zilongwang/ReadingBank huggingface dataset:
3. “Contracting Officer” shall mean the U.S. Government Contracting Officer for LORD CORPORATION’s government prime contract under which this Contract is entered. 4. “Contractor” and “OFFEROR” means the SELLER, as defined in the LORD CORPORATION Purchase Order incorporating the terms and conditions herein, acting as the immediate (first tier) subcontractor to LORD CORPORATION. 5. “Prime Contract” means the contract between LORD CORPORATION and the U.S. Government or between LORD CORPORATION and its higher-tier contractor who has a contract with the U.S. Government. 6. “Subcontract” means any contract placed by the contractor or lower-tier subcontractors under this Contract. C. NOTES 1. Substitute "LORD CORPORATION" for "Government" or “” throughout this clause. 2. Substitute "LORD CORPORATION Procurement Representative" for "Contracting Officer,” “Administrative Contracting Officer,” and “ACO” throughout this clause. 3. Insert “and LORD CORPORATION” after “Government” throughout this clause. 4. Insert “or LORD CORPORATION” after “Government” throughout this clause. 5. Communication/notification required under this clause from/to the Contractor to/from the Contracting Officer shall be through LORD CORPORATION. 6. Insert “and LORD CORPORATION” after “Contracting Officer,” throughout the clause. 7. Insert “or LORD CORPORATION PROCUREMENT REPRESENTATIVE” after “Contracting Officer,” throughout the clause. 8. If Contractor is an international contractor, this clause applies to this Contract only if Work under the Contract will be performed in the United States or Contractor is recruiting employees in the United States to do Work on the Contract. D. AMENDMENTS REQUIRED BY PRIME CONTRACT Contractor agrees that upon the request of LORD CORPORATION it will negotiate in good faith with LORD CORPORATION relative to amendments to this Contract to incorporate additional provisions herein or to change provisions hereof, as LORD CORPORATION may reasonably deem necessary in order to comply with the provisions of the applicable Prime Contract or with the provisions of amendments to such Prime Contract. If any such amendment to this Contract causes an increase or decrease in the
Return this form to: Email: FOR OFFICE USE ONLY Ref No: Date received: Has applicant been given an offer: Decision: Signed: Date: Decision communicated: a) to student Date: b) to Finance Office Date: In all cases, the final decision as to the recipients of awards rests with a Selection Committee No further correspondence will be entered into once a decision has been made and communicated to the applicant.
Chapter 8 Page glowered 127 rebuke 128 demure 133 fervor 133 Chapter 9 Page corpulent 146 sauntered 150 Chapter 10 Page compelled 167 Chapter 11 Page luminous 169 myopia 169 sniveling 170 quavered 174 parried 179 talisman 180 Chapter 12 Page acrid 186
Chapter 9 – A view to a Death Simon is tragically and accidentally killed. Why was he mistaken for the beast? What is the parachuter on the mountain a symbol or metaphor for? We see Simon now as the truly great and intelligent boy – why? Why do Ralph and Piggy seek solace in this new society Jack has created? How and why is it governable? Notebook Check #10: Chapters 10, 11, and 12 Reading Questions Chapter 10 – The Shell and the Glasses Why do none of the children fully recognise what has happened, what they’ve done, and its significance? ‘[Roger] sat still, assimilating the possibilities of irresponsible authority.’ What is Golding helping us to realise about Roger here? Chapter 11 – Castle Rock What is the significance of the face paint? What does it allow the boys to do? Could they be savages without it? Why or Why not? Piggy’s death is the third death. Does the author want us to believe that is was like the others? Explain. Chapter 12 – Cry of the Hunters What do the boys realise when they see the naval officer? What finally caused them to be rescued? What is the irony of this? ‘Fun and games, having a war,’ what is the irony behind the comments of the officer?
9. What do the boys think about Castle Rock? 10. What is Ralph thinking as he strikes the rock with his fist? Chapter 7 "Shadows and Tall Trees" CHAPTER 7 - VOCABULARY 1. JUMBLE: (V) To mix in a confused way 2. COVERT: (ADJ) Not openly practiced, avowed, engaged in, accumulated, or shown 3. BLUNDER: (N) To make a stupid, usually serious error in; botch 4. INFINATE (ADJ) Having no boundaries or limits. Questions - Please answer the following questions in complete sentences. 1. After leaving Castle Rock to search for the beast, the boys stop to eat. What is Ralph thinking about during this time?
A Justice Secretary who understands the importance of advocacy would not be assisting in the peddling of the lazy fiction that seeks to demonise legal aid lawyers as "cashing in", as The Sun headline put it. My second example of this Government's lack of appreciation of the value of advocacy is the recently enacted Justice and Security Act which allows for closed hearings in civil claims where evidence is sensitive in national security terms. Claimants and their lawyers are excluded from such closed hearings. During the Parliamentary debates, Ministers refused to address the central point that a closed hearing is fundamentally unfair because it prevents effective advocacy on behalf of the client. It is fundamentally unfair because the judge will be deciding the case by relying on evidence which one side has had no opportunity to challenge. As Lord Kerr of Tonaghmore said in the Supreme Court in 2011 in the Al-Rawi case, "evidence which has been insulated from challenge may positively mislead". It is the role of the advocate to challenge the evidence. My third example is that in a consultation which closed yesterday, Mr Grayling is proposing that the rules of standing for judicial review should be restricted so that claims could only be brought by persons with a direct interest and not by public interest groups such as NGOs, charities and pressure groups. Any attempt by Government itself, the defendant in so many of these cases, to restrict the efficacy of judicial review must be very carefully scrutinised to ensure that the changes are being
To assess the impact of eSight Eyewear on the visual performances and oculomotor-control of subjects with various low vision conditions. {Slide 8} Method Recruitment: CRIR/Centre de réadaptation MAB-Mackay du CIUSSS du CRIR/Institut Nazareth et Louis-Braille du CISSS de la Montérégie-Centre Inclusion criteria Age 13-75, BCVA 20/60-20/400 Stable central visual loss Min. central field of 20° Ready to wear device in public (e.g. work) Motivated, alert Pass MOCA-Blind cognitive assessment {Chart} INCLUSION (4 months) {__>} FOLLOW-UP (4 months) {/Chart} {Slide 9} Outcome measures
Prescription Assessment: 13 (Baseline without eSight) {<} Fitting & Training (Baseline with eSight – eSkills Proficiency Program – Free Loan) {<} At Home (1 month) {<} Follow-up {Phone} N=2 {<} At Home (2 months) {<} Testing (Endpoint – Return Device) 11 complete data 2 incomplete data {/Chart} {Slide 12} Results Distance Visual Acuity (ETDRS) {Chart}
Enrolment Forms Student reaching 18 years + 7 years Confidential shredding 18 is age of majority plus 7 years (6 years in which to take a claim against the school, plus 1 year for proceedings to be served on the school) Student transfer forms (Applies from primary to primary; from one second-level school to another) Student reaching 18 years + 7 years Confidential shredding Student reaching 18 years + 7 years (6 years in which to take a claim against the school, plus 1 year for proceedings to be served on the school) Disciplinary notes Never destroy N/A Never destroy Results of tests/exams (i.e. end of term, end of year exams, assessment results) Student reaching 18 years + 7 years Confidential shredding 18 is age of majority plus 7 years (6 years in which to take a claim against the school, plus 1 year for proceedings to be served on the school). End of term/year reports Student reaching 18 years + 7 years Confidential shredding 18 is age of majority plus 7 years (6 years in which to take a claim against the school, plus 1 year for proceedings to be served on the school) Records of school tours/trips, including permission slips, itinerary reports Never destroy N/A Never destroy Scholarship applications e.g. Gaeltacht, book rental scheme Student reaching 18 years + 7 years Confidential shredding 18 is age of majority plus 7 years (6 years in which to take a claim against the school, plus 1 year for proceedings to be served on the school) Garda vetting form & outcome - STUDENTS Record of outcome retained for 12 months. Confidential shredding Record of outcome retained for 12 months. School to retain the reference number and date of disclosure on file, which can be checked with An Garda Síochana in the future. Student Sensitive Personal Data Duration Final disposition Comments Psychological assessments Indefinitely N/A Never destroy Special Education Needs’ files, reviews, correspondence and Individual Education Plans Indefinitely N/A Never destroy Accident reports Indefinitely N/A Never destroy Child protection Indefinitely N/A Never destroy
G1.B1.S1.AS4 G1.B1.S1.AS5 G1.B1.S2 Effectiveness: 7 G1.B1.S2.AS1 Fidelity: 6 G1.B1.S2.AS2 G1.B1.S2.AS3 G1.B1.S2.AS4 G2. If all teachers (Kdg-5th), along with leadership, take ownership of the science curriculum by providing students with hands-on instruction incorporating rigorous content specific vocabulary, then our proficiency rate will increase by 15% or higher on the state Science Florida Comprehensive Assessment Test. Summative Results: FCAT 2.0 Science Proficiency 75% 1.b Progress Monitoring: District and School Data (District Baseline and Mid-Year Assessments, Penda, and teacher made assessments) 8 G2.B1 Students do not understand the coherence of the science standards across the grade levels. 7 G2.B1.S1 Use vertical learning communities (VLC) meetings to review content specific science standards. Effectiveness: Provide monthly VLC planning, monitor student work/ lesson plans for vocabulary instruction and the use of computer-based programs. 7 G2.B1.S1.AS1 Identify tested fifth grade standards assessed on the FCAT 2.0 taught at each grade level. Fidelity: Observe classroom for usage of Penda, Achieve and Gizmos at each grade level. 6 G2.B1.S1.AS2 Utilize Penda and Achieve 3000 in grades 3-5 to increase background knowledge of science concepts. G2.B1.S1.AS3 Utilize Gizmos Kdg.-5th grade to increase background knowledge of science concepts. G2.B2 Not all teachers use hands-on science labs or teach specific content vocabulary. 7 G2.B2.S1 Use biweekly science common planning to delve into the curriculum guides and test item specifications. Effectiveness: Provide professional development around school, VLC planning, analyze student interactive journals, observe hands-on science lab inquiries, and monitor student work samples. 7 G2.B2.S1.AS1 Identify a FCAT 2.0 list of tested vocabulary during VLC meetings. Fidelity: Observe classroom science instruction for labs and vocabulary instruction at all grade levels. 6 G2.B2.S1.AS2 Identify hands on science activities for each unit of student and schedule a specific lab day for each grade level.
PERSON PROFILE LORIC Project Manager Area Essential Desirable Education/Qualifications Educated to degree level or higher Professional current qualification in Project Management (PRINCE 2 or similar) Skills, Knowledge & Experience Be able to demonstrate considerable experience of externally funded Project Management Significant experience of business engagement preferably to SMEs within the Greater Lincolnshire LEP area Experience of managing a team Good working knowledge and understanding of GLLEP, national and EU policy and developments in relation to enterprise, innovation and knowledge transfer Excellent planning, Awareness of social enterprise/not for profit business models Experience of delivering ERDF projects Management of information resources, both paper-based and online, including CRM systems
Appendix 1: Letter of Introduction to Community Educator Seeking Participants MA Child, Family & Community, DIT, Mountjoy Square, Ph: xxx xxx xxxx, Email: xxxxxxxx 08/05/12 Dear Educator, I am a student studying on the above course. As part of my thesis, I propose and exploration of supports that facilitate learners participation and retention on a community education course and additional supports, if any, that may encourage progression to third level education.
Are you aged: □ 18- 23years □ 24-65years □ Over 65 If you are aged please state 18- 23years you Fathers occupation Are you any of the following? □ Not of Irish origin □ Living in rural Ireland □Have a registered disability □ Parenting alone □ Unemployed □ Ex – offender Appendix 4: Focus Group Extracts with Themes and Sub-themes CODE FG Code Quote Theme Subtheme Q. 9.45.d 9.46.c 9.47.d 9.48.a Is there anything else you felt you had to overcome be here on this course Ye I had a lack of confidence around other people Same as me self ye Even when we got up and did that play thing that wouldn’t have been me but because we got to know each other the confidence just kicked in so you just had a laugh and got in and done it I don’t think anyone would have a problem now going into a group or a big class now Challenges Challenges Challenges Outcomes Support Confidence With people Confidence With people
3. If applicable, what steps were implemented to address challenges: (Type Response Here) Goal (3) Utilize GRYD data to continuously evaluate and develop program design. Objectives: Ensure regular review of and analysis of data. Engage CBOs in discussions. 1. Describe progress toward objectives A-B: (Type Response Here) 2. Describe any challenges toward meeting the stated goal and objectives: (Type Response Here) 3. If applicable, what steps were implemented to address challenges: (Type Response Here) SECTION 3: NARRATIVE QUESTIONS This section asks common questions of all CalVIP grantees. Provide clear and complete responses, specific to this reporting period, to each question below. In relation to the overall budget, are grant funds being expended as planned and on schedule? Yes No If no, explain why and describe the plan to correct it. In relation to the overall grant budget, are match funds being expended as planned and on schedule? Yes No If no, explain why and describe the plan to correct it. Are all grant-funded positions filled (includes the lead agency and any contracted agencies)?
PURCHASING DIRECTORY Michael Matthews Purchasing Agent (205)-325-1412 Dorothea Pruitt Purchasing Coordinator (205) 521-7592 BUYING STAFF Melinda Cunningham (205) 325-5662 Carmen Jones (205) 714-3753 Dorothea Robinson (205) 521-7593 Sandra Tellis (205) 325-5382 Annie Ward (205) 714-3753 ADMINISTRATIVE SUPPORT Wanda Harville (205) 325-5783 TECHNOLOGY DOCUMENT SCANNING BID NO. 126-14 AWARDED TO: TSA Incorporated For more information contact: Annie Ward, Principal Buyer @ 205 714-3753 or warda@jccal.org TABLETS & ACCESSORIES BID NO. 59-15 AWARDED TO: Technical & Scientific Applications For more information contact: Annie Ward, Principal Buyer @ 205 714-3753 or warda@jccal.org
HAS YOUR INFORMATION CHANGED? If your entities PACA representative, email address, mailing address or phone number has changed, please call Dorothea Pruitt at (205) or send an email to to update your information. PACA Currently serves various entities in and surrounding Jefferson County; cities, fire departments, organizations, county commissions, housing authorities, library systems, civic center authorities, junior colleges, agencies, boards of education and water works. INSTITUTIONAL SIZE DISHWASHER (Hobart Model No FT1000+) BID NO. 49-15 AWARDED TO: Dixie Store Fixtures For more information contact: Melinda Cunningham, Buyer @ 205 325-5662 or GAS TILTING SKILLET (Legion Model No. CSG41-14) BID NO. 50-15 AWARDED TO: Hawki, Inc. For more information contact: Melinda Cunningham, Buyer @ 205 325-5662 or COMMERCIAL ICEMAKER (Hoshizaki URC -146) BID NO. 51-15 AWARDED TO : Dixie Store Fixtures For more information contact: Melinda Cunningham, Buyer @ 205 325-5662 or STATIONARY KETTLE (Groen Model No. AH/IE-60) BID NO. 52-15 AWARDED TO : Dixie Store Fixtures For more information contact: Melinda Cunningham, Buyer @ 205 325-5662 or CONVECTION OVEN (Blodgett Model No DFG200 Base) BID NO. 48-15 AWARDED TO : Dixie Store Fixtures For more information contact: Melinda Cunningham, Buyer 205 325--5662 or CONVECTION STEAMER (Cleveland Range Model 24CGM200) BID NO. 76-15 AWARDED TO : Dixie Store Fixtures For more information contact: Dorothea Pruitt, PACA @ 205 521-7592 or
Length of Stay Rates Quick Reference Guide Introduction This is a variation on the daily rates where the price of the room is dependent on the length of stay. Users can set different rates based on the number of nights the guest is staying. Business Strategies Maestro and Maestro’s online booking engine, ResWave allows for seamless booking of Length of Stay (LOS) rates. Not all GDS/OTA providers handle Length of Stay (LOS) rates in the same manner. It is recommended to consult with them before entering rates within Maestro. Configuration If the user is familiar with Daily Rate creation, user can proceed to Section 4. All of Maestro’s Rate Types are configured from within Front Desk Maintenance. To do this, select Rates | Rate Types. To create a new Rate Type, select F6/Create and complete each field as described below. Rate Category All Rate Types for room rates must be associated with the Rate Category “Room”. All Rate Types for non-room rates must be associated with one of the other user-defined Rate Categories such as “Food” or “Recreation”. Key the desired Rate Category or select it from the F8/Lookup. Rate Type This is the name given to the Rate Type. For example – “RACK”, “CORP”, or “GOVT”. From Date To Date The From Date and the To Date fields correspond to the valid dates for the rate period. Number of Days Maestro will calculate the number of days that this Rate Type is valid. The user cannot key data into this field. # Days Minimum # Days Maximum Default the Days Minimum to 1 and Days Maximum to 999 if Maestro’s Yield Management is not being used. For Weekly Rates, you will set the # Days Minimum to 7. Days Adv Book Min Occupancy % From Occ % To Minimum Amount Maximum Amount It is only necessary to configure these areas when Maestro’s Yield Management feature is in use. For a complete explanation of this feature – Please refer to Maestro’s Yield Management Reference Guide. Package Src Cd This field is not required for Length of Stay Rates. Other Rate Category Other Rate Type This field is not required for Length of Stay Rates.
CONNECTED, LEVEL 2 2013, I Spy … Look out for Monarchs by Bob Brockie Overview This article describes what scientists are doing to find out about the distances butterflies fly and where they go in winter. It explains what citizen scientists can do to help biologists and ecologists make observations and collect data. A Google Slides version of this article is available at www.connected.tki.org.nz. Science capability Students need to develop a set of capabilities that support them to ask informed questions if they are to participate as “critical, informed, responsible citizens in a society in which science plays a significant role”. The capabilities enable students to meet the achievement objectives in a way that supports the purpose of science in The New Zealand Curriculum and the development of the key competencies. These capabilities include being ready, willing, and able to gather and interpret data. Students need to understand what counts as evidence in science, the importance of observation, and the difference between observation and inference. Text characteristics Photographs and diagrams that clarify the text and require some interpretation Scientific and technological vocabulary that may be unfamiliar to some students The mathematical concept of time Conversational tone that includes direct address to the reader. Curriculum context SCIENCE NATURE OF SCIENCE: Investigating in science Achievement objective(s) L2: Students will extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models. LIVING WORLD: Ecology Achievement objective(s) L2: Students will recognise that living things are suited to their particular habitat. LIVING WORLD: Evolution Achievement objective(s) L2: Students will recognise that there are lots of different living things in the world and that they can be grouped in different ways. Key Nature of Science ideas Science knowledge is based on direct, or indirect, observations of the natural physical world. Scientists gather data using their senses to make observations. Making careful observation often involves measuring something. Observations are influenced by what you already know. Key science ideas Insects are animals too. All types of animals produce young so the species can keep going. Some babies go through different stages before they reach adulthood. Different species have different responses to seasonal changes in order to survive.
UNITED STATES BANKRUPTCY COURT SOUTHERN DISTRICT OF NEW YORK ------------------------------------------------------------------x In re: Debtor(s). ------------------------------------------------------------------x Case No. () Chapter LOSS-MITIGATION ORDER A Loss Mitigation Request was filed by the □ Debtor on [Date] _____________, 20__; □ Creditor on [Date] _____________, 20__; □ The Court raised the possibility of Loss Mitigation on [Date] __________, 20__. Pursuant to the Loss Mitigation Program Procedures, the parties have had notice and an opportunity to object. Upon the foregoing, it is hereby ORDERED, that the following parties (collectively, the “Loss Mitigation Parties”) are directed to participate in Loss Mitigation on Loan ending in [last four (4) digits of Loan account number]: 1. The Debtor, [name of Debtor]; and 2. The Creditor, [name of Creditor] with respect to (address of residence). ORDERED, that the Loss Mitigation Parties shall comply with the Southern District of New York Loss Mitigation Program Procedures; and it is further ORDERED, that the Loss Mitigation Parties shall observe the following deadlines: Within 7 days of the entry of this Order: Service of this Order: The Loss Mitigation Party seeking Loss Mitigation shall serve this Order upon the other Loss Mitigation Parties and any
Lost Civilizations: China-Dynasties of Power Guided Video Notes As you watch the video, gather evidence in the form of bulleted notes for the GRAPES of Ancient Chinese civilization. Use the boxes to below to organize your information. Geography (location, physical features, human movement and settlement, human-environmental interaction) Religion (beliefs, scriptures, methods of worship, houses of worship, gods & goddesses, prayers) Arts & Achievements (arts, literature, major accomplishments, new technological innovations, impact on later civilizations) Politics (political ideas, types of governments, government leaders, war and military) Economics (trade, goods produced, food supply, wealth) Social Structure (jobs, levels of society, class differences)
Found Child (member of public or participant) Time found: Location found: Child’s Name: Male or Female: Age of child: D.O.B.: Hair Colour: Eye Colour: Clothing (Colour & Pattern): Ethnicity: Any other relevant information: Spectator or Participant or Other: Has the child any special medical requirements? (check for medical tags) Name of Security/Steward &Head of security dealing with child: Time child handed over to Lost Child Unit: Details of Adult handing the child over Name: Tel: Role: Time Event Control was informed: Any other information: Name of Parent/Carer collecting child: Relationship to child: Signature: Phone Number: Address: ID document/s checked: Member of event staff handing over child: Signature: Time child reunited:
Lost on the Moon Scoring: NASA’s Answers Scoring: For each item, find the difference between your ranking and NASA’s ranking number. Add these differences. The smaller your difference, the closer you are to the experts. Also do this for the team rankings. Compare accuracy of the individual predictions and group prediction. Item NASA Rationale Box of Matches 15 No oxygen to sustain flame, virtually worthless Food Concentrate 4 Efficient means of supplying energy requirements 50 Feet of nylon rope 6 Useful in scaling cliffs, tying injured together Parachute silk 8 Protection from sun’s rays Portable heating unit 13 Not needed unless on dark side. Two .45 caliber pistols 11 Possible means of self-propulsion One case dehydrated milk 12 Bulkier duplication of food concentrate Two 100-pound tanks of oxygen 1 Most pressing survival need Stellar Map (Moon’s constellations) 3 Primary means of navigation for locating position and figuring out how to get to the rendezvous Life raft 9 The life raft is a carry all for supplies, (the moon’s gravity permits heavy loads to be carried), as a shelter, and a possible stretcher for the injured. It also offers protection from micrometeorite showers. Magnetic compass 14 Magnetic field on moon is not polarized; worthless for navigation. 5 gallons of water 2 Replacement for tremendous liquid loss on lighted side Signal Flares 10 Flares cannot burn in a vacuum, but they, and the pistol, can be shot. Flares and guns would therefore be excellent propulsive devised for flying over obstructions. First-aid kit containing injection needles 7 Needles for vitamins, medicines, etc., will fit special aperture in NASA space suits Solar-powered FM 5 For keeping in touch with earth. In a vacuum, without the ionosphere, radio transmission travels only a line of sight and would be limited on the moon to destination of approximately ten miles, thereby not as useful in communicating with the Mothership
6. Any other comments? Training participants’ survey As part of an independent evaluation into the national training programme for the implementation of the Social Services and Well-being (Wales) Act, ICF Consulting is looking to survey individuals who have completed training on the core modules. The survey will collect information on the early impact of the training, including how the training has affected respondents’ skills and their level of knowledge, and if it has contributed to changing the way they work. The respondents need to have returned to work and had time to reflect on the training to be able to provide information on these early impacts. Therefore the survey should be sent to training participants no sooner than four weeks after they have completed their training. Below you will find an email you can send to training participants inviting them to complete the survey. Training participants’ survey – introductory email This is an invitation to complete an e-survey. It is for individuals who have completed training modules for the Social Services and Well-Being Act (Wales) 2014. We would ask you to complete this survey no sooner than four weeks after completing the training. This is a survey to collect your views on the training you have received and the impact it has had. We will also be collecting your views on whether the training could be improved in the future. We therefore strongly encourage you to complete the survey, which should take around 10 minutes to complete. Please click the link below to access the survey: English: Welsh: The survey is being administered by the independent research company ICF Consulting Ltd. Your responses will be treated in the strictest of confidence and in line with the Data Protection Act. All responses to the survey will be anonymised in reporting. If you have any questions or any problems accessing the survey, please contact the project manager of the research at ICF at
Prevention partners exercise Advocacy handout Margaret case study Huw case study Paul case study Luc case study Dylan case study Assessing and Meeting the Needs of Individuals summary Overview slides Overview slides with audio Full slide pack Assessing and Meeting the Needs of Individuals training module Well-being of children exercise Analysing risk for children handout Eligibility case study handout Eligibility criteria for adults handout Eligibility criteria for children handout Eligibility criteria for carers handout Geraint case study Mrs D case study Deryn case study Aled case study Simon case study Deana case study Nathan case study Nathan, Jessie and Anna case study Looked After and Accommodated Children summary Overview slides Overview slides with audio Full slide pack Looked After and Accommodated Children training module Content of a Part 6 care and support plan handout Categories of young people leaving care handout Owen, Megan and Kylie scenarios Charlie case study Matthew case study Rhys case study Safeguarding summary Overview slides Overview slides with audio Safeguarding training module Well-being and welfare handout Safeguarding
Read on for a free excerpt from Jill Mattson's newest book... The Lost Waves of Time We have reached the nexus point in man’s destiny. We are further from God and the divine than we have ever been. Look around you – can you doubt that this is so? So what happens next? Today, many believe that we are staring into the abyss: environmental disaster, war, revolt and global upheavals, economic collapse... despite the seemingly insurmountable problems, some think that we are on the brink of re–capturing what the ancient masters tightly guarded and employed with incredible success: Music. Pliable music was the foremost ancient tool to perform unbelievable feats. Special sound vibrational energy manifested as music, has always molded our world - much more than we can imagine. The mirror of music reflects a culture’s deepest social and moral values. Using their understanding of music’s power - ancient man shaped his world and maintained his creation for millennia. Jill Mattson’s The Lost Waves of Time is the story of music through the ages – how it built and maintained and then destroyed and tore down – each great civilization. The point that I believe is unique in Lost Waves is that Music played a far greater role throughout time than any historian has ever recognized. And it impacted on every level. Music was crucial at pivotal points in time in history. Praise for Lost Waves of Time from Readers and recognized Experts: “Lost Waves of Time will take you back to the beginning and ahead to the potential that we have forgotten. Prepare for a ride through history in a way that will move you to your core. You will recognize information from a deeper inner place that you likely didn't know even existed within in you” - Sharry Edwards, Founder Bio Acoustics “From the mythic days of Atlantis through all the histories of the major civilizations: An idea echoes around the ancient world; the vibrational power of music slowly shapes human emotions, behaviors and actions. These influences accumulate and solidify, resulting in entire cultural reform. ... Like the slow
1 The learner will know about suitable clothing and footwear for the workplace The learner must know: Assessment Requirements Evidence Location 1.a What clothing should be worn in a workplace Learners should indicate what clothing should be worn in a workplace. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Which footwear should be worn in a workplace Learners should indicate which footwear should be worn in a workplace. 1.c Why personal presentation is important at work Learners should indicate a reason why personal presentation is important at work.
Figure 3: Gender breakdown of household heads The gender breakdown for household heads sees males account for 58% of all household heads and the remaining 42% being females. The 42% figure for female headed households is much higher than the 2009 provincial statistics for the Western Cape which places the figure at 29,8%. This is indicative of the increased vulnerability to poverty that females experience in South Africa. Education From figure 4 it can be seen that 27% of all residents in Los Angeles are enrolled in some form of education. The biggest contributing category in terms of education enrolment is primary school (19%), again indicating the youthful nature of the community. Figure 4: Education enrolment Table 4: Education enrolment by gender of household head (Total number of school going persons N = 237) Education Enrolment Male household head % of total Female household head % of total Primary school 30.80 39.66 Secondary school 10.97 15.61 Tertiary 0.00 2.11 Sub-totals per gender ~ 42% ~ 55% Total 100% Missing data: 5 Household head genders (2%) When looking at enrolment based on the gender of the household head, an interesting statistic is revealed. Even though female household heads make up only 42% of all household heads (figure 3), 55% of all persons enrolled in education come from female headed households. Enrolment figures for both primary and secondary school are higher in female headed households than male headed households suggesting more value placed on education by female headed households. Again this is something that has been witnessed in other informal settlements such as Europe.
“Looking for an exciting and challenging career in veterinary medicine? The University of Florida Small Animal Hospital might be just what you are looking for! Sprawling over 100,000 square feet, the AAHA Accredited Small Animal Hospital offers 15 specialty services to the over 39,700 patients seen yearly and are seeking technicians who have a strong interest and passion for a particular specialty in veterinary medicine. The Small Animal Hospital is a proud advocate of those wanting to continue to grow personally and professionally in the veterinary field and even those considering a technician specialty certification (VTS).Technicians should be motivated individuals who possess the drive to succeed in a busy hospital and have an interest in working in an educational environment. Overall the Small Animal Hospital offers medical and surgical care for dogs, cats, birds, and exotic pets through a spectrum of cutting edge technologies. Some highlights for various services include: telemetry monitoring systems in-house blood donation services hemodialysis machines mechanical ventilation systems state-of-the art areas including a specialized isolation area and a catheterization lab MRI, CT, and digital radiology suites capability to use various rehabilitative modalities including hyperbaric oxygen therapy, underwater treadmills, and acupuncture Radiation therapy services utilizing a LINAC (Linear Accelerator) To view the specific positions available and to apply please visit . For specific questions, please send inquires to . University of Florida employees have access to competitive benefits packages that could include: • Paid Leave • Paid Holidays • On-Call, Weekend, and Shift Differential Pay • Health Insurance • Dental and Vision Plans • Supplemental Health Plans • Retirement Programs • Continuing Education Opportunities • Employee Recognition Programs • Uniform Allowances • Pet Health Discounts • Relocation Assistance See the University of Florida Humane Resources web pages for detailed information about leave and benefits available to employees ()”
of employment.” Manager Tim Hobbs says, “Ruth does anything you ask her to do. She gets along with everyone and always has a good attitude.” Larry Cardarelli – Lakeland Larry Cardarelli, pictured on right with General Manager Gary Gordon, has been a driver at Fields BMW in Lakeland for nine years. Gordon interviewed Cardarelli for the driver position. Gordon says, “We were impressed by his abilities. The subject of disability wasn’t relevant to the interview. We were impressed by how Larry presented himself.” He added, “Over the years, Larry has been very reliable and dependable. BMW appreciates diversity, but emphasis isn’t placed on a disability. The focus is on a good attitude.” Cardarelli takes obvious pride in his work at the BMW dealership and Gordon appreciates having
WEEK FOUR: March 14 Read in class Chapters 9-10 124-144 Vocab 9-10 due Friday, March 18 March 15 Finish ch. 9 in class Work on Vocab 145-154 Read ch. 9 for block day March 16/17 Quote Study #3 Work on Vocab March 18 Check off vocab 9-10 Continue working on Quote Study #3 Quote Study #3 Due Monday, March 21 WEEK FIVE: March 21 Turn in Quote Study #3 (counts as quiz for chs. 9/10) Read in class Chapters 11-12 169-182 Begin working on vocab 11-12 Vocab Journals due Friday, March 25! Vocab Quiz Friday, March 25 March 22 Read in class Work on Vocab 183-202 March 23/24 Read in class (if necessary) Work on Vocab March 25 Turn in Vocab Journals for all chapters Vocab Quiz NONE: SPRING BREAK! WEEK SIX: April 4 Handout: Study Guide Begin Group Poster Project Ongoing: Poster Project and Study Guide Study Guide due next Tuesday, April 12 April 5 Study Guide April 6/7 Study Guide April 8 Study Guide WEEK SEVEN: April 11 Work on Group Project Study Guide April 12 Check off Study Guide Finish Group Project Study! April 13/14 Turn in Study Guide LOTF Exam
Analysis Demonstrates evidence of rigorous, highly analytical thinking. Develops thoughts in a progressive, sophisticated way. Higher-order ideas are communicated in a cogent and engaging fashion. Evidence of analytical thinking is prevalent but could be further developed. Some thoughts are developed in a clear and logical way. Ideas are communicated in a clear and mostly engaging fashion. Thinking is somewhat superficial and underdeveloped. Thoughts are limited in scope and may not be properly developed. Most ideas are clear to the reader. Analytical thinking is not in evidence; paper does not reflect complete comprehension of topic. Thoughts are very limited in scope and lack development. Many ideas have not been clearly articulated. Connections & Justification Draws well-developed, elaborate, defensible conclusions about intended meaning from the key details of the article and the book. Provides an especially thoughtful, developed, justification of the allegorical implications of the novel. Draws defensible conclusions about intended meaning from the key details of the article and the book. Provides a justification of the allegorical implications of the novel. Draws somewhat substantiated conclusions about intended meaning from the key details of the article and the book. Provides a general justification of the allegorical implications of the novel. Does not provide a justification of the work’s success in communicating meaning the allegorical implications of the novel. Mechanics Paper is virtually error-free, and has been thoroughly proofread. Text features: varied, sentences; correct spelling and punctuation; and sophisticated, vocabulary. Paper is mostly error-free, and has been adequately proofread. Text features: some sentence variety, mostly correct spelling and punctuation, and assignment-appropriate vocabulary. Paper has a substantial number of errors and proofreading is somewhat inadequate. Text features: unvaried but structurally sound sentences, occasional spelling/punctuation errors, and limited and occasionally inaccurate vocabulary. Paper has frequent and egregious errors and there is little to no evidence of proofreading. Text features: fragments or run-on sentences, frequent spelling/punctuation errors, and overly-simplistic and often inaccurate vocabulary. * Please note: Failure to accurately cite sources falls under the category of plagiarism, which is clearly defined in the school handbook and has separate consequences.
The Atlanta Academy presents Lord of the Flies: A Mock Trial Project The Setting: Upon returning to school in 1955, the surviving boys from William Golding’s Lord of the Flies find their community in an absolute uproar. Their parents, teachers and religious leaders are demanding an explanation for the savage behavior on the island. Horrified over the seemingly senseless killing of Piggy and Simon, their families have filed a criminal complaint with the District Magistrate, naming Jack as the party responsible for their sons’ untimely deaths. The Trial: Due to the gravity of the charges, this will be a criminal/civil trial: (1) sentencing could include either imprisonment and/or a monetary fine (2) either the defendant (Jack) or plaintiff (the other boys) could be found partially right or partially at fault. The plaintiff will be the state of England whose job it is to prove their case against the Defendant, Jack Merridew. This will be a bench trial which means that a judge (not a jury) will weigh the strength of each case and decide if Jack walks away or suffers sentencing according to the weight of the evidence against him. The Prosecution: The DA’s office has appointed FOUR deputy district attorneys to prosecute the case. Prosecution lawyers: Maryclare Freeman (lead prosecutor)
Beelzebub, a demon or the devil, depending on how you like your mythology. So this book is getting at some pretty big questions, and driving home a rather weighty message about inherent evil and eternal darkness. Plot Overview When an aircraft carrying British children who are being evacuated from a war zone crashes on a remote island, killing all adults, the children realise that they will have to survive on their own and no one knows where they are. They begin life on the island full of excitement, but gradually the order they tried to create breaks down. The civilised schoolboys become savages. Chapter 1 - Sound of the Shell Ralph and Piggy meet on the beach, having survived the crash. They introduce themselves, then enjoy swimming in a lagoon. The island seems a magical place. Piggy finds a large conch. Ralph blows it like a trumpet, and all the other boys who survived flock around. One group arrives in choir uniforms, led by Jack. The boys elect Ralph as their chief, so Ralph asks Jack to be leader of the choir, who will take the job of hunters. Piggy takes names. Jack, Ralph and Simon explore the island to see if it is inhabited. They push a huge rock off the top of a hill, shouting with delight as it crashes down.
Lockout/Tagout Log Sheet Page Number: Station Number: Lock/Tag Number Describe in detail where the lock is applied and where the equipment or machinery being locked is located. Name/Badge Phone/ Page Date L/T Applied Released Remarks Date Initials ANL-496 (03/21/2011) Completely filled forms must be retained by the lockout/tagout station custodian for future audit purposes. Use ink only to fill out log sheet (nonerasable pen or marker).
Locked out by: 4 [Insert Picture] Energy Source: Location: Procedure: Locked out by: 5 [Insert Picture] Energy Source: Location: Procedure: Locked out by: GROUP LOTO: WAC 296-803-50050 Determine which procedures to use if more than one person will be involved in the LOTO procedure More than one person will be involved in this procedure If group LOTO will not be used, skip to next section No Yes No Choose a group LOTO method: A hasp will be used for this procedure A lock box will be used for this procedure Lock box identification #: A Primary Authorized Person Name:
The lottery funding will make a huge difference to the charity and Caroline Blanchette, Business Support Manager of YPWD said ““We were so delighted when we were advised that we had been successful in our bid to the Big Lottery. We couldn’t believe it. It will make such a difference to the lives of so many people living with young onset dementia.” The charity has plans to deliver the vital service to as many people living with young onset dementia throughout Berkshire as possible. They work with memory clinics, GP’s and the NHS to enable a holistic treatment programme which delivers support from initial diagnosis. YPWD offer a unique programme of support to individuals with young onset dementia and through the lottery funding they will be able to continue with their vital work that makes such a difference to those living with young onset dementia. With thanks and support from each person that has purchased a lottery ticket YPWD will be able to continue their valuable work. ENDS Notes to Editors: Young People with Dementia Younger People with Dementia (YPWD) aims to support people living with dementia under the age of 65 and their family and carers. The needs of younger people with dementia and their carers differ greatly from older people. Young Onset Dementia affects adults between the ages of 30-64. It has a reported prevalence rate of between 54 and 260 cases per 100,000 and nationally there are about 42,000 younger people with dementia. In Berkshire alone, there is an estimated 572 people with young onset dementia (based on Dementia UK report 2014) with about 211 people currently known to care services currently living at home or in care homes. Traditional services are designed to meet the needs and expected therapeutic of older adults and subsequently, access to activities appropriate for younger adults with dementia is limited. People with young onset dementia often experience a more rapid decline in cognition and quality of life at a time when they may otherwise have expected to be in employment and to have an active social life. The same applies to partners and other family members who consequently face social isolation and carer stress. In many cases, carers have to give up work to support their partner and therefore, the ability to provide respite on a daily basis is often pivotal to keeping carers in work. For the person with dementia, lack of appropriate activities can result in an increase in social isolation, apathy, a decline health and increased risk of behavioural and psychological symptoms of dementia.