zilongwang/ReadingBank huggingface dataset:
Current situation and the problem to be solved Critical, unique information, beyond information described in OMB Circular A-94 explaining: The impacts of the qualifying disaster that the proposal is designed to address? The existing flood, wind, fire, earthquake, climate change or other risks and vulnerabilities in your area? What are the existing social conditions/challenges in your area and what populations are made more vulnerable to the disaster impacts and risks identified above? Are any of these vulnerable populations disproportionately lower income or minority? What are the environmental conditions in your area? Describe air and water quality, paying particular attention to potential sources of contamination, including, but not limited to wastewater treatment facilities; Comprehensive Environmental Response, Compensation and Liability Act (CERCLA) and Resource Conservation and Recovery Act (RCRA) sites; Stormwater management networks; and Undergrown and above-ground chemical storage facilities. Describe land-use patterns and habitats Describe any environmentally sensitive areas, such as drinking water sources. How do trends in land-use, housing development and affordability and employment affect disaster recovery or vulnerability to the risks identified above? Proposal Description What are the key proposal objectives? In describing the proposal, an Applicant must group together and evaluate as a single proposal all individual activities which are related to one another. Those activities might be near the major activity (a geographic relationship like a rehabilitation center near a hospital) or be necessary for the core project or program described in the proposal to work (a functional relationship such as a shuttle bus to link a satellite parking lot to a new building) or are logical parts of an action (for example off-site storage to ensure access to records). What is the design philosophy? How is the proposal specifically designed to address the community’s recovery needs and current and future risks and vulnerabilities. If applicable, what are the geographical boundaries of the project or program described in the proposal (including any related activities) and/or the area it is designed to serve? What are the main components of the proposal plan and how do they interact? What links or supports them?
Physical proximity Politeness and encouragement Fairness Students exhibit respect for the teacher. Interactions among students are generally polite and respectful. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal. 2c Managing Classroom Procedures Smooth functioning of all routines Little or no loss of instructional time Students playing an important role in carrying out the routines Students knowing what to do, to move There is little loss of instructional time because of effective classroom routines and procedures. The teacher’s management of instructional groups and the handling of materials and supplies are consistently successful. With minimal guidance and prompting, students follow established classroom routines. 3 2d Managing Student Behavior Clear standards of conduct, possibly posted, and possibly referred to during lesson Absence of acrimony between teacher and students concerning behavior Teacher awareness of student conduct Preventative action when needed by the teacher Absence of misbehavior Reinforcement of positive behavior Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, respectful to students, and effective. 3 2e Organizing Physical Pleasant, inviting atmosphere Safe environment Accessibility for all students Furniture arrangement suitable for the learning activities Effective use of physical resources, including computer technology by both teacher and students The classroom is safe and learning is accessible to all students. Teacher ensures that the physical arrangement is appropriate to the learning activities. Teacher makes effective use of physical resources, including computer technology. 3
Appendix I - Comprehensive Community Action Plan (CCAP) Problem Statement: Goal 1: Long Term Outcome 1: Objectives Short term Outcomes (change in local contributing factor) 3 to 12 months Intermediate Outcomes (change in intervening variable/Risk Factor) 12 to 18 months 1. 2. 3. 4. Problem Statement: Goal 2: Long Term Outcome 2: Objectives Outcome 3 to 18 months 1. 2. 3. 4. Appendix I (continued) Comprehensive Community Action Plan Strategy Action Plan
For each Objective in Goal 1, indicate the type of strategy to be implemented, the agency(ies), organizations or other entities that will be carrying out the strategy, the key action steps each implementer will carry out, the anticipated dates of implementation, and the expected cost, and the requested budget amount. Goal 1 Objective 1 [List Objective here] Implementing Agency/Organization Strategy Key Action Steps Implementation timeframe Mm/yy to mm/yy Expected Total Cost 1. 2. 3. Requested amount $ In kind amount $ Amount leveraged from other sources $ 1. 2. 3. Requested amount $ In kind amount $ Amount leveraged from other sources $ 1. 2. 3. Requested amount $ In kind amount $ Amount leveraged from other sources $ Appendix I (continued) Goal 2 Objective 1 [List Objective here]
Implementing Agency/Organization Strategy Key Action Steps Implementation timeframe Mm/yy to mm/yy Expected Total Cost 1. 2. 3. Requested amount $ In kind amount $ Amount leveraged from other sources $ 1. 2. 3. Requested amount $ In kind amount $ Amount leveraged from other sources $ 1. 2. 3. Requested amount $ In kind amount $ Amount leveraged from other sources $
Unmet Essential Needs These are items or services not accounted for in the essential expenses column that the client needs for health and safety. This might include one-time expenses, short-term needs or a new service to which the client has not yet had access, but is an essential need. This might be a deposit for housing or electrical, or other services such as additional in home aide hours. List the item and the amount on page 1. If it is a one-time or expense the SAIH payment amount will need to be adjusted. Document this on page 4 of the Economic Assessment Worksheet in the SAIH computation Section J. Section B: Medical Insurance Coverage (Page 2) Gather information about the client’s access to medical coverage and cost to client, if any. Include this in the essential monthly expenses on page 1 of the worksheet. Clients eligible for SAIH must also be eligible for full Medicaid, but may have other health insurance coverage. Section C: Resources (Page 3) Verify and document other resources available to the client. Explore how these resources can be used to meet unmet needs. Document how they can be used or why they are not being used in Section G. on page 3 of the worksheet. Section D through I: Documentation of Other Economic Information (Page 3) Document other economic information as indicated. This information should be used to assist the client in accessing all resources available to him/her and will reveal any issues that require follow-up.
10. Use standard precautions while suctioning respiratory tract secretions. SHEA Pro - Recommends appropriate infection prevention and control practices are used at all times, including aseptic techniques when suctioning secretions and handling respiratory therapy equipment. ZAP Makes No Recommendations ATS Makes No Recommendations CDC Makes No Recommendations 11. Use orotracheal intubation instead of nasotracheal. SHEA Pro- Recommends orotracheal intubation over nasotracheal intubation based on the increased risk of sinusitis. ZAP Pro- Recommends the use of the orotracheal route for intubation when intubation is necessary. ATS Pro- Recommends orotracheal intubation over nasotracheal intubation based on a trend toward reduction in VAP rates and sinusitis. CDC Pro- Recommends the use of orotracheal intubation over nasotracheal intubation unless contraindicated. 12. the use of prophylactic systemic antimicrobials. SHEA Pro- Recommends prophylactic aerosolized or systemic antimicrobials should not be used for routine VAP prevention. ZAP Makes No Recommendations ATS No Recommendations CDC Makes No Recommendations 13. Avoid non-essential tracheal suctioning. All Guidelines Make No Recommendations New South Wales Statewide Guideline for Intensive Care (Rolls, 2009) 9 Pro – Recommends that tracheal tube suctioning should not be carried out on a routine basis, but rather out of clinical need to maintain the patency of the tracheobronchial tree. 14. Avoid gastric over-distention. SHEA Pro- Recommends the avoidance of over distention. ZAP Makes No Recommendations ATS Makes No Recommendations CDC No Recommendations
Record the subnet information. Fill in the following table with the subnet information: Subnet Number Subnet Address First Usable Host Address Last Usable Host Address Broadcast Address 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
FOR PATIENTS STARTING ART: (additional pre-ART sessions as needed) In these session(s), the core exercises (review of practice adherence, identification of barriers, use of problem solving to identify strategies to overcome barriers) are repeated. These core pre-treatment training exercises, together with the practice trials, compose the remainder of the pre-treatment sessions until the patient achieves 85+% adherence to a single practice trial—at which point, the patient has demonstrated readiness to adhere well to ART and thus completes exercises 6 and 7 and starts ART. OBJECTIVES: 1. Review the patient’s adherence to the practice over the past week. 2. Identify barriers to adherence. 3. Problem solve solutions to a specific identified barrier. If 85+% adherence to the preceding practice trial (start ART): 4. Review planned ART regimen 5. Instruct patient on side effect management strategies Exercise 1: Welcome the patient back and go over the objectives of today’s session Start the session off by putting the objectives of the current session in context with what has taken place since the prior session. It is important to re-establish rapport and convey continuity, so that the intervention is perceived as an ongoing process. Welcome back. I’m curious to know how things went with the latest practice trial. If it’s OK with you, your experience with the practice trial will be the focus of this session, as we continue to work towards preparing you to be ready to start ART. The objectives of today’s session are…. [briefly review the objectives as listed above]
effects are not too severe and intolerable. Have you stopped the medication for any period of time due to the side effects? If not, have you thought about stopping the medication? Encourage the patient to think of their treatment plan as a strategy to maximize their health and minimize discomfort. If treatment is not working for them, help them to see the need to discuss this with their medical team so that adjustments can be made to their regimen. Make sure you do not find yourself in the “expert” role—telling patients what to do. You need to make sure that the plan they set out for themselves comes from them and that they are committed to it. Side Effects Worksheet Managing Medication Side Effects Date: Side Effect: _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ For how Rating: long: 1 (mild) to 10 (severe) mins/hrs/days/weeks/months Medicine causing side effect:
8 Approve the HSE Management Plan and HSE Monitoring Program R C S PR1171 Part II 9 Issue the HSE Commencement Certificate R C S Appendix F EXECUTION 10 Implement the HSE Management plan and the monitoring plan. R C S R Appendix G DEMOBILIZATION 11 Approve the Site Restoration R C S R Appendix K Consult MSE2 on environmental aspects CLOSE OUT 12 Deliver the Final Contract HSE Performance Report A R C S Appendix M Date: Name: Sign: A R
Operations for 2017 – 2018 We shall continue our active oversight of the operations of the Pennsylvania Telecommunications Relay Service. In accordance with 35 P.S. §§ 6701.3a & 4, we shall continue to collaborate with OVR and its TDDP administrator to ensure adequate funding for distribution of TDDP equipment to qualified Pennsylvanians. Further, we shall continue to assist OVR in its mission to ensure adequate funding for PMASP. Audits On July 7, 2015, the Commission’s Bureau of Audits (Audits) issued the audit report for TDDP and PMASP covering the twelve-month periods ended June 30, 2013, and June 30, 2012, at Docket No. D-2014-2406981. Audits has also completed the of the TRS Program (collection and disbursement of the TRS funds) for the twelvemonth periods ended February 29, 2016, February 28, 2015, February 28, 2014, and February 28, 2013, and the audit report is in the final stages of preparation.
INDEX 7 – ORGANIZED BY LARGE SCALE HYDROGRAPHIC SURVEY MAP SHEET NUMBER LARGE SCALE HYDROGRAPHIC SURVEY MAP SHEET NUMBER (View your land in relation to lands of other CID members.) (Basis of this Index.) APPENDIX F OWNER NAME OSE SUBFILE NUMBER COURT NUMBER OSE SUPPLEMENTAL RIGHT OR SURFACE RIGHT FILE NUMBER SUPPLEMENTAL RIGHT OR SURFACE RIGHT POINT OF DIVERSION CID ASSESSMENT NUMBER SUBFILE SUMMARY PAGE NUMBER (Detailed information about each water right.) APPENDIX D MAP SHEET NUMBER 1 1 Ahrens, Linda Craft Menuey, Susan Lynn Wilson, Elizabeth Ann 24.28.08-A 27 1927 River Canal 153-00-00-00-01 D-2403 Brantley, George Henry Brantley, 24.28.07/18-A 812 NONE NONE 036-00-00-00-01 D-2387 048-00-00-00-01 566-00-00-00-01 424-02-00-00-01 24.28.07/18-B 813 NONE NONE 036-00-00-00-01 D-2390 048-00-00-00-01 566-00-00-00-01 424-02-00-00-01 24.27.12/13-A 2 NONE NONE 036-00-00-00-01 D-2320 048-00-00-00-01 566-00-00-00-01 424-02-00-00-01 24.27.12/13-B 811 NONE NONE 036-00-00-00-01 D-2324 048-00-00-00-01 566-00-00-00-01 424-02-00-00-01 24.27.12/13-C 1058 566-00-00-00-01 036-00-00-00-01 424-02-00-00-01
C-513 C-513-S Black River Canal 176-00-00-00-02 176-00-00-00-03 176-00-00-00-04 24.28.16-D 85 1927 C-513 C-513 C-513-S Black River Canal 176-00-00-00-01 D-2563 176-00-00-00-02 176-00-00-00-03 176-00-00-00-04 24.28.20-A 874 C-513 C-513 C-513-S 176-00-00-00-01 D-2577 176-00-00-00-02 176-00-00-00-03 176-00-00-00-04 24.28.21-A 89 C-513 C-513 C-513-S 176-00-00-00-03 D-2579 176-00-00-00-01 176-00-00-00-02 176-00-00-00-04 24.28.21-B 90 C-513 C-513 C-513-S 176-00-00-00-03 D-2582 176-00-00-00-01 176-00-00-00-02 176-00-00-00-04 24.28.21-C 91 C-513 C-513 C-513-S 176-00-00-00-03 D-2585 176-00-00-00-01 176-00-00-00-02 176-00-00-00-04 24.28.21-D 92 C-513 C-513 C-513-S 176-00-00-00-03 D-2588 176-00-00-00-04 176-00-00-00-01 176-00-00-00-02 MAP SHEET NUMBER 8 8 Adamo, Jeanna S. Mark 23.27.03-N2C 805 NONE NONE 263-02-01-00-01 D-1680 Bindel, Gytha P. 23.27.03-Q 852 NONE NONE 220-01-00-00-01 D-1696
Contact Person: Person the college curriculum committee should contact if they need additional information. Subject: Enter the appropriate course prefix. Course Number: Choose any available number between 490-499. Course Short Title: “Undergraduate Research Experience” Effective term for request action: Fill in term and year you want to start offering the course. Rationale: “Record and, as appropriate, give credit to students participating in undergraduate research.” Impact: should be no impact on other departments. If somehow offering this course will impact another department, the standard, non-expedited, course addition process must be used. Subject: Same as above Number: Same as Short Title (Description): “Undergrad Research Experience” Long Course Title: “Undergraduate Research Experience” Course Description (including course components and time dedicated to them (rec, lec, lab, etc.)): “Open to students pursuing undergraduate research projects. Requires consent of instructor.” Credit Hours/Units: “Variable 0-3 hours” Grading Basis: Select the grading basis you wish. Note that this is a course for “experience” and so does not require completion of a project. In particular, it is not appropriate to give incompletes until a project is finished, as is often done in graduate research courses. As such, a Credit/No Credit option is often appropriate, however, the course may be graded if the department and college feel that is the best choice. Repeat for Credit: “This is a repeated course.” However, since the prerequisite requires consent of instructor, departments may limit repetitions by withholding consent. 8: “No” Terms Offered: It would be advisable to select “Fall, Spring, and Summer”
Provide additional comments, if any. Factor B Does the petitioner the entity warrants [listing/delisting/reclassifying] based on overutilization for commercial, recreational, scientific, or educational purposes (Factor B)? No If the answer to 2 is yes, overutilization for which purposes does the petitioner claim are [a threat such that listing/reclassification] or [not a threat such that delisting/reclassification] may be warranted (check all that apply): Other: Threat (Overutilization for a purpose other than one of the above four categories should be addressed in Factor E) If the answer to 2 is yes: Do the sources cited in the petition provide substantial information to support the claim? If some purposes contain substantial information and others do not, mark both Yes and No. If yes, indicate for which purpose(s) the petitioner claims overutilization may be a threat and list the citations with page numbers for each purpose. Use bullets to list citations. If no, please indicate for which purpose(s) and explain. If information in our files is used to refute information in the petition, make that clear in the justification. Include a concluding statement. Commercial Cobra 2011, p. 99 Provide additional comments, if any. Factor C Does the petitioner claim the entity warrants [listing/delisting/reclassifying] based on disease or predation (Factor C)? If the answer to 3 is yes:
when billed by a provider, and who to call about provider billing 29 Contractor Use of the referral system, including what services must be preapproved and how to obtain a referral 30 Contractor How to obtain copies of member records, including whether contractor charges for copying 31 OHA Explain confidentiality policies, including HIPAA Notice of Privacy Practices and how to request a full copy of it 32 OHA Advance Directives: As set in 438.6 (i) (2) – Information about advance directive policies, including a description of member rights under applicable State law; Contractor’s policies for implementation of those rights if any limitation in following advance directives as a matter of conscience is allowed; Complaint process for failure to follow an advance directive 33 OHA Member’s right to execute a Declaration of Mental Health Treatment in accordance with ORS 127.703, and complaint process for failure to follow a Declaration of Mental Health Treatment 34 OHA Grievance System Information: Grievance, appeal and fair hearing procedures and timeframes, as provided in 42 Section 438.400 – 438.424 Explain the following: The right to file grievances, appeals and administrative hearings; The toll-free numbers that the member can use to file a grievance or appeal by phone; The requirements and timeframes in the filing process for grievances, appeals and hearings; The availability of assistance in the filing process;
Contractor or to anyone claiming through or under Contractor by reason of the execution or performance of this Agreement. Notwithstanding any obligation or liability of University to Contractor, no present or future agent, officer, director, employee, or regent of University or of the institutions comprising The University of Texas System, or anyone claiming under University, has or will have any personal liability to Contractor or to anyone claiming through or under Contractor by reason of the execution or performance of this Agreement. 10.9 Section 51.012, Texas Education Code, authorizes University to make any payment through electronic funds transfer methods. Contractor agrees to receive payments from University through electronic funds transfer methods, including the automated clearing house system (also known as ACH). Prior to the first payment under this Agreement, University will confirm Contractor’s banking information. Any changes to Contractor’s banking information must be communicated to University in writing at least thirty (30) days in advance of the effective date of the change. 11. PERSONNEL; RESPONSIBILITY FOR INDIVIDUALS PERFORMING WORK; CRIMINAL BACKGROUND CHECKS – 11.1 Contractor agrees to: 11.1.1 maintain a staff of properly trained and experienced personnel to ensure consistent, efficient and satisfactory performance under this Agreement; 11.1.2 assign an adequate number of personnel to the Service Areas to ensure consistent, efficient and satisfactory performance under this Agreement; and 11.1.3 provide sufficient back-up personnel in times of staff shortages due to vacations, illness and inclement weather, to ensure consistent, efficient and satisfactory performance under this Agreement. Contractor agrees that, at all times, the employees of Contractor furnishing or performing any of the Custodial Services specified under this Agreement will do so in a proper, good, workmanlike and dignified manner. Contractor has the right to terminate any of its employees or personnel at any time. In addition, Contractor acknowledges that University has the rights to (a) require identification from any person on University’s premises, (b) refuse entry to persons having no legitimate business on University’s premises, and (c) eject any undesirable person refusing to leave peaceably on request. Contractor will cooperate with all authorized University representatives in the exercise of University’s rights described in this Section. 11.4 employee and agent of Contractor assigned to duty on University's premises will have prominently displayed on his or her person at all times while on University’s premises an identification badge including a picture of the employee or agent. The
Modify definition of Object 219, Retirement—Other Employee Benefits, to include HRA contributions funded in an active employee irrevocable account for future use if not included in actuarial study Modify Function 292000, Other Retiree Payments, to include reference to pension and stipends as well as health benefits when on the pay-as-you-go basis Expand definition of Source 780, Federal Aid Received through State Agencies other than DPI, to include reference to payments from WI Department of Natural Resources for National Forest Income Expand definition of Object 993, Trust Fund Disbursements—HRA, to indicate benefits paid from Fund 73 which are not included in the OPEB actuarial study Expand definition of Object 996, Trust Fund Disbursements—TSA and Other Misc Benefits, to indicate that benefits paid from Fund 73 which are not included in the OPEB actuarial study
Multiple Myeloma Disease Status Tracking Monoclonal Protein: IgA IgD IgE IgG IgM Chain: Kappa(κ) Lambda(λ) Values Yes/No Date Immunofixation (Serum) Immunofixation (Urine) SPEP UPEP κ/λ ratio % Plasma Cells in BM Lytic Lesions?
Version Number Date of Change Type of Change (Add / Remove / Modify) Description of Change 2.1 01/14/2015 Modify Updated to CIBMTR branding 2.1 01/14/2015 Add Near CR criteria 2.1 01/14/2015 Modify Reformatted Disease Status Definitions into columns from table format
Clay Bayou near Hailey 1.7 --- 168 mi26 Agriculture California Calaveris River at Pezzi Rd 1.4 --- --- Warm near San Bernadino 1.4 1.5 cfs --- Developed Newman Wasteway near Gustine 1.1 --- 8 mi27 Agriculture Alamo River near Niland 1.1 762 cfs --- Agriculture Colusa Basin Drain #5 1.2 1.0 6 3.3 --- --- --- Hines Channel 2.6 --- --- --- Marshburn Slough 2.4 1.0 --- enough there is sometimes no flow8 --- Westcliff Park 5.6 --- --- --- Verde Drain 4.1 --- --- --- Orcutt/Solomon Canyon Creek 2.0 1.6 3.7 --- --- --- Orcutt Creek 5.6 0.3 --- --- Reclamation in Monterey County 2.8 22.5 2.7 2.0 --- --- Alisal Creek 1.0 3.9 1.8 --- --- ---
11.9 Main St. Ditch 13.0 --- --- --- Oso Flaco Creek 5.2 1.1 --- --- --- Rice Drain 3 5.4 --- --- --- Tembladero Slough 1.7 --- --- --- Connecticut Naugatuck River at Beacon Falls 4.3 560 cfs --- Mixed Florida 10B Lateral near Vineland 5.3 Flows as high as 250 cfs in month of detection; typically <100 cfs --- Developed Mullock in Fort Myers 1.9 --- 77 mi29 Developed Iowa English in Riverside 1.2 60 cfs 7 miles upstream --- Agriculture Kansas Unnamed Tributary in Fort Leavenworth 2.6 --- --- 1.5 --- --- Mississippi Deer Creek at Rolling Fork 5.4 9 cfs --- Agriculture New York Stone Hill River Tributary at Bedford Hills 2 --- --- Mixed 1.4 --- --- Mixed 1.1 --- --- Mixed Puerto Rico Rio de la Plata near Toa Alta 2 --- 45 mi210 Mixed
0.21 -362 (E89488, 89, 90) Mosquito (Culex tarsalis) 1 day LC50 = 10 & 1502 µg/L (E94524) 1 day LC50 = 42 & 247 µg/L (E94524) 0.04-36 Table 1-9.2. Comparison of acute mortality toxicity data available for terrestrial animals for malathion and malaoxon. Species Malathion Toxicity Value (Reference) Malaoxon Toxicity Value (Reference) Ratio (malathion:malaoxon) Terrestrial Northern bobwhite (Colinus virginianus) 14-d LD50 = 361 (48153114) 14-d LD50 = 42.6 (48153104) 8.5 8-d LC50 = 3497 (00022923) 14-d LC50 = 870 (48153105) 4 Ring-necked pheasant (Phasianus colchicus) 14-d LD50 = 167 (00160000) 14-d LD50 = 22.1 (49024601) 6.2 & 7.6 14-d LD50 = 136 (48963305) 8-d LC50 = 2639 (00022923) 8-d LC50 = 1759 (48963302) 1.5 & 1.4 8-d LC50 = 2505 (48963301) Canary (Serinus canaria) 14-d LD50 >2400 (48571805) 14-d LD50 = 52.6 (48571806) >46 Mallard duck (Anas platyrhynchos) 14-d LD50 = 1485 mg/kg-bw (00160000) 14-d LD50 = 87 (48963306) 17 & > 26 14-d LD50 >2250 (48963307) 8-d LC50 >5000 (00022923) 8-d LC50 > 2880 (48963302) NA 8-d LC50 >5850 (48963303)
1.3.2 Predicting future demand for advice: national factors GLOSSARY Term What it is Web Links Universal Credit Universal Credit is a single monthly payment for people in or out of work, which merges together some of the benefits and tax credits that people currently get. Universal Credit will replace: Income-based Jobseeker’s Allowance Income-related Employment and Support Allowance Income Support Child Tax Credit Working Tax Credit Housing Benefit articles/universal-credit-an-introduction Disability Living Allowance (DLA) DLA is a tax free tested benefit for disabled people who need help with mobility or care costs. In most cases it is being replaced by Personal Independent Payment (PIP) if aged Personal Independence Payment (PIP) Personal Independence Payment (PIP) helps with some of the extra costs caused by long-term or a disability for those aged 16 to 64. Assessments determine the amount people are eligible to receive. It is not means-tested. Tax Credits Child Tax Credit is paid to people on a low income if they are responsible for a child under 16 or under 20 and in approved education or training means
Crime and Anti-Social Behaviour Children not attending School Children who need help Unemployment Families affected by domestic violence Health problems Under 18 Youth Crime Child is a persistent absentee Family not taking up the 2 year old Early Years entitlement Adult on out of work benefits Family members have experienced or are experiencing domestic violence or Adult and/or child are suffering from mental health problems (including child conduct disorders) Anti-social behaviour Child with 3 or more fixed term exclusions in last 3 terms Child with Social, Emotional and Mental Health needs Young person at risk of not being in education, employment or training Family member is known to have been a perpetrator of domestic violence or abuse Family member has a drug and alcohol problem Adult with parental responsibilities is in prison Child who has permanently excluded in last 3 terms Child reported as missing from home and is a concern 16-18 yr old is not in education, employment or training There has been a police call out for at least one DV incident in the previous 12 months New mother with substance or mental health problem with parental responsibilities recently released from prison Child attending Danesgate or other alternative provision Child subject to Early Help Assessments Family member has a physical or mental health problem identified by a health professional - may include unhealthy behaviours, obesity, malnutrition or type 2 diabetes. Adult with parental responsibilities serving a community order/suspended sentence missing education Family known to Children’s Social Care - frequent social care assessments, Child in Need or Child Protection Plan in place Family Focus Programme – Phase 2 Indicators Matrix. ANNEX A The full Family Focus Outcomes Plan can be viewed at:
Date:________________________________________________________________________
Country Impact Project DPS – The Service Lots and the Participant Journey ENGAGEMENT STABILISATION PRE-EMPLOYMENT, EDUCATION AND TRAINING OUTCOME POST OUTCOME SERVICE LOT 1 Engagement SERVICE LOT 2 Specialist support: barriers SERVICE LOT 4 Employability skills and. Work skills SERVICE LOT 7 Employer Engagement SERVICE LOT 8 Transition and employment, education and training barriers SERVICE LOT 3 Skills for Life and Life Skills SERVICE LOT 5 Employer/Sector specific training SERVICE LOT 6 Alternative placements/ tasters
Service Lot 5 – Employer and sector specific training What services will be provided under this Service Lot? Employer and sector specific training Employer and sector specific training to Impact Participants or groups of Impact Participants. Overview of activities The types of employer and sector specific training to be provided under this Service Lot includes the following categories: Science and Mathematics Languages, Literature and Culture Arts, Media and Publishing Business, and Law Health, Public Services and Care Social Science Leisure, Travel and Tourism Information and Communication Technology Engineering Manufacturing Technologies Retail and Commercial Enterprises Construction, Planning and the Built Environment Agriculture, Horticulture and Animal Care Other employer and sector specific training categories will form separate Sub-Categories under this Service Lot. Service providers will need to liaise with each Impact Participant’s Key Worker/Mentor to communicate progress and/or issues. Successful outcome A successful outcome will involve Impact Participants completing the relevant employer and sector specific training and the Service Provider completing the associated paperwork to evidence this. The Service Provider must comply with the Impact Partnership's reporting requirements and must complete the relevant paperwork and return it to the Impact Partner promptly in line with Contract requirements. Service Lot 6 – Alternative placements and work tasters What services will be provided this Service Lot? Alternative placements and work tasters Specialist alternative placements and work tasters for Impact Participants with intensive needs.
Is the patient aware of the Diagnosis/ Prognosis? Yes/No Behaviour* C B A / Evidence if required No evidence of ‘challenging’ behaviour. OR Some incidents of ‘challenging’ behaviour. A risk assessment indicates that the behaviour does not pose a risk to self, others or property or a barrier to intervention. The person is compliant with all aspects of care. ‘Challenging’ behaviour that follows a predictable pattern. The risk assessment indicates a pattern of behaviour that can be managed by skilled carers or care workers who are able to maintain a level of behaviour that does not pose a risk to self, others or property. The person is nearly always compliant with care. ‘Challenging’ behaviour that a predictable risk to self, others or property. The risk assessment indicates that planned interventions are effective in minimising but not always eliminating risks. Compliance is variable but usually responsive to planned interventions. Cognition C B A Level / Evidence if required
Work Health and Safety Act 2011 (WHS Act) Work Health and Safety Regulation (WHS Regulation Appendix 1: PErforM for work teams workshop . preparation guidelines. . Tasks to complete 4 weeks prior: Book: Training room AV equipment (projector screen, laptop, data projector), Whiteboard Catering Ensure venue has sufficient room for group work, tables and chairs. Notify relevant work team about workshop details e.g. date and location of training. Obtain video of high risk manual tasks and insert relevant workplace video and photos in PErforM for work teams PowerPoint presentation. 2 weeks prior: Finalise timing for workshop (refer to Appendix 6). 1 week prior (or pre-workshop): Prepare name tags and list attendees who plan to attend the workshop. Prepare resource packs for attendees. Packs may contain the following items: Workshop materials: Training session outline/program PowerPoint handout notes for trainers as well as the work teams presentation Participative Ergonomics for Manual Tasks handbook 2 blank PErforM risk assessment tool worksheets 1 and 2 (Appendix 1) Optional: Examples of industry relevant solutions if available Post workshop evaluation form (Appendix 5) PErforM for work teams workshop plan The following workshop plan provides guidance on the delivery of the work team’s workshop.
Client Activity Sheet (O3c) Name of Company: Supply Chain Advisor: Date Type of Assistance provided Duration (hrs) Agreed actions for SME Agreed actions for advisor (including any referrals) Date of next meeting or email/telephone exchange Signed by beneficiary (SME authorised signatory) Signed by Advisor
I confirm that the above information is true and accurate to the best of my knowledge. Beneficiary SME signature: Date: Position in company: SXR2 Officer Signature: Date: Declaration of SMEs using their environmental credentials to access to new markets (LO20) Were new contracts won as a result of environmental support provided to your company through SXR2 YES / NO If so please provide evidence that the new contract specified environmental requirements (e.g. by provision of the Tender Specification), and Please tick if you are able to provide this. Please provide evidence that your company is working towards environmental accreditation. NB (The environmental support received should be evident in the company’s ‘SME Activity Sheet’). Please tick if you are able to provide this. I confirm that the above information is true and accurate to the best of my knowledge. Beneficiary SME signature: Date: Position in company: SXR2 Officer Signature: Date:
22 Personal details redacted 2 23 Janet Fraser No response – option 3 24 Jeanie Molyneux No response - option 3 25 Jeanne McDonald No response – option 3 26 Joan Hewitt No response – option 3 27 John Evans No response – option 3 28 Personal Details redacted 2 29 Cllr John McCabe 1 30 Sunderland Health and Wellbeing Board 1 31 Lesley Hanson 1 32 Reeves – emailed from Healthwatch – County Durham 1 33 Mark Husmann No response – option 3 34 Not published or named by request of the participant 35 Royal College of Physicians No response – option 3 36 Save South Tyneside Hospital 1 37 Newcastle CVS 1 38 Steve Wood No response – option 3 39 Steven Ford 1 40 Sunderland ATB Provider Board 1 41 Sue Ward 1 42 Not published or named by request of the participant
43 Tyne Health 1 44 Women’s Commissioning Support Unit NE 1 45 Personal Details redacted 2 46 RNIB No response – option 3 47 Clinical Council for Eye Health Commissioning (CCEHC) 1 48 Sunderland CCG 3 49 Unison 1 50 Gateshead & South Tyneside Local Medical Committee and Newcastle and North Tyneside Local Medical Committee – joint feedback 1 51 Sunderland Medical Committee 1 52 Not published or named by request of the participant 53 Unite the Union 1 54 Wes J Scaife No response – option 3 55 E 1 56 Working Links 1 57 Healthwatch Newcastle 1 58 Constituents of Newcastle upon Tyne Central No response – option 3 59 Nicholas Murrell-Dowson No response – option 3 60 Royal College of Paediatrics and Child Health 1 61 Gateshead Council 1 62 Durham County Council 1 1 Acorn
F. Conferment of the Title of Reader in Education / Associate Professor of Education CONFIDENTIAL Date Dear ………….. , Name of Candidate Imperial College London is considering promoting the above person to Professor of Education. I am, therefore, writing to seek your comment on their suitability for this promotion. A copy of the application for promotion is enclosed. It would be helpful if you could reply by................ Please can you advise the Academic Promotions team as soon as possible if you are unable to reply by this deadline. You are welcome to email your reply to The title of Reader in Education / Associate Professor of Education is reserved to those who have made very significant contributions to contributions to the development of the field of education. This will be as a result both of their educational practice and of their contributions to and leadership of education as a field of research. In research, there must be a growing national and international reputation in the field of educational research based on a strong track record. The research will have increasing influence both on the research field and on educational practice. Contributions will be measured through the quality and volume of research work, and of clear success in securing research funding, commensurate with expectations for the field and level of post. Other markers of international recognition include might include prizes, plenary lectureships at conferences, or contributions to established and internationally respected bodies within the field. In learning and teaching, the Reader in Education / Associate Professor of Education will have demonstrated effective and innovative teaching practice and leadership within Imperial College and increasingly beyond, including leadership in educational transformation (for example: curricula and assessment, pedagogy and innovative use of technology enhanced learning). Judgement of the suitability of a candidate will require evidence of all of the above but the balance between these will vary. I would be very grateful if you could, please, give an assessment of achievements and impact. Would you also please state if you know the candidate personally, for how long and in what capacity. Your views will prove exceedingly valuable to the Promotions Committee and we very much appreciate your input and counsel. Please note that in compliance with GDPR, individuals have rights to request access to data within certain constraints. Thank you for responding to the Academic Promotions’ team email address at Yours sincerely,
SOCIAL, EMOTIONAL & BEHAVIOURAL: are some of the things your child has experienced in Social, Emotional & Behavioural development- Independence Sleeping My Family And Friends Snack Time Tidying Up Making Choices Turn Taking Games Sharing Making Friends Self Help Skills Peek A Boo Feelings Preparing Snacks Washing Hands Interests Puppets Toilet Training Routines Dislikes Confidence Pretend Play Ring Games Comment Next Steps
Threading Mark Making Painting Glueing Collage Pretend Play Dressing Up Printing Posting Stacking Feeding Waving Comment Next Steps Please complete and return this page of the transition record to your child’s key worker, your views are important to us. Have you had an opportunity to discuss your child’s transition record with your child’s key worker? YES/NO Do you require any further information? YES/NO
Information Form and Checklist Annexure 5 (Stapled Entities) Name of entity ABN/ARBN/ARSN This Annexure forms part of the Information Form and Checklist supplied by the entity named above to support its application for admission to the official list of ASX Limited (ASX) as an ASX Listing. No Item Location Where in the Offer Document does it include a diagram illustrating the way in which the entities in the stapled structure are structured and related (eg twin structure or parent/subsidiary structure)? Where in the Offer Document does it include a clear and concise summary explaining the ownership structure and legal and commercial relationships between the various entities in the stapled structure (eg inter-entity holdings of securities or debt, inter-entity agreements etc)? in the Offer Document does it include a clear and concise summary of the operations of each of the stapled entities (ie which entity does what)? Where in the Offer Document does it include a clear and concise summary of the management arrangements of the stapled entities (including the extent to which the stapled entities have common management and control and how this is maintained)? A copy of the stapling agreement between the various entities in the stapled structure Where in the Offer Document does it include a clear and concise summary of the stapling agreement? Where in the Offer Document does it describe when and how the stapling can be undone and what occurs if the stapling is undone? Has any ruling or advice been obtained in relation to the taxation consequences for investors of holding stapled securities? If so, where is that ruling or advice summarised in the Offer Document? Will each entity in the stapled structure separately comply with Listing Rule 1.1 Condition 8 (spread)? If not, where in the Offer Document does it disclose that a waiver has been provided by, or is being sought from, ASX from that requirement? Will each entity in the stapled structure separately comply with Listing Rule 1.1 Condition 9 (profit or assets test)? If not, where in the Offer Document does it disclose that a waiver has been provided by, or is being sought from, ASX from that requirement? Will each entity in the stapled structure separately comply with Listing Rule 2.1 Condition 2 (issue price of 20 cents)? If not, where in the Offer Document does it disclose that a waiver has been provided by, or is being sought from, ASX from that requirement?
Ian Dury, Rock and roll star ( polio) Heather Mills, campaigner (lost leg) Francesca Martinez, award winning Stand up comedian ( cerebral palsy) Julius Cesar, Roman General (epilepsy) Tanni Grey Thompson Olympic Champion (wheelchair user- spina bifida) Franklin Roosevelt President USA ( wheelchair user, polio) Alison Laper Artists and Parent ( no arms, short legs) Frida Kahlo, surrealist artist (polio and damaged spine) Albert Einstein , scientist ( dyslexia /ADHA) Lady Jane Campbell,Leader Disabled People in Parliament () Donna Williams artist, musician (severely autistic) Evelyn Glennie musician world famous percussionist ( profoundly deaf) Alan Oliveira, Paralympic 100m title holder (double amputee) Stephen Hawking , Scientist (Motor Neurone ) Stevie Wonder , famous pop singer/writer (blind) Cherrie Burnell, TV Presenter ( no lower arm) Bethany Hamilton, Champion Junior Surfer ( lost arm) Vincent Van Gogh Artist 2000 paintings (acute mental health problems) David Blunkett, Politician (blind) Stephen Fry comedian, actor& writer, TV presenter ( bi-polar mental health) Robin Williams , film actor ( ADHD) Ludvig Beethoven ,Composer (deaf) Bennet , Big Brother winner (Tourettes Syndrome) Goodey singer, trainer and poet (learning difficulty Downs Syndrome) Gareth Gates, singer X Factor ( speech difficulty) Maressa McKeith- Writer, graduate in English (no speech, no independent movement) Richard Branson Boss Virgin ( dyslexic)
Academic Staff Promotions 2019 Appendix 2 Criteria for Promotion for Non-Clinical Academic Staff (to Senior Lecturer, Reader, Associate Professor, Professor) Overview 1. The Non-Clinical Academic Job Family comprises the following roles: Lecturer, Senior Lecturer, Reader/Associate Professor (if in the Business School) or Professor. Each role requires a different and increasing level of contribution. Promotion is available to Senior Lecturer, Reader/Associate Professor, Professor but the College does not promote staff to Lecturer (non-clinical); instead, staff are appointed to vacant posts at these levels. 2. The College has a flexible approach to its routes for promotion and will each individual case on its merits. 3. As an individual’s career develops, he or she may be promoted from the lowest level to the highest, or to any intermediate level, as long as the criteria for the relevant level of promotion are met. General Criteria for Promotion The College into account contributions to: Education, Research, Leadership and management, Profession and practice. four activities – education, research, leadership and management, profession and practice – are interrelated and candidates will be expected to demonstrate achievements in all these activities but perhaps to different extents. Each individual case will be judged on its merits: the relative weightings between the various achievements, and the level of attainment in each, will determine the most appropriate promotion. The Application Form provides a framework that enables applicants to showcase their contributions and how they meet the criteria. Indicators of Achievement a. Education – the College requires all candidates coming forward for promotion to demonstrate excellence in educational practice and delivery.
First generation fourth stage (L4) larvae were also collected in 1992 from the four orchards. A total of 30 to 40 individuals was dosed topically (on the leaf in which they were feeding) at the same seven concentrations as used on the adult females. Mortality was assessed after 24 (LD50 values were determined in the same way as described above). Results: The results for chlorpyrifos are reported (see Table 1). The most sensitive LD50 value is 1.6 ng/individual for first generation adult males (from a site with no known insecticidal use). Table 1. LD50 Values for Topical Dosing with Chlorpyrifos for A. orana Sampled from Apple Orchards in Kent, England. SITE INSECTICIDE MANAGEMENT LIFE STAGE YEAR LD50 (95% C.I.) (ng a.i./individual) Loyterton Farm Intensive First generation males 1992 6.8 (5.4 – 8.1) 1994 12.0 (8.4 – 17.0) 1995 18.2 (14.4 – 22.9) Second generation males 1992 8.2 (7.2 – 9.2) Second generation females 12.5 (10.8 – 14.4) L4 larvae 12.9 (11.4 – 14.6) Farm Intensive First generation males 1992 6.7 (5.8 – 7.6) Second generation 6.3 (5.4 – 7.0) Second generation females 15.0 (13.0 – 17.5) L4 larvae 14.8 (12.1 – 18.1) Farm Intensive First generation males 1994 13.6 (8.7 – 19.2) 1995 23.2 (18.2 – 29.6) Littlebourne Court None generation males 1992 2.0 (1.2 – 2.6) Second generation males 3.0 (3.2 – 3.7) Second generation females 4.3 (3.4 – 5.1) L4 larvae 4.4 (3.2 – 5.4) Congelow Farm None First generation males 1992 1.6 (0.8 – 2.3) 1994 6.8 (3.6 – 10.4) Second generation males 1.9 (0.8 – 2.8) Second generation females 2.1 (1.0 – 3.1)
Table B 2-9.2. LD50 values for birds exposed to technical grade diazinon. Data used to generate species sensitivity distribution for birds. Common Name Species Name Mean LD50 (mg a.i./kg) Test Substance (% a.i.) citation Mallard Duck Anas platyrhynchos 1.44 2.9 88.2 MRID 40895301 Mallard Duck Anas platyrhynchos 3.54 none 89.0 MRID 160000, ECOTOX 50386 Ring-necked pheasant Phasianus colchicus 4.33 none 89.0 MRID 160000, ECOTOX 50386 Northern bobwhite quail Colinus virginianus 5.2 none 89.0 MRID 109015 Canada goose Branta canadensis 6.16 2.4 86.6 MRID unknown (FEODIA08) Mallard Duck Anas platyrhynchos 6.38 3.89 97.0 MRID 40922902 Mallard Duck Anas platyrhynchos 6.66 3.9 86.6 MRID 40922901 Red-winged blackbird Agelaius phoeniceus 9.1 none TGAI ECOTOX 55700 Northern bobwhite quail Colinus virginianus 10 6.5 99.0 ECOTOX 37111 Northern bobwhite quail Colinus virginianus 13 6.5 99.0 ECOTOX 37112 Northern bobwhite quail Colinus virginianus 13 6.4 99.0 ECOTOX 37112 Northern bobwhite quail Colinus virginianus 14 4 99.0 ECOTOX 37112 Northern bobwhite quail Colinus virginianus 15 4 99.0 ECOTOX 37112 Northern bobwhite quail Colinus virginianus 15 4.2 99.0 ECOTOX Northern bobwhite quail Colinus virginianus 16 7.1 99.0 ECOTOX 37112 Northern bobwhite quail Colinus virginianus 16 7 99.0 ECOTOX 37112 Northern bobwhite quail Colinus virginianus 17 9 99.0 ECOTOX 37112 Brown headed cowbird Molothrus ater 69 none 88.2 MRID 40895303