ BIG ART with Mrs Miles: At the Park nnnnn
Section 2a – First review and outcome For use by the reviewer only Reviewer: Please see the document Endorsed resources – Notes for reviewers before completing this review. Please check that the resource you are reviewing matches the description in Section 1 of this form before you answer the questions below. Endorsement criteria for textbook and supplementary Is the resource being submitted: – a textbook (if ‘yes’, please answer questions 1-15) – a supplementary resource (if ‘yes’, please answer questions 1-15) – a digital resource (if ‘yes’, please go to Endorsement criteria for digital)? Yes No Yes No Yes No 1 Is this a publishing organisation with the means to distribute the resource nationally and/or is there an existing channel for hosting or distributing the resource? Yes No 2 Does the content of the resource support an OCR specification? If yes, which of the following does it cover: Yes No A topic Yes No A unit Yes No A module/component Yes No The whole specification Yes No An aspect of the specification, e.g. a skills-based approach that fully covers a coherent set of skills that are relevant to the specification? Yes No 3 Is the primary aim of the resource the support of teaching and learning? Yes No 4 Is the substantive content of the resource something other than a revision or assessment preparation aid? Yes No 5 Is the resource free from any claims or guarantees about achievable grades and free from material that seeks to identify likely grade outcomes? Yes No 6 Is the resource free from any content that could prove morally or ethically difficult for OCR to be associated with? A positive response would lead to a conversation about the content, rather than instant dismissal. Yes No
7 Is the resource free from materials that are designed for direct use in internal assessment, eg topic titles for projects, workbooks, writing frames or assignments? Yes No 8 Is the resource free from any specific reference to any roles that the author(s) may undertake for OCR? For example, it should not mention that they are an OCR Principal or Chief Examiner. Yes No 9 Is the resource free from content being attributed to ‘examiners’ or ‘assessors’ such as the use of ‘Examiner’s Tips’ or ‘Assessor’s Commentary’? Yes No 10 On average, is there no more than one practice question (taken from OCR assessments or written by authors) per double page spread? Yes No 11 Is the resource free from references to ‘exam preparation’ and questions described as ‘exam-style’? (Reference to ‘practice questions’ is accepted.) Yes No 12 Is the resource free from content that encourages ways to narrow the curriculum offer from the breadth and depth outlined in the specification? Yes No 13 Do you believe the resource contains subject content which is factually correct? Yes No 14 Does the resource refer accurately to the specification at all times? Yes No 15 Does the resource provide sufficient breadth or depth of coverage for the specification, unit, topic or aspect of the specification? Yes No If you have answered ‘No’ to any of these questions, please give details below, then go to ‘First review’ on p12: Click here to enter text Endorsement criteria for digital
a. Distinctness of personality and style b. Effectiveness of delivery (use of right words and phrases, persuasiveness, authority, etc.) c. Grasp of the subject matter d. Balance and fairness e. Wholesomeness of appearance and language f. Demonstrate creativity and excellence g. Observes ethical and professional standards for the broadcast media 3. BEST PUBLIC AFFAIRS PROGRAM HOST a. Distinctness of personality and style b. Effectiveness of delivery (use of right words and phrases, persuasiveness, authority, etc.) c. Grasp of the subject matter d. Balance and fairness e. Wholesomeness of appearance and language f. Demonstrate creativity and excellence g. Observes ethical and professional standards for the broadcast media
e. Wholesomeness of appearance and language f. Demonstrates creativity and excellence g. Observes ethical and professional standards for the broadcast media 4. BEST MAGAZINE PROGRAM HOST a. Distinctness of personality and style b. Effectiveness of delivery (use of right words and phrases, persuasiveness, authority, etc.) c. Grasp of the subject matter d. Balance and fairness e. Wholesomeness of appearance and language f. Demonstrate creativity and excellence h. Observes ethical and professional standards for the broadcast media 5. BEST ACTRESS FOR DRAMA PROGRAM Demonstrates excellence in his/her performance in a particular drama program
1st Marcus Wenlock Cullybackey 2nd Gareth Rea Cullybackey Junior Drumming 1st Jonathon Hoy Cullybackey Open Drumming 1st William Glenholmes Cullybackey 2nd Jason Hoy Cullybackey 3rd Aaron McClean Field Marshall Montgomery
Does the resource explore the possibilities of the digital media? Digital learning resources often contain different types of media such as text, images, video, animations and simulations. The various media types should be chosen and put together with education in mind. a) In what ways can the user exploit the various media types in the resource? b) How does interactivity help to capture the pupil’s academic interest? c) Do the digital enhancements support the learning, rather than distracting from it? Yes No N/A Does the resource allow for new possibilities in learning? The use of various types of media, communications resources and good access to up to date information can allow for new possibilities and varied practice in teaching and learning. a) Does the resource facilitate communication between pupils, between pupil and teach or with others where appropriate? b) Does the resource challenge pupils academically? c) To what extent is it linked to alternative sources and updated information? d) Is the resource innovative and does it help develop academic content? Yes No N/A Does the resource reflect the specification? The digital learning resource should have a connection with the current specification. It should be evident how various objectives in the specification may be achieved by using the resource. a) Is the learning resource aligned to the relevant specification? b) Is the resource suitable for obtaining the objectives that have been defined? c) Is the resource correctly pitched at the target audience of this specification? Yes No N/A Key question Description Guide questions Response Comments
Does the resource give the opportunity for evaluation that is adapted to the learning situation? Some digital learning resources have inbuilt opportunities for evaluation, such as tests. It should be possible to use the resource for, or include it in, formative and/or summative assessment. Ideally, feedback should also be available. a) Does the resource support different forms of evaluation? b) Does the resource allow pupils to assess their own performance? c) Does the resource encourage or assist pupils with reflection after assessment? d) Does the resource support pupils in further work after any assessment? Yes No N/A Is the resource suitable for different learning environments? Different resources can function in one or more learning situations, for examples as individual work, teacher-controlled activity, group work etc. The resource should include guidance for the teacher. a) Does the resource facilitate use in different learning situations? b) Does the resource support collaborative learning? c) Can pupils or teachers add their own content to the resource? d) Does the resource contain appropriate guidance for teachers? Yes No N/A Additional comments: Click here to enter text
SECTION 26 05 36.10 WIRE MESH/BASKET CABLE TRAYS Display hidden notes to specifier. (Don't know how? ) Copyright 2016 - 2016 ARCAT, Inc. - All rights reserved GENERAL SECTION INCLUDES Wire mesh/basket cable tray system RELATED SECTIONS Section 26 05 48 - Vibration and Seismic Controls for Electrical Systems. Section 26 05 19 - Low-Voltage Electrical Power Conductors and Cables. Section 48 00 00 - Electrical Power Generation. Section - . Section 27 05 37 - Firestopping for Communications Systems . REFERENCES ANSI/NFPA 70 - National Electrical Code (NEC). ASTM B 633 - Standard Specification for Zinc Plating. NEMA VE 1/CSA C22.2 No. 126.1-02 - Metal Cable Tray Systems. NEMA VE 2 - Metal Cable Tray Installation Guidelines. NEMA VE 1/CSA C22.2 No. 126.1 - Metal Cable Tray Systems, for materials, sizes, and configurations NFPA 70 - National Electrical Code DESIGN / PERFORMANCE REQUIREMENTS Source Limitations: Obtain cable tray components through one source from a single manufacturer. Approval and Labeling: Provide cable trays and accessories specified in this Section that are approved and labeled. The Terms "Classified" pertaining to cable trays (rather than "Listed") and "Labeled": As defined in NFPA 70, Article 100. Listing and Labeling Agency Qualifications: A "Nationally Recognized Testing Laboratory" as defined in OSHA Regulation 1910.7. Comply with NFPA 70, National Electrical Code, Article 392: Cable Trays; provide UL Classification and labels. Structural Performance: Cable trays shall be tested and rated for load carrying capacity and
A JOINT RESOLUTION TO ESTABLISH THE STROKE SYSTEMS OF CARE STUDY COMMITTEE WITHIN THE DEPARTMENT OF HEALTH AND ENVIRONMENTAL CONTROL TO DEVELOP RECOMMENDATIONS FOR A REGIONALLY ORGANIZED AND STATEWIDE COMPREHENSIVE PLAN FOR A STROKE SYSTEMS OF CARE. Whereas, stroke is the third leading cause of death in South Carolina resulting in 2,284 deaths and 14,002 hospitalizations that cost $395.8 million in 2006; and Whereas, South Carolina is among a group of southeastern states with high stroke death rates commonly referred to as the “Stroke Belt”; and Whereas, the highest stroke rates within the State are clustered in counties along the Interstate 95 corridor, known as the buckle of the “Stroke Belt”, in which the African-American population is in excess of the state’s average and are forty-six percent more likely to die from a stroke than Caucasians in South Carolina; and Whereas, stroke does not discriminate as to age and strikes young people, including infants and children; and Whereas, South Carolina ranked fifth in stroke mortality among the states and the District of Columbia in 2005; and Whereas, urgent stroke care, inclusive of drugs that dissolve blood clots, otherwise known as thrombolytics, has been shown to improve stroke outcome; and
1. CSA C22.2-182.1: Industrial Type Special Use Attachment Plugs, Receptacles and Connectors 2. CSA C22.1 Canadian Electrical Code Part I (CEC) E. Intertek Semko F. National Fire Protection Association (NFPA) 1. NFPA 70 National Electrical Code (NEC) 1.03 SUBMITTALS A. Comply with Section 01 33 00 – Submittal Procedures. B. Product Data: 1. Submit manufacturer’s descriptive literature and product specifications for each product. 2. Manufacturer’s product drawings. 1.04 QUALITY ASSURANCE A. Manufacturer Qualifications: Products shall be free of defects in material and workmanship. Furnished products shall be listed or classified by third party agencies suitable for the intended purpose. WARRANTY Product is warranted free of defects in material and workmanship. Product is warranted to perform the intended function within design limits. PART 2 – PRODUCTS 2.01 GENERAL A. These devices shall be UL Listed, CSA, and Intertek SEMKO Certified for circuit interrupting at full rated current. B. Devices shall be rated 16A at 415 VAC maximum. Devices shall be rated 20, 30, 60, 100 amperes at 600 VAC, and 250 VDC maximum. Devices shall be rated 32, 63, 125 amperes at 415 VAC maximum. C. These devices shall have the following catalog numbering scheme: 1. ABB_P_WPlugs 2. ABB_C_W Connectors 3. ABB_R_WReceptacles 4. ABB_B_WInlets D. These devices shall provide internal environmental seals for marine and extreme wet applications. E. These devices shall be used with hard service cord or junior hard service cord in accordance to the NEC table 400.4. 2.02 MANUFACTURERS
disclosed, or represents that its use would not infringe privately owned rights. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not necessarily constitute or imply its endorsement, recommendation, or favoring by the United States Government or any agency thereof. The views and opinions of authors expressed herein do not necessarily state or reflect those of the United States Government or any agency thereof.” NO-COST EXTENSION As provided in 2 CFR 200.308, the Recipient must provide the Contracting Officer with notice in advance if it intends to utilize a one-time, no-cost extension of this Award. The notification must include the supporting reasons and the revised period of performance. The Recipient must submit this notification in writing to the Contracting Officer and DOE Technology Manager/ Project Officer at least 30 days before the end of the current budget period. Any no-cost extension will not alter the project scope, milestones, deliverables, or budget of this Award. PROPERTY STANDARDS The complete text of the Property Standards can be found at 2 CFR 200.310 through 200.316. Also see 2 CFR 910.360 for additional requirements for real property and equipment for For-Profit recipients. INSURANCE COVERAGE See 2 CFR 200.310 for insurance requirements for real property and equipment acquired or improved with Federal funds. Also see 2 CFR 910.360(d) for additional requirements for real property and equipment for For-Profit recipients. REAL PROPERTY Subject to the conditions set forth in 2 CFR 200.311, title to real property acquired or improved under a Federal award will conditionally vest upon acquisition in the non-Federal entity. The non-Federal entity cannot encumber this property and must follow the requirements of 2 CFR 200.311 before disposing of the property. Except as otherwise provided by Federal statutes or by the Federal awarding agency, real property will be used for the originally authorized purpose as long as needed for that purpose. When real property is no longer needed for the
1. Assistant Principal ODRS 80% of students with one referral will not receive a second referral within the period. Quarterly Presentation at SAC and Staff Meeting 2. Ximena Menendez Behavior call log Reduce weekly support calls by 50%. Quarterly Review at Support staff meetings
Breeder animal health declaration Record a statement about the health of the animal including any noted physical, behavioural or genetic conditions obvious at the time of assessment, including but not limited to parasites, wounds, hair loss, discharge from eyes and nose, signs of pain, diarrhoea, etc. Describe the welfare implications and possible veterinary costs associated with any of the conditions listed above Other comments Breeder details Business name Proprietor Domestic Animal Business Number (issued by Council): Breeder declaration and guarantee I, __________________________________________________, in accordance with the requirements with the Code of Practice for the Operation of Breeding and Rearing Businesses (2014) offer the following guarantee and return policy: The animal provided to you is the animal described in this paperwork. The animal described in this paperwork has been bred in accordance with the requirements of the Code of Practice for the Operation of Breeding and Rearing Businesses (2014) by me, the proprietor of a registered Domestic Animal Business. The animal described above is accompanied by a vaccination certificate signed by the veterinary practitioner who assessed the health and vaccinated the animal. The health statement above is a true and correct declaration of the health of the animals on the date of sale. All estimates of costs associated with treatment for any medical conditions are estimates only and at the discretion of the attending veterinary practitioner. The animal above is accompanied by a signed microchip registration transfer form for the licensed animal registry with which the animal’s microchip is registered.
Complete equality impact screening on all policies and procedures linked to the Strategic Plan. Equality impacts identified and mitigation in place. screening completed and EQIA’s undertaken where deemed necessary. Policy and Procedures Committee – On-going Internal Policies – Director of Operations Year 1 What we did over the last year Screening was undertaken during 2014-15 on the following SBNI policies and procedures
(1) Communication Action Measure Intended Outcome Performance Indicator and Target Timescale and Ownership Work with disabled people and other stakeholders including voluntary and professional organisations to consider the diversity of images used and potential for portraying wider range of individuals when developing information materials including websites Disabled people are portrayed in a positive manner. To develop and use checklist for authors. Engagement & Communication Committee with support from Business Services Organisation’s (BSO) Equality Unit Year 2 Relevant Duty: Promote positive attitudes towards disabled people. What we did over the last year We produced guidance on how to portray people who have a disability in a positive way. It is for our staff who produce documents that get published. It is also for staff who put together websites. We spoke to disability groups to find out what they think about the guidance. We also wanted to know if there were other important things we should include in the document. We then added these in. We also produced a checklist for staff who create documents and staff who put together websites. This is
The PHA wanted to make sure that all our staff knew about this policy. So we put together a short leaflet for them. We also wrote a leaflet for managers because there are a few more things that they need to think about. This work is now completed. We still need to do some work with BSO ITS on electronic communication settings. We will do this next year. (2) Awareness Raising and Training Action Measure Intended Outcome Performance Indicator and Target Timescale and Ownership We will work with our corporate host the Public Health Agency to raise awareness of specific barriers faced by people with disabilities including through linking in with National Awareness Days or Weeks (such as Mind your Health Day) Increased awareness of staff, board and committee members of the range of disabilities and needs To profile annual awareness days To host equality event To undertake awareness survey which demonstrates increased awareness To develop guidance for staff, board and committee members on meeting the BSO Equality Unit Year 1 onwards Director of Operations Year 2
SECTION 27 10 00 STRUCTURED CABLING BASED ON DFD MASTER COMMUNICATION SPEC DATED 11/07/16 Notes to A/E: This section has been written to cover most (but not all) conditions that you will encounter. Depending on the requirements of your specific project, you may have to add material, delete items, or modify what is currently written. It is recommended that you examine the Communications Structured Cabling System Standards & Design Guidelines document available on the DFD web site. Edit all areas as applicable to meet the requirements of the project. Common options or features recognized by the DFD, or items where A/E input is needed are enclosed in [brackets] and/or <less-greater brackets>. Delete product types (Part 2) and related installation (Part 3) instructions that are not applicable to the project. Editing instructions are included throughout the document (italic text; red if viewed/printed in color). These instructions should be hidden or deleted for printing. Text can be hidden by modifying the MS-WORD Style “A/E Instructions” to use “Hidden Text” as part of the Font type. To display Instructions formatted as “Hidden Text”, configure MS-Word File Options /Display to “Show” Hidden Text on Screen. The document is structured to automatically update the Table of Contents when printed or in response to an “Update Field” command (right mouse click on TOC opens menu) in MS-Word. Confirm that TOC has updated and is accurate of prior to printing. TOC entries are Hyperlinks and can be used to navigate the document. Revision History: See “Division of Facilities Development / Master Specifications/Design Guidelines / Division 27 – Communications / Revision History”. GENERAL This section describes the products and execution requirements relating to furnishing and installation of Communications Cabling and Termination Components and related sub-systems as part of a Structured Cabling System for the project. The specified cabling may support “voice”, “data”, audiovisual and networked security applications as noted. Work may also include removal and recycling of unused, undocumented and otherwise "abandoned" cables. Refer to project drawings and Part 3 of this Section under "Salvage Materials". Included are the following topics:
Provide all services, labor, materials, tools, and equipment required for the complete and proper installation and termination of new horizontal “station” cabling as called for in these specifications and related drawings. The horizontal portion of the telecommunications cabling system extends from the Communication Location (CL) to the termination in the Telecommunications Room (TR). This section includes minimum requirements and installation methods for the following: Copper horizontal cabling CL faceplates Copper modular jacks Modular patch panels Wireless Access Points DESCRIPTION Design Requirements: The horizontal cable plant installed shall be link performance warranted by the chosen manufacturer for a period of 25 years. Product Data: Submit manufacturers’ product information. Comply with Section 27 00 00 Must discuss labeling with UNL Project Manager before beginning work Labeling must follow the established system used by UNL IS group. Any printed labels must have prior approval of UNL Project Manager as well as meet the performance requirements of UL 969 and TIA 606. Comply with Section 27 00 00 Use the chosen 25-year manufacturer cabling and material for all communications horizontal cabling. Horizontal Cable
Name : RAMESH K Designation : Tradesman Phone : 9746061227 Email Id : rameshk615@gmail.com Educational Qualifications Degree Year University/Institution Specialization DIPLOMA 2016 S.S.M POLY TECHNIC COLLEGE, TIRUR AUTOMOBILE B.TECH 2010 CALICUT UNIVERSITY AUTOMOBILE Engineering Work Experience Institute/Company Designation From To TVS CALICUT SERVICE ENGINEER 24/03/2011 20/03/2013 K V R AUTOMOBILES SERVICE ADVISOR 05/04/2016 30/06/2017 SREE VYASA N S S COLLEGE,WADAKKANCHERY MECHANIC 22/03/2013 30/06/2016 N S S ENGINEERING COLLEGE PALAKKAD OFFICE ATTANT 02/07/2016 18/07/2018 Programs Attended
No. Response Options Strongly Agree Agree Neither agree nor disagree Disagree Strongly disagree Don’t Know a. Australians generally disapprove of smoking 1 2 3 4 5 9 b. Aboriginal and/or Torres Strait Islander community leaders where you live disapprove of smoking 1 2 3 4 5 9 c. Smoking is widely disapproved of in my community 1 2 3 4 5 9 d. There are more positives from smoking than negatives 1 2 3 4 5 9 e. Quitting smoking is easy 1 2 3 4 5 9 f. It’s never too late to quit smoking 1 2 3 4 5 9 g. Quitting will reduce your risk of sickness caused by smoking 1 2 3 4 5 9 h. There are many benefits to quitting smoking 1 2 3 4 5 9 i. If you want to quit smoking you should never give up trying 1 2 3 4 5 9 j. You’re more likely to stay quit with support 1 2 3 4 5 9 l. If you had to do it over again, you would not have started smoking 1 2 3 4 5 9
Yes 1 No (GO TO F4) 2 Can’t Say (GO TO F4) 99 IF F1=1 F2 i, Can you please describe the first ad that comes to mind? And what was the ad trying to say? PROBE FULLY Response Options Response Code Record Response 1 Don’t know 98 Refused 99 IF F2=1 F3 ii. Can you please describe the next ad that comes to mind? And what was the ad trying to say? PROBE FULLY Response Options Response Code 1 Don’t know 2 Refused 98 Don’t Make Smokes Your Story’ Campaign – Prompted Recall ALL F4 I am now going to show you a recent TV ad and I would like to know if you have seen it. (PLAY DON’T MAKE SMOKES YOUR STORY TV AD) Have you seen this ad before today? IF YES ASK WHERE, MULTIPLES ACCEPTED Response Options Response Code Yes – seen on TV 1 Yes – seen online (YouTube, Facebook, etc.) 2
To uphold and promote the hospice’s Vision and Values: • To put our patients, their families and carers at the centre of everything we do. • To act always with care and compassion. • To strive to deliver excellence in all that we do. • To be accessible to all, tailoring our services to meet the needs of the communities we serve. • To work in partnership and collaboration in the interests of our patients. • To value our staff and volunteers, investing in their learning and development. • To be open and transparent; promoting equality and celebrating diversity. • To make the best possible use of our resources, upholding the spirit and letter of our charitable status. • To recognise and be mindful of our responsibilities to the communities that support us. Compassion: We demonstrate our care and compassion in everything we do – we are here to serve. Alliance: We work in partnership and collaboration, forming productive alliances in the interests of our patients. Resourcefulness: We make the best possible use of our resources, ensuring that income from our communities is directly channelled to care and support for patients and their families Excellence: We invest in learning and development for our staff and volunteers – striving for excellence in all we do Health and Safety To carry out duties placed on employees by the Health and Safety at Work Act 1974. To comply with Health and Safety Policy. To take reasonable care for the Health and Safety of themselves and others who may be affected by their acts or omissions at work. To co-operate with their employer as far as is necessary to meet the requirements of the legislation. To not intentionally or recklessly interfere with or misuse anything provided in the interests of health, safety or welfare in the pursuance of any of the relevant statutory provisions. To be aware of and adhere to current policies regarding infection control at all times. Safeguarding Children and Vulnerable Adults To comply with Hospice and Local Authority Policy, Procedures and Practice.
Fingerprint Appointment Use this form to assist in scheduling a Department of Social and Health Services fingerprint appointment. Section 1: To be completed by the Background Check System The agency requesting a fingerprint check must provide the following information: BCCU Account Number: BCCU Inquiry ID/OCA Number: Applicant Name: Date of Birth: Address: Daytime Phone: Section 2: Information to gather BEFORE scheduling a fingerprint appointment Be prepared to provide the information from Section 1 AND the information below when scheduling your fingerprint appointment. 1. SOCIAL SECURITY NUMBER (OPTIONAL) 2. BIRTHPLACE (STATE / COUNTRY) 3. DAYTIME PHONE (AREA CODE / NUMBER) 4. SEX Male Female 5. HEIGHT (FEET / INCHES) 6. WEIGHT (POUNDS) 7. RACE Caucasian or other Hispanic culture African-American / African Asian or Pacific Islander American Indian, First Nations, Eskimo, or Alaskan Native Unknown 8. HAIR COLOR Black Purple Brown Blue Gray/part gray Orange Red/Auburn Green Sandy Pink Blonde White Completely Bald 9. EYE COLOR Black Pink Blue Multicolored Brown Unknown Gray Green Hazel Maroon Section 3: Fill out this section WHILE scheduling your fingerprint appointment Go to or call 1-888-771-5097 to schedule your fingerprint appointment. Use this space to write down the date, time and location of your fingerprint appointment: Date / Weekday: Time: Location / Address: Section 4: Personal Identification (ID) You must bring one of the following NON-EXPIRED Government issued PICTURE ID options with you to your fingerprint appointment. Acceptable forms of government issued PICTURE ID: US Driver’s License, or any Federal, State, or Local Government issued ID (Including a Washington State Learner’s Permit) Any US Armed Services ID (Army, Air Force, Navy, Marines, etc…) US Passport Foreign Passport (with photo and signature) Federally Recognized Tribal ID All ID must be current. Expired ID WILL NOT be accepted unless you can prove that you are in the process of renewing it. Expired ID with a photo MUST accompany any temporary ID and the names MUST match otherwise you may be required to reschedule your appointment.
OUTCOME NEEDED: INTENDED OUTCOME - first 100 days: What is your intended outcome? What action will you take? Who will be involved (I), Lead (L), & Sponsor (S)? What resources will be required? What are the barriers? How will you know you have succeeded? Days 0-25 Days 25-50 Days 50-75 Days
1.1 Work Included 3 1.2 Scope of Work 3 1.3 Regulatory References 3 1.4 Quality Assurance 4 1.5 Approved Products 5 2 - 5 2.1 Equivalent Products 5 2.2 Substitutions – (no exceptions) 5 2.5 Telecommunication Room 6 3 - 8 3.5 Optical Fiber Termination Hardware 8 3.6 Backbone Cable Installation 9 3.8 9 3.9 Firestop System 9 3.10 Grounding System - Please see Appendix “F” 9 3.11 Identification and Labeling – Please See Appendix “D” 3.12 Testing and Acceptance - See Appendix “C” 3.8 System Documentation Section 271323 Communications Optical Fiber Backbone Cabling Requirements
FSCDMC6BL Duplex FSCMPC6BL Simplex Composite FSCSCBU Simplex 9/125um OS1/OS2 Zirconia Ceramic UPC ST Fiber Optic Connectors ST Fiber Optic Connectors – Field Polish Termination ST Fiber Optic Connectors shall be compatible with TIA FOCIS-2. ST connectors shall be field installable in one module space. The fibers shall terminate in 2.5mm ferrules and have typical insertion loss of 0.15dB (multimode) or 0.20dB (singlemode) per connector. Technical Information Standards requirements: TIA-604 FOCIS-3 compliant; exceeds TIA-568-B.3 requirements Fiber compatibility: 62.5/125μm and 50/125μm (multimode), 9/125μm (singlemode) Fiber cable types: 3.0mm jacketed or 900μm buffered Ferrule type: Zirconia ceramic, pre-radiused Insertion loss: 0.15dB typical (multimode), 0.20dB typical (singlemode) Return loss: Greater than 20dB (multimode), 40dB (singlemode) Ordering Information Part Number Connector Type Cable Type Fiber Ferrule Type FSTMABL Simplex 900μm buffered fiber and 3.0mm jacketed cable 62.5/125um Zirconia Ceramic FSTMARD FSTMA50BL 50/125um FSTMA50RD
Part Number Cable Type Fiber Color FJEPGM5CWBL 900um buffered fiber and 3.0mm jacketed cable 62.5um/125um or 50/125um Black FJEPGM5CXRD Red FJEPGM5CYOR Orange FJEPGM5CZYL Yellow FJEPGM5CQWH White FJ Duplex Fiber Optic Plug Small form factor fiber optic modules and connectors include all the same features as the FJ Jack Modules with the added benefit of visual and mechanical security. They shall be compliant with the TIA FOCIS-6 Fiber Jack (FJ) interface specification. RJ-45 style module and connector shall be field terminable in one module space with no adapter. The fibers shall terminate in 2.5mm ferrules with non-optical disconnect and typical insertion loss of 0.1dB per connector . Technical Information Standards requirements: TIA-604 FOCIS-3 compliant; exceeds TIA-568-B.3 requirements Fiber compatibility: 62.5/125μm and 50/125μm (multimode), 9/125μm (singlemode) Fiber cable types: 3.0mm or 1.6mm – 2.0mm jacketed Ferrule type: Zirconia ceramic Insertion loss: 0.10dB typical (multimode), 0.20dB typical (singlemode) Return loss: Greater than 20dB (multimode), Greater than 40dB (singlemode) Ordering Information Part Number Cable Type Fiber Color FJEPGM5CEI 900um buffered fiber and 3.0mm jacketed cable 62.5/125um or 50/125um Electric Ivory FJEPGM2.0CEI 900um buffered and 1.6mm - 2.0mm jacketed FJEPGS9CBUY 900um buffered and 3.0mm jacketed cable 9/125um Blue FJEPGS2.0CBUY 900um buffered and 1.6mm - 2.0mm jacketed M
1.1 Work Included 3 1.2 Scope of Work 3 1.3 Regulatory References 4 1.4 Quality Assurance 4 1.5 Approved Products 5 2 - 5 2.1 Equivalent Products 5 2.2 Substitutions – (no exceptions) 6 2.3 Work Area 6 2.4 Horizontal Distribution Cabling 8 2.5 Telecommunication Room 8 3 - 10 3.1 Work Area Outlets 3.2 Horizontal Distribution Cable Installation 3.3 Vertical Outlet Pole and Surface Raceway – See Appendix “E” 3.4 Horizontal Cross connect 3.5 Copper Termination Hardware 3.6 Firestop System 3.7 Grounding System - Please see Appendix “F” 3.8 Identification and Labeling – Please See Appendix “D” 3.9 Testing and Acceptance - See Appendix “C” 3.10 System Documentation Section 271513 Communications Copper Horizontal Cabling Requirements
1.1 Work Included 3 1.2 Scope of Work 3 1.3 Regulatory References 4 1.4 Quality Assurance 4 1.5 Approved Products 5 2 - 5 2.1 Equivalent Products 5 2.2 Substitutions – (no exceptions) 5 2.3 Work Area Subsystem 6 2.4 Telecommunication Room 12 3 - 15 3.1 Work Area Outlets 15 3.2 Vertical Outlet Pole and Surface Raceway – See Appendix “E” 16 3.3 Horizontal Cross connect Installation 16 3.4 Optical Fiber Termination Hardware 16 3.5 Copper Termination Hardware 16 3.6 Racks 17 3.7 Firestop System 17 3.8 Grounding System - Please see Appendix “F” 17 3.9 Identification and Labeling – Please See Appendix “D” 17 3.10 Testing and Acceptance - See Appendix “C” 18 3.13 System Documentation 18 Section 271543 Communications Faceplates and Connectors Requirements General
Maximum Fiber Cable Attenuation Application 50/125µm OM3 50/125µm OM4 50/125µm OM4+ 10GBASE-SR 300 400 550 40/100GBASE SR4/10 100 125 165 400-M5E-SN-I 380 400-M5F-SN-I 400 480 800-M5E-SN-I 150 800-M5F-SN-I 190 225 1600-M5E-SN-I 100 1600-M5F-SN-I 125 150 3200-M5E-SN-I 70 3200-M5F-SN-I 100 TBA Ethernet and Fibre Channel Supported Distances (in meters) Additionally, the fiber media must exceed the requirements of TIA and IEC bandwidth requirements and must adhere to more stringent (and discriminating) Differential Mode Delay (DMD) mask methods for verifying the ultimate integrity of the Effective Modal Bandwidth (EMB) metric. The fiber shall be manufactured with a Modified Inside Chemical Vapor Deposition (MICVD) or Plasma assisted Inside Chemical Vapor Deposition (PCVD) process and meet at least one of the following DMD templates, each of which consists of both an inner and outer mask specification, and the sliding mask specifications shown below. OM3 Media Template Number 850 nm DMD-Inner Mask (ps/m) (Radius 0-18 μm) 850 nm DMD-Outer Mask (ps/m) (Radius 0-23 μm) 1 ≤ 0.23 ≤ 0.70 2 ≤ 0.24 ≤ 0.60 3 ≤ 0.25 ≤ 0.50 4 ≤ 0.26 ≤ 0.40 5 ≤ 0.27 ≤ 0.35 6 ≤ 0.33 ≤ 0.33 Sliding Interval Masks: ≤ 0.25 ps/m
OM4 Media Template Number 850 nm DMD-Inner Mask (ps/m) (Radius 0-18 μm) 850 nm DMD-Outer Mask (ps/m) (Radius 0-23 μm) 1 ≤ 0.10 ≤ 0.30 2 ≤ 0.11 ≤ 0.17 3 ≤ 0.14 ≤ 0.14 Sliding Interval Masks: ≤ 0.11 ps/m
Cabling Scenario Application Standard Fiber Type Reach (meters) vs. Solution Loss Grade Standard Optimized Ultra C 10GBASE-SR4/10 OM3 221 289 317 40/100GBASE-SR4/10 400-M5E-SN-I 258 364 394 800-M5E-SN-I 90 148 170 1600-M5E-SN-1 3200-M5E-SN-1 10GBASE-SR4/10 OM4 354 480 532 40/100GBASE-SR4/10 400-M5E-SN-I 288 392 434 800-M5E-SN-I 110 180 210 1600-M5E-SN-1 3200-M5E-SN-1 10GBASE-SR4/10 OM4+ (Signature Core) 40/100GBASE-SR4/10 400-M5E-SN-I 800-M5E-SN-I 1600-M5E-SN-1 3200-M5E-SN-1 Cabling Scenario Application Standard Fiber Type Reach (meters) vs. Solution Loss Grade Standard Optimized Ultra D 10GBASE-SR4/10 OM3 194 278 312 40/100GBASE-SR4/10 400-M5E-SN-I 209 350 391 800-M5E-SN-I 66 139 166 1600-M5E-SN-1 3200-M5E-SN-1 10GBASE-SR4/10 OM4 305 459 522 40/100GBASE-SR4/10 400-M5E-SN-I 246 376 427 800-M5E-SN-I 81 169 205 1600-M5E-SN-1 3200-M5E-SN-1 10GBASE-SR4/10 OM4+ (Signature Core) 40/100GBASE-SR4/10 400-M5E-SN-I 800-M5E-SN-I 1600-M5E-SN-1 3200-M5E-SN-1
IMPORTANT Trainees are required to submit site specific clinical training summaries with their six-monthly Training Assessment Record (TAR) and are therefore advised to keep separate log books for each training site. TRAINING SITE __________________________________________________________________________ DAILY TRAINING RECORD GYNAECOLOGY – INTERESTING CASES (List individually; please photocopy additional sheets as required) Date and Initials Findings or Diagnosis Involvement / Follow-Up / Other Comments Scanned Patient Yes / No
Ulcombe Weekly news 27/02/17 – 03/03/17 NOTES FOR PARENTS/CARERS World Book Week Mon 27/02/17 12:15 – 12:40 Nature Area Club Tues 28/02/17 12:15 – 12:40 12:15 – 12:40 15:15 – 16:15 Choir Cross Stitch Club Cross Stitch Club Wed 01/03/17 12:15 – 12:40 12:15 – 12:40 15:15 – 16:15 Craft Club Sports Skills Club Gymnastics Club Thurs 02/03/17 All day 12:15 – 12:40 12:15 – 12:40 15:30 – 16:30 World Book Day Board Games Club Cross Stitch Club Ball Sports Club Fri 03/03/17 12:15 – 12:40 14:50 – 15:10 15:15 – 17:00 Nature Area Club Celebration Assembly Film Club World Book Day – Thursday 2 March To celebrate World Book Day, we would like the children to come into school dressed as their favourite book character, ideally with a copy of their chosen book and ready to talk about why they like it. We will be holding a fancy dress parade in the Hall at 9am and you are welcome to join us for this, when we showcase the outfits! Red Nose Day – Friday 24 March Ulcombe School has signed up to raise money for this excellent cause. On the day, children are invited to come to school wearing anything red in return for a donation to go towards the charity. This can be as flamboyant and creative as you wish (including red hair and faces), but please remember they still need to be able to run around the playground safely at break time! During the day children will have the opportunity to take part in some fun activities in their classes based around the colour red and the theme of red noses. In addition, we are awaiting the delivery of a box of official red noses which will be on sale in the School Office at £1.00 each – there are nine new noses to collect this year!
Tuesday 18 April 8:55am Start of Term 5 Thursday 27 April 9:00am Tawny Owls trip to Otterden for maths workshop 8 – 12 May SATs week Thursday 11 May 7:00pm FUS AGM tbc Friday 26 May 3:15pm End of Term 5 Monday 5 June 8:55am Start of Term 6 21 – 23 June Residential Trip Friday 30 June All day Inset Day – NO CHILDREN IN SCHOOL Friday 7 July 2:00pm Sports Day tbc Friday 7 July 3:15pm FUS Summer Fayre tbc Monday 10 July 3:30pm Parent Consultation Evening Tuesday 11 July 3:30pm Parent Consultation Evening Thursday 20 July 1:30pm School Prom Friday 21 July 3:15pm End of Term 6
Locate on a world and regional political-physical map the countries of Democratic Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, Sudan, and South Sudan. SS7G3 The student will explain the impact of location, climate, and physical characteristics on population distribution in Africa. a. Explain how the characteristics in the Sahara, Sahel, savanna, and tropical rain forest affect where people live, the type of work they do, and how they travel. Characteristics Live Work Travel Sahara Dry; Oasis (Spring in the desert) is the only fertile areas 1. Along the Mediterranean Coast 2. Lower Nile 3. Oasis in the desert 1. On the Mediterranean Coast, they work in tourism 2. On the Nile they farm 3. Near Oases, Berbers are nomadic herders of sheep and goats 1. In the cities by car and bus. 2. On the Nile by boat 3. In the middle of the desert, they move by dromedary or camel; also use trucks Sahel Short grassland south of the Sarah; reaches from Red Sea to Atlantic Ocean 1. Most people live along the rivers; the Upper Nile in the east and the Niger in the west 1. Herd sheep which causes overgrazing and desertification n 2. Farm: peanuts and millet for 1. boats on the rivers 2. trucks, cars on the highways build through the Sahel 3. buses in the
cash crops 3. Subsistent farming 4. mining (uranium) cities 4. Camels and dromedaries are still in use Savanna Tall Grassland 1. Most people live in the cities 2. Farmers and herders live in the rural areas 1. People in the city work in factories 2. Farmers live and Herders (goats and cows)in the rural areas most live near rivers 3. Also many people work in the tourist industry as guides, at hotels, and restaurants 1. In cites by car and bus 2. In the rural area, cars, trains, trucks 3. People use jeeps and buses for the tourists Rain Forest Thick vegetation 1. People live small in villages within walking distances of the rivers and streams 2. With deforestation, towns are being built 1. Traditionally the forest people are hunter gatherers. 2. Deforestation has created jobs for forestry workers, farming, and mining 1. Traditional people walk and use boats for transportation 2. With the deforestation, roads are being build allowing for cars and trucks SS7G4 The student will describe the diverse cultures of the people who live in Africa. a. Explain the differences between an ethnic group and a religious group. b. Explain the diversity of religions within the Arab, Ashanti, Bantu, and Swahili ethnic groups. Africa Location (Where are they found) Language Spoken Religion Practices Arab North Africa came late 600 AD from the Middle East traders and invaders\ Also found in Mediterranean coast and some countries along the Indian Ocean Arabic Islam Ashanti (Believe in Golden Stool) Ghana in West Africa Many( speak language of their ethnic group) Traditional, Christianity, and Islam Bantu (brought iron tools, new farming techniques, and language) Migrated from Central Africa to the southern tip of Africa Hundreds of different Bantu-Languages and many different ethnic groups Christianity, Islam, and Animist (believe that spirits are found in natural objects and