zilongwang/ReadingBank huggingface dataset:
Langston Terrace Constructed Response Question Choice A Choice B Choice C Langston Terrace was Eloise Greenfield’s, the author’s, home for many years. Give two reasons why she liked living there in the 1930s and back up each reason why she liked living there with at least one detail from the essay How do you feel about the place where you are growing up? How do you think you will look back on your home when you grow up? Give details Eloise Greenfield, the author, uses details to help the reader see Langston Terrace as she saw it. Which features did Greenfield use to describe her new home. ( describe at least three in detail) Using at least three details, describe the kind of house or apartment that you think is a good place to live. It could be the place where you live now, a place where you used to live, or a place you would like to live in the future. (at least three features of this ideal place. Langston Terrace was built in 1938 for working class African American families. Imagine you are going to write a research paper about the early days of Langston Terrace and answer the following: What information would you try to include in your paper What questions would you try to answer through your research? Give specific details.
Summative Assessments: Summary Paper Informative/Explanatory Paper – Development of Theme Language Test Summative Assessments: Research Paper and Multimedia Presentation Language Test Semester 1 Reader’s Workshop Grade Semester 2 Quarter 3 Quarter 4 Unit 5: Historical Fiction A Single Shard – Linda Sue Park; ISBN-13: 978-0547534268 Unit 6: Helicopter Parents Literature will be provided Students will write an argument paper Unit 7: Short Stories and Poetry Required Literature: Provided Short Stories and Poems Summative Assessments: Compare/Contrast Paper Persuasive Paper Language Test Unit 8: Fiction: Sci-Fi and Fantasy Required Literature: The Strange Case of Dr. Jekyll and Mr. Hyde – Robert Louis Stevenson; ISBN-13: 978-0486266886 The Princess Bride: S. Morgenstern’s Classic Tale of True Love and High Adventure – William Goldman; ISBN-13: 978-0156035217 Summative Assessments: Narrative Story Language Test Semester 2 Reader’s Workshop Grade Recommended Reading for Reader’s Workshop These books will correlate well with the books we are reading as a class. You are NOT required to read any of them, but if you are purchasing books for Reader’s Workshop, these would be enriching considerations. Semester 1: Fiction The Voyage of Patience Goodspeed – Heather Bogel Frederick Jesse – Gary Soto Lizzie Bright and the Buckminster Boy – Gary D. Schmidt I Rode a Horse of Milk White Jade – Diane Lee Wilson Treasure Island – Robert Louis Stevenson Ties That Bind, Ties That Break – Lensey Namioka Woodsong – Gary Paulsen Far North – Will Hobbs Incident at Hawk’s Hill – Allan W. Eckert Black Hearts in Bettersea – Joan Aiken Touching Spirit Bear – Ben Mikaelsen The Higher Power of Lucky – Susan Patron Call It Courage – Armstrong Sperry Beardance – Will Hobbs I Am David – Anne Holm Milkweed – Jerry Spinelli The Devil’s Arithmetic – Jane Yolen When Hitler Stole Pink Rabbit – Judith Kerr Number the Stars – Lois Lowry Summer of My German Soldier – Bette Greene Daniel’s Story – Carol Matas
Vocabulary/Word Wall Slang Terms: The Outsiders - PPT Theme Stereotype Hero Characterization Adolescence Realistic Fiction Pattern Character types Myths Folktales Enrichment/Extension PROOFREADING - IMPORTANT Students will write an editorial chronicling newsworthy events in the outsiders Facebook Status: The Outsiders- Create a Facebook page for a particular character in The Outsiders Interdisciplinary Connections ELL: “Build Background Knowledge,” Elements of Literature (T), page 68: “Baby Boomers” Social Studies: Research background information/ complete web quest/ take notes on 1960s
KEY (a) 1. Characteristic (physical) 2. B 3. D 4. C (b) 1. A 2. B 3. C 4. B (c) Internet (dictionary.com- audio), dictionary (d) Counteract- act against (something) in order to reduce its force or neutralize it. Incredible- impossible to believe, extraordinary. Acronym- an abbreviation, used as a word, which is formed from the initial components in a phrase or a word.
In the Persuasive Language Appendix you will find additional information that will help you to analyse the ways in which language is used to persuade. The topics covered are: More on Metalanguage Appeals Again Sentence Salvation – including sentence starters A handy analysis framework A VCE English glossary of key terms used in the course – see page xiii More on Metalanguage Metalanguage is the term given to the words and phrases we use to discuss language conventions and usage. The following list of persuasive techniques is metalanguage that can help to describe how language is used to present a point of view. *Note: The right-hand column lists generalised examples. Be sure to consider the specific purpose and effect of each technique in the context of the point of view being presented. Persuasive Techniques Technique Examples Possible purposes and effects active and passive voice provides subjective or objective tone active: They released the report passive: The reports was released active: direct, clear passive: indirect, detached adjectives Describing words a stirring speech her diamond-studded tiara adds detail to make the text more interesting can imply something positive or negative alliteration and assonance Repetition of initial consonants and repetition of vowel sounds Sydney’s slippery side The elite meet-and-greet adds emphasis, reinforces meaning draws attention to key words or ideas can elicit emotive response memorable allusion Rusty the Clown (compares Russell Crowe and Krusty the Clown from The Simpsons) makes a comparison between two situations to illustrate parallels, in the hope that audience will draw conclusions
y nada más una vez, nada más en mi huerto brillo la esperanza, la esperanza que alumbra el camino de mi soledad Una vez, nada más se entrega el alma con la dulce y total renunciación, y cuando ese milagro realiza el prodigio de amarse, hay campanas de fiesta que cantan en el corazón DESPEINADA Despeinada aha aha aha Despeinada aha aha aha Despeinada aha aha aha Despeinada aha aha aha Tú tienes una carita deliciosa y tienes una figura celestial tú tienes una sonrisa contagiosa pero tu pelo es un desastre universal haha haha haha haha ha haha haha haha haha ha haha haha haha hahahaaa Despeinada aha aha aha Despeinada aha aha aha Despeinada aha aha aha Despeinada aha aha aha Tú tienes una carita deliciosa y tienes una figura celestial tú tienes una sonrisa contagiosa pero tu pelo es un desastre universal
Rating Scale Language Comprehension Skills 2-3 Warren County Schools Teacher Rating Scale Language Comprehension Skills 4-5 Language Warren County Schools Teacher Rating Scale Language Comprehension Skills Middle and High Schools Language Warren County Schools Teacher Input- Voice Voice Warren County Schools – Teacher’s Rating Scale Pragmatic Language Evaluation Language Warren County Schools Teacher Input- Fluency Fluency Warren County Schools – Teacher’s Rating Scale Articulation Evaluation Speech Classroom Language Checklist Language Pre-referral Resources for Diverse Learners – Oregon Department of Education Language
Powell Interpreting: 401-499-2355 Bulgarian Burmese Powell Interpreting: 401-499-2355 C Cape Verdean Creole > Powell Interpreting: 401-499-2355 Cantonese > Powell Interpreting: 401-499-2355 Catalan > Chaldean > Chewa (Nyanja) > Chamorro >
Chaozhou > Chin Falam/Kukish > Powell Interpreting: 401-499-2355 Chin Hakha > Powell Interpreting: 401-499-2355 Chin Mara > Chin Senthang > Chin Tedim > Powell Interpreting: 401-499-2355 Chinese (Traditional and Simplified) > Choktaw > Chuukese > Croatian > Czech >
Powell Interpreting: 401-499-2355 French-Canadian > Powell Interpreting: 401-499-2355 French-Creole > Powell Interpreting: 401-499-2355 Fukienese > Fula/Fulani > Fulfulde > Fur > Fuzhou Chinese > G Ga > Gaddang > Garre > Gen > Georgian >
Serbian > Serbo-Croatian > Sesotho (Sotho/Sepedi) > Setswana (Tswana) > Shanghainese > Shona (chiShona) > Sichuan Yi > Sidama > Sindhi > Sinhala > Siswati (Swati/Swazi) > Slavic** > Slovak >
Slovenian > Soga > Somali > Powell Interpreting: 401-499-2355 Songhai > Soninke > Sorani Kurdish > Spanish > Powell Interpreting: 401-499-2355 Sudan Arabic > Powell Interpreting: 401-499-2355 Sundanese > Susu > Swedish > Swiss German >
Tigrinya > Powell Interpreting: 401-499-2355 Togo (Mina, French) > Powell Interpreting: 401-499-2355 Toishanese (Taishanese) > Tongan > Tooro > Tshivenda > Tulu > Turkish > Turkmen > Twi > U Ukrainian >
Activity 1: The benefits of learning a language Can you add any more examples of benefits to the table? Ability to think more laterally It may be possible to welcome community members in their language Enables you to reflect on your own cultural identity Increasing participation in local cultural events Improving opportunities for critical thinking & analysis Finding your hotel overseas! Ability to read ancient and/or literary texts Understanding and valuing the structure of your first language Understanding cuisine of another country or culture Opportunities to make connections with people from other cultures Enables us to understand intercultural activity across the curriculum Keeps your mind healthy and active into old age Increasing confidence with travel & ability to use the language of a country Increasing cognitive functions Enabling interaction with people from different cultures Possibility of more access to Aboriginal and Torres Strait Islander cultures Reduces the need for a translator or interpreter Learning - the challenge! The fun! Contributes to lifelong learning Increases your sense of mastery of learning Increased ability to understand how others think Concentration on learning a language reduces daily stresses It may assist you to get in touch with your family history Ability to gain new vocabulary Gain experience of being a ‘global’ citizen Increases understanding of foreign films
of America. have on the world around me? Fictional story with a courageous character and pair it with related informational text from the same historical time period Courageous Characters How are acts of courage revealed in literature and informational text? Am I a “hero”? By the actions I take in my community, I am a hero. Criterion A, B, C: Content, Organization, Style and Usage Community & Service Information literacy Read classic and contemporary mysteries, make sense of nonsense poems, and solve riddles and math problems Figure it Out How are strategies for solving math problems similar to and different from strategies for solving mysteries? How can I use my problem solving skills in everything I do? Problem Solving skills can be applied across the disciplines. Criterion A, B, C: Content, Organization, Style and Usage Health and Social Education Subject specific and conceptual understanding Biographies of aviators, and read about the science and history of flight. Winging It How do literature and informational text reveal why people dream of flying? What are my hopes for my own future? I believe in me! Criterion A, B, C: Content, Organization, Style and Usage Human Ingenuity Problem-solving and thinking skills VII. Grading Policy In Language A, teachers will assess student work using one or more of the three types of criteria; Content, Organization, and Style & language Usage at least twice a year. The descriptors will be adapted according to the grade level. At least twice yearly parents will have student progress communicated through an MYP process in the form of the rubric adapted for each grade level, and will have opportunity to conference with teachers at that time. Assessment Criteria Pts Descriptor A Content 10 Critical understanding of texts, concepts and issues shown through detailed, sustained written and oral responses. B Organization 10 Ability to express ideas clearly and coherently, structure arguments logically and support them with relevant examples. C Style & Language Use 10 Ability to use an appropriate and varied vocabulary, correct spelling, punctuation and syntax, a suitable register.
Story includes a clear beginning, middle, and end. Students clearly write a beginning, middle, and end to their story A few things seem to be out of order in the student’s story. The student’s story does not have a clear beginning, middle, or end. Use of frog life cycle steps in their frog story. All frog life cycle steps are included and are in the correct order. Most of the frog life cycle steps are included in the story and some are in the correct order. Few or no frog life cycle steps are included in the story and are not in the correct order. Use capitalization and punctuation marks. All capitalization and punctuation marks are used correctly. There were a few capital and/or punctuation errors. There were many capital and/or punctuation errors.
Which MYP assessment criteria will be used? Critère A: compréhension et production orale - message et interaction Critère B: production orale – qualité de la langue Stage 2: Backward planning: from the assessment to the learning activities through inquiry Content What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? What AERO standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1? The student and his/her relation to the French language. Presentation of the book, exercise book, class sentences. Functional skills: to identify someone; to introduce self; to greet Grammar: Qui est-ce? C’est + (person); s’appeler (sing.); Moi, je/toi, tu To recognize French language, French and other languages, famous French products, characters. Cognates. Languages, numbers from 1 to 5 AERO standards: 3d, 4b, 4d, 5a, Approaches to learning How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? Self-evaluation: première rencontre 1 and 2: questionnaire to get to know the students, their interests and their relation to the Foreign language. Reflection questionnaire: Students complete a little questionnaire asking for their opinion about French being easy/hard, useful/useless to them. Bring correct resources & equipment to class; Organize materials (locker, binders, workbooks, planner); Organize own work: Accurately record and date notes and assignments; Engage With Learning: Pay attention in class; Learn With Others: Respond to teachers’ questions; Ask for help in class; Language acquisition skills: Language acquisition skills Learning experiences How will students know what is expected of them? Will they see examples, rubrics, templates? How will students acquire the knowledge and practise the skills required? How will they practise applying these? Do the students have enough prior Teaching strategies How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with
Reflecting back on your career path between graduation and your current job; what career decisions did you make and how? I haven’t attended any careers fairs between graduation and my current job, but I have been helped by having a good network of friends and family that I can turn to for advice, and ultimately being the master of my own destiny. In my current role, which I really enjoy, I fell into it by chance as I wasn’t enjoying the graduate scheme so decided to start applying internally and ‘roll off’ the scheme early. I hadn’t even heard of Invoice Finance (unlocking the value tied up in invoices by providing immediate cash advances against a percentage of them, and thereby assisting businesses with their working capital needs /cash flow), nor did I know much about ABL, but it’s a growing market in the UK and a good space to be in currently. What advice would you offer to students who want to get into your area of work? The thing about banking is that it opens you up to a wide range of opportunities and roles, and it’s really down to the individual firstly to make the most of it, and secondly find something that you like and are good at. If you want a job that is relatively secure, fast-paced and one where you are constantly learning, then banking is for you. You have to show drive, initiative, flexibility and a real enthusiasm to learn and more importantly, improve with, and on the job. What general advice would you offer students making career decisions today? Try to be as open-minded as possible. The job market is very difficult nowadays with more and more graduates flooding the market, so it’s important to not try and limit yourself to one job / one particular space, even if it is your dream job. It took me almost 3 years to get into banking, and so if you can’t get what you want first time, take something else for the interim and work towards securing that position you really want. Equally, don’t spread yourself too wide as you want to be able to demonstrate at interviews that you’re not applying for every job going!
Host institution: Osnabrück University of Applied Sciences (OS UAS) Faculty of Agricultural Sciences and Landscape Architecture Home institution: Name: Country: Confirmation of Language Proficiency according to the Common European Framework of Reference for Languages (CEFR)1 Name of exchange / visiting student: _________________________________________________ Semester at OS UAS: __________________________________________________ This is to confirm that the language skills of the student mentioned above are as follows: Language level completed by the time of application: English German (winter term: 1 March – 15 May, summer term: 1 Sept. – 1 Nov.) Please note: To be admitted, your student must prove that she/he has completed at least level B1 of the CEFR in German or English when applying at OS UAS. no knowledge A1 A2 B1 B2 C1 C2 mother tongue no knowledge A1 A2 B1 B2 C1 C2 mother tongue Conditions if the level of both languages is lower than B2: No knowledge or level A1, A2: Acceptance will be denied, the student is strongly advised to improve the language skills at the home university and, if possible, to apply again for one of the future intakes. Level B1: The student will be admitted but is advised to choose at least one English or German language course at our faculty, i. e. one course in the language of instruction of the Bachelor modules which shall be taken at OS UAS, so that she/he can quickly deepen her/his proficiency in this language. The student will not be allowed to take Master modules unless she/he can bring the evidence of a B2 level when our semester begins. For our detailed admission and language requirements, please go to: Place, Date Signature of coordinator and stamp of home institution 1 Explanation of different CEFR levels at:
Use the following words & numbers to complete the table below. Textbook pages 154-155. English Malay-Polynesian 125 Indonesian Altaic 445 Korean Japanese Sino-Tibetan Telugu 32 Spanish Hindi Japanese-Korean 78 Chinese Arabic 61 Language Family Major Language Numbers (in millions) Indo-European 366 340 1,211 Burmese Afro-Asiatic 211 154 Dravidian 69 Turkish Use pages 152-153 in textbook to color the map below. Don’t forget to complete the key.
Consider whether the nature of the interview makes it important for the client and interpreter to be separated if required to wait before a session. Setting up For spoken languages, an interpreter should be positioned in front of you and the client. It is preferable to use a triangle arrangement, as below. For Auslan interpreters, the interpreter should be seated beside you so that the client can see both you and the interpreter. For Deaf relay interpreters, the following seating arrangement should be used: During the session If the client(s) has not used an interpreter before, begin by explaining the role of the interpreter and how the session will be conducted. Stress that the interpreter’s role is only to convey information and that they must adhere to strict confidentiality requirements. Face the client and not the interpreter. Avoid speaking to the interpreter and excluding the client/s. Direct all questions to the client/s and not to the interpreter. For example, say ‘How can I help you?’ not ‘How can I help him/her?’ Be helpful to the interpreter—for example, some terms may be difficult to interpret and may need clarification. Use simple language and avoid using colloquialisms, idioms, technical language and acronyms. Give the client/s an opportunity to provide feedback to ensure that the pace is appropriate and that the interpreter or client/s can seek clarification if necessary. Give adequate time to the interpreter: speak in short, concise sentences. Provide frequent pauses between sentences—give three or four sentences at a time to enable the interpreter to adequately remember, convey and interpret what was said. Provide regular breaks in the session—it is recommended that breaks are offered every 15–25 minutes for Auslan interpreters and every 20 minutes for others.
proactive communication transparent and fair job allocation incentives for professional development and training providing professional development and training opportunities Provide accessible complaints processes Accompanying persons such as family and friends Attend interview by agreement from all parties Not to interfere with interpreting Provide support and speak only to the interviewee Not to ask questions of the interpreter after the interview Country of birth and main languages spoken (2011 Census) Country of birth and population In Western Australia Main languages other than English spoken at home Afghanistan, 3925 Dari, Farsi, Hazaraghi, Pashto, Arabic Albania, 138 Albanian, Greek, Italian, Macedonian, German Algeria, 139 French, Arabic Angola, 60 Portuguese, Afrikaans, French Argentina, 620 Spanish, Italian, Portuguese, German Armenia, 31 Russian, Armenian Austria, 1406 German, Polish, Italian, Hungarian, Croatian Azerbaijan, 50 Russian, Azeri, Turkish Bahrain, 206 Arabic, Gujarati, Punjabi, Malayalam, Bengali Bangladesh, 1496 Bengali, Indo-Aryan (nec),Urdu, Hindi, Mandarin
specialties, and LPC task structures. Despite the diversity of the test population, Conscientiousness and Goal-Orientation was consistently rated higher than all other personality and leadership traits. This only adds credibility to the FFM and also reveals that leaders rated most highly in the area of performance tend to display traits consistent with a low LPC score. The data collected from the study also reveals a unique perspective as it relates to the FFM. Since the military does not recruit emotionally unstable individuals into the armed forces, the FFM trait of Emotional Stability can be disregarded since it is irrelevant to this test group. This allows the data to provide more accurate results on the differentiating traits of successful military leadership. Therefore, the absence of the Emotional Stability factor only provides a clearer understanding of which FFM traits are present in successful military leaders. The study contributed to the field of psychology in regards to Goal-Orientation, FFM, and the LPC. By collecting data from a wide population of armed service members, we were able to see that high performing military leaders had certain traits in common. By analyzing the data we determined that these successful leaders were Goal-Oriented and held traits consistent with the Conscientiousness trait of the FFM. We also noticed that these traits from the FFM are consistent with a low LPC score. Therefore we concluded that the highest performing leaders in the United States military are task-oriented. DISCUSSION AND FUTURE DIRECTIONS Utecht and Heier used the Contingency Model to study whether or not the successfulness of military leaders could be directly related to their positions being complimentary to their leadership styles. The two researchers found that the Contingency Model was no better than pure chance at predicting successful military leaders. (Utecht, Heier, 1976) There are varying degrees of situational favorableness that are identified by dissecting the LPC. They are
Semantic fields – a group of words with a shared theme (a semantic field of war) Lexis – a group of words with a shared emotion/adjective (negative lexis, positive lexis, powerful lexis) Rhetorical questions – questions that are not meant to be answered Repetition – repeating words or phrases for emphasis Declarative Sentence Stating a fact, sharing information Interrogative Sentence Asking a question Imperative Sentence Giving a command, starts with a verb Exclamative Sentence Sharing an emotional statement, ends with an exclamation mark Question 2: Language Analysis Level Skills Descriptor 4 Perceptive, detailed 7-8 marks Analyses the effects of the writer’s choices of language Selects a judicious range of quotations Uses sophisticated subject terminology accurately 3 Clear, relevant 5-6 marks Clearly explains the effects of the writer’s choices of language Selects a range of relevant quotations Uses subject terminology accurately Question 3: Structural Analysis Worth 8 marks – spend 10 minutes answering it in 2 PEESA paragraphs AO2 Explain, comment on and analyse how writers use structure to achieve effects and influence readers, using relevant subject terminology to support their views This question assesses structure: Beginning & ending of a text / Perspective shifts / Topic change & topic shift / Paragraph lengths / Sentence lengths / Repetition / Lists Beginning & ending of a text Lists Focal shifts – a change in the topic the text focuses on / the perspective of the text Tonal shifts – a change in the tone of the text
517-977-1349 Open: Mon. – Wed. 11:00 AM – 11:00 PM Thu. – Sat. 11:00 AM – 1:00 AM Sun. 11:00 AM – 10:00 PM Old Nation Brewing Company 1500 W. Grand River Ave. Williamston, MI 48895 517-655-1301 Open: Sun. – Thu. 11:00 AM – 10:00 PM Fri. – Sat. 11:00 AM – 12:00 Midnight Ozone Brew House 305 Beaver St. Lansing, MI 48906 517-999-2739 Open: Tue. – Thu. 4:00 PM – 10:00 PM Fri. – Sat. 12:00 Noon – 12:00 Midnight Sun. 1:00 PM – 8:00 PM Spartan Brewpub 3056 Okemos Rd. Mason, MI 48854 517-507-5098 Open: Tue. – Thu. 3:00 PM – 10:00 PM Fri. – Sat. 12:00 Noon – 11:00 PM Sun. 12:00 Noon – 9:00 PM
Table Model parameters and sources Parameter Base case value Range Distribution applied Distribution parameters Source(s) Perinatal transmission rate H&V 0.0962 0.0481-0.1443 Beta α, β (75,704) [] RR (LAM vs. H&V)a 0.31 0.15-0.63 Lognormal u, σ (-1.27, 0.45) [] RR (LdT vs. LAM)b 0.11 0.04-0.31 Lognormal u, σ (-2.41, 0.63) [] RR (TDF vs. LdT)c 0.05 0.01-0.10 Lognormal u, σ (-3.22, 0.67) Assumed Annual transition probabilities related to chronic infection Asymptomatic carrier To immune (clearance of HBV) 0.01 0-0.015 Gamma α, λ(8, 1531) [] To chronic hepatitis 0-19 years 20-39 years ≥40 years 0.0012 0.0023 0.0054 ±50% － － [] To hepatocellular carcinoma 0-19 years 20-39 years ≥40 years 0.0005 0.0020 0.0061 ±50% － － [, , ] Chronic hepatitis To asymptomatic carrier 0.015 0-0.05 Gamma α, λ(5, 988) [, ] To compensated cirrhosis 0-19 years 20-39 years ≥40 years 0.015 0.02 0.027 ±50% － － [, , , , ] To hepatocellular carcinoma [9, 11, 13, 14, 16]
Make presentations to senior managers and decision makers Draft and deliver proposals Work with technical staff and product specialists where required to address customer requirements Develop and maintain territory plans which outline how sales targets will be met on an ongoing basis Develop and maintain key account plans that identify opportunities for LANtech to deliver value, strategic motivators, main stakeholders, buying processes and forecasted sales Report on sales activity – refer weekly sales meetings and interface with Sales Manager Cultivate strong relationships with partner companies Work with marketing plan and execute lead generation campaigns Provide feedback to company management on market trends, competitive threats, unmet needs and opportunities to deliver greater value to customers by extending LANtech’s offerings Be a positive representative of LANtech and its brand in the market place and professionally promote the LANtech Professional and Managed Services in the market place Key Achievement Areas This role encompasses the following major functions or Key Achievement Areas: Customer prospecting Competitor analysis Knowledge Management Relationship / Team Participation What am I Supposed to do? How well am I Supposed to do it? Customer Prospecting As a Business Development Manager the primary function is achieving an expected level of new customer sales, as quantified by the new sales targets. It is expected that standard sale prospecting techniques be used in conjunction with marketing campaigns or through your own direct prospecting efforts. Prospecting should involve direct mail, telephone prospecting and achieving new customer face-to-face meetings. Sales pipeline should include sales prospects that are coming from new customers. The minimum number of prospecting phone calls and face-to-face meeting is being achieved according to guidelines provided by the Sales Manager. New customer prospects are being qualified in-line with the active qualification guidelines set by the Sales Manager Competitor Analysis The Business Development Manager is expected to maintain a watch on competitor activity and report this as part of the monthly sales analysis territory report format as required. An active report of up to date competitor activity in customers and prospective markets is readily available to the Sales Manager. Knowledge Management
Library (Tel. No. 777700) Library Times Monday 10:00am – 3:00pm Tuesday 11:00am – 5:00pm Wednesday 11:00am – 4:00pm Thursday 10:00am – 7:00pm Friday 11:00am – 5:00pm Saturday 09:00am – 1:00pm Dedridge Good Neighbour Network (Tel. No. 416137) Cheryl McLeod - Co-Ordinator Evelyn Pender - Administrator St. Philips R.C. Church (Tel. No. 01506 432141) Parish Priest Father Kenneth Owens Livingston United Parish Church (Tel. 01506 467426) To speak to a member of the team (Tel 07933 085 186) West Lothian Council Staff Eileen A Campbell (CSO) Teresa Coyne (CSA) Alison Hadfield (CSA) Sheena Campion (CSA) Nikki Buckley (TM Liv/Calders) Sandra McLaughlin (SSO) Carolann Dick (CFA) Peter Lugg (CFA) Dean Millar (CFA) Christine Wallace (Senior Cleaner) Marion Calder (Cleaner) Janet McMechan (Cleaner) Lanthorn Association Staff Donna Lee (Senior Administrator) Lanthorn Café Staff Norma O’Malley Pauline Lowery Search - Lanthorn Community Complex The Lanthorn is jointly owned by West Lothian Council, the Roman Catholic Church and the United Reformed Church. PROGRAMME 2019 The LANTHORN Kenilworth Rise Dedridge LIVINGSTON EH54 6NY Tel. No. (01506) 239135 (Administrators) Or Tel. No. (01506) 777707 (Main Reception)
LASD College Staff/Students Notify Fire Department Evacuate immediate area of the fire (College or large area evacuations are done at order of college president) Identify and secure immediate hazards Assist fire with treating and searching for victims Establish joint FIRE/LASD Incident Command Post (if warranted) Request mutual aid (if needed) Establish staging areas (family re-unification, media, etc. If needed) Maintain security over campus/affected area Notify Fire Department, use fire alarms pulls Notify College Sheriff’s (818) 719-6450 or (818)719-2805 Evacuate affected areas Assist people with disabilities Render first aid as necessary Check with staff to ensure the accountability of students/staff Determine need to resume or cancel classes Send LACCD staff member to act as a liaison at the command post Facilities respond to command post Recovery Facilities to inspect buildings College administrator will make the determination on as to whether to resume or cancel classes Notify LACCD insurance personnel Conduct damage assessment Request with crisis counselors LAPC Civil Disturbance Procedural Checklist Common Command Functions Applicable to all Elevated Incidents Establish command and control of the incident Make notifications to students and staff Notify College Admin Staff Notify ESC (213) 840-4447 Doreen J. Clay (818) 710-2510
Site Objectives Page 4 Nature Conservation of the Orchard & Apiary Page 5 Management Years 1 to 5 Page 6-10 Acknowledgments Page 11 Appendix 1 Apple Varieties Page 12-13 Appendix 2 Apple Descriptions Page 14-19 Appendix 3 Apiary Risk Assessment Page 20 Appendix 4 Orchard Photograph Page 21-22 Introduction Allithwaite Community Orchard came into fruition from ideas from the local Parish Plan, an open day was held at the local primary school in order to gauge ideas and support. Background research was displayed to show what was required and the possibilities of what could be achieved in the parish field. It was felt by the council that the field owned by the parish should be an open to the public green space where as the field was leased to a single farmer with no public access. In 2014 the decision was taken by the parish to establish a Community Orchard in the area and volunteers came forward to design the orchard and establish a working team. Expert advice was taken from south Lakes Orchard Group, individual orchard owners, Royal Horticultural Society, and with this advice visits were undertaken to various orchards around the county and local area.
Annual cutting of the grass area in late summer/autumn will help increase the botanical diversity of the sward which in turn will enhance the value of the site for a greater diversity of invertebrate and other animal species. Cutting opens up the sward which increases opportunities for herbs and fine leaved grasses rather than the rank and courser grasses which could dominate, it also prevents encroachment of trees and scrub. Apiary In establishing an apiary a number of factors needed to be considered in selecting of the site, with the help of local bee keepers and information from the British Beekeepers Association advisory leaflets the items listed were priority considerations. Will the site cause nuisance to neighbours or the general public? Is it safe from vandals? Is there forage for the honey bees? Are there other apiaries nearby? Is the environment of the site suitable for honey bees? Is there convenient access with minimal carrying for the beekeeper to bring in equipment and remove honey supers? Is the space suitable for the number of hives envisaged? Having considered the above in more detail a site has been identified and an apiary has been constructed with appropriate Risk Assessments in place. Management Year 1 1 Sward Management May July August when completed delete month 2 Plan Orchard Competed 2014 3 Dig Planting Areas Completed 2014 4 Add Lime Completed 2014 5 Order Trees Completed 2014 6 Manufacture Protection Cages Completed 2014 7 Add Bone Meal and Fertilizer to Planting Areas Completed January 2015 8 Plant Trees Completed February 2015
Highest standards of design which in small scale developments should be non standard designs providing the varied street scenes which are typical of traditional village growth. In the Lower Allithwaite parish we feel that the first consideration should be to take every opportunity to respect the outlook of existing properties. Developments must be well connected to the village. Sympathetic road designs should take consideration of existing roads. In addition, in Cartmel design and layout should reflect its close proximity to the conservation area. Affordable houses should provide variety and include 1, 2 and 3 bedroomed properties – (provision of all one type is unlikely to meet the needs of our local residents at any one point in time) Dark Skies -Both villages have very restricted street lighting – and therefore benefit from dark skies. Developments should respect this and keep lighting to the very lowest levels. In Cartmel some existing street lighting fail to respect their proximity to a conservation area and should be improved. Speeding traffic and Village entrances – both villages suffer from speeding traffic through the 30 mph zones. Allithwaite is particularly dangerous with very few footpaths which often end at dangerous points – the parish council is currently engaged in trying to develop traffic slowing measures. Regular physical traffic slowing measures are seen as essential as well as making provision for pedestrians. Cartmel – the main through road passes through the middle of the primary school and past the secondary school – 20 when lights flashing are in place but traffic slowing would also physically restrict the speed of traffic. Councillors are also undertaking speed gun training and the parish is seeking to purchase speed monitoring devices. Creating direct pedestrian links from new developments to the village center is seen as essential – where possible developments should contribute to improvements to the village pedestrian /cycle routes. Developments should not be allowed to become barriers to any potential new routes. (even if they are not immediately deliverable)
Chart A (Question 1) - Deployments: What are your three largest paid contracted deployments? Law Enforcement Agency Name Agency Contact Information Number of Cameras Date Cameras were Deployed Generation/Version of Camera and Video Management System Deployed Hyperlink to Contract, or, If contract is not publicly available, a Summary Description of Scope and Services
Chart C (Question 5) - Product Specifications: 1. Does your body camera solution upload directly to a cloud based solution? Y/N 2. As of October 2015, do you manufacture and own your body camera? Y/N 3. As of October 2015, do you manufacture and own your video management system? Y/N 4. If “No” to #2 or #3, Indicate Third Party Provider Information 5. What is the total local storage available on your body camera? 6. Do you provide a native video and audio redaction solution in your video management system? Y/N 7. Is proprietary software required to view, play or download captured video? Y/N 8. Does camera capture pre-recording of video only with no audio? Y/N 9. Does your device allow for review of footage and the addition of metadata in the field without physically connecting to a computer? Y/N 10. Does your battery achieve 12 hours under the listed conditions? Y/N 30 second pre-recording, Standard definition (720), 3.5 hours of recordings, Local storage only (direct to device), No additional connected batteries or charging
LAOIS Schools The following support is available to schools running Active School Week programmes. More offers will issue every MONDAY. ACTIVITY OFFER Target Groups Dates of OFFER CONTACT Athletics Primary (5th and 6th class) and Post Primary schools March - June Anthony White Badminton BADMINTON Challenges Primary and Post Primary schools March - June Norma McIntyre Leisure Centres Club Vitae, Portlaoise Free children’s Swim Passes with accompanying paying adult Primary schools in Portlaoise 25th – 29th April, 2016 Dawn O Rourke Tug of War Free Tug of War rope Primary and Post Primary schools March - June Cathy O Toole Ultimate Frisbee Starter Ultimate Frisbee pack which includes 5 discs and 8 weeks of lesson plans (cost - €25) Primary and Post Primary schools March - June Jennifer Cooper
Dimensional Prints: shall be submitted for approval prior to fabrication. 1.11 DELIVERY STORAGE AND HANDLING A. Deliver materials to the job-site in good condition and properly protected against damage to finished surfaces. Store material in a location and manner to avoid damage. Do not stack components. Lay out components on firm foundation material such that bending can not occur. Store metal components in a clean dry location, away from uncured concrete, cement, or masonry products, acids, oxidizers, rain water, or any other chemical or substance that might damage the material or finish. Plan work and storage locations to keep on-site handling to a minimum. Exercise particular care to avoid damage to material finishes or unprotected surfaces when handling. PART 2-PRODUCTS 2.1 ACCEPTABLE MANUFACTURER: A. Lapeyre Stair, Inc. 5117 Toler St. Harahan, LA. 70123; 1-(800)-535-7631 or 1-(504)-570-6209. B. Substitutions will not be considered. 2.2 MATERIALS: A. Landings, Treads and Foot Castings: Aluminum alloy F356F B. Guards/Handrails: 1. Aluminum Alloy 6063-T4 2. 1-1/2" Ф x 1/8" Tube C. Central Stringer: 1. Aluminum Alloy 6063-T52 2. 1-3/4" x 4" x 1/8" Box Shape D. Miscellaneous Materials: 1. Rubber Spine: Hollow neoprene strip 2. Bolts: Landing to Structure, ASTM A307, 1/2" diameter 3. Nuts: ASTM A563 4. Washers: ASTM F844
13. Diamond Tread plate Treads: minimum 11 gauge thickness hot rolled low carbon steel floor plate with medium diamond pattern per ASTM A786 14. Concrete Pan Treads: minimum 11 gauge thickness hot rolled low carbon steel floor plate with medium diamond pattern per ASTM A786 Miscellaneous Material: Stair rail to platform rail Clamp: Cast Aluminum Alloy ANSI 356.0F 2.3 FINISHES: A. Carbon Steel: 1. Gray Primer: Epoxy Powder Coat or 2. Safety Yellow Paint: Polyester TGIC* Powder Coat or 3. Iron Gray: TGIC* 4. Typical RAL selections: Polyester Powder Coat 5. Hot-Dip Galvanized: per ASTM A123 * Triglycidyl Isocyanurate 2.4 FABRICATION: General: Fabricate metal stair components to conform with performance and construction requirements, and in accordance with approved shop drawings or dimensional prints. A. Carbon Steel: gas metal arc weld stringer mounting flanges to stringer ends; tread mounting flanges to tread ends; and stair rail mounting tabs to stair rails using the specified materials; permanently mark stringers for association with the aforementioned documentation. 2.5 PACKING & PACKAGING Package stairs in a way to minimize the potential for damage during shipping and handling. PART 3- EXECUTION: 3.1 PREPARATIONS: A. Coordination: Coordinate start and installation of steel stairs with all other related and adjacent work. Installation shall not start until the construction has progressed to the
13. Rail end connectors: 1.5” Φ connector machined from UNS-G12144 or SAE/AISI 12L14 carbon steel per SAE J403 or equivalent cold drawn round per ASTM A108 14. Baluster clamp plate: Nominal .1875” thick 304L (UNS-S30403) stainless steel per ASTM A240. 15. Baluster end spacers: 1” external Φ, 0.4375” internal Φ x 1” long XXS type 304 (UNS-S30400) stainless steel pipe per ASTM A999. 16. Handrail brackets: a. Wall mount: Wagner Companies Type B – 2-1/2” or equal b. Baluster mount: 1-1/4” W x 2-3/4” L x 2-1/2” H x ¼” L-shape, ASTM A1011 17. Fasteners: a. Bolts: Hex Head SAE J429 Grade 5, ½” Φ x 13 TPI or Carriage head A307 as shown on the Installation Instructions b. Nuts: ASTM A563 Grade A, B, C, D or O c. Washers: ASTM F844 or F436 Miscellaneous Material: Stair rail to platform rail Clamp: Cast Aluminum Alloy ANSI 356.0F 2.3 FINISHES: A. Carbon Steel: 1. Gray Primer: Powder Coat Baked Enamel or 2. Safety Yellow Paint: Powder Coat Baked Enamel or 3. Hot-Dip Galvanized: per ASTM A123 2.4 FABRICATION: General: Fabricate metal stair landing components to conform with performance and construction requirements, and in accordance with approved shop drawings or dimensional prints. A. Carbon Steel: gas metal arc weld beam mounting flanges to beam ends; platform support leg mounting plates to platform support legs; and rail mounting tabs to rails using the specified materials; permanently mark stringers for association with the aforementioned documentation. 2.5 PACKING & PACKAGING Package stairs in a way to minimize the potential for damage during shipping and handling.
To be responsible for the induction and support of new Committee Members and to ensure that they are familiar with both the aims and objectives of the organisation and its structures and procedures in order to maximise their contribution to the strategic development process and work of the Group. Staff (Recruitment, Induction and Welfare) To recruit and carry out induction in accordance with the diversity policy To manage the staff team implementing all aspects of LAPG’s employment policies To manage volunteers in an appropriate manner To ensure that the staff team operates from premises which meets their needs To ensure compliance with all legal requirements including employment obligations, health and safety legislation and diversity policies. FINANCIAL To provide for LAPG’s continued financial sustainability by: Developing and monitoring LAPG’s fund generation strategy to support its development and business plans and ensure its implementation Retaining members and by running an active membership campaign Being innovative about other new funding sources Making funding/ grant applications and submitting tenders Finding and fostering appropriate sponsors Maintaining good working relationships with funders and ensuring compliance with their reporting requirements Taking overall responsibility for and working to improve the content and form of LAPG’s information services and in particular mailings and website use, and training courses for members and others Overseeing plans for the sustained promotion of LAPG’s existing and new products and services Preparing an annual budget, and monthly or quarterly management accounts as required, to ensure financial propriety. To implement appropriate financial systems for proper budgetary and cash flow control, including authorisation for payments
Other clauses Validity These e-mail rules become effective 1.1.2014 and replace the earlier version of corresponding rules. Change management These rules will be reviewed when needed to ensure that they comply with all valid services and laws. Any significant personnel-related changes are addressed according to the co-operation procedure. The CIO (Chief Information Officer of Lapland UAS) makes decisions concerning change needs. Information about changes is distributed using the regular communication channels, never personally. Deviations from the e-mail rules Permission for exceptions from the e-mail rules can be granted for compelling reasons upon a written application. Exceptional permits are granted by CIO. The permits may include additional terms and conditions, restrictions and responsibilities. Monitoring Compliance with the e-mail rules is overseen by the CIO and Information Management Steering Group of Lapland UAS. Further information Documents and guidelines referred or connected to these rules: Consequences of IT Service Abuse Archive creation plan Administrative Procedure Act Act on the Openness of Government Activities Guidelines of opening employees' e-mail Guidelines of system administration's intervention in e-mail traffic, e-mail usage monitoring and log-keeping etc. ]