zilongwang/ReadingBank huggingface dataset:
Department of Infrastructure and Regional Development Regulatory Agency Department of Infrastructure and Regional Development GPO Box 594 Canberra ACT 2601 Key Words Advanced Motorcycle Braking ABS CBS Distribution Statement This document will be available to the public on the . Security Classification Unclassified No. Pages 130 Price No charge CONTENTS
7 2024 80,842 80,761.20 73,970.47 6,791 8 2025 84,884 84,799.26 78,517.83 6,281 9 2026 89,128 89,039.22 82,503.95 6,535 10 2027 93,585 93,491.18 86,692.38 6,799 11 2028 98,264 98,165.74 91,093.39 7,072 12 2029 103,177 103,074.03 95,717.77 7,356 13 2030 108,336 108,227.73 100,576.86 7,651 14 2031 113,753 113,639.12 105,682.56 7,957 15 2032 119,441 119,321.07 111,047.40 8,274 16 2033 121,829 120,611 113,350.66 7,260 17 2034 124,266 122,402 115,701.64 6,700 18 2035 126,751 124,216 118,101.31 6,115 19 2036 129,286 126,054 120,550.69 5,503 20 2037 131,872 127,916 123,050.81 4,865 21 2038 134,509 129,802 125,602.71 4,199 22 2039 137,200 131,712 128,207.47 3,504 23 2040 139,944 133,646 130,866.17 2,780 24 2041 142,742 135,605 133,579.95 2,025 25 2042 145,597 138,317 136,349.92 1,968 26 2043 148,509 141,084 139,177.26 1,907 27 2044 151,479 143,905 142,063.16 1,842 28 2045 154,509 146,784 145,008.82 1,775 29 2046 157,599 149,719 148,015.48 1,704 30 2047 160,751 152,714 151,084.41 1,629
8 – RIS Comments submitted in confidence have not been tabled for publication but have been considered in analysing the options . Comment summaries have been developed by the Department of Infrastructure and Regional Development. Correspondent Comment summary Departmental response Transport for NSW Broad support for Option 6b. Detailed comments were issued to the Department in confidence. Noted. This is the recommended proposal. VicRoads Notes that the Victorian Government has strongly promoted the benefits of ABS for motorcycles and will continue to do so. Supports the recommended option of ABS for motorcycles greater than 125 cc and ABS or CBS for motorcycles between 50 cc and 125 cc with the earliest implementation schedule possible. Encourages the Commonwealth to additionally consider user information campaigns including targeted awareness and advertising. Suggests additional research to assess benefit of extending mandatory fitment of ABS to off-road motorcycles. Does not support switchable ABS where not aligned with UN Regulation No.78. Requests clarification around vehicle categorisation with regard to switchable ABS. Noted. Noted. This is the recommended proposal. Noted. This may be a future opportunity. The draft ADR fully accommodates this comment.
Does the person require independent support during the enquiry? To be completed by the team and/or the agency leading the enquiry( see guidance notes): Does the person have the mental capacity to be involved in the Enquiry Yes No If No do they have a representative? Is a referral to the IMCA service needed? If Yes, name and contact details and date of referral to the IMCA service: If No, explain why a referral has not been made to the IMCA service: Does the person have substantial difficulty being fully involved in the Enquiry? Yes No If Yes, do they have a representative? Is a referral to the Advocacy service needed? If Yes, enter name and contact details and date referral made to the Advocacy service: If NO, please explain why a referral has not been made to the Advocacy service: Other to be included in the enquiry? Y/N e.g. an interpreter: ( persons details) Source of referral: The Enquiry should be ceased at the person’s request if they have the mental capacity to make this decision and there is no vital / wider public’s interest. If this is the case, please explain below, and cease the enquiry:
The following sections to be completed by the agency/person undertaking the enquiry Concern to be discussed: 1 Physical 2 Sexual 3 Psychological 4 Financial or Material 5 Discriminatory 6 Organisational 7 Neglect and acts of Omission 8 Domestic abuse 9 Sexual exploitation 10 Modern slavery 11 Self-neglect Who discussion held with and date of discussion Eg, service user, advocate, staff or other professional. What were your findings /evidence What happened? Why it happened? The outcome of your risk assessment. Adults desired outcome at first point of contact. Did this change in the enquiry If so indicate why Was the desired outcome for the adult achieved, partially achieved etc Evidence how and why Overall Conclusion Evidence showed concern was Substantiated; unsubstantiated; partly substantiated; inconclusive Enter here the type of abuse or risk of abuse / neglect e.g. financial abuse, neglect. etc. Enter here discussion held with alleged victim or their advocate and /or staff member about the concern, including what the adult or their representative wants to happen e.g. I want to be able to feel safe in this environment. Enter here your findings including what happened, how it happened, when it happened, where it happened and why it happened. Include the evidence you have gathered with regards to the identified abuse. Enter here what the adult or their representative said they wanted to happen and indicate if this has changed and if so what the changes are and why. Enter here what you have put in place to prevent it from happening again. State if your actions meet the outcome of the adult and if not, why not? Enter here your overall conclusion, and the evidence / rationale for your conclusion.
Contributors The following people contributed to the development of this document: Stephany Alhajjaj – Little Rock School District Lori Kagebein – Wonderview School District Jeff Anderson – Rogers Public Schools Jeff Matocha – Ouachita Baptist University Brent Burgin – Dassault Falcon Jet Daniel Moix – Arkansas School for Mathematics, Sciences, and the Arts Kristian Cartwright – Fayetteville Public Schools Larry Morell – Arkansas Tech University Kevin Collins – Alma School District David Nance – Arkansas Department of Education Cecil Cossey – Hamburg School District Thad Nipp – Alma School District Ty Davis – Springdale Public Schools Anthony Owen – Arkansas Department of Education Jennifer Feltmann – Berryville Public Schools Kenneth Powell – Metova Federal Carl Frank – Arkansas School for Mathematics, Sciences, and the Arts Jerry Prince – EAST Initiative Charles Gardner – Cyber Innovation Center Kimberly Raup – Conway Public Schools Tammy Glass – Spring Hill School District Sandra Rhone – Mineral Springs School District Tommy Gober – Cyber Innovation Center Linda Riley – Wonderview School District Joel Gordon – Arkansas Regional Innovation Hub Nicholas Seward – Arkansas School for Mathematics, Sciences, and the Arts Marilyn Harris – Virtual Arkansas Tom Simmons – El Dorado Public Schools Andy Hostetler – Jonesboro Public Schools Dustin Summey – Virtual Arkansas Tim Johnston – Arkansas Department of Career Education Travis Taylor – Little Rock School District Linda Joplin – Fort Smith Public Schools Karma Turner – Lake Hamilton School District
“Everything fell, and Miss Sasaki lost consciousness. The ceiling dropped suddenly and the wooden floor above collapsed in splinters and the people up there came down and the roof above them gave way ; but principally and first of all, the bookcases right behind her swooped forward and the contents threw her down, with her left leg horribly twisted and breaking underneath her. There, in the tin factory, in the first moment of the atomic age, a human being was crushed by -- books” (10) The author is documenting the exact moment that the Atomic Bomb was used for the first time ever. He details the experiences of one of the survivors who was badly injured by falling debris. By providing the details of the building falling in as a result of the bomb, the reader is able to imagine what it must have been like to be there. The writer uses many references to things falling and collapsing around the survivor. This repetition includes the phrases: “everything fell,” “floor above collapsed,” “people up there came down;” “roof above them gave way,” “threw her down.” This series of details and images helps to create the sense of the sky falling or the world ending which is how the survivors may have felt. The final thought of the passage could be viewed as ironic in that it might be expected that a species that has the intelligence to form the thoughts that create something as civilized as books would not use its intelligence for to harm its own kind. The use of the dash before the final word draws attention to the irony of the thought. Assignment 2: Free Response Essay Join the Google Classroom for our class. Class Title: AP Lang and Comp 2017 Class Code: 3lz16hp I will send each of you an invitation to join our Google Classroom, and you can always contact me at the email address given at the beginning of this document. Once you have joined the Google Classroom, you will find details for the writing assignment there. This assignment must be completed and “turned in” on Google Classroom by Aug. 1st.
Christopher Columbus Columbian Exchange Conquistadores Samuel de Champlain Francisco Pizarro Encomienda system Herńan Cortés Virginia Company Pocahontas Powhatan Confederacy John Rolfe House of Burgesses Lord Baltimore James Oglethorpe Peter Stuyvesant Indentured Servants Bacon’s Rebellion Mercantilism Stono Rebellion John Locke Baron Montesquieu Jonathan Edwards Part III Essential Questions (EQs): Answer each of the following in a full Paragraph. 1. Were the Americas “discovered” or were they conquered? 2. There were differences in the approaches to exploration or colonization among those who showed interest in the Americas (Spanish, Portuguese, Dutch, Swedish, and English). Why were some of these successful and why were some failures over time? 3. Analyze the effects of the Columbian exchange (the interchange of plants, animals, and diseases between the Old World and the New World) on population and economy in Europe and the Americas from 1500 to 1700. Part IV Differing Opinions DBQ: Columbus: Hero or Villain ? Analyze the following documents and apply at least 3 of them in your answer to the question. Was Christopher Columbus a hero of a Villain? Document 1 This extraordinary man, who was now about twenty-seven years of age, appears to have united in his character every trait, and to have possessed every tallant, requisite to form and execute the greatest enterprizes. He was early educated in all the useful sciences that were taught in that day. He had made great proficiency in geography, astronomy and drawing, as they were necessary to his favourite pursuit of navigation. He had now been a number of years in the service of the Portuguese, and had acquired all the experience that their voyages and discoveries could afford. His courage and perseverance had been put to the severest test, and the exercise of every amiable and heroic virtue rendered him universally known and respected.
Project: PSS #: Project Manager: Sponsor: Project Folder: Updated: ID Risk Description Owner Category Trigger Event/Indicator Risk Response and Description Contingency Plan Status Date Entered Date to Review 1 What is this risk? Who monitors this risk? What act or event initiates either the risk or occurrence or precipitates the response strategy? How will you respond to this risk and what actions will you take to match the response? If the risk becomes a reality, what will you do in response, as a backup, or alternative/workaround? 2 3 4 5 6 7 8 9 10
“To accomplish great things, we must not only act, but also dream: not only plan, but also believe.”---Anatole France “Just as good painting is almost always about more than it depicts, so does its historical value extend beyond its subject.”---“The Winter Art Show,” American Heritage, December 1990 PATTERN 17: DEPENDENT CLAUSE (in a “sentence slot”) AS SUBJECT OR OBJECT OR COMPLEMENT S [dependent clause as subject] V . S V [dependent clause as object or comp.] EXAMPLES: He became [what he had long aspired to be]. (complement after became) [How he could fail] is a mystery to me. (subject of verb is) PROFESSIONAL EXAMPLES: “And so my fellow Americans, ask not [clause as DO] [what your country can do for you]; [clause as DO] ask [what you can do for your country ].”—John F. Kennedy “[Why Leonardo rejected the technique] we may never know.”—George Armstrong, Modern Maturity. PATTERN 18: ABSOLUTE CONSTRUCTION (noun plus participle)
SCHEDULE 2A - Additional Executors and Trustees (Section C(i)) NOTE: No more than four (4) Executors or Trustees should be selectedto act at any one time Executor and Trustee Executor Trustee Name Address Relationship to the Will Maker Gender Male Female Occupation Executor and Trustee Executor Trustee Name Address Relationship to the Will Maker Gender Male Female Occupation Executor and Trustee Executor Trustee Name Address Relationship to the Will Maker Gender Male Female Occupation Executor and Trustee Executor Trustee Name Address Relationship to the Will Maker Gender Male Female Occupation SCHEDULE 2B - Additional Substitute Executors and Trustees (Section C(ii)) NOTE: No more than four (4) Substitute Executors or Trustees should be selected to act together at any one time
Gender Male Female ACN When to Act (tick one or more) whilst spouse/partner is alive, upon death or incapacity of spouse/partner, whilst children/beneficiaries minors upon death or incapacity of spouse/partner, with adult children/beneficiaries adult (but prior to gift becoming absolute) Other: ITEM D: APPOINTORS Specific Gift No. : refer Section F(i) or SCHEDULE 5A. Will there be an appointor of the trust? Complete below then Schedule 2C No, go to Schedule 2C Appointor Generally the beneficiary is also the trustee of their own trust. A third party can be appointed trustee in place of, or in addition to, the beneficiary where there is good reason, for example where the beneficiary is: a minor, facing bankruptcy or facing matrimonial problems or has limited capacity to manage their own finances due to disability, addictions or their spendthrift nature. If you have a spouse/partner, in the first instance: (where more than one is ticked they will act jointly) your spouse/partner independent no. (provide details Item C) UNTIL your spouse/partner’s death or mental incapacity THEN If there are minor beneficiaries: (where more than one is ticked they will act jointly) independent no. (provide details Item C) CONTROL AGE: UNTIL the beneficiary reaches years old (or where there is more than one beneficiary when the youngest of them turns that age). THEN for life interest and conditional trusts, if there are only adult beneficiaries, (or upon a minor beneficiary attaining the control age): (where more than one is ticked they will act jointly) independent no.: (provide details Item C) child/beneficiary/ies Specific Gift No. : refer Section F(i) or SCHEDULE 5A. Will there be an appointor of the trust? Complete below then Schedule 2C No, go to Schedule 2C Appointor If you have a spouse/partner, in the first instance: (where more than one is ticked they will act jointly) your spouse/partner independent no. (provide details Item C) UNTIL your spouse/partner’s death or mental incapacity THEN If there are minor beneficiaries: (where more than one is ticked they will act jointly) independent no. (provide details Item C)
Director of the Nursing Program. Students should be aware of the provisions of the California Nurse Practice Act which requires the Board of Registered Nursing to review the history of previous misdemeanor and felony convictions. The law provides for denial of licensure for crimes or acts, which are substantially related to nursing qualifications, functions, or duties. Undergo a urine drug screen. Failure to pass drug urine screening may result in offer of enrollment being rescinded.
relative à la protection et à la promotion des personnes en situation de handicap, le Projet de Politique Publique Integrée relative aux personnes handicapées et l’adoption du Plan d’Action National pour l’intégration sociale des personnes handicapées. Quelles mesures concrètes compte adopter le Maroc pour développer la nouvelle loi cadre et prioriser l’approche des droits de l’homme par rapport à la composante assistentielle?
advance the rights of individuals belong to minority groups and devolving powers to national minorities? LIECHTENSTEIN Liechtenstein recognizes Serbia’s commitment to international criminal justice, as evidenced by its ratification of the Rome Statute of the International Criminal Court (ICC). What steps has Serbia taken to ratify the Kampala amendments to the Rome Statute on the crime of aggression? What steps has Serbia taken to join the Code of Conduct regarding Security Council action against genocide, crimes against humanity or war crimes, as elaborated by the Accountability, Coherence and Transparency Group (ACT)? SWITZERLAND Since the last UPR, the Serbian Government adopted the National Strategy for the Prosecution of War Crimes for the period 2016-2020. However this strategy does not include criteria that determine whom can be considered a victim and what would be the victims’ entitlements. What measures does Serbia envisage to adopt in order to guarantee to civilian victims of war the right to justice and reparation? The Serbian Government has also adopted a Strategy on the Prevention and Protection against Discrimination (2014-2018) and an Action plan for the realization of rights of national minorities, which will foster the implementation of relevant laws (including the Law on Prevention and Protection against Discrimination and the Law on employment in the autonomous provinces and local self-governments). How will Serbia ensure that all national minorities have effectively equal access to employment in local and national institutions, considering its decision to limit the number of employees in the public administration as well as the absence of a data system desegregating jobs occupied by national minorities? PORTUGAL Could the State-under-review describe its national mechanism or process responsible for coordinating the implementation of accepted UPR recommendations and the monitoring of progress and impact? Has the State-under-review established a dedicated ‘national mechanism for implementation, reporting and follow-up’ (NMIRF) covering UPR recommendations, but also recommendations/observations generated by the UN human rights Treaty Bodies, the Special Procedures and relevant regional mechanisms? If so, could the State-under-review briefly share its experience on creating such mechanism, including challenges faced and lessons learnt, as well as any plans or needs to strengthen the NMIRF in the future?
codeSystemName="Health Care Provider Taxonomy (HIPAA)" displayName="Registered nurse" /> <addr> ... </addr> <telecom value="tel:(995)555-1006" use="WP" /> <playingEntity> <code code="63161005" codeSystem="2.16.840.1.113883.6.96" codeSystemName="SNOMED-CT" displayName="Principal" /> <name> <given>Nurse</given> <family>Florence</family> <suffix>RN</suffix> </name> </playingEntity> </participantRole> </participant> <participant typeCode="CST"> <participantRole classCode="AGNT"> <code code="MTH" codeSystem="2.16.840.1.113883.5.111" displayName="Mother" /> <addr> ... </addr> <telecom value="tel:(999)555-1212" use="WP" /> <playingEntity> <code code="63161005" codeSystem="2.16.840.1.113883.6.96" codeSystemName="SNOMED-CT" displayName="Principal" /> <name> <prefix>Mrs.</prefix> <given>Martha</given> <family>Jones</family> </name> </playingEntity> </participantRole> </participant> <reference typeCode="REFR"> <externalDocument> <id root="b50b7910-7ffb-4f4c-bbe4-177ed68cbbf3" /> <text mediaType="application/pdf"> <reference /> </text> <versionNumber value="1" /> </externalDocument> </reference> </observation> </entry>
Table 36: Ethnicity Value Set: Ethnicity urn:oid:2.16.840.1.114222.4.11.837 Code System: Race & Ethnicity - CDC 2.16.840.1.113883.6.238 Value Set Source: Code Code System Code System OID Print Name 2135-2 Race & Ethnicity - CDC Hispanic or Latino 2186-5 Race & Ethnicity - CDC Not Hispanic or Latino Table 37: Personal And Legal Relationship Role Type Value Set: Personal And Legal Relationship Role Type urn:oid:2.16.840.1.113883.11.20.12.1 A personal or legal relationship records the role of a person in relation to another person, or a person to himself or herself. This value set is to be used when recording relationships based on personal or family ties or through legal assignment of responsibility. Value Set Source: Code Code System Code System OID Print Name SELF HL7RoleCode self MTH HL7RoleCode mother FTH HL7RoleCode father DAU HL7RoleCode natural daughter SON HL7RoleCode natural son DAUINLAW HL7RoleCode daughter in-law SONINLAW HL7RoleCode son in-law GUARD HL7RoleCode guardian HPOWATT HL7RoleCode healthcare power of attorney ...
Select a Strategy Determine the major cause(s) of the ethics quality gap and draw a “fishbone” or other cause-and-effect diagram: From multi-voting, the team determined the top cause(s) and rank order them based on those that contribute most to the ethics quality gap as identified by the team from the cause-and-effect diagram: Delay in process within Social Work is due to having to find a social worker to complete the consult. Delineation is unclear on who is to determine if patient wants information on updating or completing an advance directive (e.g., several staff ask patient same questions). Information provided to patient has a large amount of variation. Brainstorm possible strategies to address top cause(s): For each of the contributing top causes, the team identified 2 or 3 top strategies to address the gap: Delay in process within Social Work Identification of social worker Appoint social workers to specific primary care clinics Develop coverage schedule for primary care clinics Have clerk rotate consults throughout all social work staff Unclear delineation on who is to determine if patient wants information on updating or completing an advance directive Assign to clerk at check-in Med tech or nurse to address prior to provider Provider include this aspect with advance care planning conversations Information provided to patient has a large amount of variation Develop training tools (e.g., checklists) for social workers and others to use with patients and families Provide training for social workers or others so everyone has the same level of knowledge and skill.
Enrolment No. REQUEST FOR 50% ADVANCE TO PARTICIPAT IN INTERNATIONAL CONFERENCE (please fill up in capital letters) Name of Student………………………………………………… Mobile No.…………………………………………………………. Name of Course………………………………………….......... Department……………………………………………………….. Purpose of advance………………………………………...... Sanctioned amount: Rs………………………………………. (under the scheme of travel support) Amount of advance required: Rs………………………… (in words) Rupees………………………………………………. Date by which cheque is required……………………… Date by which amount of advance will be submitted for adjustment……………………………… (Within one month from the date of conference) Debitable grant/project code: GCF-001-EFMC (a) Detail of outstanding advance (s): S. No. Amount Date Purpose 1 2 (b) Reason for non-adjustment: I have read and admitted instructions for adjustment of advance given on the reverse side of the Proforma. Signature of Student Faculty/Supervisor’s Signature Signature of Head of Department/Centre DORA SPACE FOR ACCOUNTS OFFICE
What progress has been made on the setting up of the Commission for Truth, Reconciliation and Healing as provisioned for under the peace agreement within 6 months of the transitional government’s formation? How does the Government plan to support the African Union in the establishment of the Hybrid Court, as mandated in the ARCSS? What steps will the government take to prevent the recruitment of child soldiers? UNITED STATES OF AMERICA We are deeply concerned about reports of atrocities in South Sudan, including reports that South Sudanese security forces have raped and killed civilians. We note that such attacks against civilians may constitute war crimes, crimes against humanity and other atrocities. Moreover, those responsible for these atrocities – including those who order or incite violence, or encourage or contribute to the commission of such crimes – should be held accountable. What is the Government of South Sudan doing to ensure command and control of, and respect for human rights within its security forces; to investigate and punish those responsible for attacks on civilians; and to prevent future atrocities? Over the course of South Sudan’s devastating armed conflict, the world has heard myriad tales of atrocities visited upon the South Sudanese people, and accounts of government and opposition members committing violations of international human law and human rights violations and abuses. Accountability and justice are key to transforming a society marked by violence to one in which human rights are respected and the rule of law upheld. The United States fully supports the AU’s efforts to create a credible, impartial, and effective mechanism to bring those responsible for atrocities to account. More importantly, the people of South Sudan support the establishment of the Hybrid Court for South Sudan. How is the South Sudan Transitional Government of National Unity fulfilling its obligation under the Agreement on the Resolution of the Conflict in South Sudan to cooperate fully in establishing the Hybrid Court? We are deeply concerned by the ongoing obstruction of humanitarian access in South Sudan. Access challenges include the inability to reach populations due to active fighting; denials of movement by government or other forces; civilians lacking the freedom of movement to reach humanitarian assistance; harassment and threats to aid workers; looting of vital supplies; and destruction of humanitarian facilities. What is the Government of South Sudan doing to allow free and unfettered access for humanitarian actors in all parts of the country?
Malaviya National Institute of Technology Jaipur (Office of Dean, Research & Consultancy) Statement of Accounts for Settlement of Advance S No Content Details Project Title Project No.: Name of PI Department/Section: Type of Advance: Example : 1) Consumables 2) 3) Contingency 4) TA 5) Others Advance Ref. No. & Date Amount of Advance ` S No: Date Cash Memo / Receipt Suppliers Name Particulars of item Amount Rs. Stock Register #. & Page #. 1 2 3 4 5 6 7 8 9 10 I hereby certify that the: 1) Cash purchases were made for the items that were needed urgently and were not available in stores. 2) Goods purchased were inspected before acceptance. 3) Prices paid are the cheapest 4) Items purchased as per provisions of GFR-2017 and are entered in the Stock Register. 5) The attached e-bills(if any), have not been claimed from other sources. Signature of the Advance Holder Signature of Project Investigator FOR THE USE OF ODRC ONLY Dealing Assistant Dean, R & C
2.00 - 3.00 Session 5: Philosophy of care 3.00 - 3.15 Afternoon tea 3.15 - 3.45 Session 6: Therapeutic communication 3.45 - 4.15 Session 6: Dementia friendly environments 4.15 - 4.30 Summary and close Session guides Workshop/session welcome, introduction and program overview 15 minutes Welcome, Introductions and ‘Housekeeping’ Activity Conduct an “Ice-breaker” activity of your choice Workshop tile and learning outcomes side or relevant session title slide If conducting a single session refer to the relevant session title slide Session 1: Overview of dementia Slides 3-28 Learning outcomes: Have knowledge of the basic functions of the brain Differentiate the effects of normal and pathological ageing on the brain Have knowledge of what dementia is and the different types of dementia 60 minutes Slides 4-6 The statistics in these slides provide a background to the prevalence of dementia worldwide, in Australia and the impact of this globally. The purpose is to provide context and demonstrate why it is important for all health professionals
Actions By Whom Status Publication of MRC paper Report on scoping of effective interventions Develop good practice examples of diversion from prosecution processes CYCJ CYCJ 3. COPFS & CYCJ Discuss at next meeting Discuss at next meeting 12-18months 7 Scottish Government Guidance WSA Guidance on Reintegration and Transitions has been updated and YP in Court and Alternatives to Secure Care/ Custody identified as next priorities. Actions By Whom Status Update guidance. SG & CYCJ Report progress to next meeting 8 & 9 Connecting with existing Structures: S/W Scotland, WSA Leads, NYJAG Membership NH- keen to report to Social Work Scotland, WSA Leads Group strengthen the connection as need their guidance and share our thinking. Group highlighted membership gaps and need to monitor membership. Actions By Whom Timescale Invite member of Vol/ 3rd Sector CJ Forum for reform of Community Justice to join group Invite to CHS to join group Invite to Community Justice Chief Executive to join group. Health representative to be invited to join group. CYCJ NH NH SS Next meeting Next meeting Next meeting Next meeting Date of next meeting- 8.9.16 at COPFS Office, 10 Ballater St, Glasgow.
(c) Bail Sub-Group update networks for their return to community. Challenges of this work are identification, assessment and intervention. An information and awareness-raising brief on SOC has now been completed under the Divert & Deter Sub-group and once approved can be shared with WSA Group. Paper delayed for further revisions. Anticipated will be available for groups consideration mid-September. Action By Whom Status Arrange input from Side Step SOC Practice Brief circulated to WSA Group once available. Revised Bail Paper to be circulated once approved. 3. JC and DM 4. CYCJ (DM) 5.CYCJ (DM) 3. Next WSA meeting Nov 2017 4. Anticipated for Nov meeting. 5.Mid-September 6 & 7 Diversion Data- Jointly Reported Criminal Advice Need to establish baseline of Diversion implementation across both COPFS and LA. Creation of Core Elements for Diversion suggested. Issues across adult diversion also mirror under 18s difficulties- important to tie this up together. GF is involved with Aberdeen City improvement project and will share learning as progresses. Clarity as to what is required for Diversion- ensure process is streamlined and standardised as far as possible nationally whilst ensuring individualised response that address and meets the needs of yp referred. Cannot be a postcode lottery. Recognition that whilst increase in offence related referrals need to understand what this actually tells us and the numbers as opposed to % to provide balance. This can be skewed by specific incidents as opposed to longer lasting trends. Also questioned whether impact of information sharing has resulted in increase of SCRA referrals where as previously would have been through EEI? Information to be sought on the increase in offence referrals at local levels and through EEI practitioners and NYJAG for views and responses. Actions By Whom Status 6. Creation of Diversion to progress 7. Views from NYJAG & EEI Practitioners re. increase in offence referrals. Discuss at next meeting 6. CYCJ (DM) and Scot Govt 7. CYCJ (DM) and Scot Govt .. 6. Convened by Oct 2017 7. Next available meetings of these groups and then fed back into following WSA Group (anticipated Nov meeting)
Identify Industry Sectors and Engage Employers Design Education and Training Programs Align Policies and Programs Identify Funding Needs and Strategies Measure System Change and Performance Partnerships Professional Development Accountability and Evaluation Systems College and Career Readiness Standards Course Sequences Credit Transfer Agreements Guidance, Counseling, Academic Advisement Teaching and Learning Strategies Technical Skills Assessment Table 2 CAREER PATHWAYS (CP) SIX KEY ELEMENTS PROGRAMS OF STUDY (POS) TEN COMPONENTS COMMON FEATURES 1. Build Partnerships #2: Partnerships Cross-agency partnerships include education, business, workforce, economic development and community stakeholders Common vision and goals Clearly delineated and agreed upon roles/responsibilities for all partners 2. Identify Industry Sectors and Engage Employers #2: Partnerships #10: Technical Skills Assessment Both CP and POS frameworks stress the analysis and validation of economic and workforce trends, and adaptation of pathways accordingly 3. Design Education and Training Programs #5: College and Career Readiness Standards #6: Course Sequences #7: Credit Transfer Agreements #8: Guidance Counseling and Academic Advising #9: Teaching and Learning Strategies #10: Technical Skills Assessment #3: Professional Development Clear, non-duplicative sequences of course Opportunities to earn college credit leading to postsecondary credentials Credit transfer / articulation agreements Counseling, including career planning and academic advisement Support services, especially in CP Contextualization and modularization of curricula, and mapping of pathways Integrated instruction of academic and technical content, acceleration (dual enrollment in POS; co-enrollment in CP) Instructional strategies that instill work readiness skills 4. Align Programs and Policies #1: Legislation and Policies #3: Professional Development (policy implications) Emphasis on the role of federal, state, and local policies in promoting and sustaining CP and POS; and in helping students access CP and POS services 5. Identify Funding Needs and Strategies #1: Legislation and Policies Braided or integrated funding from multiple funding sources to provide sufficient resources and sustain programs Importance of funding to support professional development and other system development activities 6. Measure Systems Change and #4: Accountability and Evaluation Systems Importance of defining outcomes/ measuring progress
DESCRIPTION: Advancing Skills in Motivational Interviewing is a Two-Day Workshop to promote skill development and create strategies to build motivational interviewing learning communities. Attendees should have attended at least one Motivational Interviewing workshop within five years, and/or completed significant reading and self-study on the approach. This workshop will be active and involve intentional skills practice to achieve greater ability and insight on how to apply “MI adherent” interventions. This workshop is intended for behavioral health and primary care providers, child welfare workers, educators, and criminal justice professionals who work with individuals on achieving their change goals. TRAINERS: Ali Hall, JD – Ali Hall Training, Kristin Dempsey, LMFT, LPCC - REGISTRATION FEE: $400 for two-day training includes continuing education credits. Coffee and afternoon snack will be provided. Lunch on your own. Registration Information: DATE AND TIME: Wednesday, January 10, 2018 and Thursday, January 11, 2018 Registration: 8:00 AM; Course: 8:30 AM to 3:30 PM-(both days) LOCATION: CIBHS- Sequoia Room 2125 19th Street, 2nd floor, Sacramento, CA 95818 WHO SHOULD PARTICIPATE: Attendees should have attended at least one full-day Motivational Interviewing workshop within five years, and/or completed significant reading and self-study on the approach. CONTACT INFORMATION: for registration information for workshop information Space is limited so sign up now! CONTINUING EDUCATION: 11 CONTACT HOURS Psychologists:Psychologists - APA: CIBHS is approved by the American Psychological Association to sponsor continuing education for psychologists. CIBHS maintains responsibility for this program and its content. RN / PT Credit: CIBHS is approved by the California Board of Registered Nursing, Provider Number CEP 11779 for 11 contact hours. MFT, LPCC, LEP and/or LCSW Credit: CIBHS is an approved provider for the California Association of Marriage and Family Therapists (CAMFT) to sponsor continuing education. Course meets the qualifications for 11 hours of continuing education credit for LMFTs, LPCCs, LEPs and/or LCSWs as required by the California Board of Behavioral Sciences. CIBHS maintains responsibility for this program/course and its content. (Provider Number 70799) All activities in this training are offered for continuing education credit. CE Certificates of Completion will be mailed within two weeks following the training. If you have any questions or concerns regarding the CE Hours or program, please contact us at
04 APPLICATION AND ASSESSMENT PROCESS 4.1 This section outlines the high level application and assessment process, including expectations and guidance for each stage of the application process. The flowchart below describes the steps, in general, to reaching a funding agreement. You should read Part 4 in full prior to submitting a Proposal.
Technology demonstration TRL 6 similar (prototypical) system validation in relevant environment Engineering-scale models or prototypes are tested in a relevant environment. This represents a major step up in a technology’s demonstrated readiness. Examples include testing an engineering scale prototypical system with a range of simulants. Supporting information includes results from the engineering scale testing and analysis of the differences between the engineering scale, prototypical system/environment, and analysis of what the experimental results mean for the eventual operating system/environment. TRL 6 begins true engineering development of the technology as an operational system. The major difference between TRL 5 and 6 is the step up from laboratory scale to engineering scale and the determination of scaling factors that will enable design of the operating system. The prototype should be capable of performing all the functions that will be required of the operational system. The operating environment for the testing should closely represent the actual operating environment. Technology development TRL 5 Laboratory-scale, similar system validation in relevant environment The basic technological components are integrated so that the system configuration is similar to (matches) the final application in almost all respects. Examples include testing a high-fidelity, laboratory-scale system in
Wood Framing: [Glue and nail] [Glue and screw]. Penetrate wood framing members at least 1 inch (25.4 mm). Cold-Formed Metal Framing: Glue and screw. Space panels 1/8 inch (3 mm) apart at supported panel ends. Install fasteners 3/8 inch (9.5 mm) to 1/2 inch (12.7 mm) from panel edges. Space fasteners 6 inches (152 mm) on centers on supported panel ends and 12 inches (305 mm) on centers at intermediate support locations. Specifier: Retain subparagraph below if panels in this configuration are required for Project. Space fasteners for 1-1/8 inch (28.6 mm) panels supported at 48 inch (1220 mm) spacing 6 inches (152 mm) on centers on supported panel edges and intermediate support locations. [Wall] [and] [Roof] Sheathing Fastening Wood Framing: Nail; penetrate wood framing members at least 1 inch (25.4 mm). Cold-Formed Metal Framing: Screw. Space panels 1/8 inch (3 mm) apart at [square edges and] ends. Install fasteners 3/8 inch (9.5 mm) to 1/2 inch (12.7 mm) from panel edges. Space fasteners 6 inches (152 mm) on centers on supported panel edges and 12 inches (305 mm) on centers at intermediate support locations. Specifier: Retain subparagraph below if panels in this configuration are required for Project. Space fasteners for 1-1/8 inch (28.6 mm) panels supported at 48 inch (1220 mm) spacing 6 inches (152 mm) on centers on supported panel edges and intermediate support locations. END OF SECTION Additional Specifier Notes: Huber Engineered Wood's AdvanTech Subflooring and Sheathing products offer key quality advantages not offered by many competing products. When reviewing proposed substitutions, consider the following: - Higher structural strength than comparable commodity plywood and OSB panels - Superior resistance to moisture during exposed period of construction - Enhanced quality control procedures ensuring compliance with ESR-1785 standards When completing project drawings, indicate the following information: - Extent of different sheathing types and thicknesses if more than one required
The Road By Cormac McCarthy Read by Michael Kramer Reading time 6 hours, 12 minutes A father and his young son journey south after the destruction of the civilized world. Their survival kit consists of a few blankets, a pistol, a cart of scavenged food, and their love for each other. Their values are tested by occasional encounters with other desperate survivors. Bestseller. Pulitzer Prize. 2006. Also available on digital cartridge DB063649 Also available on cassette RC063649 Also available in braille BR017072 A Canticle for Leibowitz By Walter M. Miller Read by John Horton Reading time 11 hours, 50 minutes This futuristic novel is set in a monastery after the destruction of the present civilization. The central theme is the church's role as preserver of wisdom and spiritual life. Some violence. Also available in braille BR008614 Ashes, Ashes By Jo Treggiari Read by Theresa Conkin Reading time 9 hours, 11 minutes In a future world devastated by illness and environmental catastrophes, Lucy "Lucky" Holloway lives alone. But when she befriends a group of survivors, she faces a new threat--the Sweepers, who kidnap healthy individuals to experiment on. Some violence. For senior high and older readers. 2011. Also available on digital cartridge DB074353 Partials By Dan Wells Read by Jill Fox Reading time 13 hours, 28 minutes War with engineered organic beings called Partials and a deadly virus that targets newborns have decimated the population, but a few survivors are trying to keep the human race alive. Medic-in-training Kira searches for solutions at any cost. For senior high and older readers. 2012.
Carisbrooke Castle Newport PO30 1XY Cowes Maritime Museum WEST COWES PO31 7SG Dimbola Museum and Galleries FRESHWATER BAY PO40 9QE Dinosaur Isle SANDOWN PO36 8QA Haven Falconry Bird of Prey Centre HAVENSTREET PO33 4DS Isle of Wight Pearl BRIGHSTONE PO30 4DD Isle of Wight Zoo SANDOWN PO36 8QB JR Zone NEWPORT PO30 5FA Museum of Island History NEWPORT PO30 1TY Osprey Venturer Charters WEST COWES P031 7BH Quarr Abbey RYDE PO33 4ES Quay Arts NEWPORT PO30 5BD Ryde Superbowl RYDE PO33 2EL Sally’s Riding School BEMBRIDGE PO35 5TP Shanklin & Sandown Golf Club LAKE PO36 9PR Shanklin Theatre SHANKLIN PO37 6AJ South Boats IOW Charters WEST COWES PO31 7PG The Garlic Farm NEWCHURCH PO36 0NR The Needles Landmark Attraction ALUM BAY PO39 0JD UKSA WEST COWES PO31 7PQ Ventnor Botanic Garden ST LAWRENCE PO38 1UL Ventnor Exchange VENTNOR PO38 1SW Waltzing Waters RYDE PO33 1QS Wight Karting RYDE PO33 1QS Opening in March… Bembridge Windmill Bembridge PO35 5SQ Blackgang Chine CHALE PO38 2HN Chessell Pottery Barns YARMOUTH PO41 0UE Dinosaur Expeditions, Conservation & Palaeoart Centre Newport PO30 4PG Godshill Model Village GODSHILL PO38 3HH Goodleaf Tree Climbing RYDE PO33 1ND Island Planetarium YARMOUTH PO41 0RR Isle of Wight Bus & Coach Museum RYDE PO33 2BE Isle of Wight Steam Railway HAVENSTREET PO33 4DS Lilliput Antique Doll & Toy Museum BRADING PO36 0DJ Monkey Haven NEWPORT PO30 2NB Needles Pleasure Cruises TOTLAND BAY PO39 0JD
g. With adult assistance, explore safe chemical reactions with household materials. Using two substances, observe what happens when the amounts of the reactants are increased. h. Explore properties of motion on a playground. Does the weight of a person affect how fast they slide down a slide or how fast a swing moves? Design a fair test to answer one of those questions. i. Read a biography of a scientist. Who did you read about? Tell your den leader or the other members of your den what the scientist was famous for and why his or her work is important.
The first date refers to the page’s creation; while the second date is the day you accessed the page (today!). If there is no identifiable author, start citation with title. Video from the web: “The Beginning of Everything—The Big Bang.” Kurzgesagt. You Tube, 3 March 2014. Web. 3 October 2014. Ibook: Shubin, Neil. The Universe Within: The Deep History of the Human Body. New York: Vintage Books, 2013. Ibook. Article and Video from the Big History Website: Brown, Cynthia. “Edwin Hubble: Evidence for an Expanding Universe.” Unit 2.0. Big History Project, 2014. Web. 3 October 2014. . “How Did Our View of the Universe Change?” Unit 2.1 Video. Big History Project. 2014. Web. 3 October 2014. .
Alton Castle Risk Assessment – Adventure Course. Site Hazard Who Could be harmed Likelihood Consequence Risk Control Measure Review Medical evacuation following serious injury Visiting Children, Team Leaders, Teachers Staff and public Unlikely Very Harmful The Site has emergency access gates located at NGR SK072423 Quote Postcode ST10 4AF when requesting Ambulance assistance. Fallings from platforms, elements etc. Visiting Children, Team Leaders, Teachers Staff and public Likely Harmful All Participants will wear helmets. Landscaping barrier covered with a good depth of bark chippings forming clear fall zones around activity elements. Safety briefing and walk through, ongoing monitoring by instructor All accidents and near misses recorded and if appropriate action to prevent re-occurrence is implemented. Being struck by moving elements, ships fender or button seats Visiting Children, Team Leaders, Teachers Staff and public likely Slight Harm Safety briefing and walk through, ongoing monitoring by instructor. Children are not to move around the site other than on the course. All moving parts are rubber coated. Twisting Back Injury Visiting Children, Team Leaders, Teachers Staff and public Unlikely Harmful Briefing and monitoring by instructor All accidents and near misses recorded and if appropriate action to prevent re-occurrence is implemented. Child in flight colliding with trees or Platforms Visiting Children, Team Leaders, Teachers Staff and public Unlikely Harmful All Participants will wear helmets. Safety briefing and walk through, ongoing monitoring by instructor Equipment failure Visiting Children, Team Leaders, Teachers Staff and public Unlikely Very Harmful Regular inspection and maintenance of activity equipment. Where applicable use of parts with a CE rating, All accidents and near misses recorded and if appropriate action to
Weather Conditions causing Climatic injury Visiting Children, Team Leaders, Teachers Staff and public Unlikely Harmful Staff to check daily forecast Staff to ensure participants are adequately attired for the prevailing weather and the activity. . Adequate amount of water to accompany activity in summer months Rain flooding tunnel section Visiting Children, Team Leaders, Teachers Staff and public Very Unlikely Very Harmful The activity will not be conducted after excessive rain if there is a possibility of the tunnel flooding this will be achieved by visual inspection of the tunnel by the instructor leading the activity Asthma Attacks/other medical conditions Visiting Children, Team Leaders, Teachers and Staff Possible Slight Harm All medical information will be declared in advance. Teachers advised of suitability of activity. All current medicines and inhalers to be taken on the activity. Leader to provide safety briefing. Deadfall from trees Visiting Children, Team Leaders, Teachers and Staff Possible Very Harmful Grounds maintenance staff to assess and remove all hazardous branches. All participants to be helmeted. Risk assessment Conducted By Reviewed By Date Next scheduled review Signed Signed Off By Dom Salter Dom Salter 17th May 2018 May 2019