zilongwang/ReadingBank huggingface dataset:
Applicability of Consumer Directed Care principles in residential aged care homes Final report July 2014 Department of Social Services Inherent Limitations This paper has been prepared as outlined in the Introduction Section. The services provided in connection with this engagement comprise an advisory engagement, which is not subject to assurance or other standards issued by the Australian Auditing and Assurance Standards Board and, consequently no opinions or conclusions intended to convey assurance have been expressed. No warranty of completeness, accuracy or reliability is given in relation to the statements and representations made by, and the information and documentation provided by stakeholders consulted as part of the process. KPMG has indicated within this report the sources of the information provided. We have not sought to independently verify those sources unless otherwise noted within the report.
Approach This section outlines the approach taken to conduct the project. The project sought to address the following broad research questions: To what extent is CDC currently being delivered in residential aged care or long-term residential care settings in Australia and overseas? This included examination of how CDC is conceptualised in residential care settings, and identification of examples and evidence of CDC approaches in residential aged care and other long-term care settings. Based on the identified evidence, what are the key enablers for CDC approaches in residential aged care? This included identification of structural and practice enablers for adopting and delivering a CDC approach in residential aged care. Based on the identified evidence and key enablers, what are the critical pre-conditions for moving towards CDC approaches in Australian residential aged care? There were two methods of information gathering for this project. The first method was an initial literature review which explored the current theory and evidence base for CDC in residential aged care. The second method was a targeted consultation with 15 stakeholders, which sought to validate and expand on some of the key findings from the literature review. Each of these methods is discussed in more detail below. Literature review The review targeted literature published in English since 2004 relating primarily to practices in Australia and other Organisation for Economic Cooperation and Development (OECD) member countries. The databases searched for the review were: ProQuest Health and Medical complete; ProQuest Central; PubMed; Wiley Online Library; Medical Journal of Australia; British Medical Journal; Australasian Journal on Ageing. A search using the Google search engine was also undertaken. The search term combinations that were applied are summarised in Table 1 overleaf. Table 1: Literature review search terms Search term 1: AND Search term 2: AND Search term 3: Consumer-directed Residential care Care Self-directed Aged care home Care planning Resident-directed Aged care facility Services
Current Codes / Rules / Regulations As established in Minnesota law, the primary purpose of the Minnesota State Building Code (MSBC) is to provide minimum standards to safeguard life and limb, health, property, and public welfare by regulating and controlling the design, construction, quality of materials, use and occupancy, location, and maintenance of all structures and equipment specifically covered by the code. The Minnesota State Building Code (MSBC) contains various Minnesota rule chapters that regulate different parts of building construction. Although compiled as separate chapters, the compilation is identified as the Minnesota State Building Code. As part of the State rule making process, national model codes are usually referenced for adoption. Minnesota also writes and adopts several of its own building construction codes. Some of these rules include: the Administrative Provisions of the Building Code, the Minnesota Plumbing Code, the Minnesota Energy Code, and the Minnesota Accessibility Code. The 2015 MSBC contains the following documents: MN Rule 1300 Administration of the Minnesota State Building Code MN Rule 1303 Minnesota Provisions of the State Building Code MN Rule 1305 Adoption of the 2012 International Building Code (IBC) MN Rule 1309 Adoption of the 2012 International Residential Code (IRC) MN Rule 1311 Minnesota Conservation Code for Existing Buildings MN Rule 1315 Adoption of the 2014 National Electrical Code (NEC) MN Rule 1325 Solar Energy Systems MN Rule 1341 Minnesota Accessibility Code / 2012 IBC / 2009 ANSI 117.1 MN Rule 1346 Adoption of the 2012 International Mechanical Code (IMC) MN Rule 1360 Prefabricated Structures MN Rule 1361 Industrialized/Modular Buildings MN Rule 4715 Minnesota Plumbing Code 2009 MN Rule 1322 (Residential) and 1323 (Commercial) Minnesota Energy Code / ANSI / ASHRAE / IES Standard 90.1-2010 2007 Minnesota State Fire Code (MSFC): MN Rule 7511 Adoption of the 2006 International Fire Code (IFC) Other Minnesota Statutes and Rules Applicable to the University of Minnesota: MN Statutes 326B.112 Minnesota Bleacher Safety Act MN Rule 7080 Bonding requirements for mechanical contractors Licensing requirements for plumbing contractors Licensing requirements for electrical contractors State of Minnesota Jurisdiction Rules and Regulations: MN Rule 1307 Elevators and Related Devices MN Rule 5230 High Pressure Piping
RESPECT We value every individual, respecting people for who they are and for their unique knowledge, skills and experience recognising they are part of our strength Negative behavioural indicators Positive behavioural indicators Frequently unparticipative and/or only shows concern for issues (e.g. not engaging during meetings) Proactively engages in conversations, demonstrating genuine interests in others Does not out work as instructed by management; fails to comply with authority Shows respect for management decisions; listens to and acts according to their requests resistance to being managed; ignores managerial directives Receptive to being and willingly tactlessness in communications Demonstrates diplomacy within communications Undermines or is obstructive of decisions that he/she disapproves of Is constructive when challenging others’ ideas or decisions Is unfriendly and abrasive at times; shows frustrations or annoyance when approached by others Polite and professional at all times; comes across as and approachable Appears disinterested and/or responds adversely to others’ when different from themselves Actively seeks others ideas or opinions; aspires to learn from others’ experiences Shows disregard towards deadlines and commitments made (e.g. late to attend meeting) Takes care to always follow through with agreed commitments Responds negatively to feedback; becomes defensive and/or simply ignores constructive criticism Seeks to understand criticism, sees feedback as an opportunity to learn and develop Elevated behaviours Allows unacceptable performance/ behaviours of staff to continue without challenge or improvement Confidently tackles issues of with authority; ensures all staff follow instructions Acts overly hierarchal and a distance from others; to get even when needed Acts as a role model, gets stuck in to help support team regardless of task at hand Offers no recognition of contributions by others; fails to value others’ inputs Empowers others by encouraging them to contribute to the best of their abilities
Rheumatology Sport and Exercise Medicine Applications via lead LETB websites in 2016 Lead LETB Level Specialty Health Education East Midlands ST1 ST3 Public Health Chemical Pathology/Metabolic Medicine Health Education East of England ST1 Community Sexual and Reproductive Health Health Education Kent, Surrey and Sussex CT1 ST3 ST3 Core Surgical Training Clinical Oncology Medical Oncology London Recruitment CT1/ST1 ST1 ST3 ST1 ST3 ST3 ST3 ST3 ST3 ST3 ACCS Emergency Medicine Clinical Radiology General Surgery Histopathology Diagnostic Neuropathology Occupational Medicine Paediatric and Perinatal Pathology Plastic Surgery Nuclear Medicine Vascular Surgery Health Education North West CT1 CT1/ST4 Broad Based Training Psychiatry Health Education South West ST1/ST3 ST1 (pilot)/ST3 Ophthalmology Oral and Maxillofacial Surgery (OMFS) Health Education Wessex ST1 (pilot)/ST3 ST4 Cardiothoracic Surgery Paediatric Cardiology Health Education West Midlands CT1 CT1/ST3 ST3 ACCS Anaesthetics Anaesthetics Intensive Care Medicine Health Education Yorkshire and the Humber ST3 ST4 All ST3 ST3 ST3 ST3 ST3 Direct of Entry – Emergency Medicine Emergency Medicine Neurosurgery Clinical Neurophysiology Otolaryngology (ENT) Paediatric Surgery Trauma and Orthopaedic Surgery Urology Training programmes not listed above will be recruited by local LETBs/Deaneries.
Rheumatology Sport and Exercise Medicine Applications via lead LETB websites in 2016 Lead LETB Level Specialty Health Education East Midlands ST1 ST3 Public Health Chemical Pathology/Metabolic Medicine Health Education East of England ST1 Community Sexual and Reproductive Health Health Education Kent, Surrey and Sussex CT1 ST3 ST3 Core Surgical Training Clinical Oncology Medical Oncology London Recruitment CT1/ST1 ST1 ST3 ST1 ST3 ST3 ST3 ST3 ST3 ST3 ACCS Emergency Medicine Clinical Radiology General Surgery Histopathology Diagnostic Neuropathology Occupational Medicine Paediatric and Perinatal Pathology Plastic Surgery Nuclear Medicine Vascular Surgery Health Education North West CT1 CT1/ST4 Broad Based Training Psychiatry Health Education South West ST1/ST3 ST1 Ophthalmology Oral and Maxillofacial Surgery (OMFS) Health Education Wessex ST1 (pilot)/ST3 ST4 Cardiothoracic Surgery Paediatric Cardiology Health Education West Midlands CT1 CT1/ST3 ST3 ACCS Anaesthetics Anaesthetics Intensive Care Medicine Health Education Yorkshire and the Humber ST3 ST4 All ST3 ST3 ST3 ST3 ST3 Direct Route of Entry – Emergency Medicine Emergency Medicine Neurosurgery Clinical Neurophysiology Otolaryngology (ENT) Paediatric Surgery Trauma and Orthopaedic Surgery Urology Training programmes not listed above will be recruited by local LETBs/Deaneries.
Rheumatology Sport and Exercise Medicine Applications via lead LETB websites in 2016 Lead LETB Level Specialty Health Education East Midlands ST1 ST3 Public Health Chemical Pathology/Metabolic Medicine Health Education East of England ST1 Community Sexual and Reproductive Health Health Education Kent, Surrey and Sussex CT1 ST3 ST3 Core Surgical Training Clinical Oncology Medical Oncology London Recruitment CT1/ST1 ST1 ST3 ST1 ST3 ST3 ST3 ST3 ST3 ST3 ACCS Emergency Medicine Clinical Radiology General Surgery Histopathology Diagnostic Neuropathology Occupational Medicine Paediatric and Perinatal Pathology Plastic Surgery Nuclear Medicine Vascular Surgery Health Education North West CT1 CT1/ST4 Broad Based Training Psychiatry Health Education West ST1/ST3 ST1 (pilot)/ST3 Ophthalmology Oral and Maxillofacial Surgery (OMFS) Health Education Wessex ST1 (pilot)/ST3 ST4 Cardiothoracic Surgery Paediatric Cardiology Health Education West Midlands CT1 CT1/ST3 ST3 ACCS Anaesthetics Anaesthetics Intensive Care Medicine Health Education Yorkshire and the Humber ST3 ST4 All ST3 ST3 ST3 ST3 ST3 Direct Route of Entry – Emergency Medicine Emergency Medicine Neurosurgery Clinical Neurophysiology Otolaryngology (ENT) Paediatric Surgery Trauma and Orthopaedic Surgery Urology Training programmes not listed above will be recruited by local LETBs/Deaneries.
Applicant Interview Log Candidate(s) Interviewed Date Interview was Scheduled Date Interview was Conducted Time of Interview Disposition Code* Salary/Step Applicant Requested *Please use the following disposition codes for each candidate listed above and return this form to OHR with the Request to Appoint Form and the appointment paperwork. IS – interviewed not selected SH – selected for hire NS – no show for interview PIN: Classification: Unit/Agency: Interviewer or Hiring Manager’s Signature 2/2013
1 Poor 2 Fair 3 Good 4 Excellent 4. Expected Outcomes No mention of expected outcomes or results. Vaguely states expected outcomes and does not clearly identify them as short, interim, or long term. States expected outcomes and gives some information on which are short, interim, and long term. Provides detail on short term (immediate results), intermediate (change in a few weeks or months), and long term (change in months or a year) outcomes. Includes how outcomes will be ascertained. 5. Timeline No mention of project start, milestone, or completion dates. Provides some information on project timeline. Provides start date, important milestone dates during project, and completion date. Provides start date, important milestone dates during project, and completion date. Describes how project will continue after funding ends. 6. Attached budget & justification of use of Budget is attached but no justification for use of funds. Line items are inappropriate for the project. (Faculty salary and computer equipment costs not allowed). Budget is attached and gives vague justification of project cost. Some line items are inappropriate for the project. (Faculty salary and computer equipment costs not allowed). Budget is attached and justifies with some clarity use of project Line items are appropriate for the project. (Faculty salary and computer equipment costs not allowed). Budget is attached and clearly justifies use of project funds. Line items are appropriate for the project. (Faculty salary and computer equipment costs not allowed). 7. Relevance to health equity No explanation of how the problem is relevant to health equity. No description of how project will advance the field of health equity research or practice. Vague description of how the problem is relevant to health equity. Unclear how project will advance the field of health equity research or practice. Somewhat describes how problem is relevant to health equity and how it advances the field of health equity research and practice. Describes the importance of addressing this problem to advance the field of health equity and practice. Clearly states how project will advance the field of health equity research or practice. 8. How the project advances the faculty member’s research No explanation of how project advances faculty member’s research or practice. Unclear explanation of how project advances faculty member’s research or practice. Explains how project advances faculty member’s research or practice with some detail. Explains well how project advances faculty member’s research or practice. POINTS FOR ALL DOMAINS (range 8-32)
offender who is contrite. It seems that most magistrates think that 12 to 18 months is by no means a substantial period of imprisonment and that six months is a very short period of imprisonment. But six months for a first offender must seem interminable. Such a period is a substantial punishment and not the short, sharp period that magistrates seem to think it is.” The shift, to reformation as opposed to retribution also found favour, in State v Chera & Another 2008 (2) 58 (H). At page 62E, Justice Ndou stated as follows:- “The sentence here is well in excess of general accepted outer limit. As alluded to above, both accused persons are youthful offenders aged 18 and 19 years. To imprison such young men for 46 years raises an ethical question of whether there was justice in this punishment. The magistrate seems to have adopted the old form of lex talionis, an eye for an eye or tooth for a tooth. The most popular theory today is that the proper aim of criminal procedure is to reform the criminal so that he may become adjusted to the social order” Justice Ndou, in a carefully reasoned judgment, he gave the justification for the move towards rehabilitation. He did so at paragraphs 62F-G “A mixture of sentimental and utilitarian motives gives this view its great vogue. With the spread of humane feeling and
The Applicants are not approaching this court for mercy. They are approaching this court to exercise a right guaranteed and set out in the Constitution, using the medium of Section 85 of the Constitution. On the other hand, the executive is another arm of the State which has no function to determine the rights and liabilities of individuals. The doctrine of separation of powers is an integral part of our law. THE PREROGATIVE OF THE LAW AND NOT MERCY This court has a duty to exercise jurisdiction in the present application. It cannot leave the issue of the Applicants’ rights, to the mercy of the executive in terms of Section 112 of the Constitution. A number of constitutional provisions, oblige the court to determine the dispute irrespective of the executive’s mercy powers. First, Section 44 of the Constitution obliges all arms of the State and the courts themselves to “respect, protect, promote and fulfil” the rights in the Bill of Rights. The courts have their own constitutionally-entrenched mandate and duty to protect and promote the applicants’ rights irrespective of and in addition to that of the Executive. This is reinforced by section 45(1).
Anyone who meets any of the categories below will not be automatically disqualified, but they may be asked to step down from membership of a NICE committee, at the sole discretion of NICE. Please tick the box for any of the following that apply to you and provide further information on the circumstances: subject of a bankruptcy restrictions order or interim order have been dismissed (except by redundancy) by any NHS or social care body have had an earlier term of appointment terminated under a disqualification order under the Company Directors Disqualification Act 1986 have been removed from trusteeship of a charity Please provide further information: …………………………………………........................................ ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… Any committee members or chairs who are appointed because of their up to date professional health and care service knowledge and experience and work in a regulated profession should have an active registration with the appropriate professional body when they are appointed and when their appointment is renewed. For medical committee members or chairs, this includes a licence to practise. I accept the above conditions for committee membership and confirm that none of the disqualifications listed in points 1a-c above apply, and any items listed in point 2 have been declared. Name:…………………………………………………………… Signature:………………………………………………………. Referees
Supervisor: End Date: Position Title: Total Hours: Description of Activities: Non-Clinical Experience #2 Type of Experience: Date: Supervisor: End Date: Position Title: Total Hours: Description of Activities: Non-Clinical Experience #3 Type of Experience: Start Date: Supervisor: End Date: Position Hours: Description of Activities: EXTRACURRICULAR ACTIVITIES & COMMUNITY SERVICE Extracurricular Activity or Community Service #1 Type of Experience: Start Date: Supervisor: End Date: Position Title: Total Hours: Description of Activities: Extracurricular Activity or Community Service #2 Type of Experience: Start Date: Supervisor: End Date: Position Title: Total Hours: Description of Activities: Extracurricular Activity or Community Service #3 Type of Experience: Start Date: Supervisor: End Date: Position Title: Total Hours:
Release and Disclaimer Applicant represents that all statements herein are true and current. As signed below, I (applicant) understand that this is an application only, which must be approved by the marina’s management prior to commencement of any licensed use of the Vintage Marina PARTNERS’ property. APPLICANT SIGNATURE: DATE: APPLICANT SIGNATURE: DATE: MARINA STAFF SIGNATURE: _______ DATE: FAX or MAIL completed application to the marina you are applying for moorage: CHANNEL ISLANDS HARBOR MARINA 3850 S. Harbor Blvd Oxnard, CA 93035 Phone: (805) 984-7780 FAX: (805) 984-7764 VINTAGE MARINA 3150 S. Harbor Blvd Oxnard, CA Phone: (805) 984-3366 FAX: (805) 984-7861
Matter details Matter number (e.g. U2015/12345) Applicant (you, employee) Applicant’s representative (if any) Respondent (the employer) Respondent’s representative (if any) Date of conference or hearing 1. Your employment 1a. When did you start working for the respondent (your employer)? 1b. What was your job title? 1c. Were you full-time, part-time or casual? 1d. What hours did you work? (E.g. 38 hours per week, 20 hours per fortnight, variable hours) Now go to question 2
PERSON SPECIFICATION - Finance Officer Factors Essential Desirable How identified Qualifications Either AAT qualification (or equivalent) or previous experience of working in a school/academy or similar finance position Educated to GCSE grade C in Maths and English Application form Verification and demonstration of knowledge at interview Professional Experience Some experience of budget monitoring and account reconciliation Experience of undertaking a range of clerical and administrative duties, including data input and retrieval Experience of school finance systems A good level of ICT competence Application form Selection procedure Interview questions Performance in selection methods Interview by demonstration of ability to display knowledge and skills References Skills/Abilities Excellent communication skills, both written Ability to show sensitivity and objectivity in dealing with confidential issues Ability to work to deadlines with minimum supervision Display commitment to the protection and safeguarding of children Able to commit to working 6 specific Saturdays 8.30 – 4.30 and 3 specific evenings until 7pm per year (boarders returning to and leaving school, open day) Application form Selection procedure References Interview Performance in related selection exercises Specialist Knowledge Familiarity with SIMs/FMS or willingness to learn Knowledge of computer systems including spreadsheets A basic knowledge of the financial workings of a school Familiarity with general ledger systems Application form Selection procedure References Interview Performance in related selection exercises Other Requirements An effective team player but can think and work independently A good health and attendance record Application form Selection procedure References
Proficient in the use of ICT (Microsoft Word, E-mail and Internet) to manage record keeping and production of resources A/E Knowledge of behaviour management approaches A/I/R Up to date knowledge of safeguarding responsibilities and practices A/I First Aid training A Other relevant childcare qualification A Knowledge and commitment to equality of opportunity A/I Personal Development and Additional Learning Essential Desirable How identified Evidence of professional development linked to Special Educational (SEN) and behaviour management A Evidence of other recent and relevant professional development A Experience Essential Desirable How identified Experience of working with primary age children A/I/R
To be aware and comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person. To be aware of and support difference and ensure all pupils have equal access to opportunities to learn and develop and to contribute to the overall ethos/work/aims of the school. To establish constructive relationships and communicate with other agencies/professionals, in liaison with the teacher, to support achievement and progress of pupils. To attend and participate in regular meetings, participate in training and other learning activities as required. To implement planned supervision of pupils out of school hours and supervise pupils on visits and out of school activities. PERSON SPECIFICATION – Higher Level Teaching Assistant Note to Applicants: The criteria highlighted as essential are the key requirements. You should pay particular attention to these areas and provide evidence of meeting them. Failure to do so may mean that you will not be invited for interview. Achievement of criteria – key to identification A = Application I = Interview E = Exercise R = Reference Knowledge & Skills (including any relevant of required qualifications) Essential Desirable How identified HLTA status or equivalent A GCSE Maths and English at Grade C or above or equivalent qualification A Knowledge, experience and passion for the RE curriculum A/I/R Excellent planning skills A/I/R Excellent oral and written communication skills A/I/R Proficient in the use of a A/I/R
Ability to manage pupils in a classroom A/I/R Experience of working with children in Key Stage 2 Awareness of trends and developments in education A/I/R Ability to secure positive behaviour through positive relationships A/I/R Ability to be versatile and calm under pressure A/I/R Ability to work effectively with staff from outside agencies A/I/R Ability to manage time and prioritise own workload A/I/R Ability to communicate with all pupils effectively in a variety of settings A/I/R Initiative Essential Desirable How identified Commitment to a collaborative creative way of working , with the ability to motivate A/I/R Self-motivated A/I/R Circumstances Essential Desirable How identified Willingness to attend regular training courses A Willingness to attend meetings after school and on INSET days A Willingness to be involved with educational visits and other activities in school A/I/R
of EXPECTED RESULTS Title of Expected Result (Describe the expected result, including key segments expected) Source Reference (List where in the application you learned that this result was important to Cat 7) Category 7 reference (List the result belongs in Cat 7) Figure # (Identify the page or figure that contains the results) Ex: results for trust in leadership from employee survey; segmented by division 1.2b(1); Figure 1.2-2 7.4a(2) 7.4-2
Written Interview Answer all questions honestly and truthfully. Print or type your answers. 1. Why do you want to work for The University of Texas Police at Houston? 2. What are you future career goals? 3. Why do you want to leave your present job? 4. Describe the working environment at your present or past job? 5. What is Customer Service to you? 6. Are there any other names which you have used other than the name on the application? If so, list them here:
Signature of Applicant Date Interviewee/Witness Date RECORDS INQUIRY , Applicant Interview Date The information you disclose on this page will be verified through the Justice Information Management Systems (JIMS) and the National Crime Information Center (NCIC). Misleading statements, falsifications or omissions could disqualify your application. Date: Position Applied for: Personal Information (type or print clearly) Name: Last First Middle Race: Gender: M F Date of Driver License #: State Issued: Social Security #: Other: Criminal History Request Maine Vermont Two U.S. states are non-participants in the (NCIC). Check the corresponding box if you resided in either of these states: BELOW FOR OFFICE USE ONLY Harris County Data Source: JIMS through internet, or Operator: Warrants: No. Type operator's name. Yes. Warrant #: Charge: Agency: Phone #:
release in the event that “exceptional circumstances meant that punishment was no longer justified.” Germany The South African constitutional system was largely modelled in similar lines to the German constitutional model of adjudication and for that reason, the jurisprudence of the South African Constitutional Court often makes reference to German decisions. Considering the Zimbabwe Constitution’s similarity to that in South Africa, it can therefore be argued that the consideration of German jurisprudence is of high persuasive value. In 1977, the Federal Constitutional Court of Germany decided on the “Life Imprisonment” case. The Court considered whether a mandatory sentence of life imprisonment for a murder of “wanton cruelty” was compatible with the German Constitution. The Court held that the State could not turn an offender into an object of crime prevention to the detriment of his constitutionally protected right to social worth or human dignity. The Court held that respect for human dignity and the rule of law meant the humane enforcement of life imprisonment was possible only when the prisoner was given “a concrete and realistically attainable chance” to regain his freedom at some later point in time. A life sentence struck at the very heart of human dignity if it stripped the prisoner of all hope of ever earning his freedom. The linked the right to human dignity to the requirement that punishment be aimed at rehabilitation. An offender had to be given the chance, after atoning for his crime, to re-enter society. The State was obligated to take all measures necessary for the achievement of that goal. The Court emphasised the individual nature of the assessment of rehabilitation. For a criminal who remained a threat to society, the goal of rehabilitation might never be fulfilled; in that case, it was the particular personal circumstances of the criminal which might rule out successful rehabilitation rather than the sentence of life imprisonment itself. The Court held that, subject to these conclusions, life imprisonment for murder was not a senseless or disproportionate punishment. The fact that, under the German Criminal Code, life prisoners
RPL Flowchart The flowchart describes the procedure to be followed in determining RPL. Applicant Request for RPL Preliminary Discussion Applicant advised of suitability RPL Application form and self assessment distributed to Applicant Applicant informed of formal learning opportunities RPL forms returned Applicant deemed suitable to enrol for RPL Applicant not deemed suitable to enrol for RPL Student enrols with CDU forms Formal assessment process begins Gap Training (if necessary) undertaken Represents Applicant/Student Responsibilities RPL Outcome Represents Assessor Responsibilities
<POSITION SEARCH COMMITTEE PREFERRED QUALIFICIATIONS SUGGESTED SCREENING (5 Preferred Qualifications @ 5 Points Maximum Per Qualification = 25 Points Maximum Total) Degree in … (Preferred Qualification #1) 0: no degree at all 1: Bachelor’s degree, but not related at all 2: Bachelor’s degree and closely related 3: Master’s degree, but not related at all 4: Bachelor’s degree in … (specific field of…) OR Master’s degree closely related 5: Master’s degree in … (specific field of…) Experience in … (Preferred Qualification #2) 0: no experience at all 1: < 5 years of experience 2: 6-10 years of experience 3: > 10 years of experience 2 points optional (subjective) – based upon level of experience and complexity Experience in … (Preferred Qualification #3) 0: no experience at all 1: < 5 of experience 2: 6-10 years of experience 3: > 10 years of experience 2 points optional (subjective) – based upon level of experience and complexity Experience in … (Preferred Qualification #4) 0: no experience at all 1: < 5 of experience 2: 6-10 years of experience 3: > 10 years of experience 2 points optional (subjective) – based upon level of experience and complexity Experience in … (Preferred Qualification #5) 0: no experience at all 1: < 5 years of experience 2: 6-10 years of experience 3: > 10 years of experience 2 points optional (subjective) – based upon level of experience and complexity
Subject: United States Department of Agriculture (USDA) – Rural Development (RD) Applicant THPO Section 106 Initiation Dear : financial assistance from the USDA Rural Development (RD), under its ] for (Project). In regards to the Nationwide Programmatic Agreement among the U.S. Department of Agriculture Rural Development Programs, National Conference of State Historic Preservation Officers, Tribal Signatories, and The Advisory Council on Historic Preservation for Sequencing Section 106 (NPA): . . If elects to fund the , subject to review Section 106 of the National Historic Preservation Act, 54 U.S.C. 306108, and its implementing regulations, 36 CFR Part 800. defines the area of potential effect (APE), as an area that includes all Project construction and excavation activity required to construct, modify, improve, or maintain any facilities; any or easement areas necessary for the construction, operation, and maintenance of the Project; all areas used for excavation of borrow material and habitat creation; all construction staging areas, access routes, utilities, spoil areas, and stockpiling areas; and at least a ½-mile
We aim to assist children in developing personal, spiritual, social and moral values from a Christian view, whilst also showing respect for other religions and other ways of life. We aim to make all children feel valued and want them to succeed. We aim to maintain and develop in children lively and enquiring minds, providing exciting learning opportunities beyond the classroom. We aim to foster attitudes that will instil self-confidence, a sense of personal worth and help children to acquire knowledge and skills relevant to life and work in a changing world. We place high value on treating everyone, the environment and our community with respect and consideration. During 2014 we have been rated Good at our Ofsted Inspection and Outstanding at our SIAMs Inspection Comments from OFSTED Inspection and Inspection “The quality of teaching is good, and some is outstanding, so that pupils usually make progress as they move through the school. Children in Reception are successful in developing their basic skills because they share in captivating learning experiences.” Ofsted “School leaders articulate a visionary and inspiring Christian for the school which impacts upon all aspects of school life. The leadership team is passionate about the Christian ethos of the school. It is lived and breathed by the school community. Consequently, outstanding relationships are modelled by staff and pupils.” SIAMS ALL SAINTS C of E PRIMARY SCHOOL Job Description: Class Teacher Job Title: Class Teacher Salary: Main Pay Scale Job Purpose: The Class Teacher will: teach a class of pupils, and ensure that planning, preparation, recording, assessment and reporting meet their varying learning and social needs;
Alabama State Nurses Association Approved Provider Eligibility Verification Section 1: Demographic Data Organizations interested in submitting an application for approval as an Approved Provider must complete the Eligibility Verification and meet all Eligibility Requirements. Verification received from organizations that do not meet Eligibility Requirements will be rejected without substantive review. ______________________________________________________________________________ Name of Organization ______________________________________________________________________________ Street Address ______________________________________________________________________________ City Zip/Postal Country Identify Organization Type: Constituent Member Associations of ANA College or University Healthcare Facility Health - Related Organization Multidisciplinary Educational Professional Nursing Education Group Specialty Nursing Organization Primary Point of Contact: Name and Credentials Title/Position ____________________________________________________________________________________ Telephone Number E-mail Address Has the applicant organization ever been denied accreditation by ANCC or had its accreditation status suspended or revoked? Yes No If yes, please provide the following information: Date: Action: Denial Suspension Revocation Brief description: Has the applicant organization ever been denied approval by or had approval suspended or revoked for an individual activity or a provider application by the Alabama State Nurses Association?
Applications via lead LETB websites in 2016 Lead LETB Level Specialty Health Education East Midlands ST1 ST3 Public Health Chemical Pathology/Metabolic Medicine Health Education East of England ST1 Community Sexual and Reproductive Health Health Education Kent, Surrey and Sussex CT1 ST3 ST3 Core Surgical Training Clinical Oncology Medical Oncology London Recruitment CT1/ST1 ST1 ST3 ST1 ST3 ST3 ST3 ST3 ST3 ST3 ACCS Emergency Medicine Clinical Radiology General Surgery Histopathology Diagnostic Neuropathology Occupational Medicine Paediatric and Perinatal Pathology Plastic Surgery Nuclear Medicine Vascular Surgery Health Education North West CT1 CT1/ST4 Broad Based Training Psychiatry Health Education South West ST1/ST3 ST1 (pilot)/ST3 Ophthalmology Oral and Maxillofacial Surgery (OMFS) Health Education Wessex ST1 ST4 Cardiothoracic Surgery Paediatric Cardiology Health Education West Midlands National Recruitment Office for General Practice Training CT1 CT1/ST3 ST3 ST1 ACCS Anaesthetics Anaesthetics Intensive Care Medicine General Practice Health Education Yorkshire and the Humber ST3 ST4 All ST3 ST3 ST3 ST3 ST3 Direct of Entry – Emergency Medicine Emergency Medicine Neurosurgery Clinical Neurophysiology Otolaryngology (ENT) Paediatric Surgery Trauma and Orthopaedic Surgery Urology Training programmes not listed above will be recruited by local LETBs/Deaneries.
Waterloo CDBG Economic Development Funds Application for Business Financial Assistance SUBMISSION DEADLINE IS DECEMBER 30, 2017 Business Requesting Financial Assistance: Individual Home Address Name of Applicant Business Full Street Address of Business Phone Number & Email Address DUNS Number (REQUIRED): Type of Business Date Business Established Commercial Lender’s name, Address and Contact Person’s phone and email address: NOTE: The City will not provide assistance in situations where it is determined that any representation, warranty or statement made in connection with this application is incorrect, false, misleading or erroneous in any material respect. If assistance has already been provided by the City prior to discovery of the incorrect, false or misleading representation, the City may initiate legal action to recover City funds. Section 1: Description of Business and Proposed Project Describe the proposed "project" (for example, company relocation, building expansion, remodeling, new product line, number of new jobs, amount of investment in machinery and equipment) and the expected benefits it will receive from the financial assistance requested: Provide a history of your company:
14. UNDERWRITER’S COUNSEL Contact: Title: Firm: Phone: E-mail: 15. DISCLOSURE COUNSEL Contact: Title: Firm: Phone: E-mail: 16. TRUSTEE/TENDER AGENT Contact: Title: Firm: E-mail: 17. FINANCIAL ADVISOR/ CONSULTANT Contact: Firm: Phone: E-mail: ADDITIONAL INFORMATION PLEASE COMPLETE ATTACHMENT A AND PROVIDE THE FOLLOWING ADDITIONAL INFORMATION ONLY AS IT DIFFERS FROM THE INFORMATION SUBMITTED VIA THE ORIGINAL APPLICATION. IF ATTACHEMENTS B-H REMAIN BLANK IN THIS APPLICATION, IBANK WILL ASSUME THE INFORMATION PROVIDED IN THE ORIGINAL APPLICATION IS STILL CORRECT AND CONTROLLING: ATTACHMENT A B C D E F G H I DESCRIPTION OF INFORMATION: Applicant’s justification for expiration date extension request. Any changes to the names, titles, city and state of applicant’s corporate officers and board members. Description of any controversy connected with the Project not described in the original Application. Any changes to the Project’s sources and uses of funds. Any changes in the Project’s permit status since the original Application. Any Changes to list of outstanding prior debt (tax-exempt and taxable). Any changes to financing team members’ contact information. Most Recent Audited Financial Statement if it was not submitted with the Original Application. Required Draft Bond Documents. APPLICANT CERTIFICATION I, (name of signatory) as (name of position), an authorized officer of the (name of applicant), certify that, to the best of my knowledge, the information contained in this application, including all attachments, is true and accurate. Signature: Date: Please note that for Publicly Offered bond transactions the Underwriter must be listed on the California State Treasurer’s Underwriter Pool list. For more information, please refer to .
within existing marijuana establishment ownership External Transfer to already vetted natural persons (through a separate marijuana establishment) acquiring ownership individually or as part of an entity (e.g., Limited Liability Corporation, S Corporation, C Corporation) Conditional and Final* Transfer of Interest Form Legal contracts or agreements detailing the ownership transaction Identification of marijuana establishment within which proposed transferees maintain existing ownership Organization Updated Secretary of State paperwork (if applicable) Fictitious firm name DBA paperwork (if applicable) Shares issued in and per owner (if applicable) Locality business license (if applicable) Proof satisfactory that no monopoly will be created Legal contracts or agreements detailing the ownership transaction 100% External Transfer to non-vetted natural person(s) acquiring ownership individually or as part of an entity (e.g., Limited Liability Corporation, S Corporation, and C Corporation) Conditional and Final* Transfer of Interest Form Fingerprints Background Check DPS Evidence new owner has been entered into the Agent Card Application Portal Organization chart Updated Secretary of State paperwork (if applicable) Fictitious firm name DBA paperwork (if applicable) Shares issued in total and per owner (if applicable) Locality business license (if applicable) Proof satisfactory that no monopoly will be created Legal contracts or agreements detailing the ownership transaction 100% Pursuant to NRS 453D.( ), if the transfer of interest request is for a marijuana establishment holding a conditional license, a signed and notarized attestation, signed by
Education, Job related Qualifications & Specialised Training School/College/University (Name / Location ) Qualification / Certificates (Awarding body / Subject) Date Completed (month and year) Grade / Level Current/most recent Employer Employer Name, Address & Post code Job Title: Notice Required: Annual Salary: Date Started: (dd/mm/yy) Date Finished: (dd/mm/yy) (If applicable) Please give a brief description of your duties in this role below: Reason for leaving:
Secondary Education Name of institution (give dates): 1. 2. Academic qualifications (give subjects, grades and dates): GCE ‘O’ Level, GCSE (or equivalent) ‘A’ Levels (or equivalent) Career History Please give details of ALL full and part-time work, including particulars of ALL paid and unpaid employment or experience after the age of 18, eg, commercial experience, raising family, youth work, VSO, work overseas. Complete the columns working backwards from the present date. Please leave NO gaps. Dates From: (M/Y) To: (M/Y) Job title, employer, address Age range* Approx. school roll* Salary in your current post only FT / PT Reasons for leaving
A B/C D E Main Category Sub/Extended Categories Entry Code White English WENG Scottish WSCO Welsh WWEL Other White British WOWB WIRI Traveller of Irish Heritage WIRT Albanian WALB Kosovan WKOS White European WEUR White Other WOTW / Roma WROM Mixed / Dual Background White and Black Caribbean MWBC White and Black African MWBA and Asian MWAS Any Other Mixed Background MOTH Asian or Asian British Indian AIND Pakistani APKN Bangladeshi ABAN Asian AOTA Black or Black British BCRB African BAFR Any Other Black Background BOTH Chinese Chinese CHNE Any Other Ethnic Group Korean OKOR Any Other Ethnic Group OOEG Signed ....................................................................................... Date .........................................................
*where applicable Professional Training and Development Give details of relevant courses and training undertaken in the last five years: Dates and duration Title of course / training (incl. Home Study and Distance Learning) Name of provider eg, LA, College etc Qualification obtained (if any)
Organisation chart Please refer to Annexure W. Discover Energy will have the following individual positions: Marketing and Advertising Manager Operations Manager CFO CEO Procurement Manger Wholesale Risk Manager Compliance Consultant Key Staff CEO: Mr Hongwei (Anson) Zhang Residential address: 15 Waterline Crescent, Bulimba, Queensland, 4171 Qualifications: MBA (UTS) Experience: Founder and CEO of OSW which commenced operation in January 2013. In four years, Anson has grown the company to a business with an annual turnover in excess of $90 million with five distribution offices across Australia. Anson has experience as a Product and sales manager, managing 30 staff and a portfolio of over 20 products. He has also worked as a Software engineer. Anson has experience with Channel sales and Accounts administration. CFO: Mr Andrew Tay Residential address: 36 Impala Street, Runcorn, Queensland, 4113 Qualifications: MBA (Vic Uni) BInfSc (La Trobe Uni) FCPA (2006) Experience: Currently the CFO of OSW, Andrew has over 20 year of working experience in financial management and accounting. He has worked in leading professional firms and international companies, such as KPMG, Logica (now part of CGI Group) Hewlett-Packard, Eni Australia.
Details and evidence of current financial position, for example, interim financial statements. Discover Energy is a start-up business that does not have interim financial statements. Please find attached documentation confirming Discover’ current financial position marked ‘Annexure L’ and ‘Annexure N1’, both provided on a commercial in confidence basis. As noted above Discover Energy has access, from third parties, two significant financial resources. Group structure Please refer to the attached business plan, marked ‘Annexure B1’ provided on a commercial in confidence basis. Declaration from CFO (or CEO or director) Please find attached declaration from Discover Energy’s CFO confirming the company’s current financial position marked ‘Annexure L’ and provided on a commercial in confidence basis. Please find attached declaration from Discover Energy’s CEO concerning the solvency of officers marked ‘Annexure M’ and provided on a commercial in confidence basis. Declaration from independent auditor Please find attached declaration from an independent auditor confirming the company’s current financial position and capability marked ‘Annexure N’ and provided on a commercial in confidence basis. Details of any bank guarantees or arrangements or process to access additional capital.