zilongwang/ReadingBank huggingface dataset:
Research and resolve issues related to 42CFR Part 2(Link to Part 2 Project) Policy related to 42CFR Part 2 written and accepted See ACTT 42 CFR Part 2 Proposal Review of work documents BHN Director in conjunction with Part 2 Team *Part of a separate proposal but linked Confirm, finalize and document data analytic and reporting needs and review in subsequent years Final documents developed Qtr 4, Year 1 Qtr 3, Year 2 Final documents presented to key Informatics Director Assess cost and benefit of repository options and other data collection options and conduct architectural design process ROI created Qtr 4 Year 1 Review of ROI Informatics Director/VITL Agree on direction and roadmap for repository and statewide health information exchange Majority approval by stakeholders Qtr 4 Year 1 Signed agreements in place BHN Director/Informatics Director/VITL Confirm, approve and document scope, cost and timeline of repository Majority approval by stakeholders Qtr 4 Year 1 Signed agreements in place BHN Director/Informatics Director/VITL OBJECTIVE B.2: To execute repository project Acquire necessary staff for data repository if necessary (internal and/or contract staff) See budget Number of staff identified Qtr 4 Year 1 engagement BHN Director process for purchase or contracting of data repository Qyr 4 Year 1 Informatics Director /BHN Director Confirm data sets and data transfer methods Project plan confirms information Qtr 1 Year 2 Review of final data set Informatics Director Obtain estimates from agencies’ EHR vendors for data feeds to repository RFP defined and distributed Requested information returned within 30 days Qtr 1 Year 2 Review of working documents BHN Director Ensure data security Conversations and meetings occur to formulate agreements Signed BBAs and Data Sharing Agreements with agencies and vendors Qtr 1, Year 2 Signed agreements in place Informatics Director Approve project plan Project plan approval given by stakeholders Qtr 1, Year 2 Signed agreements in place BHN Director EHR vendor contracting (volume discounts) with agencies’ vendors for data feeds to repository agreements Contracts written and executed Qtr 1, Year 2 Signed agreements in place Informatics Director Design, develop and test data feeds according to rollout schedule # stakeholders participating in test environment Qtr 2, Year 2 Data reporting Informatics Director Develop policies and procedures for data management and privacy Policies and procedures are consistently # or % policies developed and consistently applied across stakeholders Qtr 2, Year 2 Review of work documents Informatics Director
Key Performance Indicators Process Legal Requirement (100% target) Fund Timescale (2) Target for Fund Timescale To process new member information e.g. creating a pension account record Provide information about the scheme within: 2 months from date of joining or 1 month of receiving jobholder information where the individual is being automatically enrolled / re-enrolled. 30 days of receiving all member information 95% To inform members who leave the scheme of their rights and options available As soon as is practicable, and no more than 2 months from date of initial notification (from employer or scheme member) 30 days from date of all necessary information 90% To notify the amount of benefits payable on retirement 1 from date of retirement if on or after Normal Pension Age 2 months from date of retirement if before Normal Pension Age 5 days of receipt of all necessary information 95% To notify dependant(s) of the amount of benefits As soon as possible but in any no more than 2 months from date of becoming aware of the death, or from date of request 5 days of receipt of all necessary information 95% Provide annual benefit statements to active, pension credit and deferred pensioner 31st August in the same calendar year 31st August in the same calendar year 100%
Appendix 2: Screening for Hypertension and Atrial Fibrillation (AF) in community pharmacy – pilot project (BLMK STP) Pharmacy Patient Pack The Pharmacy Patient Pack Contents: Patient Consent Form [page 2] Patient Loan Form- Home Blood Pressure Monitors [page 3] Pharmacy Monitoring Form (to fax/email to GP) [pages 4-5] Template GP Letter (to fax/email to GP) [page 6] How will this pack be used? Each new patient screened in this needs their own pharmacy patient pack. The pharmacy patient pack is kept in pharmacy. When patients are referred a copy of the ‘Pharmacy Monitoring Form’ and the ‘Template GP Letter’ will be sent to their doctor. The pharmacy patient pack will be stored in line with ‘The Data Protection Act’ (1998). Patient Consent Form Screening for Hypertension and Atrial Fibrillation (AF) in community pharmacy – pilot project (Bedfordshire, Luton and Milton Keynes Sustainability and Transformation Plan [BLMK STP])
Census FIPS Place Name Census FIPS Place Name 1711163 Carbondale city, Illinois 1728326 Galesburg city, Illinois 1762367 Quincy city, Illinois 1846908 Marion city, Indiana 1864260 Richmond city, Indiana 2653780 Midland city, Michigan 2739878 Mankato city, MN 3927048 Findlay city, Ohio 3941720 Lancaster city, Ohio 3947754 Marion city, Ohio 5548500 Manitowoc city, WI
I've heard that you should leave your doors unlocked so firefighters can get in if they need to, is that true? no - if absolutely necessary they will find a way in All shires have information relief centres Yes Is there still mine fire recovery happening? Some actions of the recovery plan are occuring Yes they are Are locations of relief centres include in radio messages? If not where do I find out where they are located? Yes they are Wind change gusty and strong most house loss is associated with wind changes How do we indicate to the CFA that we've left and ther is no requirement to save our house / property? without alerting looters? Good question no formal process, in some cases flagging has been used by Cfa to indicate unoccupied houses in an area but no formal mechanism How do you utilise spontaneous community assistance / support groups? I.e groups self organising like NZ quake examples? The Public Information Officer will scan social media and try to keep up to date with what people are doing, it is difficult but try to work with people, especially in recovery Don't forget to look out for your neighbours and vulnerable people Relief centres aren't just for locals. If the freeway gets closed, the majority of people at the relief centres are through-travellers that have gotten Our concern would be to get out safely not worrying about returning. Last time was a fire near me my sons all called up asking whether they should come home to help me. Important to keep family and key friends updated on where you are to keep them safe in body and mind. I want a siren Yes for safety aircraft are grounded if drones are detected Is there a problem associated with members of the public using drones to check out the fires - risks to aircraft etc Yes for safety aircraft are grounded if drones are detected In the community have a plan to move caravans floats etc onto the footy ground trial
Retrieved from: Target Review of the Qualifications System. Focusing on Certificate and Diploma Levels, (September 2009) New Zealand Qualifications Authority Te Hono o te Kahurangi. Mātauranga Māori Evaluative Quality Assurance (EER). New Zealand Qualifications Authority (Oct 12, 2013) Te Rautaki Māori a te Mana Tohu Mātauranga o Aotearoa 2012 – 2017. The Māori Strategic Plan for the New Zealand Qualifications Authority 2012 - 2017 Wellington. New Zealand Qualifications Authority Tertiary Education Strategy 2010 - 2015. Ministry of Education. Retrieved from Newspaper New Zealand population growing by 31,000 a year (2013, Oct 7) New Zealand Herald. Retrieved from Minutes Minutes from the Mandatory Review of Māori Studies and Customs Qualifications. (4th Sept, 2013). Wellington Airport Conference Centre Website (25 Sept, 2013) Appendix 4 - Stakeholder Hui Minutes Te Reo Māori/Tikanga Māori Mandatory Review of Tikanga/ Te Reo Māori Qualifications Stakeholder Consultation hui OPEN MINUTES Minutes of a meeting of the Mandatory Review of Tikanga/ Te Reo Māori Stakeholder Consultation hui held in the Tangatarua Marae, Waiariki Institute of Technology, Mokoia Drive, Rotorua on Monday 31st March at 1pm. PRESENT NNeil Rogers KKen Kennedy TTe Ngaehe Wanikau HHinemoa Wanikau JaJacqueline Iorangi KKerry Callaghan Waiariki Institute of Technology Waiariki Institute of Technology Te Whare Āronui o Tūwharetoa Te Āronui o Tūwharetoa Te Āronui o Tūwharetoa Te Whare Āronui o Tūwharetoa
NNatasha Harland TTamati Waaka MMaria Wynyard JuJustin Heke NNgareta Timutimu TTe Makarini Temera Martin DDavid Thompson TKerry Kapua EEru Biddle WWiremu Barrett LeLeonie Nicholls TTangiwai Doctor AApril RiRichard Williams Stephanie Thompson Te o Kēnehi Trust Te Wānanga o Awanuiārangi Te Aho a Maui, Eastern Institute of Technology Bay of Plenty Polytechnic Te Rūnanga o Ngāi terangi Iwi Te Whare Wānanga o Awanuiārangi Te Wānanga o Aotearoa Waiariki Institute of Technology Waiariki Institute of Technology Waiariki Institute of Technology Waiariki Institute of Technology Waiariki Institute of Technology Waiariki Institute of Technology Waiariki Institute of Technology SA Waiariki Institute of Technology SA Waiariki Institute of Technology SA ALSO PRESENT Merepaea Manukau Michelle Te Amo Te Wānanga o Aotearoa- Review Facilitator Te Wānanga o Aotearoa Review - Administrator TABLED DOCS Book 1: Book 2: Draft Tikanga Māori Qualifications L2-6 Draft Te Reo Māori Qualifications L1-6
Question: 7 Other Kaupapa Māori Reviews (MQS) 7.1 Please contact if you would like to consult via email on any of these reviews. Listed Māori Governance Manu Taiko – Toro Parirau (Kaupae 4) – 60 credits Manu Taiko – Hoka Rangi (Kaupae 6) – 120 credits Horticulture New Zealand Certificate in Whakamahi Whenua Level 3 – 60 credits New Zealand Certificate in Environment Level 4 – 60 credits New Zealand Certificate in Wāhi Tapu Level 4 Manaaki Marae / Marae Hospitality New Zealand Certificate in Manaaki Marae (Te Kāuta)Level 2 – 5 – 60-120 credits Business New Zealand Certificate in Māori Business Management Level 5 – 60 credits Not yet listed Tourism New Zealand Certificate in Tourism Maori level 3 – 60 credits New Zealand Certificate in Tourism Maori level 4 – 60 credits New Zealand Diploma in Tourism Maori level 5 – 120 credits Ngā Toi – Creative and Performing Arts New Zealand Certificate in Ngā Toi level 2 – 60 credits New Zealand Certificate in Ngā Toi level 3 – 60 credits New Zealand Certificate in Ngā Toi level 4 – 120 credits New Zealand Diploma in Ngā Toi level 5 – 120 credits New Zealand Diploma in Ngā Toi 6 – 120 credits Health, Disabilities, Social Services and Whānau Ora New Zealand Certificate in Māori Public Health level 3 – 60 credits New Zealand Certificate in Māori Public Health level 4 – 60 credits New Zealand Diploma in Māori Public Health level 6 – 120 credits New Zealand Certificate in Tiaki Kuia Koroua level 3 – 60 credits New Zealand Certificate in Tiaki Kuia Koroua level 4 – 120 credits New Zealand Diploma in Tiaki Kuia Koroua level 5 – 120 credits New Zealand Certificate in Social Services Māori level 4 – 120 credits New Zealand Certificate in Social Services Māori level 5 – 120 credits New Zealand Certificate in Disabilities (Māori) level 4 – 60 credits Te Kai Whakatakapokai level 6 – 120 credits Ngā Taonga Takaro – Sports New Zealand Certificate in Ngā Taonga Tākaro (Ākonga) level 3 – 40 credits New Zealand Certificate in Ngā Taonga Tākaro (Kaitākaro) level 4 – 40 credits New Zealand Certificate in Ngā Taonga Tākaro (Kaiako) level 5 – 40 credits Tikanga Māori Te Reo Māori Foundation and Bridging
Mandatory Review of Tikanga/ Te Reo Māori Qualifications Stakeholder Consultation hui OPEN MINUTES Minutes of a meeting of the Mandatory Review of Tikanga/ Te Reo Māori Stakeholder Consultation hui held in the Te Puna o Te Mātauranga Marae, North Tec, 57 Raumanga Valley Road, Whangarei on Wednesday 2nd April at 10am. PRESENT Bryan Reti Kevin Henry Kim Chevolleau Keita Hotere Eric Peita Rana Adams Tania Davis Hohepa Rudolph Matua Ross Emma King Hone Hohaia Lena Bobbette Elamein Poutai Jordan Tua Hoana Flay Krause Marlena Te Whero Kathy Caldwell Carla Klink North Tec North Tec North Tec North Tec North Tec North Tec North Tec North Tec Te Wānanga o Aotearoa Te Wānanga o Aotearoa Te Wānanga o Aotearoa North Tec North Tec North Tec Te Rūnanga o Ngāti Whātua Regent Training Centre Regent Training Centre Regent Training Centre North Tec ALSO PRESENT Merepaea Manukau Tui Marsh Te Wānanga o Aotearoa - Review Facilitator NZQA – Review Facilitator TABLED DOCS Book 1: Book 2: Draft Tikanga Māori Qualifications L2-6 Draft Te Reo Māori Qualifications L1-6
Title He Tohu Tikanga Pou Tungaroa - (Waka, Rongoa, Te Ara Nunumi, Mātauranga Māori, Māori Development, Rangahau) Level 6 Credits 120 Type NZSCED Strategic purpose statement This qualification will provide graduates with analysis, innovation and evaluation skills based on a broad range of theoretical and applied practical knowledge, predicated on a Māori worldview within their chosen field of study. Graduates of this qualification will gain an understanding of Māori norms and values that foster cultural awareness, communication and collaboration across a range of fields and contexts. Outcome Statement Graduate profile Candidates who successfully complete this program will attain the following graduate attributes associated with the principles of Oho Mauri, Mana Reo, Mana Tangata and Rangatiratanga within the chosen field of study: Oho Mauri Compare and contrast complex literature associated with tikanga; Apply holistic approaches to the development, integration and implementation of Māori cultural concepts applicable to tikanga; Utilise research approaches, reflective practice and evaluate skills to develop self and others. Utilise investigative tools to analyse risks and opportunities and apply creative strategies that address identified risks and support the exploration of opportunities. Mana Reo Compare and contrast oral sources of information applicable to tikanga and; Apply both oral and written communication skills relevant to the practical theory associated with tikanga.
EXPERIENCE Senior ICT leadership experience in the education sector including at least one ICT management position Experience of driving through effective change sensitive to the needs of the organization Proven record of successful leadership Application Form Professional Knowledge, Skills and Understanding Energy, drive, enthusiasm and ideas for improving business results Inclusion and best practice for engaging all learners Effective organisational skills Ability to supportive relationships with staff. A record of success in a project driven environment Ability to combine strategic vision with the achievement of demonstrable operational results for the business as well as ensuring robust and secure systems Interview PROFESSIONAL VALUES High expectations Learning should be engaging and inspiring Developing positive learning behaviours Commitment to the personal welfare and safeguarding of children Letter of application Interview
Please include a diagram of the programme structure for all of study e.g. FT and PT including placements Total credits required for the programme by Level Total credits Level 4 credits Level 5 Total credits Level 6 Total credits Level 7 Total credits required for the programme by year Total credits Year 1 Total credits Year 2 Total credits Year 3 Total credits Year 4 Resources Are any additional resources required either at the Partner or MU? If yes, please specify e.g. additional teaching resources at the partners or more cognate/subject staff at MU? * If yes to additional MU resourcing, please note that University Executive signature is required b) For UK partnerships, do you wish to recruit international (non-EEA) students. NB: If yes, this must be considered and approved by the University - please provide details of your current Tier 4 sponsorship status to Academic Partnerships. Yes/No For UK partnerships please confirm if you have SLC (Student Loan Company) approval and receive student numbers from BIS. If yes please indicate the current allowance. Yes/No
Support groups for Eastern Europeans are well-established, particularly in Seahouses, Berwick and Alnwick. Pupils are transferred out of school where bullying issues cannot be reconciled within the school’s anti-bullying policy. Northumberland has a mechanism requiring schools to record, report and respond to all racist incidents. This is monitored centrally so that intervention, if required, is timely and effective. Children’s Centres survey families and use user groups to assess the quality and appropriateness of provision for planning and to identify and meet the needs of service users, including those from BME families. All children who access the Safeguarding and Looked Children service have a plan which outlines any specific cultural or ethnic needs of the individual. Our quarterly user survey asks users about their experiences of Children’s social care and includes specific questions around how their ethnicity or religious circumstances have been taken account of. 89% of respondents said their social worker took account of race, religion or culture in their work with them where it was appropriate to do so. We provide training to children’s workforce which covers race equality. Across the Children’s Services Group we use images of diversity in public documents to reflect different racial groups. We have an active role in refreshing and implementing the NCC Gypsy, Roma Traveller Strategy. Our Health and Wellbeing team provides direct support to schools to meet Ofsted inspection requirement s regarding equalities. Adult learning provides additional learning support for English of Speakers of Other Languages (ESOL). It has dedicated ESOL classes. Adult learning provides the English qualifications at B1, B2, C1 or C2 level for proving knowledge of English for citizenship and settling applications. learning integrates equality and diversity ‘hot topics’ every month into teaching and learning to promote equality, challenge discrimination and promote positive attitudes towards BME communities. Adult learning collects enrolment data on ethnicity and constantly monitors performance data and uses it to challenge gaps in achievement 2.3.4 What else do we need to do? Children’s Centres and the FIS team could encourage and promote participation of parents/carers from different racial groups.
This objective has been met with the proviso that a programme of continuous staff training is required to ensure that officers are familiar with new data, statutory requirements and case management systems as required. 2. Implement County strategy for pupils with Special Education Needs See separate strategy implementation plan AC 1: April 2012 Phase 2: Sept 2012 Phase 3: Sept 2013 Phase 4: July 2016 A implemented strategy for SEN provision in Northumberland Evidence of the effectiveness of this service transformation, including improved achievement for SEN pupils Children and Families Act 2014: the SEND strategy is underway directed by an implementation plan from 2014 to 2017 3. Tackling disadvantage DS Phase 1: Feb 2012 Measurable contribution to the CYPP vision
e.g. Age Age of each person >30 To calculate age adjusted incidence Categorized age variable cannot be used for calculating age adjusted incidence rates Atlantic PATH Clearly Identify Objective: Inclusion criteria: Exclusion criteria: Describe Methodology: Variables: Please review the detailed data dictionary available for download from Please select Variables needed for this objective: Variable Level of Identification Time Span Why is this: Data Source element required in the analysis? of identification required? e.g. Age Age of each person >30 To calculate age adjusted incidence rates Categorized age variable cannot be used for Atlantic PATH
half-life (hours) Aerobic Soil Half-life (t1/2) Commerce 19 days (IORE) Acc. 241547 MRID 00025619) Acceptable Barnes 36.7 days (IORE) Miami 31.1 days (IORE) Catlin 33.4 days (SFO) Norfolk 156 days (DFOP) Stockton Clay 297 days (IORE) German 193 (IORE) Sandy loam 185 days (DFOP) MRID 42144911 Acceptable Aerobic Aquatic Half-life (t1/2) Water, pH 8.1 Sediment, pH 7.7 25 ˚C 30.4 days (SFO) MRID 44083401 Supplemental Anaerobic Soil half-life (t1/2) Commerce, loam 78 (IORE) MRID 00025619 Acceptable Stockton, clay 171 days (SFO) Values represent only anaerobic Anaerobic Aquatic half-life (t1/2) Commerce pH 7.4 50.2 days (IORE) MRID 00025619 Supplemental Stockton pH 5.9 125 days (SFO) Field Data Terrestrial Field Dissipation Geneseo, Illinois Silt loam; pH 5.7, 3.1% OC 56 MRID 40395201 Supplemental Midland, Michigan clay loam; pH 7.7, 1.6% OC 33 Davis, California Loam; 0.91% OC pH 7.8 46
Name: Relationship : Contact Details: Address: Contact Arrangements: Name: Relationship : Contact Details: Address: Contact Arrangements: ASSOCIATES / FRIENDS: Name: Relationship : Contact Details: Address: Contact Arrangements: Name: Relationship : Contact Details: Address: Contact Arrangements: Name: Relationship : Contact Details: Address: Contact Arrangements: Name: Relationship : Contact Details: Address: Contact Arrangements: Last Update – below section to be completed each time any information on the form is updated By who: Date: Time: Updated form submitted to:
>APPENDIX 3: ORAL PREPARATIONS FOR TREATMENT OF IRON DEFICIENCY ANAEMIA (IDA) IN AUSTRALIA* NAME (Manufacturer) TABLET FORMULATION ELEMENTAL IRON CONTENT FERRO-LIQUID (AFT pharmaceuticals) PBS listed Ferrous Sulphate Oral solution 30 mg/5 mL FEFOL® Iron and folate supplement (Pharm-a-care) Ferrous Sulphate 270 mg Folic acid 300 mcg Delayed release capsule 87.4 mg (AFT pharmaceuticals) Ferrous Fumarate 310 mg Folic acid 350 mcg 100 mg Ferro-tab (AFT pharmaceuticals) Ferrous Fumarate 200mg 65.7 mg FERRO-GRADUMET (Abbott) Ferrous Sulphate 325 mg Modified release tablet 105 mg FERRO-GRAD C (Abbott) Ferrous Sulphate 325 mg Ascorbic acid 500 mg Modified release tablet 105 mg FGF (Abbott) 250 mg Ferrous Sulphate Modified release tablet 80 mg #Maltofer (Aspen Pharmacare) Iron polymaltose 370 mg 100 mg
METHODOLOGY The Project Team conducted face-to-face intercept surveys (the same survey to be completed via the ‘Sydney Your Say’ website), collected qualitative data through open ended questions and quantitative data through interactive information boards. The data captures community insights and feedback helping to identify the existing night-time character of each location as well as community values looking to the future. The pop up design and intercept methodology lent itself to a location based approach, with the wider LGA considered when relevant to the participant’s evening activity and preference. These themes and key questions will also align and support other engagement approaches across the project including the online survey and phone interviews. ACTIVITIES AT THE POP UPS ACTIVITY ONE - AREAS OF OPERATION FOR LATE-NIGHT PRECINCTS ‘Areas’ refers to locations within the City where late-night premises operate. They are defined by three categories: Local Centre: Because these areas may be close to residential areas, earlier closing times are required; City Living: a concentration of late-night trading is not encouraged, but areas may have ‘night spots’ in streets and laneways that are underused at night; and Late Night Management: Close to places with less intensive night-time activity, acting as a buffer for residential areas. Each category responds to the location, character and use of each area. A large-scale interactive board (see previous page) displayed an LGA wide map marked with current Management areas and adjacent definitions of each area category (Late-Night Management, City Living and Local Centre). The activity sought to expand on survey questions around specific late-night precincts and the levels of activity preferred within each locality. Participants were given the option of placing three coloured pins on the map. Green pins indicated an extension or increase in late-night activity, yellow pins indicated a preference for current levels of activity to continue, and red pins indicated a contraction or reduction in late-night activity. Across the 10 pop up locations, a total of 487 green, 73 yellow and 39 red pins were placed on the map. Photo: Staff members explaining activity one to participant at Circular Quay (Source: JOC Consulting) night
Group 2b Mortgage Statement (UK, EEA) Financial statement, for example ISA, pension or endowment (UK) P45 or P60 statement (UK, Channel Islands) Land and Property Services rates demand (NI only) Council tax statement (Great Britain, Channel Islands) Above documents must be issued within the last 12 months Credit card statement (UK,EEA) Bank or Building society statement (UK, EEA) Bank or Building society statement (Outside EEA) (Branch must be in the country where the applicant lives and works) Bank or building society account opening confirmation letter (UK, EEA) Utility bill (not mobile phone) (UK, EEA) Benefit statement, for example Child Benefit, Pension etc (UK, Channel Islands) Central or local government, government agency, or local council document giving entitlement, for example from the Department for Work and Pensions, the Employment Service, HMRC (UK, Channel Islands) Above documents must be issued within the last 3 months EU National ID card 60+ or Senior (65+) SmartPass issued by Translink (NI) Cards carrying the PASS accreditation logo (UK, Isle of Man, Channel Islands) Letter from head teacher or further education college principal (UK for 16 -19 year olds in full time education – only used in exceptional circumstances if other documents cannot be provided) yLink card issued by Translink (NI) Letter of sponsorship from future employment provider or voluntary organization (Non UK or only for applicants residing outside UK at time of application) Thank you. Signed: ………………………………………………………………………………………. GSL Page 3 To create an NI Direct AccessNI online account, open this web address: Click on the Green Create an account button.
Policy amendments table – Roche Neighbourhood Plan Policy Original Policy Revised Policy (or action) A1 Village The plan establishes a new settlement boundary for the Village of Roche (Fig. 2.1). i) Small scale infill development and development on previously developed land within the settlement boundary will be supported where such development conforms with other policies in this Plan; ii) Development of Sites A, B and C will only be supported provided that: a) Site A: The proposal comprises 100% serviced plots A proposal for a lesser percentage of self-build than 100% will only be supported if it is demonstrated that a greater percentage is either: not viable; or is not justified by independent market evidence Subject always to a requirement that any development on Site A must meet the requirements of Cornwall Council's affordable housing policies. b) Site B & Site C: Any proposal should include at least 20% serviced selfbuild plots and meet the requirements of Cornwall Council’s affordable housing policies iii) Development outside the Roche development boundary will not normally be permitted. Exceptions may be made for: - new agricultural worker buildings a clear case of need has been established and subject to suitable controls for future occupancy; - the redevelopment of existing previously developed land; - the conversion of agricultural buildings Roche Village The plan establishes a new settlement boundary for the Village of Roche (Fig. 2.1). Small scale infill development and development on previously developed land within the settlement boundary will be supported where such development conforms with other policies in this Plan; Development outside the development boundary will not normally be permitted. Exceptions may be made for: new agricultural worker buildings where a clear case of need has been established and subject to suitable controls for future occupancy; - the redevelopment of existing previously developed land; - the conversion of agricultural buildings subject to evidence that such buildings are structurally and capable of conversion; - a replacement dwelling that is not materially larger than the original dwelling - development comprising 100% affordable housing (a lower proportion may be acceptable subject to viability considerations to meet an evidenced local need; - development which strictly accords with policy B2. Policy A1(a) Development of A, B and C will only be supported on the following conditions:
Part 2 Rule 7.1A – Additional placement capacity for eligible entities Step 1: Calculate “A”, the base figure from the placement capacity is calculated “A” Note: number must be same as shown in Step 1 of Part 1 147,716,923 Step 2: Calculate 10% of “A” “D” 0.10 Multiply “A” by 0.10 14,771,692 Step 3: Calculate “E”, the amount of placement capacity under rule 7.1A that has already been used Insert number of +equity securities issued or agreed to be issued in that 12 month period under rule 7.1A Notes: • This applies to equity securities – not just ordinary securities • Include here – if applicable – the securities the subject of the Appendix 3B to which this form is annexed • Do not include equity securities issued under rule 7.1 (they must be dealt with in Part 1), or for which specific security holder approval has been obtained • It may be useful to set out issues of securities on different dates as separate line items Nil “E” Nil Step 4: Subtract “E” from [“A” x “D”] to calculate remaining placement capacity under rule 7.1A “A” x 0.10 Note: number must be same as in Step 2 14,771,692 Subtract “E” Note: number must be same as in Step 3 Nil
12. Programme structure (levels, modules, credits and progression requirements) 12. 1 Overall structure of the programme DO NOT INCLUDE THE PROGRAMME STRUCTURE DIAGRAMME – REFER STUDENTS TO WHERE THIS CAN BE FOUND IN THE HANDBOOK 12.2 Levels and modules Level 4 COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS Students must take all of the following: Students must also choose at least XX from the following: Level 5 COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS Students must take all of the following: Students must also choose at least XX from the following: Level 6 COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS Students must take all of the following: Students must also choose at least XX from the following: 12.3 Non-compensatable modules (note statement in 12.2 regarding FHEQ levels) Module level Module code
COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS Students must take all of the following: Students must also choose at least XX from the following: 12.3 Non-compensatable modules (note statement in 12.2 regarding FHEQ levels) Module level Module code 13. Curriculum map See attached. 14. Information about assessment regulations
Employability Service opportunities, tools and support are delivered through: MDXworks on-campus – CG07 (College Building) Employability Drop in Desk – face to face answers to your employability questions Middlesex Unitemps Branch – paid, part-time work opportunities at Middlesex University Employability workshops and seminars Monday to Friday: 10am – 5pm T: 020 8411 6161 W: Unihub.mdx.ac.uk/mdxworks Middlesex Unitemps Branch T: 020 8411 5151 W: MDXworks on-line – Website I Telephone I Email I Webchat Tailored 1:1 employment support – from CV to interview Enterprise support – from business start-up to growth The Employment Portal – 24/7 access to interactive employability tools and resources, thousands of jobs and a weekly employability newsletter Focused employment support for final year students including an on-line On-line skills-assessment Recruitment service for employers – linking you with recruiting employers Specialist LinkedIn support Employability blog posts – published in response to your needs Access to the Santander internship scheme Employment and enterprise support for Middlesex graduates…..for life E: T: 01707 398293 W: www.mdxworks.com Employability Business Partners – Faculty based specialists Employer events and networking opportunities
COMPULSORY OPTIONAL Students must take all of the following: Students must also choose at least XX from the following: Level 5 (2) COMPULSORY OPTIONAL Students must take all of the following: Students must also choose at XX from the following: 6 (3) COMPULSORY OPTIONAL Students must take all of the following: Students must also choose at least XX from the following:
Introduction Your Programme Handbook The purpose of this Handbook is to introduce you to your programme of and to direct you to other general information about studying at [Insert Partner Institution Name] and Middlesex University. The material in this document is as accurate as possible at the date of production; however, you will be informed of any major changes in a timely manner. Your comments on any improvements to this handbook are welcome. Please put them in writing (an email will suffice) with the name of the Programme Handbook to [name and contact details]. Information in Alternative Formats This handbook can be online at: insert link If you have a disability which makes navigating the website difficult and you would like to receive information in an alternative format, please contact [name and contact details]. We can supply sections from this publication as: a Word document with enlarged type — sent by email or supplied on a CD or memory stick printed copy with enlarged type printed copy on non-white paper Other formats may be possible. We will do our best to respond promptly. To help us, please be as specific as you can about the information you require and include details of your disability. The University Regulations As a student of Middlesex University you to abide by the when you enrol and therefore you should read this handbook in conjunction with the Regulations which are available online at; . Some of the key regulations have been repeated on the pages on UniHub
Signature of Applicant: _____________________________________________ Date: ____________________________ If student thesis or project: Name of Supervisor (please print): _____________________________________________ Title: ____________________________ Position: _________________________ Signature of Supervisor: _____________________________________________ Date: ____________________________
Species Common name Species Scientific name ID number Species Call? Critical Habitat Call?2 Species Call? Critical Habitat Call?2 Langford's tree snail Partula langfordi 7731 LAA LAA LAA LAA Pacific Bat Emballonura semicaudata rotensis 8166 LAA LAA LAA LAA 1 For chlorpyrifos, these species also overlap with wide area use. Detailed weight of evidence matrices are contained in Supplemental Information 1.
Table 4-6.3. Currently Registered Chlorpyrifos Granular Uses and Application Rates. Crop/Site Method/ Equipment Maximum Single Application Rate by (lb a.i./A) Maximum Application Rate (Per Crop Cycle)2 Maximum Number (Per Crop Cycle) MRI (days) Geographic Restrictions Comments ALFALFA Ground 1.0 G 1.0 1 N/A MO only Stand is in production 3-5 years. Planted ¼” to ½” deep. ASPARAGUS Ground 1.5 G 3.0 2 [10] NS Permitted in CA, the Midwest, and the Pacific NW Do not apply more than 3.0 lb a.i./A between harvests. SUGAR BEETS Ground 2.0 G 2.0 1 N/A None Minimum Incorporation: 1 inch (for soil incorporated) COLE CROPS (EXCLUDES CAULIFLOWER AND BRUSSELS SPROUTS) Ground 2.0 G 2.0 1 N/A None Min. incorporation: 2 inches (for soil incorporated). One granular application permitted per year. BRUSSELS SPROUTS Ground 2.25 G 2.25 1 N/A None Minimum incorporation is 2 inches (for soil incorporated) CAULIFLOWER Ground 2.3 G 2.3 1 N/A None Only one granular application. Minimum incorporation is 2 inches (for soil incorporation) CORN Ground/ Aerial 2.0 G 2.0 1 10 None The minimum incorporation depth is 2 inches (for soil incorporation). Two granular applications are allowed with a maximum single rate of 1.0 lb a.i./A or one granular application at 2 lb a.i./A. GINSENG (MEDiCINAL) Ground 2.0 G 2.0 1 NA Permitted in MI and WI Minimum incorporation is 4 inches. GOLF COURSE TURF Ground 1.0 G, B 2.0 2 7 None None NURSERY-STOCK Ground 1.1 NS NS NS None None
G ONIONS Ground 1.0 G 1.0 1 N/A None Incorporation is not specified on the label. ORNAMENTAL AND/OR SHADE TREES, HERBACEOUS PLANTS Ground 1.0 G, B 2.0 2 NS None Some labels include a MRI of 7 days. ORNAMENTAL LAWNS AND TURF, SOD FARMS (TURF) Ground 1.0 B 2.0 2 NS None Bait is used for fire ant control. ORNAMENTAL WOODY SHRUBS AND VINES Ground 6.0 G 6.0 1 N/A None None PEANUT Ground/ Aerial 4.0 G 4.0 1 10 None Can make one application at 4.0 lb/acre or 2 applications at 2.0 lb/acre RADISH Ground (in furrow) 2.8 G 2.8 1 N/A None Only one granular application permitted. RIGHTS OF WAY, ROAD MEDIANS Ground 1.0 G, B 2.0 2 7 None Apply when needed RUTABAGA Ground (in furrow) 2.4 G 2.4 1 N/A Disallowed in CA and AZ None SORGHUM GRAIN Ground 1.5 G 1.5 1 N/A None None SOYBEAN Ground 2.2 G 2.2 1 N/A None None SWEET POTATO Ground 2.1 G 2.1 1 N/A None None
TOBACCO Ground/ Aerial 2.0 G 2.0 1 N/A None None TURNIP Ground 2.3 G 2.3 1 N/A None Minimum incorporation depth is 2 inches; does not have a flowable use UTILITIES For use in and around telecommunications, power, utilities and railroad systems equipment Ground 1 G 0.44 lb a.i./100 sq ft 2 1 NS None Applications permitted as needed. Broadcast product onto the ground covering the area of the pad location, plus a two foot perimeter around the outside of the pad location. 1 G = granular, B = bait 2 This is on a per year for uses that do not have crop cycles.
Notice of Commencement Form COMMENCEMENT NOTICE Notice to Cheshire West and Chester Council of the Commencement of Development within the Park Industrial Area LDO Area Development Site Brief Description of Development LDO Compliance Confirmation Number (if known) Date on which LDO Compliant Scheme will commence: Signed For and on behalf of (name and address of developer) Date Contact Name Telephone Number Email Address Please complete and send this form to Cheshire West and Chester Council a minimum of 14 days before undertaking works permitted by this Order. Completed forms should be sent: By email to: By post to: Cheshire West and Chester Council Development Planning Nicholas House 1 Black Friars Chester CH1 2NU By phone: 03001237027
What it means Flooding is possible. Be prepared Flooding is expected. Immediate action required Severe flooding. Danger to life. No further flooding is currently expected for your area. When it is used Two hours to two days in advance of flooding Half an hour to one day in advance of flooding When flooding poses a significant risk to life or significant disruption to communities When a Flood Warning or Severe Flood Warning is no longer in force Impacts likely to be seen Flooding on fields, recreation land and car Flooding of roads and farmland Flooding of and businesses Flooding of rail infrastructure Flooding of with major impacts Extensive flood plain inundation (including caravan parks or campsites) Deep and fast flowing water Debris in the causing danger. Potential or observed collapse of buildings and structures Communities isolated by flood waters Critical infrastructure for communities disabled Large number of evacuees No new impacts expected from flooding, however there still may be flooded properties or damaged infrastructure Recommended actions Be prepared to act on your flood plan. Prepare a flood kit of essential items. walking, cycling or driving through floodwater. Farmers should consider moving livestock and equipment away from areas likely to flood. Protect yourself, your family and help others. Move family, pets and valuables to a safe place. Turn off gas, electricity and water supplies if safe to do so. Put flood protection equipment in place. If you are caught in a flash flood, get to higher ground. Stay in a safe place with a means of escape. Be ready should you need to evacuate from your home. Cooperate with the emergency services. Call 999 if you are in immediate danger Call Floodline for up to date information. Be careful. Flood water may still be around for several days and be contaminated. If you have been flooded, ring your insurance company as soon as possible. Warning Codes
than on treatment after a problem has developed, is both socially and economically more effective in the long term. Reform The transformation of government to be more efficient, achieve for money, and ultimately deliver better outcomes. Residential care Non-family-based accommodation and support services funded by the department to provide placement and support for children who are the subject of ongoing departmental intervention. Residential services provide daily care and support for children from a house parent or rostered residential care worker. Service provider A business or organisation that supplies expert care or specialised services rather than an actual product. Social investment The voluntary contribution of funding, skills and resources to projects that deliver benefits to local communities and society. This includes a loan or other financial investment that aims to make a positive economic, social or environmental impact in a community. Stakeholders Individuals and organisations that are actively involved in a project, or whose interests may be positively or negatively affected as a result of a project’s execution/completion. Therapeutic support Encompasses a range of services provided to vulnerable members of the community to assist them in their daily lives. This support is provided by government and health and education providers. Transition 2 Success (T2S) Transition 2 Success (T2S) is a vocational training and therapeutic service, which aims to reduce recidivism by providing young people in the youth justice system with access education and vocational activities. Whole-of-government Denotes public service agencies working across portfolio boundaries to achieve a shared goal and an integrated government response to particular issues. Young people People aged 12 to 25 years. In terms of youth justice, a young person is someone aged 10 to 17 years at the time of committing an offence.
Appendix 4: Referencing other documents Refer to safer handling policy for generic guidance. Refer to personal handling plan for personalised strategies for individual children. Refer to risk assessments for individual children and bespoke activities. Refer to Aiming High SEND policy for CC sessions, visits and visitors.
2. Khulekani Dladla m ²: 1000m² . Hand hoe only. 400m² intercrop, maize, beans cowpeas. Rest planted to maize. Later entrant- Not enough LAN to top dress the whole plot. The one that was top dressed looks lot better. Roundup pre and at planting. Dual Gold and decis forte at planting 90% Very few good crop cover 40% 90% 90% 90% 80% 7.1 Trial 5.6 t/ha 1 t/ha Trial plot looked very good ito germination and growth well as soil cover. Control plot ploughed with oxen had some of the more usual problems of weeds, and run-off. Far Left: Control plot planted much later than the trial plot – issues with weeds and run-off Left: trial plot in Jan 2014. Very good growth and crop cover. Beans 19.9 kg/ 100m² 10 kg/ 100m² Manqoza Dladla ? m² - Planting done through the Dept of Agric. 1000 m². Hand hoes and MBLI planter. 400m² intercrop, maize, beans cowpeas. Rest in single crop blocks. Roundup pre and at planting. Dual Gold and decis forte at planting Plot not looking too good. Looks as if top dressing not done 3. Mrs Bangeni Dlamini 28°54.762´S 46x142m=6532 m². Ploughed and planted by tractor. (2:3:1(25))2x50kg and 3x80kg manure. No of plants 270/row x 46. No pest control. Hand weeding x 1/season. 1000 m² . 400m² intercrop, maize, beans cowpeas. 300m² beans, 300m² maize . Hand hoe only. 25kg MAP, 25 kg LAN- top dressing. Roundup pre and at planting. Dual Gold and decis forte at planting 5% 80% Very few weeds, good crop cover 70% 90% 90% 90% 90% 6.8 Trial 6.3 kg/ha 3.0 t/ha Crust- yes, Run-off yes, depth 8cm (control) Patchy germination in control plot, weeding an issue awa runoff. The trial Beans: 29.34 kg/ 400m² )
Please note: the College is a signatory to DORA (Declaration on Research Assessment), mandates that in hiring and promotion decisions, the academic content of a paper, not the JIF (Journal Impact factor), is what matters. More information on DORA is available: Leadership and Management Activities include: in addition to managing the individual’s own work, contributing to the management of the department/faculty/College, e.g. contribute to the process of admissions, examinations and quality assessment; formulate research and teaching strategy; monitor and ensure effective management of assets and budgets; recruiting and selecting staff; managing and motivating staff to achieve their objectives; promoting equality and implementing equal opportunities; undertaking effective performance and development reviews; acting as an Academic Adviser or mentor; membership of internal and external committees; acting as an Athena SWAN coordinator; involvement in advancement activities; involvement in public engagement activities; collaborative working. Measures of recognition include: proven capability to lead and design research/teaching programmes; effective and innovative formulation of research and teaching strategy; staff management skills that lead to enhanced team performance; an active interest in personal development and developing others; regular involvement in staff development activities to develop academic, management and personal effectiveness skills; evidence of managing change successfully, making effective decisions and solving managerial problems. Academic leadership becomes of increasing importance in moving to Associate Professor of/Reader in Education and Professor of Education, progression will involve an increasing strategic contribution to departmental/faculty/College management and regular involvement in staff development programmes that help to enhance academic, management and personal effectiveness skills. Profession and Practice Activities include: involvement in consultancies; contributing to continuing professional development; membership and/or leadership of respected institutions/organisations/peer review bodies; contributing to improvements in management and processes. Measures of recognition include: medals and awards; a major role in changing and improving educational and/or professional practices; creative contributions to projects; industrial/medical application of research findings; innovations that are recognised by a significant audience; industrial/medical/professional applications of pedagogic research findings; organisation of and/or contribution to significant national and international conferences. In progressing up the career ladder to Professor of Education, it is highly likely that the national and international standing of an individual will have had an impact on his or her relevant profession and/or on institutional educational practice and policy and beyond.
Government bodies (statutory bodies and other entities) ARRs – section 13.3 Page 95 Public Sector Ethics Act 1994 Public Sector Ethics Act 1994 ARRs – section 13.4 Page 48 Queensland public service values ARRs – section 13.5 Page 48 Governance – risk management and accountability Risk management ARRs – section 14.1 Page 48 Audit committee ARRs – section 14.2 Pages 49 and Internal audit ARRs – section 14.3 Page 49 and 95 External scrutiny ARRs – section 14.4 Page 49 Information systems and recordkeeping ARRs – section 14.5 Page 53 Governance – human resources Strategic workforce planning and performance ARRs – section 15.1 Page 51 Early retirement, redundancy and retrenchment Directive No.11/12 Early Retirement, Redundancy and Retrenchment Directive No.16/16 Early Retirement, Redundancy and Retrenchment (from 20 May 2016) ARRs – section 15.2 Page 52 Open Data Statement advising publication of information ARRs – section 16 Page 2 Consultancies ARRs – section 33.1 https://data.qld.gov.au Overseas travel ARRs – section 33.2 https://data.qld.gov.au Queensland Language Services Policy ARRs – section 33.3 https://data.qld.gov.au Financial statements Certification of financial statements FAA – section 62 FPMS – sections 42, 43 and 50 ARRs – section 17.1 Page 87 Independent Auditor’s Report FAA – section 62 FPMS – section 50 ARRs – section 17.2 Page 88 Abbreviations FAA Financial Accountability Act 2009 FPMS Financial and Performance Management Standard 2009 ARRs Annual report requirements for Queensland Government agencies