zilongwang/ReadingBank huggingface dataset:
LAKE CITY HIGH SCHOOL TIMBERWOLVES Tuesday September 13, 2016 B DAY DAILY BULLETIN Today’s Lunch: Taco Bar (Choice of meats, beans, rice, cheese & topping); made to order sub sandwiches, veggies and fast food choice. Breakfast: Cinnamon knots; asst. cereal, fruit & juice & milk GENERAL Drama club meets every Wednesday at 2:45-3:30 in room B-11. We welcome anyone interested in theatre. Please join us for our first meeting this Wednesday in room B-11 The Lake City TSA club will meet in Mr. Behm's room directly after school today, Tuesday the 13. The Lake City Skeet and Trap Club will meet in Mr. Behm's Room directly After school this Wednesday the 14. ss Baseball will have an informational meeting regarding open gyms and fundraising today at 3:15 pm at the Lake City Hitting Facility. Hey TWolves! Environmental Club will host its first meeting of the year this Wednesday after school in Room C3. We will elect club officers and get some work done on the School Garden and Solar Bench. Lake City Game Creators club "Spectrum Developers" will start meeting Wednesday Sept 21st in Room C11 from 2:30-4 The GSA club will hold its first meeting of the year today. Come meet some amazing people for friendship, support and fun. There will be snacks! That's today Tuesday, September 13, in Ms. Chapman's room after school. Seniors submit your photos to , school code twolf. Please check the yearbook website for submission guidelines before submitting. All students must have a student ID if you have not had your picture taken yet sign up in the attendance office with Amy. Picture make-up day/staff picture day is Thursday Sept. 15th The first Key Club meeting of the year is today at 2:30 in B-8. Anyone interested in joining is urged to attend? Student ID Cards are in. You can pick it up from Amy in the attendance office during lunch Homework help and tutoring start after school 2:40-3:30 Tuesday through Thursday in the library.
Allen, Eric Beaven, Jessica Bernard, Jennifer Bivens, Misty Blackwell, Heather Bowen, Shannon Bryan, Kendrick Cecil, Eric Cecil, Katy Childress, Paul Craft, Justin Cruse, Houston Dawson, David Farrar, Laura Garris, Summer Hanna, Monique Hardin, Jamie Heil, Lauren Howell, Aaron Jones, Michelle Jochin, Amber Goodlett, Kyle – Principal Loyall, Amy - Librarian Price, Chris – Assistant Principal Kirkpatrick, Scotty Lindsey, Adam Litton, Amy Lockett, Elizabeth Mattingly, Nikki McGovern, Tom Miller, Karen Prues, Alexander Schell, Ben
Silva, Alfredo Slaven, James Smith, Jaime South, Amy Stillwell, Darrell Thomas, Chris Thomas, Clarissa Venegas, Jorge Walker, Roy Willard, Megan Wooden, Tara Zwiep, Elijah Sandidge, Kelly – DSS Sorace, Ruth – Curriculum Coach Wright, Kristi – Guidance Counselor
EDUCATION & QUALIFICATIONS BSc, Btec or equivalent qualification in scientific subject Association for Respiratory Technology & Physiology (ARTP) assessments parts 1 & 2 Registration with RCCP EXPERIENCE & KNOWLEDGE Experience with children Knowledge of respiratory physiology and cellular science Experience of working with children in healthcare environment
Matching ____People who moved from place to place following herds. ____A complex and organized society. ____The blending of cultures initiated by Alexander the Great. ____The selective growing or breeding of plants or animals to make them more useful. ____Series of holy wars between Christians and Muslims. ____Land between the Tigris and Euphrates Rivers meaning, “land between the rivers.” ____The time period of great suffering and doubt. A. Domestication B. Nomads C. Civilization D. Crusades E. Mesopotamia F. Pastoralists G. Middle Ages H. Hellenism Perform research to answer the following questions Question Mesopotamian Empires Greece Rome 16. Beginning Date 17. Five important developments to the modern world. 18. Ending Date 19. Research Thomas Martin’s “Preserving Democracy” passage 310a: 12-36 and explain the most important quality to preserving democracy. Accessed www.stoa.org/projects/demos/article_aristotle_democracy?page=11&greekEncoding=/ 20. Research Tacitus: The End of the Republic and describe Tacitus view of what destroyed the Republic of Rome. Accessed sourcebooks.fordham.edu/Halsall/ancient/tacitus-ann1a.asp
Unlisted infrastructure funds Unlisted infrastructure funds, which fall under the private market umbrella, are pooled vehicles that allow investors to access portfolio companies (or underlying assets) that are not publicly available. These funds are generally only accessible by large institutional investors with significant capital, and are frequently structured as limited partnerships, involving a general partner (GP – the fund manager) and a number of limited partners (LP – the investors). GP’s aim to deliver appealing returns through superior deal sourcing, valuation techniques, due diligence on investments, and using ownership control and operational knowledge to drive value out of assets until exit. Unlisted funds are highly illiquid, which can be a source of both the illiquidity premium, as well as downside protection during risk-off market events (as can be seen on page 9). The lack of liquidity can allow portfolio managers to focus on assets with superior long-term risk adjusted returns, aligning themselves with the lengthier time horizons of their institutional client base. Whilst liquidity may be limited between the fund and the LP, an LP may look to sell the fund in the secondary market to another institutional investor. Investors must also consider other factors such as fees and the nature of returns that are specific to unlisted funds as part of their evaluation. Fees vary widely from manager to manager but are usually in the range of 1-2% annual management charge and a 10-20% performance (carry) fee. With a dramatic number of new funds competing for capital, fees have been under pressure. Capital commitments are usually drawn down by the fund manager over the first three to five years of the life of a fund as a manager sources and executes investable opportunities. Distributions are later returned to investors as the fund matures, resulting in a J-curve cash flow (and return) profile. According to Preqin, there are approximately 181 unlisted funds looking to raise a combined $115bn in 2017. The actual amount raised is typically far lower than the target however; last year only 52 funds closed, and between them raised a total of $52bn, around $70bn under target. Source: Preqin Unlisted funds: Open vs closed ended? Within the unlisted space it’s important to distinguish between open-ended funds and closed-ended funds. Whilst closed-ended unlisted funds have historically been the preferred vehicle for accessing
LORD CHIEF JUSTICE 2017 Professional surname: Surname: If different from professional surname. Forenames: Please indicate the forename by which you wish to be known: Title: Lord Justice Lady Justice Mr Justice Mrs Justice Ms Justice Tick as applicable Mr Mrs Ms Miss Other (please state): Date of birth: / / Note: Age can affect eligibility for certain appointments. Please see accompanying Information Pack. Email address to use for correspondence: ELIGIBILITY Nationality: You must be a citizen of: the ; or another Commonwealth country; or the . Do you meet the nationality requirements for this post? Yes No If you are a citizen of a Commonwealth country please specify below which country:
2015 Scholars Summit, May 28-30, 2015 in Dallas, TX Register your Scholars online by May 1 (if you’re working in partnership with another LCLD organization, please note both). Register at and click the banner. Hotel reservations by May 18 Annual Meeting Save the Date: September 28-29 in Chicago. Registration opens in May. There is a session for Diversity Professionals again this year. If you have thoughts or suggestions for this session, please email Lori Lorenzo Communications Have a good diversity story, award, initiative? Had a great experience with one of LCLD’s programs? Share it with us, email Caitlin at . Put LCLD on your organization’s diversity page, email Caitlin at for more information. Social media – tag or follow us and we’ll return the favor Twitter: ; Facebook: LinkedIn: Questions/Comments/Suggestions
LBSY - Bachelor of Education (Secondary Design & Technology) (Secondary Food & Textiles Technologies) MINOR – Drama/Performing Arts Students are advised to complete 4 of the following courses: The following 4 courses are Highly Recommended: WHEN TO DO Study Period Course Code Course Title 2nd Year 2 PERF 1011 3rd Year 5 PERF 2014 3rd Year 5 OR 4 or 7 PERF 2016 OR PERF 1001 Music Genres OR Effective Communication 4th Year 2 PERF 2015 * some courses may have pre-requisites Other course options: WHEN TO DO Study Period Course Code Course Title 3rd Year 5 PERF 1010 3rd Year 5 PERF 3007 2nd or 3rd Year 3 PERF 2013 * some courses may have pre-requisites Plus 1 Minor Curriculum Methodology Courses: WHEN TO DO Study Period Course Code Course Title 4th Year 2 EDUC 4209 Years 6-9 Professional Pathway 1 **Class 22859 LBSY Enrolment advice: * please use this enrolment advice for each year of your enrolments Minor Learning Area courses for LBSY: Enrolment advice / Study Plan: Email
Lawton Chiles Middle School Discipline Action Plan 2015-2016 SCHOOL WIDE CLASSROOM RULES CLASSROOM CONSEQUENCES Follow directions the first time given. Keep your hands, feet, and personal objects to yourself, and keep your hands off the property of others. Be inside your assigned classroom when the tardy bell sounds. No profanity, putdowns, bullying, and rude comments to or about anyone. ▪Teachers may add additional classroom rules to meet the needs of their individual classroom setting. Warning Teacher/Student Conference/Conduct Cuts/Teacher Discipline Parent Contact (note, phone call, letter, agenda book, or parent conference) Referral to Administration, see listings below If appropriate fill out Request for Assistance Form and submit to counselor for Student Support Team SST). Begin behavior documentation ▪Serious Offenses or severe disruption: Immediate referral to administration. REFERRAL OFFENSE ADMINISTRATIVE CONSEQUENCE ▪ Cutting Class/Leaving Class without Permission ▪ Disruption on School Bus (Severity of violation will affect consequence issued) ▪ Use of Electronic Devices ▪ Uniform Violation ▪ Tardiness/Lockouts (Refer to policy regarding tardiness to homeroom and after lunch) ▪ Fighting/Altercation ▪ Weapons (simulated Weapons, Sexual Misconduct *This is a guide, please refer to the Student Code of Conduct for further details and more severe offenses. All Students and Parents are required to review the Code of Student Conduct : Available at 1ST offense: Parent Contact/Detentions/Sat. School/CSI 2nd+ offense: Saturday School 3rd+ CSI/ +progressive 1st offense: 2 days suspension from school bus 2nd offense: 5 day suspension from school bus 3rd offense: 10 day suspension from school bus 4th offense: Permanent Removal from school bus ●Devices will be confiscated and will only be returned to parents Device confiscated/Parent contact/Referral 1st offense: Warning /parent contact/ change of clothes 2nd + offense: Detention/Progressive Discipline 1st offense: Warning 2nd offense: Warning/Parent Contact 3rd offense: Referral/ Detention 4th Offense: Detention 5th Offense: CSI Period 6th Offense: CSI (entire day) 7th+ Offense: Progressive Discipline (Outdoor Suspension) 1st Offense: 5 Days Outdoor Suspension at Administrator’s Discretion (Serious fights will result in a 10 day Outdooor) 2nd + Offense: 10 days Outdoor Suspension School Police will be contacted/ Automatic 10 day suspension /Recommendation for Expulsion *****This is a guide and is subject to change at Administrators discretion*******
Conclusion: Points Points Earned Restate the LCM. 1 Rewrite your hypothesis. 2 Explain the evidence that tell you a chemical reaction has occurred. 3 Explain how the experiment did or did not demonstrate the LCM. 4 Use your data to support your answer. 4 Total: _______/14
Proposed Site Application – RMS LCM The Rocky Mountain Synod (RMS) Campus Ministry Committee (CMC) of the Evangelical Lutheran Church in America is committed to developing life-long faith formation and vocational opportunities through learning, service, worship, and community which engages young adults in our congregations and colleges. Each year, the RMS budget designates funding for campus ministries. In order to assist congregations and conferences in engaging young adults from local college campuses, the CMC is developing an application process for new campus ministries to receive funding. Cover Letter Include the purpose of the grant request and a brief description of how the ministry will embody the mission and vision of the RMS. Please do not exceed one page. Summary Sheet Form Please use the two-page template provided. Narrative Identify the purpose, goals, or mission of this ministry. How will this ministry be a part of the mission and ministry of the host congregation? Who is involved in leading this ministry? How will this ministry engage leaders, support, and students outside of the host congregation? Where will meetings of this ministry take place? When do you anticipate the group will form? How will you gather students and volunteers? Describe the student population and college campus(es) to be engaged in ministry. Describe the plans for CMC funding (supplies, rental, food, stipend, etc.). Attachments Anticipated budget Other funding sources (please include committed and pending) Fundraising plan List of campus ministry board, leaders, staff and volunteers Constitution or governing policy (or the proposed timeline for developing a constitution/policy) College/University contacts and status of ministry on campus Annual timeline including administrative goals and ministry events Summary Sheet Form (below)
Regulatory issues continued Regulatory issues continued Section 8: Customer impacts This section should be between 2 and 4 pages. Customer impacts continued Customer impacts continued Customer impacts continued Section 9: Successful Delivery Reward Criteria This section should be between 2 and 5 pages. Successful Delivery Reward Criteria continued Successful Delivery Reward Criteria continued Successful Delivery Reward Criteria continued
Before using the ‘Calculate and Check’ tool to validate the data entered in the yellow cells, your table will look like the one above. After validation the pale blues cells are automatically populated to look like the table below. EXAMPLE: Completed table – after validation: DECLARATION TAB This declaration should only be completed if reporting on behalf of multiple licensees using the one form. Each licensee MUST be listed on the Declaration. If the form is being submitted by, or on behalf of, a single licensee (for one or more licences) this declaration does not need to be completed. Any one electronic form may contain up to 10 licences only. An authorised officer or authorised agent of the licensees must declare that the information provided in the report is true and correct. Please note that giving false or misleading information or documents to the ACMA is a serious offence. Depending on whether an ‘authorised officer’ or ‘authorised agent’ of the licensees named in the report will be signing the declaration, complete: EITHER the first section for ‘authorised officer’ by inserting both Name and Occupation where noted; OR the second section for ‘authorised agent’ by inserting both Name and Occupation where noted; An ‘officer’ is defined in section 9 of the Corporations Act 2001 to include, amongst other roles, a director, company secretary and a person who makes or participates in the making of decisions that affect the whole or a substantial part of the business; Where noted, insert the ‘Role’ of the authorised officer or authorised agent signing this declaration on behalf of the licensees; At ‘I am authorised to make this declaration by’, add the name of the licensees for all licences included in the form LCP1A. As any one form may contain up to 10 licences, there should be no more than 10 names listed in this part of the declaration; Insert the Day, Month and Year where noted on the form; Complete the box entitled ‘Details of the person making the declaration’ by entering the details of the person declaring that the form is true and correct; and
A) PERFORMANCE OF ESSENTIAL JOB DUTIES Provide your numerical ratings from 1-5 on FEEDBACK TABLE A based on the following rating standards. Use N/A only if the employee does not perform task. FEEDBACK TABLE A - Essential Duties (See Evaluation Factors on previous page) N/A 1 2 3 4 5 1 Job Duty: Train and provide work direction to assigned custodial staff; communicate with site staff and receive work orders and special assignments; prioritize, assign and participate in custodial activities and set-up for special events and meetings Comments: 2 Job Duty: Sweep, scrub, mop, seal and wax floors; vacuum rugs and carpets in classrooms, offices, workshops and other work areas; wash windows, chalkboards and walls; scrub and refinish floors Comments: 3 Job Duty: Requisitions, order, and maintain appropriate inventory of custodial supplies, materials, and equipment; oversee the delivery of supplies and materials at the school site Comments: 4 Job Duty: Dust and polish furniture and woodwork; clean and polish desks Comments: 5 Job Duty: Respond to problems, issues of concern related to classroom conditions; assist staff unlock and lock doors; resolve heating and air conditioning problems as necessary Comments: 6 Job Duty: Empty and clean waste receptacles and pencil sharpeners; pick up paper; pick up trash containers and empty into large bins Comments: 7 Job Duty: Inspect for vandalism and illegal entry; report hazardous or unusual conditions to the Principal Comments: 8 Job Duty: Clean restrooms including floors, walls, fixtures, appliances and mirrors; restock supplies; polish metal fixtures Comments: 9 Job Duty: Perform minor maintenance to grounds adjacent to assigned buildings Comments: 10 Job Duty: Move furniture and equipment; set up cafeteria, auditorium, gymnasium, meeting rooms and classrooms for special events and meetings Comments: 11 Job Duty: Turn lights on and off; unlock and lock doors and gates; raise and lower flags Comments: 12 Job Duty: Wash walk and eating areas; clean drinking fountains; make emergency clean-ups in classrooms as assigned Comments: 13 Job Duty: Participate as part of a cleaning crew, as directed, for major cleaning assignments Comments:
Version History Date Author Version Changes made Rationale 09/26/13 Vaibhav Dey, Shreyas Devaraj 1.0 First Draft of the Life Cycle Plan To initiate the Life Cycle Planning process and discuss the skills required. 10/12/13 Arijit Dey, Shreyas Devaraj 1.1 Modification done to Section 2, Section 3.1, 4, 5. First Revision before FC Package. 10/20/13 Arijit Dey, Shreyas Devaraj 1.2 Modification done to Section 3.1, 4, 5. First Revision after FC Package which includes the review responses of the stakeholders from ARB session. 10/22/13 Arijit Dey, Shreyas Devaraj 1.3 Modification done to Section 6.1 Revision for DC Package.
Iteration Name: Preeti Ramesh Role: Feasibility Analyst Exploration Checking for Feasibility Evidence and COTS Valuation Evaluate NDI and interoperability, Mitigation of Risks Foundations Implement necessary changed in the FED, update risks and recalculate ROI. Development- Construction Iteration <<responsibilities>> Development- Transition Iteration <<responsibilities>> Name: Shreyas Devaraj Role: Prototyper Exploration Project Plan and Progress Report Maintaining Valuation Develop the prototype based on top priority requirements & risks. Foundations Analyze the win conditions to be implemented, Assist in Life Cycle planning Development- Construction Iteration <<responsibilities>> Development- Transition Iteration <<responsibilities>> Name: Gaurav Mathur Role: Builder Exploration Building and maintaining Project Website Valuation Develop the proposed system using the Architecture. Foundations Laying the foundation of development and maintaining Project Website Development- Construction Iteration <<responsibilities>> Development- Transition Iteration <<responsibilities>> Name: Rakesh Mathur Role: IIV & V Exploration Validation and Verification of COTS Interoperability Valuation Analyze Business Cases to Validate the work product, Maintain Bugzilla. Foundations Assist to maintain FED, Maintain Bugzilla, Evaluating the development. Development- Construction <<responsibilities>>
Iteration Development- Transition Iteration <<responsibilities>> Skills Team members Role Skills Vaibhav Mathur Project Manager Life Cycle Planner Current- ASP.Net, C#, Javascript Arijit Dey Requirements Engineer Prototyper Current- JAVA, Oracle 10g, Visual Basic, HTML, UML. Required- C#, MySQL Shreyas Devaraj Prototyper Project Manager Current- JAVA, MySQL, JavaScript Required- ASP.Net, C# Gaurav Mathur Builder UML designer Current-JAVA, C++,MySQL Required-C# Preethi Ramesh Feasibility Analyst Requirement Engineer Current-ASP.Net, C# Divya Nalam Operational Concept Engineer UML designer Current-C/C++, Python Required- ASP.Net, C# Rakesh Mathur Validation and Verification of COTS Interoperability Current- ASP.Net, C#, JavaScript Note:- None of the team members are planning to continue to take up CSCI 577B. SKILLS REQUIRED FOR TEAM MEMBERS IN CSCI 577B C# ASP.NET MYSQL SERVER 2008 DB2
Responsibilities Project-specific stakeholder’s responsibilities The owner of the project is Rigo Garcia and we have eight project team members. Table 4: Stakeholder's Responsibilities in each phase Team Member / Role Exploration Valuation Jheel Somaiya Project Manager, Life-cycle planner Primary Responsibility Create and follow up action items. Record project progress. Secondary Responsibility Detail Project Plan. Identify responsibilities and skills. Primary Responsibility Create and follow up action items. Record project progress. Secondary Responsibility Identify milestones ad products. Estimate project effort and schedule. Sailee Rane Feasibility Analyst, Primary Responsibility Gather risks. Assess and plan to mitigate risks. Primary Responsibility Provide evidence of feasibility of architecture. Analyze Business Case. Ashwin Hariharan System Architect, Primary Responsibility Evaluate system Primary Responsibility Define high-level architecture. Document architecture feasibility. Arpan Badeka Requirements Engineer, UML Modeler Primary Responsibility Gather win-conditions from stakeholders. Capture win-conditions in win-win session. Secondary Responsibility Perform feasibility evidence for the requirements Primary Responsibility Document most significant requirements. Prioritize the requirements. Secondary Responsibility Develop the respective UML diagrams Ankur Palav Prototyper, Developer Primary Responsibility Assess Prototype and Components, Develop Prototype Primary Responsibility Develop prototype. Get prototype feedback. Ashwin Hariharan Prototyper, Developer Primary Responsibility Assess Prototype and Components, Develop Prototype Primary Responsibility Develop prototype. Get prototype feedback. Primary Responsibility Primary Responsibility
Required Skills : HTML,CSS, App Development, Server Side Scripting Alan Kwan IIV & V Quality Focal Point Current Skills: Software Configuration Management (Version Control Systems, Bug Tracking Systems, Build Automation) Required Skills: App development, PHP, HTML, CSS, Server Side Scripting Sailee Rane Requirements Engineer, Current Skills: C++, Java, HTML, CSS, JAVASCRIPT, MySQL,.NET development Required skills : App Development, Server Side Scripting, Presentation Skills Ankur Palav Software Architecture, Current Skills: Java, Python, PHP, Javascript, MySQL, CSS, PHP, Server Side Scripting Required skills: Presentation Skill, App Development. Arpan Badeka Prototyper/ Developer Current Skills: HTML, CSS, JavaScript, Java, Android Java, App Development, MySQL, Php. Required Skills: Server Side Scripting, Presentation Skills.
FREQUENCY: 1 = Never or Rarely 2 = Sometimes 3 = Often 4 = Usually or Always CHANGE since ________________________. + = More 0 = No change - = Less WHEN TALKING TO OTHERS DOES ___________________________: FREQUENCY CHANGE Find it easy to change his/her speech style (e.g. tone of voice, choice of words) according to the situation he/she is in? 1 2 3 4 + 0 - Speak too quickly? 1 2 3 4 + 0 - Put ideas together in a logical way? 1 2 3 4 + 0 - Allow people to assume the wrong impressions from his/her conversations? 1 2 3 4 + 0 - Carry on talking about things for too long in his/her conversations? 1 2 3 4 + 0 - Have difficulty thinking of things to say to keep conversations going? 1 2 3 4 + 0 - Answer without taking time to think about what the other person has said? 1 2 3 4 + 0 - Give information that is completely accurate? 1 2 3 4 + 0 - Lose track of conversations in noisy places? 1 2 3 4 + 0 - Have difficulty bringing conversations to a close? 1 2 3 4 + 0 - Comments: If you have any additional comments to make, please do so in the space provided below.
Buildings and Property Legal Question Yes No Comments Is the church in compliance with Act XII 2007 regarding the provision and maintenance of manses? Aware the number of rooms in the manse is not fully compliant. Have recent property survey findings and recommendations been implemented? What is the state of repair of your buildings?
CENSUS TAKEN IN 2011 <16 16 to 25 26 to 40 41 to 65 66 to 80 81 to 100 Total 25 2 6 39 64 16 30th Oct 152 22 4 8 36 66 15 6th Nov 151 CENSUS TAKEN IN 2002 20 to 29 30 to 44 45 to 64 65 and over Total Total ladies 12 21 42 39 114 169 men 1 4 24 26 55
What key area(s) do you wish to move forward with in the next 5 years? Linkage / Union with Netherlee New ministry team to lead us into this new situation. How do you look to achieve this? To what key area does this action relate? What actions will you take to move forward in this area? Aim to start by Aim to complete by Who will take this forward? Who will provide support from the wider church? WORSHIP Develop Pie, Pint, Prayer Now On-going. Plan for success – at least four events per year – hopefully, one per month. Group of (Young) Elders from both Stamperland and, hopefully, Netherlee. No external support required Messy Church Now On-going Young elders, Sunday School teachers. Learning from and working with Netherlee. It is envisaged that the “Messy Church” would alternate its meeting place between Netherlee and Stamperland. Y@K Spring /Summer 2016 By 2018 have a thriving group of young people and Y@K should be on-going. Young elders from both Netherlee and Stamperland Churches. Hope that members of Y@K will Presbytery Youth Development Co-ordinator? Suzi Farrant – Cof S Edinburgh? COMMUNITY Develop Stewardship Culture Now On-going Locum (new Minister), Session Always looking to others for good practice MISSION Lunch Club for people living with Dementia 2016 On-going Pastoral Care committee of Stamperland Kirk Session Looking to others for good practice. Build on our experience of Heart for Art and also our links with Williamwood Home (local CrossReach care home). May get some support from local authority.... BELONGING Developing and growing the links with Netherlee started 2020+ Both Kirk Sessions Presbytery Committees and advisors. NEW MINISTER Joint Nomination Committee with Netherlee Mid 2016 Early/mid 2017 Presbytery and both Kirk Sessions Presbytery
Clarkston Churches Together Presbytery Projects Lodging House Mission The Well Church House Bridgeton CrossReach homes including Williamwood House and Eastwoodhill Christian Aid Sponsored swim, Art Exhibition and sale, House-to-House collections Engaging with an mutually supporting each other as part of Presbytery Please tell us about your relationship with Glasgow Presbytery Please tell us about any ways in which you support or work with other churches across Presbytery? Anne Mackenzie as Presbytery Elder Engaging with the Church of Scotland, its councils and committees Please tell us about the extent to which you engage with the national church Anne Mac and Guild committees Norman Bolton attends the Digital Divide Committee of the CofS Society, Religion and Technology Project Identifying and connecting with the worldwide church Please tell us ways in which you connect with, give support to and advocate on behalf of the worldwide church Recognising and celebrating our relationship with the church – past, present and future Please tell us ways in which you celebrate belonging to the church historic
Mohlin U.B., 2001, “On the complexity of LC refining-Changing consistency and flow rate in the Beloit DD-refiner”, STFI AB, Swedish Pulp and Paper Research Institute. Mohlin U.B., 2002, “Industrial Refining of Unbleached Kraft Pulps-The effect of pH and Refining Intensity”, STFI AB, Swedish Pulp and Paper Research Institute. Mohlin U. B., 2003, “On the complexity of LC refining: changing consistency and flow rate in the Beloit DD Refiner”, Scientific and technical advances in refining and mechanical pulping, Pira Intl., Leatherhead, UK. Mohlin U. B., 2006, “Refining intensity and gap clearance”, 9th Pira Int. Ref, Conf., Vienna, Austria. Mohlin U. B., 2007, “Refiner response gap clearance: power relationship and effect of fibre properties”, Refining and Mechanical Pulping, Pira Int., Leatherhead, UK. Nazhad M., Stoere P. and Kerekes R., 2001, “An Experimental Study of The Effect of Refining on Paper Formation”, TAPPI, Vol. 84 No.7 Olson J.A., 2003 “Characterizing fibre shortening in low consistency refining using a comminution model”, Powder Technology, vol. 129, p 122-129. Olson, J.A., Elahimehr A., Martinez, D.M.,A, 2012, “New Framework for Understanding LC Refining”, submitted to Paper Physics Conference, Stockholm. Page D. H., 1989, “The beating of chemical pulps-the action and the effect”, Fundamentals of Papermaking. Soupajarvi T., Kelalainen K., Lllikainen M. and Niininmaki J.,2009, “Effect of High Intensity on Mechanical Properties of Low Consistency Pulp”, TAPPI Engineering, Pulping and Environment Conference.
An alignment matrix shows how the training links to the levels of lean competency. A copy of the matrix is embedded below. Word and Excel versions are available – the latter is for larger or more complex systems. Check box to indicate an alignment matrix is attached or Check box to indicate an alignment matrix is embedded below Note: either the Word or Excel file can be used – the latter preferable for larger or more complex programmes. Embed document here (blank templates attached) Note that information on online training, if present, can be described in Section 10. & A statement of how the training material has been sourced and developed. Provide representative examples of presentations, workbooks, guides and other handouts used in courses. Check box to indicate example materials are attached or Check box to indicate example materials are embedded below Embed document here List the documents attached or embedded in the box below: 6.1 OVERALL An explanation of the assessment approach that will be used by the training system, indicating how knowledge will be assessed and ensuring that learning outcomes have been achieved. The assessment approach should ensure it is consistent with some key underlying principles underpinning the LCS, namely: There should be a knowledge test for each LCS level where a certificate is awarded (organised centrally by the LCS for SME accreditation) There should be implementation evidence linked to courses and assessment (except 1a)
Section 2: Organisation address details New street address: (Include Street address, suburb, postcode and state) New postal address: (if same as street address record “as above”) (Include Street address, suburb, postcode and state) Date of change Section 3: Incorporation Status New authority under which the organisation is incorporated : Associations Incorporation Act 1981 Corporations ( Aboriginal and Islander) Act 2006 (Cwlth) Corporations Act 2001 A Local Government Authority Cooperatives Act 1997 Aboriginal Councils and Associations Act 1976 (Cwlth) Religious, Education and Charitable Institutions Act 1861-1959 (Cwlth) Other Please provide details: Date of incorporation change Documentation Required Has a copy of the new certificate of incorporation/registration been attached? Yes Section 4: Public Liability Insurance Date of change of public liability insurance Documentation Required Has a copy of the new certificate of insurance been attached? Yes
LCSB Verification of Community Service Performed in Grades 9-12 for the Florida Bright Futures Scholarship Program FAS = 100 hrs FMS = 75 hrs GSV = 30 hrs (submit completed log to high school guidance counselor) Student Name: __________________________ Student Number: __________________ Graduation Year: _______ Date of Service (Beg-End) # of Hours Type of Volunteer Work (activity or task performed) Site of Volunteer Work Verifier Name (PRINT) Verifier’s Signature Verifying Phone Number TOTAL VOLUNTEER HOURS-------------------------------------------------------------- If additional space is need, please use the back of this form. Updated 9-19-2011 mfm
Corregimos los deberes: Ya ha… Investigación y desarrollo Él / ella ha estudiado Leer – ha leído Repasar – ha repasado Redactar – ha redactado Ver – ha visto Hacer – ha hecho Escribir – ha escrito 1. he trabajado 3. he hecho 4. me he despertado 5. me he duchado 6. me he vestido
SUBMITTED BY __________________________ Product Support Manager __________ Date REVIEW __________________________ Program Contracting Officer __________ Date __________________________ Program Manager _________ Date __________________________ Program Lead Engineer __________ Date __________________________ Program Financial Manager _________ Date concurrence __________________________ Program Executive Officer __________ Date __________________________ Sustainment Organization _________ Date component approval (ACAT IC) _____________________________ _______ Date Component Acquisition Executive
A – When have you sensed the Lord telling you to “stay” or “leave”? O – What do verses 12-17 reveal about the ministry environment in Corinth? I – What’s with the hair and the vow? Should we take vows like that? I – What might have been deficient about Apollos’ knowledge and teaching? (When one misses the understanding of the Holy Spirit, one might be under the mistaken impression that it’s up to them, their talent and their resources to do the work of the Kingdom. It’s the hope of every Christian for the Holy Spirit to work through us. This isn’t for optimal productivity, it’s for giving God the glory. ) O – What do we learn from Priscilla and Aquila’s handling of the situation? A – What skills, passions, resources, and connections has God given you that might be put to work for the Kingdom? A – Who can you reach that others might not be able to reach? Key: O – Observation. I – Interpretation. A – Application Please note that not all these questions are to be asked in a single meeting. Take some time and select and reword the questions that best fit your voice and your LIFE Community group. Certain questions work better for certain groups. You are encouraged to prayerfully discern what will serve your LC the best. Complement OIA questions with “process questions” (what else? what more? what do others think?). When you ask questions, give people ample time to think and respond. Wait. Take your time; don’t rush people but encourage their participation. And avoid answering your own questions! Timing/pacing: allocate your time and move forward gently, with a steady pace. Application: Pace the study to conclude with “difference making” application. Secondary texts—use other texts sparingly, even if they are relevant. Such texts will push you into “teaching,” rather than facilitating. It can cause people to feel distracted or
LCS Meeting Date: 07 June 2018 Meeting Location: LCS Approval: Sipho Dache and Khulisujobe Sithole Recorded by: Eric Skosana Chair: Charl Roberts Attended by Charl Roberts, Eric Skosana, Khulisujobe Sithole, Lewatle Phaladi, Maryna Van Den Heever, Sipho Dache and Janet Zambri Apologies: None Project Description Tasks Deadline Responsibility UPDATE AND NOTES CMS UWL website Log all errors for site on LCS helpdesk Prioritize services and pages to add to the website. LCS does NOT create content NRF Page Requested Marketing to send all the pictures – to do a slider for the event Feedback survey – Isaac to give us all the workshop surveys Banner for NRF page – to use picture for the launch Intranet downtime – WITS ICT investigating the cause WIReDSpace Staging: Digital Library & Archives team responsibilities are: marketing help academics get content university committees on policies not involved in digitation Second instance for Dspace To be taken to digital library archive – CR will do a technical report to Isaac ESI and locks issues – not linking to journals DSpace Cris – Installed, Nina to test ROCS – LP is setting up the workflow- done LP to check the backlock LP CR LP
Space to be allocated to install the new instance by Artefactual HP Website Gabi is working to move content so that the site will be decommissioned Wits ICT requesting downtime for TRC website to be moved – Gabi gave a go ahead LP/CNS Statistics Where do we find statistics: UWL website (Google analytics) TRC site (Google analytics) OPAC (Google analytics) LibGuides (Google analytics) QuestionPoint Historical papers Airpac (Google analytics) WIReDSpace stats Next senate - 30 July 2018 Zendesk Academics and students must not be asked to log tickets on the LCS help desk only library staff. SID to monitor Zendesk Oracle in-cloud service Waiting for the decision to implement Libguides Libguide stats is not counter compliant Springshare Guide owners are responsible for all content updates. LCS only works on technical aspects LibCal: To remind colleagues to inform LCS on new and deleted guides SID
LCS Meeting Date: 15 February 2017 Meeting Location: LCS Approval: Lewatle Phaladi and Sipho Dache Recorded by: Eric Skosana Chair: Charl Roberts Attended by: Eric Skosana, Charl Roberts, Lewatle Phaladi, Maryna Van Den Heever and Sipho Dache Apologies: Janet Zambri and Khulisujobe Sithole Project Description Tasks Deadline Responsibility UPDATE AND NOTES CMS UWL website Log all errors for site on LCS helpdesk Prioritize services and pages to add to the website. LCS does NOT create content Advance search problem – will be fixed by EDS upgrade, pending date. RSS feed – - Escalated to Michael Pinda – no feedback yet NRF Page To ask Marketing for the Professional photographs for the green room report New @ wits newsletter – SID to share SID CR WIReDSpace Staging: Digital Library & Archives team responsibilities are: marketing help academics get content university committees on policies not involved in digitation ROCS migration to prod – ROCS running on prod Handover process – done one handover on DSpace Digital Archive Meeting – Maryna, CR and Salome delegated to do the library workflow –Maryna will send the invite Statistics module re initiated – creating stats from to date LP CR LP
ATOM PROD : ATOM DEV : http://10.21.3.177 ATOM QA : 2018 ArchiveMatica ArchiveMatica software creates a link between archive tiff file and pdf published files. Budget required for operating space and hosting service – allocated 16TB, Gabi is testing – CNS waiting for delivery in 6 weeks Waiting for additional 20TB space Awaiting Atom completion CR/LP HP Website Gabi is working to move content so that the site will be decommissioned – ongoing LP/CNS Statistics Where do we find statistics: UWL website (Google analytics) TRC site (Google analytics) OPAC (Google analytics) LibGuides (Google analytics) QuestionPoint Historical papers Airpac (Google analytics) WIReDSpace stats Statistics for annual reports and senate library Zendesk Academics and students must not be asked to log tickets on the LCS help desk only library staff. SID to monitor Zendesk Oracle in-cloud service CR and SID to fill out the template for Seloane Libguides Libguide stats is not counter compliant Springshare Guide owners are responsible for all content updates. LCS only works on technical aspects LibCal: To remind colleagues to inform LCS on new and deleted guides Map that highlight libraries – To use google maps on libguides SID
Low Carbon Travel & Transport Challenge Fund Expression of Interest Form Organisation name Local Authority area Main project contact (Name, email, phone number) Project interest area Active travel hub Y/N Low carbon transport hub Y/N Low carbon/ Active travel hub Y/N Paths Y/N Briefly provide a summary of your proposed active travel hub, path and/or low carbon transport hub capital project. (Max 200 words) Please provide an estimate of total eligible project costs and source(s) of match funding. Please detail any feasibility work you have undertaken in relation to this proposal including PASF work. Y/N Are you happy to be contacted to discuss your project further? Y/N Are you happy for this information to be shared with Transport Scotland? Y/N Please complete and return to
Vocational Subject Groupings 2008/2009 Specialist Groupings 1. Construction Studies 029 Engineering 027 Design & Communication Graphics 562 Technology 065 (any two) 2. Physics 021 and Construction Studies 029 or Engineering 027 or Technology 065 3. Agricultural Science 024 and Construction Studies 029 or Engineering 027 or Technology 065 4. Agricultural Science 024 and Chemistry 022 or Physics 021 or Physics & Chemistry 023 5. Home Economics (New Syllabus – Sci & Soc) 098 Agricultural Science 024 Biology 025 (any two) 6. Home Economics (New Syllabus – Sci & Soc) 098 and Art with Design Option 071 or Art with Craftwork Option 072 7. Accounting 032 Business 033 Economics 034 (any two) 8. Physics 021 and Chemistry 022 9. Biology 025 and Chemistry 022 or Physics 021 or Physics & Chemistry 023 Services Groupings 10. Engineering 027 or Technology 065 and Accounting 032 or Business 033 or Economics 034 11 Construction Studies 029 and Accounting 032 or Business 033 or Economics 034 12. Home Economics (New Syllabus – Sci & Soc) 098 and Accounting 032 or Business 033 or Economics 034 13. Agricultural Science 024 and Accounting 032 or Business 033 or Economics 034 14. Art with Design Option 071 or Art with Craftwork Option 072 and Accounting 032 or Business 033 or Economics 034 15. Music 067 and Accounting 032 or Business 033 or Economics 034 Note: The above Vocational Subject Groupings may change. All schools are notified by a circular from the Department of Education and Science.
Strengths Weaknesses Amy’s marketing experience, enterprising personality (ambition/determination etc.) and drive to succeed. Amy’s language degree – useful if she were to export. Start your own business course completed. High quality product. The business received awards for the success of the business and the quality of its product. The business has a diversified product range e.g. personalised gifts. Use of locally sourced ingredients & recruitment of local staff – supporting the local economy. Recruitment and training processes within the business. Strong focus on staff development would motivate staff. Amy invested her own capital – showing she believes in the business. Amy has conducted a lot of market research. No borrowings so no debt burden on the business. Amy is aware of needs of the business and how to develop them. The business is forward thinking, it sought advice from two agencies. The existing premises is not fit to handle the orders that would come from the large retail outlet. Extra finance is needed to expand the business into the large retail outlet to buy equipment, hire staff and source a new premises. The product range may not be diversified enough, some of the products are seasonal in nature or may have a short life cycle. The business management structure, Is Amy trying to do too much herself? Unlimited liability? Amy does not seem to have the protection of limited liability. The business has no track record of borrowing – could affect an application for a loan. ICT – no website, social media presence mentioned. Staff may not be highly experienced – large amount of college graduates recruited. Do the products meet the needs of a more health conscious consumer? If the business expands is there enough availability locally of the necessary ingredients? No clear USP mentioned.
Diary of work experience This diary should contain 5 pages and be between 1500 and 2000 words in total. Page one is the cover page as below. Pages 2,3,4 should be one day each. Page 5 is the final evaluation page Student name Name and address of employer Dates of work experience Title of job Job Description Describe the work you had to do Why I selected this placement Link to your interests. Your career choice and your leaving cert subjects
To ensure transition planning for children with complex needs commences at 16 or before and involves partnership working with the adult services. 3.6 Provide a robust commissioning framework which is effectively responding to the sufficiency challenges and driving up standards. Key priorities To work in close partnership with local providers to re-shape the market and increase the availability of all placement types for Tower Hamlets Council’s children at the point of need. To improve the commissioning and contract monitoring of all care placements with bespoke packages, which may include education, therapy and drug and alcohol intervention, developed through joint or tri funding partnerships. To work with residential care providers to improve standards of care, and ensure that Tower Hamlets Council’s provision maintains a ‘Good’ or better OFSTED rating. To work with health partners and providers to develop a range of appropriate services that ensures that the emotional and mental health needs of children and young people are met appropriately. 3.7 Improve the overall data capture and data management of looked after children to better inform this strategy and improve accurate responses to sufficiency challenges. Key priorities Further analysis is required to understand underlying contributory factors driving looked after children admissions and any trends therein, for example links with deprivation and housing issues, along with the development of early help, intervention and edge of care services working across the partnerships, to support families and safely reduce numbers of children coming into / remaining in care. Further analysis of these trends is ongoing including benchmarking with and learning from evidence informed best practice to effectively target early intervention, prevention, and edge of care services to safely reduce the numbers of children coming into / remaining in care. A continuing drive to improve the quality of case recording to improve the completeness and accuracy of management information that informs our understanding of sufficiency challenges, issues and developments. To continue with a programme of ‘deep dive’ and ‘dip sample’ audits to gain a better understanding of the experience of children and families behind the data. For example the reasons for the high number of older children entering care and our high use of secure care provision. 3.8 Raise our aspirations for educational attainment and other outcomes for looked after children.
Angelina Hill Deputy Assessor - Exemption Clerk Rebekah Christensen Mapping Specialist Joy Johnston Deputy Assessor - Customer Service Diana L. Roe Mapping Specialist Jonathan Linder Appraiser II William Jason Morgan Deputy Assessor – Levy & Audit Clerk 03/18/13 Rhett Mills Appraiser II 02/14/14 Ross Nielson Appraiser II 03/24/15 Rieva Lester Exemptions Clerk- Current Use 04/13/15 Kevin Trenberth Sales Analyst 06/22/15 16 APPENDIX B - Classifications and Salary Schedule 16.1 Classifications and Salary Grades 16.11 Listed below are the recognized employee classifications and assigned salary ranges: Assessor Classifications Salary Grades Effective 01/01/16 Sales Analyst 23 Appraiser IV 22 Appraiser Assessment Programs Supervisor Deputy Assessor- Levy & Audit 20 Mapping Specialist Senior 19 Appraiser II 18 Appraiser I Mapping Specialist 16 Deputy Assessor- Exemptions Clerk 15 Deputy Assessor- Customer Service 14