zilongwang/ReadingBank huggingface dataset:
Some of these projects have included:- The development of the ‘Community Corridor’ partnership members worked with Belfast City Council who committed £1.7 m to help transform the land between the Whiterock Road and the leisure centre into an integrated community area provision. The first phase has been completed and include Glór na Mona building: the new play park, community garden and allotments and over the coming months the second phase of this development will begin over the summer months. The new play park has been handed over to the community but has yet to be named. A steering group ‘Friends of the Playpark’ has been established made up of local community representatives, residents and Belfast city Council representatives to ensure the park is fully utilised and is keep free from damage etc. Work has started on 4G pitch at Gort na Móna GAC and Holy Trinity primary school which replaces the school’s existing upper playground and vacant land. The partnership also supported developments such as the competition of the play park at Sliabh Dubh which has been handed over to the community and now local groups are working to implement a programme of activities at the play park. New housing Developments at St Bernadette’s site and at Britton’s Parade Upgrading of Monagh By Pass
CR3 - number of people volunteering for community development activities 5 50 8 CR4 - Number of people engaged/involved in unpaid voluntary work 4 2 10 15 8 10 12 10 (survey) 50 21 CR5 -Number of people receiving training in community development skills/capacity building 30 6 29 10 (survey skills) 40 CR6 - Number of people using new or improved community facilities 1000 CR7 - Number of community/voluntary groups supported 10 22 member support offered 8 CR8 - Number of community relations projects supported 2 CR9 - Number of people involved in projects that promote shared space 40 Education Output Measures PROJECT AFCG CHWB HTS SCH SVDP USDT YOUTH TEAM WCC SR(Ed) 1 - Number of childcare/nursery school places crated/safeguarded 96 30 FT 60 PT 88 15 208 SR(Ed)2 - Number of pupils whose attendance is measurably enhanced/improved SR(Ed) 3 - Number of pupils whose attainment is measurably enhanced/improved 27 SR(Ed) 4 - Number of pupils whose behaviour is measurably enhanced/improved SR(Ed) 5 - Number of people engaged in parenting skills development programmes 200 20 20 232 SR(Ed) 6 - Number of pupils directly benefitting from the project 35
72540 Master of Hydrogeology Course Coordinator: Dr Sarah Bourke 2017 Semester 2 31/07/17 – 03/11/17 2018 Semester 1 2018 Semester 2 2019 Semester 1 *ENVT4411 (C) GEOS4499 (C) GEOS5015 (D) GEOS5017 (D) GEOS5016 (D) GEOS5018 (D) Term 3 21/08/17 – 03/11/17 Term 1 Term 2 Term 3 Term 1 ENVT4401 (C) GEOS4401 (C) GEOS5501 (C) GEOS5511 (C) Coursework and Dissertation Follow this plan if you are intending to complete your course by coursework and dissertation. You will need to select 2 options from the Option units listed in the table below. Coursework Follow this plan if you are intending to complete your course by coursework only. You will need to select 6 options from the Option units listed in the table below. At least 4 of these Options must be level 5 units 2017 Semester 2 31/07/17 – 03/11/17 2018 Semester 1 2018 Semester 2 2019 Semester 1 *ENVT4411 (C) GEOS4499 (C) Term 3 21/08/17 – 03/11/17 Term 1 Term 2 Term 3 Term 1 ENVT4401 (C) GEOS4401 (C) GEOS5501 (C) GEOS5511 (C) Option units Semester 1 Semester 2 *SCIE4402 *SCIE4403 ENVT5503 *GEOS5502 *GEOS5502 *SCIE4402 *SCIE4403 **GEOS5504 GEOS4418 GEOS4403 Term 1 Term 2 Term 3 **GEOP4002 ENVT4406 ENVT5511 **GEOP4002 GEOS4410 ENVT5510 GEOS4410 ENVT5508
No Locks - Server Scope (SPJobLockType.None) Jobs which have a lock of type None run once on each server in the farm. Because each server in the farm has one timer service instance, a job intended to run on every server does not need to take any locks - each server simply knows it can run the job without further concern. Examples of jobs scoped to servers (Lock Type None) are the Config Refresh job, Timer Recycle job, and the Timer Locks job. To retrieve all server-scoped jobs, run: Get-SPTimerJob | ? {$_.LockType -eq "None"} Content Database Locks and Scope (SPJobLockType.ContentDatabase) Last but far from least are jobs intended to run once per content database. Most of these jobs relate to processing of content and other front-end elements. Examples of Content Database jobs are the Expiration and Hold Processing jobs, the Immediate Alerts jobs, Audit Log Trimming job, and Recycle Bin cleanup job. These jobs are associated with a Web Application (or all Web Applications) and consequently run for each content database in the Web Application. To retrieve a sorted list of all the different types of content database jobs configured in a farm, run this command: Get-SPTimerJob | ? {$_.LockType -eq "ContentDatabase"} | Select-Object -Unique | Sort-Object Name | Format-Table Name Acquisition and maintenance of content database locks for a server is handled by the Timer Service Lock Management job (job-timer-locks). Locks are tracked by an entry in a table (TimerLock) in each content database associating the database with a single server in the farm. Note that content database locks are handled at the server and database level, not at the individual job level. That is, a server which acquires a lock for a given content database takes responsibility for executing all jobs for that database. No other server in the farm will execute any jobs for that database. Content database locks expire after 10 minutes, a value which cannot be changed. Other details on content database locks will be presented when the Timer Service Lock Management job and SPContentDatabaseJobDefinition are discussed. This completes the details on job locks and scopes. Antoher way:-
rural districts, tech leader & teacher may just be 1 of many hats ” we must model the expectation for them; step out of comfort zone.” “Tech-savvy leaders need to be ed based too - we know how to build a community with tech and teaching” “It is not going away. We can teach responsible use and pedagogy, or leave it to someone else…Yikes!” “We need tech savvy leaders to help teachers prepare for tech-savvy kids. The world today is much different.” “Lead by example!!! How can we expect teachers and students to do what we are not willing to do ourselves!” 26 Appendices: Appendix A: Appendix B: 27 Appendix C:
Collins, J. C. (2001). Good to great: Why some companies make the leap--and others don't. New York, NY: HarperBusiness. Connected Principals | Sharing. Learning. Leading [Web log post]. (n.d.). Retrieved from http://connectedprincipals.com/ Connecticut Principals’ Center The Connecticut Association of Schools (2004). The 21st Century Principal: A Call to Action- The Importance of Developing Leadership Capacity for the Improvement of Student Learning. Retrieved from http://www.casciac.org/pdfs/principal_position_paper.pdf Mazza, J. (2013, April 6). E-mail Interview. Meet our 2012 'Tech-Savvy Superintendent Award' winners | eSchool News. (n.d.). Retrieved from MMS Education Knowledge Connects (2012). 2012 Survey of K-12 Educators on Social Networking, Online Communities, and Web 2.0 Tools. Retrieved from National Association of School Principals (2012). School Leadership for Common Core Standards: Changing School Culture and Climate. Retrieved from National Association of Secondary School Principals (2010). 10 Skills for Successful School Leaders. Retrieved from http://www.nassp.org/Content/158/BR_tenskills_ExSum.pdf
CONCLUSIONS AND RECOMMENDATIONS Ada Songor Lagoon and its surrounding areas represent the biggest prospective salt producing body in Ghana. It represents the most favorable and unique location to assure outstanding development of the salt industry in the country. Ada Songor Lagoon, surface area has been granted to four concessionaires. Also, the local inhabitants have been winning salt, using traditional methods, in the lagoon and there are seven societies registered for salt harvesting. Salt production following the principles of modern technology is contradictory with the method traditionally followed by the salt winners, whereby the lagoon is allowed to dry. The salt winners are interested in getting the lagoon dried by the middle of the salt season to start winning the crystallized salt within the lagoon, while the companies need to have the lagoon filled with to facilitate sustained salt crystallization in the pans located at the shores of the lagoon. The difference in the production methods and other problems, arising as a result of the management of this producing body, provoked serious misunderstandings which pampered salt production in the area. Actually, salt reserves in Ada Songor Lagoon are fast diminishing due to the non entrance of new sea-water into the Lagoon. Under these circumstances it is obvious that salt production will be adversely affected. Ada Songor Lagoon salt production capacity is over 1,200,000 tons per year. This capacity is enough to afford operation of the different concerned parties. This means that if the technological solutions being proposed are accepted, then the source/basis for the conflict in the area will be removed. The Master Plan has been prepared with the understanding that the Songor Lagoon will be used as a common resource for brine management. The local co-operative societies registered and duly recognized will also be located at the “shores” of the lagoon and will crystallize salt in their own crystallizing pans from brine partly concentrated in the evaporating ponds. Construction of the two sea inlet arrangements to feed sea-water to the lagoon constitutes a basic premise for the solution of salt production proposed in the Master Plan. The distribution of the production capacities for Ada Songor Lagoon was made taking into consideration: for the companies, the crystallizing possibilities in the present crystallizing areas and disposable future areas; for the co-operative societies, the remaining capacity distributed proportionately to the corresponding membership.
Performance Management 1 Performance Management 2 Performance Management 3 Transit Asset Management Transportation Asset Management (TAMP) MAP-21 Performance Management Rolling Master Calendar August 2015 (PM2/TAMP) – The California Department of Transportation (Caltrans) co-sponsored an Asset Management and State Highway Operation and Protection Program (SHOPP) workshop with the California Transportation Commission (CTC). The workshop was held in Sacramento, California in conjunction with the California Council of Governments Executive Board meeting. November 28, 2016 (PM1) – An all day workshop was held at Caltrans’ office in Sacramento, California. The Federal Highway Administration (FHWA) facilitated the workshop and provided a prerequisite webinar to provide background information to the participants before the workshop. The objective of this workshop was to discuss performance-based safety target setting in general, methodologies for target setting and target setting coordination with the Metropolitan Planning Organizations (MPOs). December 12, 2016 (PM1) – An all day workshop was held at the Holiday Inn, Downtown Sacramento, California. The FHWA co-presented the workshop, and the Office of Traffic Safety also presented. The objective of this workshop was to educate and engage stakeholders in discussions regarding establishing California’s statewide safety performance targets. December 15, 2016 (TAMP) – Caltrans and the CTC sponsored an all day workshop, in Sacramento, California that focused on the goals and objectives for the Transportation Asset Management Plan (TAMP). This was an interactive strategic session that provided the foundation for the development of the TAMP. January 1, 2017 (TAM) – Initial Transit Asset Management (TAM) Targets need to be established. February 8, 2017 (PM1) – This workshop was held in Fontana, California at the District 8 Traffic Management Center. The objective of this workshop was to demonstrate how to access and analyze safety data to set safety performance targets for a MPO. Santa Barbara County Association of Governments (SBCAG) was the example used for the demonstration. The FHWA presented information on how to access the Highway Performance Monitoring System (HPMS), while the California Highway Patrol (CHP) made a presentation on how to access Statewide Integrated Traffic Records System (SWITRS) data. Caltrans demonstrated how the data could be analyzed, and OTS presented on what countermeasures could be funded through their grant program.
The thesis is unacceptable. Procedure: The supervisor provides the student with the reasons for the Fail immediately after deliberations. The supervisor shall provide written reasons for the Fail to the student immediately after deliberations and within two business days. The nature of the deficiencies must be specified with as much as precision as possible in the written report. The “Master’s Thesis and Oral Examination Final Report” form is to be completed by the supervisor and submitted to the FGS as soon as possible, containing the signatures of the members, the distribution of the votes, the reasons for the Fail, and recommendations for further action. The FGS may arrange to meet with the student and the examination committee before acting upon the committee's recommendation. A Fail will appear on the transcript if FGS agrees with the decision of the committee. 5.6 Adjudication Categories and Procedures for Oral Examination Students must pass an oral examination on the subject of the thesis and matters relating thereto. Pass The presentation accurately described the research, and the student was able to accurately and articulately answer the questions. Procedure: The student can proceed to graduate if they received a Pass on their thesis. Fail The presentation of the research was poor with inadequate description of the study; the student answered the questions poorly, indicating a lack of knowledge in the research they conducted. Procedure: The supervisor, in the presence of the examination committee, must inform the student of this recommendation, with reasons, immediately after their deliberations. The supervisor must provide the student with the reasons for the Fail in writing within two business days. The nature of the deficiencies must be specified with as much precision as possible.
Master’s Diploma Form Note: This form is required when a program of study is submitted for the Master’s degree. TYPE your name clearly using upper and lower case lettering (do not use all capitals), and include accent marks as desired. Student Name (as desired on diploma): URID: Degree Type: Program Name: Non-UR E-mail Address: Address for the May Master’s Commencement ceremony mailings. If unknown, provide a permanent mailing address. Student Signature Date
MASTER SERVICE AGREEMENT Date: PO # (if applicable): Supplier: Purchaser: Supplier Contact: Purchaser Contact: Phone: Phone: Fax: Fax: Email: Email: The Supplier and Purchaser agree that the Supplier shall provide the Purchaser with [Insert brief description of goods and/or services], as described more fully below, in accordance with the terms of this Master Service Agreement. 1. Term [Choose one of the two options below and delete the other option] [Option 1: General Retainer] The initial term of this Agreement is [insert initial term, i.e. one year] effective [insert start date] through [insert end date] (the “Expiry Date”) with options to extend the agreement on the same terms and conditions agreed for up to [insert optional terms anticipated, i.e. three (3) additional one (1) year terms; check for consistency with tender documents], at the sole discretion of the Purchaser. The total duration of the Agreement, including the exercise of any options under this clause shall not exceed [indicate the total duration of the agreement, i.e. 5 years]. [Option 2: Project-Specific] The term of this Agreement begins on [insert start date] and continues until such time as the Deliverables have been provided to the Purchaser in accordance with this Agreement or until such time as this Agreement is terminated by either party in accordance with its terms. 2. Optional Extension [For Option 1 only. Use only if required, if not delete] If there is an option to extend this agreement and the Purchaser wishes to exercise it, the Purchaser shall notify the Supplier in writing of its intention to extend the performance term at least thirty (30) days before the Expiry Date, and shall amend the Agreement before the Expiry Date. The preliminary notice does not commit the Purchaser to an extension. The extension shall be by mutual agreement evidenced by a written amendment to this Agreement. 3. Documents Incorporated by Reference The following tender documents are hereby incorporated by reference into and form a part of this Master Service Agreement:
the due date of the response and must have received a Certificate of Compliance prior to the execution of a designation. The second category applies to businesses that have had more than 40 full-time employees on a single working day in the previous 12 months in the state in which they have their primary place of business. The businesses in this category must have either a current Certificate of Compliance previously issued by the Department of Human Rights or certify to the STATE that they are in compliance with federal Affirmative Action requirements before execution of a designation. For further information, contact the Department of Human Rights, 190 East 5th Street, Suite 700, St. Paul, MN 55101; Voice: 651-296-5663; Toll Free: 800-657-3704; or TTY: 651-296-1283. Minnesota businesses must have a current Certificate of Compliance or submitted an affirmative action plan by the time proposals are due, or their proposal will be rejected. The STATE is under no obligation to delay the execution of a designation until a business has completed the Human Rights certification process. It is the sole responsibility of the business to apply for and obtain a Human Rights certificate prior to execution of a designation, as applicable.
Voluntary Controlled 259 336 7,757 1,955 10,307 Academy 1,699 9,582 379 11,660 Free 84 84 1,231 1,617 1,7186 15,385 470 476 36,365 Number on roll from October 2015 Census 4.11 Primary pupil numbers in Shropshire fell each year between 2005 and 2011. The Shropshire trend is behind the position nationally which began to increase in 2007. Secondary pupil numbers began to fall in 2004 and have continued this trend. Admissions 4.12 Every school has a published admission number (PAN) derived from a school capacity calculation, which is based on a formula specified by the Department for Education. Applicants for a school place are rank-ordered according to published admission criteria. The PAN is the point at which each year group reaches capacity, and a school is considered to be oversubscribed or to have unfilled places, based on whether or not applicant numbers are greater than the PAN. 4.13 From 2012 to 2014 Shropshire secondary schools have carried between 11.5% and 12.5% unfilled school places. This compares broadly with the national average of between 11.3% and 15.2%. However, at primary level, the rate is higher, between 14.8% and 14.1% in Shropshire, compared with 10.0 % and 9.9% unfilled primary places across England. 4.14 In certain circumstances, schools may be required to admit additional pupils in excess of their PAN. Applicants with exceptional criteria, such as children in care, could require a school place after all have been allocated; schools could potentially secure additional resources to meet demand; or additional pupils may secure a place through the independent appeals process. This flexibility is unlikely to occur in primary schools where national legislation restricts infant class sizes to 30 pupils per class. 4.15 Class sizes and the organisation of classes within a school is ultimately the responsibility of headteachers and governing bodies. Schools are often reluctant to mix key stages or year groups if this can be avoided. Class sizes in Key Stage One are expected to be no more than 30 and up to 34 in Key Stage Two. At secondary level, class sizes usually average 27 or 28 pupils to allow for setting by ability. 4.16 Applications for school places in the normal admission round - i.e. starting reception, infant to junior and primary to secondary phased transfers - are processed by Shropshire Council. Responsibility for in-year admissions,
Required Core Objectives (three to four per component area) (Remove those that do not apply to the course) Applied to (Course appropriate or faculty determined) Assessment (Department or faculty determined) Examples: Essays / multiple choice / discussion session / short answer /common assessment exam Passing Standard (College-wide approved) Target: Expected % of Students Meeting Core Objective (College wide approved) Critical Thinking Skills Approved passing standard on Institutional Rubric 70% Communication Skills Approved passing standard on Institutional Rubric 70% Empirical and Quantitative Skills Approved passing standard on Institutional Rubric 70% Teamwork Approved passing standard on Institutional Rubric 70% Personal Responsibility Approved passing standard on Institutional Rubric 70% Social Responsibility Approved passing standard on Institutional Rubric 70%
Position Applied For Trainee Solicitor 2020 Name Date of Birth What is your ethnic group? Please mark ‘X’ accordingly Asian/Asian British - Bangladeshi Mixed multiple ethnic group White & Asian Asian/Asian British - Chinese Mixed multiple ethnic group White & Black African Asian/Asian British - Indian Mixed multiple ethnic group White & Black Caribbean Asian/Asian British - Pakistani Mixed multiple ethnic group White & Chinese Asian/Asian British - Any other Asian background Any other mixed/ multiple ethnic background Black/Black British – African White – British/ English/ Welsh/ Northern Irish/ Scottish Black/Black British - Caribbean White - Irish Black/Black British – Any other Black background White – Gypsy or Irish Traveller Other ethnic group – Arab Any other white background Any other ethnic group Prefer not to say Which gender do you identify with? Please mark ‘X’ accordingly Woman Man Other preferred description Prefer not to say
Erin Geddes has worked as an English teacher, Teacher-Librarian and Head of Department in Brisbane schools for 12 years. She has been her school's new senior English program and facilitated workshops for Masterclass 1 and QA Day. As well as workshops, panels and a keynote for ETAQ, Erin lectured at QUT for a semester and enjoys writing creative and public audience mentor texts and exemplars for her school. In 2017, Erin wrote the text of a comic that hung in a Brisbane pub. She is the editor of Words'Worth. . Dr Kelli McGraw is a lecturer in the Faculty of Education at Queensland University of Technology. Currently teaching secondary English curriculum, her prior experience includes teaching high school English and debating in Southwest Sydney, NSW. Kelli researches the fields of secondary school curriculum, teacher identity, digital literacy and children’s literature, presently focusing on the use of project based learning in secondary English. She is the Vice President of The English Teachers Association of Queensland. Abstract In this interactive thinking and planning session, we will share some key considerations about the impact of the new QCE on assessment and learning culture across the school. We will offer some theoretical and practical suggestions for backward mapping from 7-12 and consider how to balance the need to prepare for the requirements of the senior syllabus whilst maintaining a program of high integrity. There will be the opportunity to share practice and strategies for maintaining this critical and yet delicate balance. Focus on IA4 – Essential English Presenters: Leanne Dalley-Trim and Julie Arnold Abstract In this session, we will focus on Topic 2, Creating representations of Australian identities, places, texts and concepts, and IA3 – the extended written response. The session will provide you with an opportunity to consider a variety of text and assessment choices to align with the Syllabus and interest students. We will consider the example of an assessment that asks students to create an imaginative response by placing an Australian archetype (from a studied text) in a setting familiar to the student. You will also have time to discuss assessment tasks suitable to your own context. In addition, we will examine ways of teaching that can prepare students for success so that you can walk away, ready to prepare and create for 2020.
SUBJECT LEVEL EXAM DATE MASTERCLASS DATE NUMBER OF PUPILS MEMBER OF STAFF SPANISH N5 Mon 30th Apr Thurs 26th Apr (P1 – 4) 12 Miss Higgins SPANISH H Mon 30th Apr Fri 27th Apr (P1 – 4) 20 Miss Higgins GEOGRAPHY N5 Tues 1st May Mon 30th Apr (P1 – 4) 11 Mr Bennett GEOGRAPHY H Tues 1st May Mon 30th Apr (P1 – 4) 13 Mr Bennett MUSIC N5 Wed 2nd May Tues 1st May (P1 – 4) 19 Miss Barnett or Miss Mitchell MUSIC H/AH Wed 2nd May Tues 1st May (P1 – 4) 9 Mrs Ross MATHS N5 Fri 4th May Wed 2nd May (P3 – 6) 75 Mrs Harkin Mrs Andrew Ms Angus MATHS H Thurs 3rd May Wed 2nd May (P3 – 6) 76 Mr Clifford Mr Wilson PHYSICS N5 Tues 8th May Thurs 3rd May (P3 - 6) 49 Mr Burrett & Mr Bell PHYSICS H Tues 8th May Fri 4th May (P1 – 4) 25 Mr Bell WEEK ONE: SUBJECT LEVEL EXAM DATE MASTERCLASS DATE NUMBER OF PUPILS MEMBER OF STAFF MOD STUDIES N5 Wed 9th May Fri 4th May (P1 – 6) 52 Mr Bennett (Split Sessions) MOD STUDIES H Wed 9th May Tues 8th May (P1 - 6) 46 Mr McMenemie (Split Sessions) GRAPH COMM N5 Thurs. 10th May Tues 8th May (P1 – 4) 28 Mrs Smith Mr Allison GRAPH COMM H Thurs. 10th May Wed 9th May (P1 – 4) 19 Mr Allison ENGLISH H Fri 11th May Thurs 10th May (P1 – 4) 120 Mrs Carter plus 3 staff ENGLISH N5 Mon 14th May Fri 11th May (P1 – 4) 137 All staff
WEEK THREE: SUBJECT LEVEL EXAM DATE MASTERCLASS DATE NUMBER OF PUPILS MEMBER OF STAFF BIOLOGY N5 Tues 15th May Mon 14th May (P4 – 7) 46 All staff HUMAN BIOLOGY H Tues 15th May Fri 11th May (P3 – 6) 41 Mrs Monteith Miss Stewart HISTORY H Wed 16th May Tues 15th May (P1 – 6) 48 Mr Kerr (Split Sessions) HISTORY N5 Wed 16th May Tues 15th May (P1 – 4) 29 Mrs Murdoch FRENCH H Thurs. 17th May Wed 16th May (P1 – 4) 9 Mr Reid FRENCH N5 Thurs. 17th May Wed 16th May (P3 - 6) 7 Miss Higgins Mr Reid BUSINESS M’MENT N5 Fri 18th May Wed 16th May (P3 - 6) 10 Mr Thomson BUSINESS M’MENT H Fri 18th May Thurs. 17th May (P1 – 4) 6 Mr Thomson DESIGN & MAN N5 Fri 18th May Thurs. 17th May (P3 – 6) 26 Mr Allison Mr Binns DESIGN & MAN H Fri 18th May Thurs. 17th May (P3 – 6) 5 Mr Binns WEEK FOUR: SUBJECT LEVEL EXAM DATE MASTERCLASS DATE NUMBER OF PUPILS MEMBER OF STAFF CHEMISTRY N5 Mon 21st May Fri 18th May (P1 – 4) 34 Miss Jeffers Mrs Gilmour CHEMISTRY H Mon 21st May Fri 18th May (P1 – 4) 29 Dr Cannon COMPUTING SCIENCE N5 Tues 22nd May Mon 21st May (P4 – 7) 26 Mrs Taylor Mrs MacPherson COMPUTING SCIENCE H Tues 22nd May Mon 21st May (P4 – 7) 12 Mrs Ramsay HEALTH & FOOD TECH H Fri 25th May Wed 23rd May (P1 – 4) 8 Mrs McNicol HEALTH & FOOD TECH N5 Fri 25th May Wed 23rd May (P1 – 4) 10 Mrs McNicol
WEEK FIVE: SUBJECT LEVEL EXAM DATE MASTERCLASS DATE NUMBER OF PUPILS MEMBER OF STAFF RMPS N5 Mon 28th May Thurs 24th May (P1 – 4) 10 Miss Roberts RMPS H Mon 28th May Thurs 24th May (P1 – 4) 14 Miss Graham PRACTICAL WOODWORK N5 Mon 28th May Thurs 24th May (P1 – 4) 4 Mr Allison PE H Tues 29th May Thurs 24th May (P3 - 6) 37 Miss Irvine Mr Johnston ART H Wed 30th May Tues 29th May (P1 – 4) 14 Mr Hopkins ART N5 Wed 30th May Tues 29th May (P1 – 4) 15 Miss Jepson HOSPITALITY N5 Fri 1st Jun Wed 30th May (P1 - 6) 26 Mrs McNicol (Split session) DRAMA H Fri 1st Jun Wed 30th May (P1 – 4) 14 Miss Cruickshank DRAMA N5 Fri 1st Jun Thurs 31st May (P1 – 4) 14 Miss Cruickshank
Personal Health AFTER High School When you are on your own, YOU are responsible and accountable for your fitness choices. What will you do to stay physically healthy? Step 1: Determine your fitness goal(s): check all that apply FITNESS GOAL EXERCISE OPTIONS Weight Loss Zoomba; spinning, running/ treadmill, other Build and tone muscles Crossfit; kettle bells; weight lifting, other Performance/Endurance Boxing/KickBoxing, other Flexibility/Overall Health Bar Method; Yoga, other Step 2: How will you accomplish this goal(s)? ____________________________________________________________________________ Step 3: Identify where you will work on your personal fitness goals? Location Address Hours of Operation Fitness Schedule, if applicable (attach copy) Cost (drop in or pass) Other: please explain
Salary range Lifestyle factors of this occupation (hours of work, location etc.) Personal attributes which are desirable for this job Skills required Future outlook for this occupation Career advancement opportunities/further training 2. How does my current Education plan help me? The courses, certifications, and/or training I have already taken to support his plan. 3. What Post Secondary Educational Credentials/Training are required? The program of study I would need to pursue for this career is a (certificate, diploma, undergraduate degree, Master’s degree, PhD, trades program, on-the-job training, Red Seal certification, etc.) 4. Where can I train for the program of study/training that I require? (SFU, UBC, BCIT, UVIC, LANGARA, KWANTLEN etc.) 5. What are 6 employability skills I currently have to support this career plan? (Communication, teamwork, problem solving, initiative, planning, organizing, learning, technology)
Appendix 2: Possible legal interventions Agency Legal Power and Action Circumstances requiring intervention Environmental health Power of entry/ Warrant (s.287 Public Health Act) Gain entry for examination/ execution of necessary work required under Public Health Act Police attendance required for forced entry Non engagement of person. To gain entry for examination/execution of necessary work (All tenure including Leaseholders/ Freeholders) Environmental health Power of entry/ Warrant (s.239/240 Public Health Act) Environmental Health Officer to apply to Magistrate. Good reason to force entry will be required (all party evidence gathering) Police attendance required Non engagement of person/entry previously denied. To survey and examine (All tenure including Leaseholders/ Freeholders) Environmental health Enforcement Notice (s.83 PHA 1936) Notice requires person served to comply. Failure to do so can lead to council carrying out requirements, at own expense; though can recover expenses that were reasonably incurred Filthy or unwholesome condition of premises (articles requiring cleansing or destruction) Prevention of injury or danger to person served. (All tenure including Leaseholders/ Freeholders/Empty properties) Environmental health Litter Clearing Notice (Section 92a Environmental Protection Act 1990) Environmental Health to make an assessment to see if this option is the most suitable. Where land open to air is defaced by refuse which is detrimental to the amenity of the locality. An example would be where hoarding has spilled over into a garden area. Police Power of Entry (S17 of Police and Criminal Evidence Act) Person inside the property is not responding to outside contact and there is evidence of danger. Information that someone was inside the premises was ill or injured and the Police would need to gain entry to save life and limb Housing Anti-Social Behaviour, Crime and Policing Act 2014 A civil injunction can be obtained from the County Court if the court is satisfied that the person against whom the injunction is sought has engaged or threatens to engage in anti-social behaviour, or if the court considers it just and convenient to grant the injunction for the purpose of preventing the Conduct by the tenant which is capable of causing housing-related nuisance or annoyance to any person. “Housing-related” means directly or indirectly relating to the housing management functions of a housing provider or a local authority
Dispersed - Individual flats dispersed throughout an area within a 10 minute walking radius with a staff flat providing 24 hour support [sleepover]. Distance from staff base can vary between 1 minute and 10 minutes. These services are registered with the Care Inspectorate as Care Homes. The total cost of the service is funded by the HSCP with the service user paying a contribution. Supported Living (Dispersed) - Individual flats dispersed throughout an area within a 10 minute walking radius, with a staff flat providing 24 hour support [sleepover]. Distance from staff base can vary between 1 minute and 10 minutes. This service is registered with the Care Inspectorate as a support service (care at home) and (housing support). Funding for these services comes from the HSCP, Housing Benefit and from the service user also making a contribution. The key features of each of these services is set out below at appendix 1
John Pedersen Metro Traffic Lighting Operations 651-234-7849 Do not include if bridge is being removed. Cut the power cable at the condulet, which is on top of the 2 inch rigid steel conduit and attached to the bridge pier; ensure that 12 inches of cable extends out of the condulet. Tape the cable end. Remove the power cable and cable straps between the condulet and the switch. Plug holes (from removed hangers in concrete) with epoxy grout. Disconnect and remove the conductors between each sign lighting fixture and the switch. Disconnect and remove all conduit between the sign lighting fixtures and the switch. Remove the switch. Remove the feed point identification plate. Do not include if bridge is being removed or re-decked. After removing the sign structure from the bridge, Fill anchorage holes (within the concrete) with epoxy grout. Plug holes (within the steel) with galvanized high strength steel bolts, washers and nuts. Use for bridge redecking projects when fascia beams will remain inplace. Ensure that the fascia beam webs are not damaged during the removal of the sign structure(s). Use for bridge redecking projects when fascia beams will remain inplace and holes will not be reused. Fill the holes in the fascia beams with epoxy grout. Use for bridge redecking projects when fascia beams will remain inplace and holes will be reused. Leave open the holes in the fascia beams; they will be reused to mount new structures. Use if junction box is the SOP Disconnect the power conductors at the source of power (SOP) and at the switch. Resplice and waterproof any SOP power cable connections required to maintain roadway lighting according to 2545, “Electric Lighting Systems.” Do not include if bridge is being removed. Remove all conduit and power conductors between the source of power and the switch. Plug any holes in the junction box as directed by the Engineer. If the conduit is stubbed out of the bridge, cap the conduit end after removal of the power conductors. Disconnect and remove the conductors between each sign lighting fixture and the switch. Disconnect and remove all conduit between the sign lighting fixtures and the switch. Remove the switch. Remove the feed point identification plate. Remove Sign Type Special Remove the entire street name sign structure, including any concrete footings.
County Senior Hurling Championship Group 1 Round 1 - 05-05-2016 (Thu) - 08-05-2016 (Sun) South Liberties V Ballybrown Na Piarsaigh V Kilmallock Doon V Bruree County Senior Hurling Championship Group 2 Round 1 - 05-05-2016 (Thu) - 08-05-2016 (Sun) Ahane V Murroe Boher Patrickswell V Adare Bruff V Knockainey County Senior Hurling Championship Group 1 Round 2 - 12-05-2016 (Thu) - 15-05-2016 (Sun) Bruree V Ballybrown Na Piarsaigh V Doon Kilmallock V South Liberties County Senior Hurling Championship Group 2 Round 2 - 12-05-2016 (Thu) - 15-05-2016 (Sun) Knockainey V Murroe Boher Patrickswell V Bruff Adare V Ahane County Senior Hurling Championship Group 1 Round 3 - 26-05-2016 (Thu) - 29-05-2016 (Sun) Kilmallock V Ballybrown Na Piarsaigh V Bruree Doon V South Liberties County Senior Hurling Championship Group 2 Round 3 - 26-05-2016 (Thu) - 29-05-2016 (Sun) Adare V Murroe Boher Patrickswell V Knockainey Bruff V Ahane County Senior Hurling Championship Group 1 Round 4 - 18-08-2016 (Thu) – 21-08-2016 (Sun) Kilmallock V Bruree Na Piarsaigh V South Liberties Doon V Ballybrown County Senior Hurling Championship Group 2 Round 4 - 18-08-2016 (Thu) - 21-08-2016 (Sun) Adare V Knockainey Patrickswell V Ahane Bruff V Murroe Boher County Senior Hurling Championship Group 1 Round 5 - 08-09-2016 (Thu) - 11-09-2016 (Sun) Kilmallock V Doon Bruree V South Liberties Na Piarsaigh V Ballybrown
Rathkeale Cappagh V BYE County Premier U21 Football Championship Group 2 Round 5 - 25-11-2016 (Fri) Oola V BYE Athea Mountcollins V Na Piarsaigh Newcastle West V St Patrick's Semi Finals – December 3rd Final – December 11th Limerick Aras Mumhan Newcastle Castletroy Limerick
County U21 A & B Hurling Championship Semi Finals – March 13th County U21 A & B Hurling Championship Final – March 19th Junior Hurling & Football(A&B) League Semi Finals – June 9th Junior Hurling & Football (A & B) League Finals – June 16th County Junior A & B Hurling Championship Quarter Finals – Sept 24th County Junior A & B Hurling Championship Semi Finals – Oct 1st County Junior A & B Hurling Championship Finals – Oct 15th County Junior A & B Football Championship Quarter Finals – Oct 8th County Junior A & B Football Championship Semi Finals – Oct 22nd County Junior A & B Football Championship Final – Nov 5th County U21 A & B Football Championship Semi Final – Nov 26th County U21 A & B Football Championship Final – Dec 04th County Minor A & B Hurling Championship Semi Finals – Sept 7th County Minor A & B Hurling Championship Final – Sept 24th County Minor A & B Football Championship Semi Final – Sept 14th County Minor A & B Football Championship Final – Oct 1st
Progressive sequencing step controller with step indicator lights. Number of steps shall be determined by number of circuits and boiler kW. Non-fused disconnect. Shunt-trip device. Door interlock. Ground fault. Connections: One electrical supply connection (single point), supplying power to all heating elements and control devices. One (1) threaded or flanged steam outlet. One (1) threaded feed water connection. One (1) threaded blowdown connection. One (1) threaded water column drain connection. Trim: ASME-rated pressure relief valve. One (1) threaded or flanged steam stop valve. One (1) spring-loaded check valve and one (1) ball-type stop valve to control feed water. One (1) quick-opening blowdown valve and one (1) slow-opening blowdown valve. One (1) water column drain valve. (OPTIONAL) Building automation system interface: Manufacturer shall provide programmable logic controller to enable building automation system to control boiler, monitor boiler, and display boiler status and alarms. Control features shall include remote adjust pressure set point. Monitoring features shall include low water level alarm (manual reset), real-time pressure display, real-time display of circuits energized, and ground fault alarm. Programmable logic controller shall include BACnet/IP, BACnet/MSTP, TCP/IP, or ModBus interface to match building automation system protocol. Programmable logic controller shall include LCD screen for local control and display. Quality control: Manufacturer shall perform final quality control check. Quality control check shall include wire termination test and control continuity test. Manufacture shall include signed quality control checklist as integral part of boiler manual. – EXECUTION EXAMINATION Verify service and code requirements.
Sunday penalty rates increases since the introduction of award modernization (full time employees) Year NSW South Australia Queensland 2009( prior to award modernization) 50% 60% 50% 2010 60% 68% 60% 2011 70% 76% 70% The benchmark for the Sunday penalty rates in the retail industry was the former Victorian Shops award, where the Sunday penalty rate was already 100%, which meant that some States are required to significantly increase their wage rates upwards to meet the common denominator. As retailers continue to feel the impact of annual wage increases they are also compelled to be cognizant of the increases in the penalty rates over the next few years when they consider creating job opportunities. It should be noted that although the increases in the Sunday penalty rates are a major concern, there are other high penalty rates in the modern award that continue to cause difficulties for employers including the 250% penalty rate on public holidays in most States and Territories which ranges between $44.97 per hour for a casual employee in the Northern Territory to $47.20 for a casual employee in the ACT. Award modernization may have a positive result in the retail industry in that ultimately one award will prevail throughout Australia, but uniformity will come at a price for the retailers and for the employees. Employers will not be in a position to sustain the high rates, payable under the modern award, and therefore job numbers will be reduced and job growth is highly unlikely in the independent supermarkets in the future. The combination of casual employment restrictions, the increases to penalty rates and the lack of flexibility will continue to inhibit growth amongst independent retailers and consequently productivity is likely to remain at a low ebb for some time unless there are significant changes. Agreement making. In the period 2007- 2009 independent supermarkets were enthusiastic about making enterprise agreements. During that period employers were required to satisfy either the
120 minutes glucose INTERPRETATION: OGTT results in the non-pregnant patient are interpreted as below according to WHO criteria (4): Plasma venous glucose (mmol/L) Test Outcome: Fasting 2 hrs post glucose load Normal glucose tolerance ≤6.0 AND <7.8 Impaired fasting glycaemia 6.1 – 6.9 AND < 7.8 Impaired glucose tolerance < 7.0 AND 7.8 – 11.0 Diabetes Mellitus ≥7.0 OR ≥11.1 OGTT results in the pregnant patient are interpreted as below according to ADIPS criteria (1): Plasma venous glucose (mmol/L) Test Outcome: Fasting 1 hr 2 hrs post glucose load Normal ≤ 5.0 AND < 10.0 AND < 8.5 Gestational diabetes mellitus 5.1–6.9 OR >10.0 OR 8.5–11.0 Diabetes mellitus in pregnancy ≥ 7.0 OR * OR ≥11.1 NOTES: *there are no established criteria for the diagnosis of diabetes based on the 1-h post-load value The above ADIPS criteria are not used in New Zealand, gestational diabetes mellitus is diagnosed if fasting ≥ 5.0 mmol/L and 2-h glucose ≥ 9 mmol/L. REFERENCES:
required according to the treating physician 16:00 serum osmolality, U+Es (± copeptin) In the setting of ongoing severe polyuria, more frequent checks of serum osmolality, electrolytes and renal function may be required according to the treating physician Termination serum osmolality, U+Es (± copeptin) - Urine osmolality plateaus (i.e. <30 mOsm/kg increase between two consecutive hourly measurements). This indicates maximal urinary concentrating ability - Weight loss of more than 3% of baseline weight - Serum sodium levels > 150 mmol/L - Urine osmolality > 800mOsm/kg IV 2 g DDAVP 1 hour post DDAVP Weight, BP, HR serum osmolality, U+Es (copeptin) urine osmolality, sodium Patient to limit fluid intake to 500-800ml for next 24 hrs if urine concentrated post DDAVP INTERPRETATION: Primary polydipsia Nephrogenic Diabetes Insipidus Complete Central Diabetes Insipidus Partial Central Diabetes Insipidus Baseline copeptin (pmol/L) 5 ≥ 21.4 < 2.6 < 5 Serum osmol (mOsm/kg) < 300 > 300 > 300 > 300 Urine osmol (mOsm/kg) > 800 (300 – 800 if chronic) < 300 < 300 300-800 Post DDAVP urine osmol Rise (%) < 10% < 50% > 50% 10-50% Figure: Diagnostic algorithm for the differential diagnosis of the polyuria-polydipsia syndrome (3)
Please list all conditions currently monitored by a health care provider__________________________________ Please describe any surgeries you’ve had___________________________________________________________ Please circle any of the following you’re wearing today: Contact lenses Dentures Hairpiece Hearing Aid Please check any conditions you currently have or have had in the past. Explain below including current or past treatments. ☐Allergies ☐Arthritis ☐Asthma ☐Anxiety ☐Benign tumors ☐Blood Clots (DVT) ☐Broken Bones ☐Bursitis ☐Cancer ☐Circulatory problems ☐Cold or flu within past 48 hrs. ☐Concentration difficulties ☐Concussion ☐Confusion ☐Congestive heart failure ☐Contagious diseases ☐Depression ☐Diabetes ☐Disc problems (bulge or herniation) ☐Edema (swelling/water retention) ☐Fatigue ☐Frequent falls or sudden “clumsiness” ☐Headaches (frequent) Explain:_______________________________________ ☐Hearing loss ☐Heart disease ☐High or low blood pressure ☐Hypoglycemia (low blood sugar) ☐Implants (silicone, saline, metal pins etc.) ☐Insomnia ☐Joint replacement(s) ☐Memory loss ☐Numbness/tingling in shoulders, arms, fingers ☐Numbness/tingling in legs, feet, toes ☐Osteoporosis/Osteopenia ☐Sciatica ☐Scoliosis ☐Seizures ☐Sinus infections (recurring) ☐Spasms/cramps ☐Spinal conditions ☐Stiff or painful joints ☐Stroke ☐TMJ ☐Tendonitis ☐Thyroid dysfunction ☐Varicose veins ☐Vision problems (sudden blurry or double) Explain:______________________________________ Consent for Treatment If I experience any pain or discomfort during this session, I will immediately inform the practitioner so that the pressure and/or strokes may be adjusted to my
going on in other countries because usually they come full circle. Also, for the past several years by following the Internet forums and such has been extremely beneficial. Advantages and Disadvantages of the Focused Strategies Each generic strategy offers advantages that firms can potentially leverage to enhance their success as well as disadvantages that may undermine their success. In the case of focus differentiation, one advantage is that very high prices can be charged. Indeed, these firms often price their wares far above what is charged by firms following a differentiation strategy (Figure 5.8 "Executing a Focus Strategy"). REI (Recreational Equipment Inc.), for example, commands a hefty premium for its outdoor sporting goods and clothes that feature name brands, such as The North Face and Marmot. Nat Nast’s focus differentiation strategy centers on selling men’s silk camp shirts with a 1950s retro flair. These shirts retail for more than $100. Focused cost leaders such as Checkers Drive In do not charge high prices like REI and Nat Nast do, but their low cost structures enable them to enjoy healthy profit margins. A second advantage of using a focus strategy is that firms often develop tremendous expertise about the goods and services that they offer. In markets such as camping equipment where product knowledge is important, rivals and new entrants may find it difficult to compete with firms following a focus strategy. Figure 5.8 Executing a Focus Strategy In terms of disadvantages, the limited demand available within a niche can cause problems. First, a firm could find its growth ambitions stymied. Once its target market is being well served, expansion to other markets might be the only way to expand, and this often requires developing a new set of skills. Also, the niche could disappear or be taken over by larger competitors. Many gun stores have struggled and even gone out of business since Walmart and sporting goods stores such as Academy Sports and Bass Pro Shops have started carrying an impressive array of firearms. In contrast to tacky Hawaiian souvenirs, the quality of Kamaka ukuleles makes them a favorite of ukulele phenom Jake Shimabukuro and others who are willing to pay $1,000 or more for a instrument.
b. $465,500.00 c. $478,671.75 d. $840,438.92 b. $465,500.00 c. $478,665.20 d. $840,438.92