zilongwang/ReadingBank huggingface dataset:
LOCATION NOTICE FOR PHOTOGRAPHY/FILMING TO TAKE PLACE An example of the type of sign to be adapted for use at an event or activity where photography and/or filming may take place. The signs should be visibly posted at entrances to and around the perimeter of an area where photography and filming may occur. Photography and/or filming will take place in this area between 9 am and 1 pm on 15 July 2014. The photographs and films will be used by the University of Cambridge for the purpose of promoting its activities and may be published on the University’s websites and circulated to the press and other media organisations for publication, transmission or broadcast. If you do not wish to appear in the photographs or films, please avoid this area at the times given above. Thank you for your co-operation. Name: Title: Organising Department [of event or activity]: Contact details: PRINTED WARNING An example of a printed warning to be adapted for use in a programme or other printed material for an event or activity where photography and/or filming may take place: Please be aware that a photographer and filming team from or commissioned by the University of Cambridge will be taking photographs and filming the [event or activity]. The photographs and films may be published, transmitted or broadcast in official University publications and in University publicity materials, including University and websites and may be circulated to the press and other broadcast media and Internet websites for publication, transmission or broadcast. Should you have queries, please contact the event organiser [name, title and Department] at [contact details].
Welfare Family Day Care Major Cities Casey - South (SA3) Wesley Mission Family Day Care Scheme Major Cities Chermside (SA3) West Country Family Day Care Scheme Regional/Remote Flinders Park (SA2) West Star Family Day Care Service Major Cities Banyule (SA3) Western Riverina Family Day Care Scheme Regional/Remote Griffith (NSW) (SA2) Western Star Kids Family Day Care Major Cities Swan (SA3) White Butterfly Family Day Care Major Cities Melton - Bacchus Marsh (SA3) Whitehorse Family Day Care Major Cities Whitehorse - East (SA3) Whitsunday Shire Family Day Care Assoc Regional/Remote Proserpine (SA2) Whittlesea Family Day Care Scheme Major Cities Whittlesea - Wallan (SA3) Willoughby/Lane Cove Family Day Care Major Cities Chatswood - Lane Cove (SA3) Wimmera Uniting Care Family Day Care Regional/Remote Horsham (SA2) Windermere Family Day Care Major Cities Cardinia (SA3) Wingecarribee Family Day Care Scheme Regional/Remote Bowral (SA2) Wise Family Day Care Major Cities Merrylands - Guildford (SA3) Woden Weston Family Day Care Major Cities Woden (SA3) Wollondilly Family Day Care Scheme Regional/Remote Picton - Tahmoor - Buxton (SA2) Wyndham Early Learning Family Day Care Major Cities Wyndham (SA3) Wyndham Family Day Care Major Cities Wyndham (SA3) Wynnum Family Day Care Scheme Major Cities Wynnum - Manly (SA3) Wyong Shire Family Day Care Scheme Major Cities Wyong (SA3) Yabio's Family Day Care Scheme Major Cities Brimbank (SA3) YMCA Family Day Care Scheme Regional/Remote Busselton (SA2)
Rise High Early Learning Family Day Care Major Cities service Wyndham (SA3) Rise N Shine Family Day Care Major Cities service Melton - Bacchus Marsh (SA3) Roberta Jull Family Day Care Scheme Major Cities service Gosnells (SA3) Rowena Family Day Care Service Major Cities service Brimbank (SA3) Royale Family Day Care Major Cities service Melbourne City (SA3) Safeway Family Day Care Major Cities service Maribyrnong (SA3) Saiyan Family Day Care Major Cities service Canning (SA3) Samaritans Five Star Family Day Care Regional/Remote service Singleton (SA2) Shajarah Islamic Family Day Care Major Cities service Sunnybank (SA3) Sharaf Family Day Care P/L Major Cities service Darebin - North (SA3) Shellharbour City Family Day Care Major Cities service Kiama - Shellharbour (SA3) Shellharbour Kiama FDC Inc Major Cities service Kiama - Shellharbour (SA3) Sherif Family Day Care Major Cities service Fairfield (SA3) Shifa Family Day Care Major Cities service Maribyrnong (SA3) Shine Bright Family Day Care P/L Major Cities service Whittlesea - Wallan (SA3) Shine Family Day Care P L Major Cities service Banyule (SA3) Shire of Southern Grampians Family Day Care Scheme Regional/Remote service Hamilton (Vic.) (SA2) Shire of Yarra Ranges Family Day Care Scheme Major Cities service Yarra Ranges (SA3) Shoalhaven Family Day Care Regional/Remote service Nowra (SA2) Sky High Family Day Care Major Cities service Mount Druitt (SA3) Small Miracles Family Day Care Major Cities service Maribyrnong (SA3) Smart Family Day Care Major Cities service Maribyrnong (SA3) Smart Kids FDC PL Major Cities service Brimbank (SA3) Smart Start Family Day Care Major Cities service Wyndham (SA3)
Treatment Avg Profit Avg Yield Total N-rate (lbs/ac) Farmer Practice 729.70 199.92 200 SBNRC Flat Rate 754.61 198.71 115 RT-200 VRT 769.43 201.13 100.4 N-Rich 706.52 207.26 350
Preschool Rules Welcome to our Preschool! We are looking forward to a great year of fun, learning and getting to know each other. Please take a moment to review our preschool rules. • Please have your child here by 9:00 am. • Bring a small blanket or pillow and/or a small soft toy for naptime. • Dress your child comfortably and bring a change of clothing. • Please no jewellery or candy. If your child has a birthday please talk to your child’s teacher about a special snack for the children. • Please bring your child fully dressed, no pajamas. • Please sign in with your full signature. This is a licensing regulation. Thank you. • Breakfast will be served until 7:30 am. • Medications have to be in original, labeled containers and must be signed into the medication sheet located in each classroom. • If you have any questions, please talk to your classroom teacher or to Ms. Marlene or Ms. Tree.
0 277326 803671 BRIE 0 284045 401644 GOUDA CHEESE PRICE/lb $ 9.80 DATE PACKED 21/5/08 $ 6.95 DATE PACKED 17/5/08 $ 0.419 4.10 $ 0.439 3.05 NET WT lb DELI TOTAL PRICE SMITHS SUPERMARKETS 22 SMITH STREET SMITHSTON NET WT lb DELI TOTAL PRICE SMITHS SUPERMARKETS 22 SMITH STREET SMITHSTON 0 278331 201070 GOAT CHEESE 0 277586 904941 DANISH BLUE PRICE/lb $ 8.90 DATE PACKED 30/5/08 $ 7.45 DATE PACKED 14/6/08 $ 0.264 2.35 $ 0.249 1.85 NET WT lb DELI TOTAL PRICE SMITHS SUPERMARKETS 22 SMITH STREET SMITHSTON NET WT lb DELI TOTAL PRICE SMITHS SUPERMARKETS 22 SMITH STREET SMITHSTON
Generic Medicines Not for the Swiss In theory, Switzerland should be an ideal market for generic medicines. Generic medicines are drugs that have the same formula as brand-name drugs but can be produced by any drug manufacturer because the formula’s patent protection has lapsed. They are just as effec- tive, but because they carry no brand name, they are less ex- pensive (at least 25% less). With health-care costs skyrock- eting and the government urg- ing people to use generic medi- cines, you’d think sales would be going through the roof. Es- pecially since a huge company like Novartis is producing ge- neric drugs by the ton and last year racked up 1.5 billion Swiss francs in generic-drug sales. The Drug Market, 1996 Generic medicines Market share within country % Source: HandelsZeitung Well, despite all this, generic drugs account for a mere 3.1% of total drug sales in Switzerland (approximately 4.5 billion francs). Why? First, because many doctors prefer to prescribe the original medi- cines, and pharmacists prefer to sell them, for both psycho- logical and financial reasons. And, oddly enough, hospitals seldom use generic drugs, even though they could stand to do some cost-cutting. Finally, patients are skeptical of drugs that differ in colour from the ones they are used to.
Gas station Highway Oak St Beech St Valley Rd Palm St N Techmedia Computers Scale: 1 mile Instructions for question 41: Start here at Techmedia Computers. Go on Valley until you come to Juniper Ave . Turn left. Go on Juniper Ave to Palm St. Turn left on Palm St. and continue until it ends. Then go south, following the signs to Pleasanton.
Tank Measurements Solar charging Heat Exchanger Qty Type (Hot Water,Back-up,..) Capacity (Gal.) Existing New Dia Height Yes no BPHX Shell & Tube Solar back – up for swimming pool Indoor - Pool Cover: YES NO Outdoor – Pool Back – up heating: YES NO Pool dimensions Length: Ft. Width: Ft. Avg. Depth: Ft. Bathing season from to Desired water temperature: °F Ambient temperature: °F Pump Station Requested: Not Requested: Description of system or hydraulic scheme: Sketch of the collector position on roof: Annual utilization ratio: Show utilization in % (100% is total capacity) January % February % March % April % May % June % July % August % September % October % November % December % (City, Date) (Signature)
History of Maroondah City Council’s Local Laws Revoked Local Laws No. Title Date made Date revoked Period operative Status 1 Environment Local Law 11/12/1995 14/12/1999 12/12/1995 to 31/12/1999 Revoked 2 Municipal Places 11/12/1995 14/12/1999 12/12/1995 to 31/12/1999 Revoked 3 Meetings Procedure and Use of Common Seal 12/2/1997 17/10/2006 17/3/1997 to 31/12/2006 Revoked 4 Administration and Enforcement of Council’s Local Laws 14/12/1999 16/11/2009 1/1/2000 to 31/12/2009 Revoked 5 Public Safety and Amenity 14/12/1999 16/11/2009 1/1/2000 to 31/12/2009 Revoked 6 Use of Roads and Other Council Property 14/12/1999 16/11/2009 1/1/2000 to 31/12/2009 Revoked 8 General Local Law 16/11/2009 14/12/2015 1/1/2010 to 14/12/2015 Revoked 10 General (Amendment) Local Law 13/12/2010 14/12/2015 27/12/ 2010 to 14/12/2015 Revoked Current Local Laws No. Title Date made Date revoked Period operative Status 7 Meetings Procedure and Use of Common Seal 17/10/2006 1/1/2007 to 31/12/2016 Operative 9 To Amend Meetings Procedure and Use of Common Seal Local Law 16/08/2010 1/9/2010 to 31/12/2016 Operative 11 General Local Law 14/12/2015 01/01/2016 to 31/12/2025 Operative 13 General (Amendment) Local Law 22/08/2016 01/09/2016 to 31/12/2025 Operative 14 General (Amendment) Local Law 26/11/2018 01/01/2019 to 31/12/2025 Operative CONTENTS
28 Property address and numbers Two (2) Penalty Units -- 29 Prevention of fire Ten (10) Penalty Units -- 30 Incinerators and burning Five (5) Penalty Units -- 31 Condition of land Five (5) Penalty Units -- 32 Vacant buildings Five (5) Penalty Units Ten (10) Penalty Units 33 Storage of dangerous or hazardous substances on land Five (5) Penalty Units -- 34 Storage, vehicles and machinery Two (2) Penalty Units -- 35 Shipping containers and temporary structures Two (2) Penalty Units -- 36 Intruder alarms Two (2) Penalty Units -- 37 Camping One (1) Penalty Unit -- 38 Trees and vegetation Two (2) Penalty Units -- 39 Wasp nests and bees Two (2) Penalty Units -- 39A.1 Smoking in a Smoke Free Area Two (2) Penalty Units - 39A.3 Not complying with direction Two (2) Penalty Units - 40 Limits on number of animals kept Two (2) Penalty Units -- 41 Removal of animal faeces One (1) Penalty Unit --
School Uniform Thank you to everyone who responded to the online survey asking for your views on agreeing our new school uniform. We received almost 600 responses from the community with varied opinions in response to our survey. School pupils were consulted during class visits to all P7 - S6 classes between November 2017 and January 2018. School staff were also asked for their opinion. What follows is our final school uniform policy, having attempted to take the views of all stakeholders into consideration. Two clear principles for the school community in agreeing a school uniform policy are: School uniform must be enforceable; School uniform must be affordable. S1-S3 School Uniform: NO leggings or denim Any footwear A black skirt* or black trousers A white polo shirt with or without school badge or a white formal shirt. A black school sweatshirt with the school badge or/and a black school blazer (the blazer is optional for S1-S3) A school tie is optional for S1-S3 S4-S6 School Uniform: NO leggings or denim Any footwear A black skirt* or black trousers A white polo shirt with or without school badge or a white or black formal shirt. A black school blazer with badge A school tie * Skirts should be a reasonable length as excessively short skirts are unsuitable for a school setting. School bag: All pupils will be expected to have a school bag with them at all times. Neil Hendry Head Teacher February 2018
violations of institutional rules, including the number of occurrences, duration of segregation, and consideration of mental illness in disciplinary proceedings. The Department of Corrections has been supportive of the effort, has allowed the P&A an unprecedented level of access to complete its investigation, and has requested recommendations on how to improve the Department’s policies concerning segregation of inmates with mental illness. In the past, Disability Rights Iowa successfully worked with the Department to improve its restraint policies and its training about inmates with mental illness for correctional officers. Kentucky Protection and Advocacy made it an organizational priority to investigate reports of abuse or neglect and deaths of inmates with mental illness in segregation in 2016. To carry out this priority, the P&A plans to complete monitoring in all 14 state prisons before the end of September 2016 and has opened several individual cases involving prison inmates with serious mental illness over the last year. Kentucky Protection and Advocacy also requested records and compiled data about the mental health treatment available to inmates in state prisons, including the reasons for placement in segregation and the length of time inmates remain in segregation. Following the P&A’s records requests, the Department of Corrections implemented a new data tracking and classification system to document the number of inmates with serious mental illness, intellectual disabilities, and brain injuries in prisons throughout Kentucky. The P&A has also provided public comments to the Department of Corrections on amendments to policies and procedures, including policies regarding special management inmates (inmates who spend 23 hours per day in a cell) and mental health services. In light of the P&A’s comments, the Department decreased the duration of inmates’ initial administrative segregation stay from a maximum of 60 days to a maximum of 30 days. The Department also secured an expert for consultation on further segregation reform. The P&A has also reviewed four incidents of alleged inappropriate restraint. When a review of the Department’s secure restraint policies is complete, the P&A will provide additional comments to ensure inmates with mental illness are not being inappropriately restrained. The P&A will continue to monitor and review amendments to Department regulations, policies, and procedures that impact inmates with mental illness into the next legislative session. Kentucky Protection and Advocacy also advocates for the approximately 300 inmates with serious mental illness in segregation statewide by handing out awareness buttons. The button with the number 23 signifies the number of hours per day that inmates with mental illness spend in their cell. On the 23rd day of each month, the P&A posts
Nurse Lecture Registration Includes lunch & breaks for each full day booked EARLY BIRD PRICES Registrations received BEFORE 1st May Registrations received AFTER 1st May Wild West Party Ticket £50 BVNA AND AVSPNI Practice Members BVNA OR AVSPNI Practice Members Non-members from non-AVSPNI practice BVNA AND AVSPNI Practice Members BVNA OR AVSPNI Practice Members Non-members from non-AVSPNI practice Name of Nurse/Nurses BVNA members include your membership number here Whole Weekend £100 12 .5VCI Credits Friday Only £80 6.5 VCI Credits Saturday Only £80 6 VCI Credits Whole Weekend £120 12 .5VCI Credits Friday Only £90 6.5VCI Credits Saturday Only £90 6 VCI Credits Whole Weekend £150 12.5 VCI Credits Friday Only £110 6.5 VCI Credits Saturday Only £110 6 VCI Credits Whole Weekend £130 12.5 VCI Credits Friday Only £100 6.5 VCI Credits Saturday Only £100 6 VCI Credits Whole Weekend £150 2.5 VCI Credits Friday Only £110 6.5 VCI Credits Saturday Only £110 6 VCI Credits Whole Weekend £190 12.5 VCI Credits Friday Only £130 6.5 VCI Credits Saturday Only £130 6 VCI Credits
A. Current and Future Potential Shared Facilities B. Determination VIII. Determination #5: Accountability for Community Service Needs, Including Governmental Structure and Operational Efficiencies A. Government Management and Structure 1. Lockeford Community Services District 2. San Joaquin County 3. Public Information and Participation B. Evaluation of Management Efficiencies C. Determination IX. Determination #6: Relationship to Disadvantaged Unincorporated Communities 62 A. Demographics B. Public Services C. Determination List of Figures Figure 3-1 Figure 3-2 Figure 3-3 Figure 3-4 Figure 3-5 Figure 3-6 Figure 5-1 Figure 5-2 Figure 5-3 Figure 5-4 Figure 5-5 Figure 5-6 Figure 5-7 Figure 5-8 Figure 9-1
Operating hours For each day of the week this service is open, indicate the times of the day when education and care is provided. For centre-based services, this does not include non-contact hours for staff. Please nominate the scheduled opening and closing times using 24 hour clock (e.g. 07:30 to 18:00) rather than the actual opening and closing times (e.g. 06:55 to 18:10) if different. Round times to the nearest quarter of an hour. If the service is open for two sessions per day, please indicate the opening and closing times for both sessions. For family day care services or multi-site services, please provide the operating hours of the service office. Monday Tuesday Wednesday Thursday Friday Saturday Sunday Opening time 8.30 8.30 8.30 8.30 8.30 Closing time 3.00 3.00 3.00 3.00 12.30
Focus on challenging content area vocabulary Present, create and use graphs in all content area subjects Teachers lack familiarity with new reading series and new district reading assessments. Teachers will attend training on ELA common core. Vertical team meetings for curriculum planning Classroom Teachers All Fifth and Sixth Grade Reading Teachers September 2013 Monthly beginning in August 2013 $0 In-service records Attendance sheets Teachers need additional time and resources to address the needs of the students in the indentified subgroups (Gifted, High Achieving, MTSS, Lowest 25% and ESOL). Academic Support Program Use apps on the iPad monitored by the teacher to practice skills being taught in class Students are divided among teachers of PLC groups. PLC members will collaborate with the homeroom teacher Students may participate in the following enrichment activities (as available): Future Problem Solving, RAD Book Club, Math Superstars, Lego League ASP Teachers ESOL Teacher All Teachers Media Specialist, GSP Teacher, Parent Volunteers October 2013 - April 2014 Ongoing, beginning in September 2013 September 2013 - May 2014 Estimated $R/M $10,725.00 Science $ 690.00 Lesson Plans Observation PLC agendas/ minutes Student work samples
Barrier Math Action Steps Person Responsible Timetable Budget In-Process Measure Teachers lack instructional time. Increase scheduled time for Math instruction Classroom Teachers August 2013 $0 classroom schedules Teachers need a variety of techniques to teach math specific vocabulary, to bridge the instructional gaps in curriculum and to develop number sense (including fractions, problem solving, and real world applications). Number Talk strategies Professional Development Monthly vertical team meetings Use of games, manipulatives, and/or collaborative problem solving teaching content specific vocabulary use of math journals Use of Help Math by ELL students (4th-6th grade) Classroom Teacher, ESE , ESOL Teachers & Staff Ongoing, beginning in August 2013 October 2014 $490 to 10 purchase books ELL district funds lesson plans, students explain their thinking on the topic, tally sheets, student samples, pre-post test, program reports Textbooks don’t provide adequate coverage of topics (from introduction of topic to practice with real world applications) Use of real world situations to make math topics (including fractions) more easily understood. Technology lessons will include programs such as Discovery Streaming, Scootpad, and SuccessMaker. Classroom Teachers Ongoing, beginning August 2013 $0 observations, anecdotal notes, lesson plans student samples Interdisciplinary
If injuries are listed above, indicate procedure number for applicable equipment, process, or machinery: Comments: Appendix C – Authorized Employee Training Record This is to certify that the undersigned received training in accordance with 29 CFR 1910.147(c)(7) and the provisions of <Company Name>’s Lockout/Tagout Program. Print Name Sign Name Print Instructor’s Name
Projected Population 2031 (1) ERP – Current planned growth capacity (2) – 122 Total population capacity (3) – 502 Planned future population (4) – Not available for smaller towns Source of planned growth figure – n/a Comments – 29km from Central Bendigo. Small-town alternative to Bendigo. Relatively few constraints. Rail-line but no stop. Growth Type Recommendation (5) as per Future Settlement Growth Directions Map 9 Regional Growth Plan – Low growth Settlement: Raywood LGA – Greater Bendigo Settlement Type – Town 2011 Pop (ABS 2011 Census) – <200 Projected Population 2031 (1) ERP – Current planned growth capacity (2) – 40 Total population capacity (3) – <240 Planned future population (4) – Not available for smaller towns Source of planned growth figure – n/a Comments – 29km from Central Bendigo. Small-town alternative to Bendigo. Relatively few constraints. Rail-line but no stop. Growth Type Recommendation (5) as per Future Settlement Growth Directions Map 9 Regional Growth Plan – Low growth Settlement: Maryborough LGA – Central Goldfields Settlement Type – Regional Centre
framework; Design evaluation methodology 9 Develop the structure and components of a capacity building package and evaluation framework using the BPCLE framework Package developed inclusive of resources and education and training plan June Achieved 10 Engage a video production company Contract and scope documents September 2012 Not achieved – Variation to contract: iStories, resources (within LMS) superseded the DVD concept. iStories have been shown to be a more effective and accessible teaching and learning tool than DVD’s. 11 Design and produce three orientation videos Orientation videos Sept to Dec 2012 Achieved – strengthened through iStory learning modules using a variety of teaching and learning mediums. 12 Conduct a literature review to identify collaborative approaches to clinical placement support and coordination relevant to primary and community health services in rural health settings Literature review complete July 2012 Achieved 13 Conduct consultation with participating agencies to inform the development of a collaborative model for clinical coordination and support and implementation of BPCLE. Consultation complete and report prepared August 2012 Achieved 14 Deliver capacity building package to participating agencies Package delivered to a minimum of 12 agencies inclusive of workshops and individual support Aug to Dec 2012 Achieved Variation to contract: Net result is 24 participating agencies due to demand and uptake of the LMS 15 Establish mentoring/coaching program to support participating agencies to implement BPCLE Program in place January 2013 ongoing Achieved 16 Develop project web page resources on BCHS webpage (including produced videos). Webpage developed Commence February 2012 ongoing Achieved Variation to contract: The original intent was superseded by the LMS 17 Evaluation strategies conducted Evaluation strategies actioned report completed quarterly Commence February 2012 ongoing Achieved
Are oxygen readings taken of cargo tanks by portable meter before starting COW operations ? Are hydrant type connections to the COW system isolated or blanked off? Oily Water Separator Remarks Refrigerated Cargo Vessels Please indicate whether the following are in satisfactory operating condition Condition/Remarks Refrigeration Machinery Fan Rooms Air Refreshing System Calibration Devices Remote Thermometers Manual Thermometers Proper records Ventilation System Insulation of Holds Deck Gratings CO2 Measuring Equipment Oxygen Measuring Equipment
SOIL and SOIL ORGANISMS You are in tiny bits of very decomposed organic matter (SOM) in the soil. You can stay in the soil for hundreds of years before you break down further or move on to a new reservoir. Count to 100 and then get washed away into a nearby stream that runs through the forest. GO TO SURFACE WATERS
LODGER’S TAX ADVISORY BOARD MEETING Thursday, October 25, 2018 4:00 p.m. – 5:30 p.m. Albuquerque Convention Center Anasazi Room (Lower Level West Complex) AGENDA – DRAFT Welcome & Introductions – Board Chair Adoption of Agenda - Additions/Deletions to Agenda Call to approve September 27, 2018 Minutes Chairman Reports City Treasury Report(s) & Presentation Lodger’s Tax Revenue Report Hospitality Tax Revenue Report AirBnB VCA Revenue Board Q&A Contractor Reports SMG Monthly Report – September Report Board Q&A Visit Albuquerque (Albuquerque Convention and Visitors Bureau) Monthly Report - September Report Board Q&A Albuquerque Hispano Chamber of Commerce Monthly Report – September Report (1st Quarter Report – July, August, September) Gathering of Nations Starr Report Summary Board Q&A Lodgers’ Board Open Seats City Update – City Staff New Business & Announcements – Board Chair EC-231 – Lodgers’ Tax Advisory Board Quarterly Reporting to City Council - Staff Update October 31, 2018 Mid-Year Board Retreat November Board Meeting( Rescheduled Date) November 29, 2018 – City Staff Adjourn
Who is involved in the LLDC? 5 Minutes Slide 5 “So now we know what the LLDC is, but who is involved?” Ask “Who is responsible for planning and supervising?” and gather answers Answer: The Key 3 (Lodge Chief, Lodge Advisor, Scout Executive) and appointed Arrowmen Ask “Who is responsible for training?” and gather answers Answer: Arrowmen with training experience, past service as lodge leader, knowledge of topic, and/or enthusiasm Ask “Who will benefit from participating?” and gather answers Answer: All lodge leadership and general members What is Taught? 5 Minutes Slide 6 “We have the what and who, but what about the how?” Ask “What is taught in the LLDC?” Compile responses on poster, then reveal suggestions: Program OA knowledge Leadership development Team Development Administration skills Position responsibilities Lodge opportunities etc... How the LLDC can fit your lodge’s needs 10 Minutes Slide 7
INDUSTRIAL DA PREPARATION ACTIONS Step 1 Industrial DA Preparation Actions Undertake Site Analysis (refer to Information Sheet) If lodging a DA involving industrial development, have you included the following information? • DA form; • context and site analysis (see Step 2 Consult Council Staff on draft proposal if necessary Step 3 Check proposal meets controls in the relevant residential component of the DCP. Information Sheet on Context and Site Analysis); • SEE; and • relevant report(s) - if appropriate (see Information Sheet on Statement of Environmental Effects). Have you considered the following in your development proposal? • general design requirements, including building design, height, orientation and placement; • environmental requirements ; • the individual industrial locality requirements (see the Development on Industrial Lands Information Sheet); • density and floor space ratio requirements; • landscaping requirements; • building alignment and setbacks; • car parking, access and provision of services ; • site hazard management requirements where applicable ; and • developer contributions for water and sewer provision. Where approval is required applicants should follow the step by step procedures shown in the following DA preparation actions flow charts. Step 4 • Check biodiversity considerations . • Check general hazards Step 5 Check any relevant provisions of the locality based provisions contained in the DCP. Refer to matrix i.e. waste management etc. Step 6 Proponents should consult with adjoining owners and consider their opinions on proposal Step 7 Consult with Council’s Technical Liaison Committee or staff if necessary Step 8 Lodge development application with Council Where development consent is granted and a construction certificate issued Step 9 Commence work in accordance with conditions of development consent and construction certificate approval.
Group Name St Lukes Health System Group ContactMolly Gleisberg Address Kansas City, MO 64131 Arrival Date 10/13/2017 Date Booked 03/08/2017 Phone 816-932-6648 Fax - - Group Code/Type / Corporate Group Room Reservation Arrangements Room Type Rate 10/13/2017 Friday 10/14/2017 Saturday Double $125.00 10 10 $0.00 $0.00 $0.00 $0.00
Property Services Agreement for the Letting of Land SCHEDULE I Particulars of Property for Letting Address of Property: *Folio Number: _____________________________________________________________________________________ (The folio number of the property must be included (if appropriate) and in circumstances where the address is insufficient to fully identify the property maps/drawings may be appended as appropriate.) Description of Property: SECTION A RESIDENTIAL PROPERTY Detached □ Semi-detached □ Duplex □ Terraced □ Apartment □ No. Bedrooms: ____ No. Living Rooms: ____
Close Encounters of the Library Kind: Assessing First Year Students’ Introduction to the Alien World of an Academic Library Dianna E. Sachs, Megan E. Brown, Western Michigan University Benefits and Limitations of Assessment Methods Method Benefit Limitation Quantitative feedback (students and instructors) Easy to gather and analyze Indirect; no explanation Qualitative feedback (students and instructors) Easy to gather; highly detailed Indirect; time-intensive analysis Observation by library employees Moderately easy; personalized Indirect; dependent on individual situation Student scores, completion rates Direct measure of action; easy to gather and analyze Assumes students follow the rules Student choices Direct measure of what students value Dependent on students’ individual situation Student work/products Direct measure of learning Time-intensive to analyze Correlation w/ other library use Direct measure of action; large-scale, generalizable analysis Requires privacy policies, coordination w/ institutional data Feedback from FYS director Direct measure of program relevance Indirect measure of learning, instructor satisfaction Bibliography
Catholic Primary School Religious Education Assessment YEAR ONE – Year Six Name: Levels of attainment in Religious Education in Catholic Schools – Overview AT 1-Learning About Religion Knowledge and Understanding of AT2 - Learning From Religion Reflection on Meaning Strand i Beliefs, teachings and sources ii Celebration and ritual iii Social and moral practices and way of life Strand i Engagement with own and others’ beliefs and values ii Engagement with questions of meaning and purpose Progression in reflection & contemplation Level Pupil: Pupil: Pupil: Level Pupil: Pupil: Pupil: 1 Recognises some religious stories Recognises some religious signs and symbols and uses some religious words and phrases Recognises that people because of their religion act in a particular way 1 Talks about their own experiences and feelings Says what they wonder about Reflects quietly 2 Retells some special stories about religious events and people Uses religious words and phrases to describe some religious actions and symbols Describes some ways in which religion is lived out by believers 2 Asks and responds to questions about their own and others' experiences and feelings Asks questions about what they and others wonder about and realises that some of these questions are difficult to answer Participates in periods of reflection in response to a given stimulus 3 Makes links between religious stories and beliefs Uses a developing religious vocabulary to give reason for religious actions and symbols Gives reasons for certain actions by believers 3 Makes links to show how feelings and beliefs affect their behaviour and that of others Compares their own and other people's ideas about questions that are difficult to answer Shows understanding of the importance of stillness and quiet during times of reflection and prayer 4 Describes and shows understanding of religious sources, beliefs, ideas, feelings and experiences; making links between them Uses religious terms to show an understanding of different liturgies Shows understanding of how religious belief shapes life 4 Shows how own and others decisions are informed by beliefs and values Engages with and responds to questions of life in the light of religious teaching Demonstrates an appreciation of the elements.needed for reflection and contemplation or prayer (places, times, foci, stimuli) 5 Identifies sources of religious belief and explains how distinctive religious beliefs arise Describes and explains the meaning and purpose of a variety of forms of worship Identifies similarities and differences between people’s responses to social and moral issues because of their beliefs 5 Explains what beliefs and values inspire and influence them and others Demonstrates how religious beliefs and teaching give some explanation of the purpose and meaning of human life Explores how different situations are conducive to reflection and contemplation or prayer
E completion of task Exhibit principles of respect. Know your subordinates and look out for their well-being. Keep your subordinates informed. Build the team. Assign your subordinates in accordance with their capabilities. I1 I2 O1 O2 Exhibit principles of integrity. Know yourself and seek improvement. Seek responsibility and accept responsibility for your actions. Set the example. I1 I2 O1 O2 Use diplomacy to resolve concerns related to involvement. I1 I2 O1 Behavior: Ensure the safety, welfare and accountability of assigned personnel. Identify potentially hazardous situations in your working area. I1 I2 O1 Inform subordinates of hazards/threats. I1 I2 O1 Ensure special precautions are taken when extraordinary hazards/threats exist. I1 I2 O1 Ensure adequate rest is provided to all liaison staff. I1 I2 O1 Behavior: Establish work assignments and performance expectations, monitor performance and provide feedback. Brief and keep subordinates informed and updated. I1 I2 O1 O2 Establish time frames and schedules. I1 I2 O1 O2 TASK C O D E Evaluation Record Number EVALUATOR: Initial & date upon
task Behavior: Ensure documentation is complete and disposition is appropriate. Complete ICS 214 (Activity Log) for each operational period. I1 O1 O2 Record demobilization issues. I1 O1 File all records with planning section and/or documentation unit during demobilization. I1 O1 Behavior: Gather, produce and distribute information as required by established guidelines and ensure understanding by recipient. Modify approach based on evaluation of incident situation. Keep cooperating and assisting agencies informed of planning actions. If necessary, conduct briefing with Agency/Organization Representatives prior to the Planning Meeting, following the Planning Meeting, or following any change in the Incident Action Plan (IAP). Supply a copy of the Incident Action Plan to Agency/Organization Representatives. I1 O1 Respond to requests for information and resolve problems. Fulfill request for information concerning any cooperating or assisting agencies in a timely manner. Follow up on all requests and problems to ensure their completion within the work period following their initiation. Problems or requests that remain incomplete after should be addressed at the next planning meeting. Advise the Incident Commander of any political or stakeholder concerns related to multi-agency/organization involvement. I1 I2 O1 Supply cooperating and assisting agencies with demobilization information at least one operational period prior to demobilization. I1 O1 Behavior: Develop and implement plans and gain concurrence of affected agencies and/or the public. Assist the Incident Commander in developing a written Incident Action Plan for next operational period (by sharing it with the affected agencies and/or the public, and gaining their support or understanding). I1 O1 TASK C O D E Evaluation Record Number EVALUATOR: Initial & date upon completion of task Assist the Incident Commander in developing and sharing with affected agencies and/or the public and gaining their I1 O1
Roots, Prefixes, and Suffixes A word can consist of three parts: the root, a prefix, and a suffix Prefixes and suffixes are known as affixes because they are affixed to (attached to) a root. Prefixes and suffixes, which originated as words themselves, are now syllables added to roots to create new words. The root is the base element of the word—the part of the word that contains the basic meaning (definition) of the word. A prefix is a syllable(s) forming a word element placed before a root, word, or word group to modify the meaning or make a new word. A suffix is a syllable(s) forming a word element that is placed after a root, word, or word group to modify the meaning or make a new word. The suffix may also modify the word’s grammatical function by redefining its part of speech (e.g., noun, verb, adjective, adverb). Common Roots Common Prefixes Common Suffixes struct = build port = carry graph = writing bio = life tract = pull dict, dic = speak, say un = not, none pre = before, in advance re = again, back sub = under, below dis = not, none auto = self de = away, from, reverse of im = in, into able = capable of ion = act or process; condition ful = quantity that fills less = without, missing Taken from VDOE Website :
Examples of Text Structure and Related Signal Words Cause and Effect Why did this happen? What was the result? Cause: because, for this reason, due to, on account of this, if this-then this Effect: as a result, since, consequently, therefore Research has shown that birth defects have various courses. Compare/ Contrast How are these things alike or different? Compare: Similarly, like, in the same way, Likewise, Contrast: But, yet on the other hand, instead, nevertheless, as a result Gangs and fraternities share many characteristics, but they are not the same. Enumeration What examples support this? What proof is there? And, too, in addition, furthermore, as well as, besides Managers experience a number of problems that must be solved before a team can work effectively. Chronological When did it happen? In what order did it happen? First, third, next, then, finally Between now and the election, the candidate will make a number of campaign stops throughout the US. Concept/ Definition What is it? Define as, known as, is stated as, is known to mean, for example, to illustrate, for instance, such as, specifically Ragtime music is a style of music that was developed at the turn of the twentieth century. Played primary by the piano, the Rocking Horse Rag is an excellent example of Ragtime. Process How? In what sequence or order? First, second, third, how to, following that, next, the following steps The moth and butterfly undergo several changes between hatching from an egg to mature adulthood. Text Structure Question it Answers Signal Word Sample Thesis
External Conflict: Theme: Symbolism: Define allegory and explain how Lord of the Flies functions as an allegory. Define each of the following: Asyndeton- Polysyndeton Synecdoche- Verisimilitude- Answer each of the following questions completely. Why are the boys on the island? How and why do the boys make fire? What causes the hunters, who had promised to keep the fire going, to neglect it and allow it to go out? Why is hunting Jack’s motivation on the island? What leadership qualities does Ralph possess? Jack? What is the importance of the shattering of the conch? What is the central theme of Lord of the Flies?
2) What is causing friction between Ralph and Jack? 3) Of Simon, Ralph says: “He’s queer. He’s funny.” In what way is Simon different from the others? 4) What figurative language is used in this quotation: “They [Jack and Ralph] walked along, two continents of experience and feeling…”? How does your knowledge of this figurative language help you to better understand this passage? Reading Skills Check-Up – Connections: Use the provided graphic organizer to make three substantive connections to the novel thus far. Reading Skills Check-Up – Summary: Summarizing is about getting the “gist” of a text, not about filling in all the tiny details! Work with a partner to complete a “GIST” of chapter 3. Chapter name Chapter # Who: What:
Glossary of Terms: to reference while reading Chapter 1: Irrelevance: utter unimportance Lodgment: a place Askew: out of line Bastion: the projecting part of a fortification Lolled: dropped Efflorescence: blossoming Effulgence: brilliance Pallor: paleness Pliant: flexible Proffer: offer Furtive: stealthy Specious: deceptive; false Hiatus: a hesitation or gap Strident: loud; harsh Swathing: enveloping Chapter 2: Borne: held aloft Ebullience: enthusiasm; liveliness Errant: aimless Festooned: decorated Gesticulated: gestured Officious: meddlesome Chapter 3: Contrite: apologetic Foundered: collapsed Susurration: murmur Unheeding: ignoring Vicissitudes: changing circumstances Chapter 4: Blatant: obvious; glaring Detritus: debris; waste Dubious: doubtful Gouts: gushes Impalpable: unable to be touched Incursion: a raid Myriad: uncountable number Opalescence: iridescence Chapter 5: Derisive: scornful Effigy: likeness Sough: moaning; sighing Incantation: chanting Chapter 6: Chasms: marked divisions, separations, or differences Guano: seabird droppings Leviathan: a giant creature Plinth: a square rock serving as a base Tremulously: tremblingly Chapter 7: Bravado: a false show of bravery Brine: saltwater Coverts: thickets Dun: drab; dull Impervious: incapable of being penetrated or affected Chapter 8: Demure: reserved; modest Palled: no longer inspired interest Vexed: troubled Chapter 9: Abominable: despicable Buffet: a forceful hit Furrowing: wrinkling Inquisitive: curious Prospered: flourished Protruded: stuck out Succulent: juicy Ungainly: clumsy; hard to handle Chapter 10: Torrid: scorching Dredged: dug for; searched Chapter 11: Myopia: nearsightedness Pinnacles: lofty peaks Propitiatingly: in an effort to restore good will
Secretary of State Guidance – Outstanding Queries Query Statutory Guidance Brief description Status 2 Limit on additional Cash Commutation With GAD 6 Annual Allowances Charges: Calculation of Scheme Pays Offset CLOSED 7 Scotland - Annual Allowance Charges: Calculation of Scheme Pays Offset With GAD 8 Individual Incoming & Outgoing Transfers With GAD 9 Factors to use for purchase of additional survivor benefits With GAD 10 Early payment of pension With GAD 12 All Statutory guidance where appropriate With GAD 14 Individual Incoming & Outgoing Transfers Various see 15 Use of accumulated AVCs to provide additional pension under the Scheme (AVCs contracts before 1 April 2014 and Councillor members) CLOSED 17 Interfund transfers CLOSED 19 Pension Debits With GAD 20 Limit on total amount of benefits – Lifetime allowance With GAD 22 Individual Incoming & Outgoing Transfers With GAD 26 Scotland – Interfund Adjustments With GAD 27 Limit on additional cash commutation With GAD 28 Individual Incoming and Outgoing transfers CLOSED 29 Limit on additional cash commutation With GAD 30 Limit on total amount of benefits – Lifetime allowance With GAD 31 Individual Incoming & Outgoing Transfers With GAD 32 Individual Incoming & Outgoing Transfers With GAD Guidance Date E&W - Limit on additional cash commutation 26/03/2014 – amended up to July 2015 Query 2. Use of AVC funds at retirement
SUMMARY OF PEDR SHEET SIGNATURES Candidate Name: School of Architecture: Sheet No Period covered by PEDR sheet (date from-to) Length of time covered (in months) Employer Name Date of candidate signature Date of mentor signature Date of PSA signature Please insert total time covered
F3. Log of External Letters of Assessment Evaluator* Affiliation Rank Source of Suggestion Rel. to Cand. Initial Contact Accept (Y/N) Ltr Sent to eval. Ltr Rec'd Letter in Dossier Brown, Bill Harvard U Full Head None 7/25/18 N - - - Doe, Jane U Florida Full Candidate Professional Acquaintance 5/23/18 Y 8/1/18 10/15/18 11/2/18 Lloyd, Ellen U Ohio Full Head Professional Colleague 6/15/18 Y 8/1/18 11/1/18 11/2/18 *Present in alphabetical order
All our staff are identifiable from their Museum name badges. There is a Duty Manager on site whenever we are open to the public, to ensure that you have a safe and enjoyable visit. If our staff think you may be causing unreasonable offence to other visitors, or are endangering yourself, others, our property or our collections, they will ask you to stop. We will not tolerate abuse or violence towards any visitor, contractor or member of staff. Closed Circuit Television This is in use throughout the Museum site; images are recorded for the purpose of Public Safety and Crime Prevention, in line with Data Protection legislation. September 2018
Slide 12. Preliminary Design Review (PDR) The Preliminary Design Review (PDR) is the next Pre-Milestone B review we cover in the Technology Maturation and Risk Reduction (TMRR) phase. The PDR influences system design and support by ensuring that the allocated baseline is established. Each function in the functional baseline is allocated to one or more system configuration items to ensure traceability. Definition The PDR is a formal review that confirms the preliminary design logically follows the SFR findings and meets the requirements. It normally results in approval to begin detailed design. Key PDR Question The Preliminary Design Review answers many questions that will be addressed next. The key PDR question asks whether the system has a reasonable chance of being judged operationally effective, suitable and affordable before becoming a Program of Record (POR) at Milestone B. The LCL can address this key question using the inputs, entry criteria, Supportability questions, exit criteria and outputs discussed with the following slide.
SAN DIEGO UNIFIED SCHOOL DISTRICT FACILITIES PLANNING & CONSTRUCTION Logan/Memorial Site Master Planning Final Meeting March 24, 2016, 6:00 - 8:00 pm Agenda AGENDA ITEM PRESENTER Welcome Lee Dulgeroff, Chief Facilities Planning and Construction Academics Julie Martel, Executive Director, Facilities Planning and Design Recap previous meeting Summary of stakeholder input Jon Baker, Architect BakerNowicki Design Studio Presentation of preferred/hybrid option Discussion Summary and consensus Jon Baker, Architect BakerNowicki Design Studio Purpose of Design Task Force Next Steps Final Comments Adjourn Bryan Ehm, project manager
Community Support In the event of a disaster the Queensland Government will work with a wide range of organisations to minimise the impact and ensure the recovery of affected communities. During and after a disaster you may need practical assistance or community support to assist you and your family. This brochure provides information and contact details for key community services available in your area. Further information is available at or by phoning the Community Recovery Hotline on 1800 173 349. You can also download the free Self Recovery app from the Apple or Android App stores. General community support services Kid’s Help Line 1800 551 800 DVconnect 1800 811 811 Gambling Help Line 1800 222 050 Parentline 1300 301 300 Seniors Enquiry Line 1300 135 500 Australian Red Cross 1800 733 111 St Vincent de Paul Helpline……..…3010 1096 Adventist Development Relief Association (ADRA)…………………………….....3218 7777 Kingston East Neighbourhood Group ………………………………………...3808 1684 Workplace services Fair work info line 131 394 Apprenticeships and Trainee Support 1800 210 210 Department of Human Services General………………………….………132 468 Employment Service 132 850 Financial Information Service 132 300 Medicare 132 011 Legal and advocacy services Legal Aid Queensland 1300 651 188 Welfare Rights Centre 1800 358 511 Financial counselling UnitingCare Community Financial First Aid line 1800 007 007 Consumer advice Office of Fair Trading 131 7468 Department of Communities, Disability Services and Seniors Regional Office 5800 Community Support Services South East Region Logan & Surrounds