zilongwang/ReadingBank huggingface dataset:
REGISTERED AS A CHARITY UNDER THE CHARITIES ACT 1960 REGISTRATION 508533 www.lincolnshireautisticsociety.org.uk The 15th Lincolnshire Autism Conference. THURSDAY 22nd MARCH 2018, PETWOOD HOTEL, Woodhall Spa, LN10 6QG EMPOWERING PARENTS AND PROFESSIONALS 9am - 9.30am Registration & coffee. 9.30am -Opening – Sheridan Dodsworth – Children’s Service Manager , SEND 9.45am – 10.45am - Yvonne Newbould (The Special Parent’s Handbook)- Behaviour 10.45am - 11.15am - refreshment break 11.15am- 12.15pm - Yvonne Newbould - Puberty 12.15pm - 1.15pm – Lunch 1.15pm – 1.45pm Sharon Jeffreys (Intensive Support Manager for Mental Health at NHS England) “Empowering Parents and Professionals” 1.45pm – 3.15pm - Drop In Sessions Afternoon drop-in sessions Working Together Team (WTT)-Chris Lee & Samantha Pittock– Supporting Transitions WTT-Frances Burton & Adele Sheriff – The use of visuals supports WTT-Anthony Bowen & Helen Pitfield – Sensory Integration home & school WTT-Vicki Turner – Supporting Social Understanding Gordon Forsyth – Support groups Cath Keay (Senior L.D. Nurse)– Transforming Care with focus on Care & Treatment reviews Jo McCardell – Specialist Nurse for children with additional needs/complex disabilities Elita Cozens (LCC Transition Officer)– Transitions into adulthood. Carol Bentley (Community Nurse for Children with Learning Disabilities) and Ruth Smith (KIDS) – sleep issues Rhona Paterson– The Educational Psychology Team BOOKING FORM Please indicate the number of places you would like and list the names of all delegates. (Price includes tea, coffee and lunch)
Please return the following to HEE LaSE Pharmacy Document Format required One signed copy of this document Electronically Signed copy emailed or hard copy signed and scanned or posted hard copy. Provide details of the trainees name and email address, respective ES and EPD/Lead Pharmacy Technician name and contact details Excel spread sheet ‘PTPT Training Agreement Accompanying Data 2017’ Complete electronically and return via email as an attached excel spread sheet – include your trust in the file name Please return electronically to by 4th August 2017.
Aggravated arson is the intentional damaging by any explosives or setting of a fire to any structure or movable whereby it is foreseeable that human life might be endangered. Aggravated arson is punishable with imprisonment at hard labor for not less than six years, nor more than twenty years. At least two years of the sentence shall be without the benefit of probation, parole, or suspension of sentence. Simple robbery is the taking of anything of value that belongs to another from the immediate control of another, by use of force or intimidation, but not armed with a dangerous weapon. Simple robbery is punishable with imprisonment with or without hard labor for not more than seven years. Restitution for the damages caused to the three Walmarts is $30,118.65. Larry Schouest Jr. is scheduled for sentencing on March 11, 2019 to see if defendant will be able to pay most, if not all, of the restitution before facing the court for sentencing. Assistant District Attorney Matthew S. Belser represented the State of Louisiana; Judge Robert H. Morrison will hand down the sentence.
Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring that parents play an integral role in assisting their child’s learning; that parents are encouraged to be actively involved in their child’s education at school; that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child; the carrying out of other activities, such as those described in section 1118 of the ESEA. The school will inform parents and parental organizations of the purpose and existence of the Parental Information and Resource Center in the State. PART II. DESCRIPTION OF HOW THE SCHOOL WILL IMPLEMENT REQUIRED TITLE I PARENTAL INVOLVEMENT POLICY COMPONENTS The School Parental Involvement Policy must include a description of how the school will implement or accomplish each of the following components. [Section 1118(a) (2), ESEA.] _Larrymore Elementary School will take the following actions to involve parents in the joint development of its Title I parental involvement plan under section 1112 of the ESEA: Parents and guardians may evaluate parent workshops. Parents and guardians will be encouraged to provide feedback and suggestions by conference, home visits, e-mail correspondence, and parent surveys. Parents and guardians may attend Open House, PTA meetings, and events, school assemblies, and programs wherein district and school wide services are offered. Recruit, train, and schedule parent/guardian volunteers to support student learning. Larrymore Elementary School will take the following actions to involve parents in the process of school review and improvement under section 1116 of the ESEA: Develop and implement a Parent/School/Student Compact that promotes parental involvement. Inform parents and guardians of the provisions for services under the McKinney Vento Homeless Assistance Act.
LASER Speech Competition – Judge’s Rubric Excellent (3 points) Satisfactory (2 points) Needs Improvement (1 point) Unsatisfactory (0 points) Score/Comments Organization Speaker presents ideas in a way that is easily followed. Speaker presents ideas in a way that is easily followed, though there are a few spots that could use stronger organization. Speaker presents ideas that, while not do have a general flow. Speaker did not demonstrate a speech. This speech may be unclear/difficult to follow. Content Speaker discusses the theme of “tradition” in an engaging and way, providing original insight into the topic. Speaker adequately discusses the theme of “tradition” in their speech and provides some original thoughts on the subject. Speaker discusses the theme of “tradition”, but is largely unoriginal or clichéd, providing no new insight or understanding of the subject. Speaker speech does not discuss the theme of “tradition.” Eye Contact Speaker establishes eye contact equally among audience. Speaker establishes eye contact with portions of the audience. Speaker frequently looks up, down, or off to the side while presenting. This speaker may read off their notes for long periods of the speech. Speaker fails to establish eye contact among audience members. This speaker makes little to no eye contact. Body Language Speaker’s body language is natural and supports the message of their speech. Speaker’s body language mostly supports the message of their speech, but there may be a few minor distractions. Speaker’s body language somewhat supports the message of their speech, but there may be a few major distractions. Speaker’s body language does not support the message of their speech at all. Voice Speaker is easy to understand. Student has very few or no vocal fillers (umms, uhhs, likes, etc.) Speaker is mostly easy to understand, but may speak too quickly/slowly or too loudly/softly at times. Student may also have vocal fillers that are noticeable in a few areas. Speaker is clear, but may speak in a monotone, speak too quickly/slowly, and/or speak too loudly/softly for much of the speech. Speaker could not be heard or understood easily.
SOP Template Principle Investigators are required to use the example outline below to develop an SOP for the use of class 3b and 4 lasers. The SOP will detail alignment, operation and maintenance procedures for each laser. Site and/or procedure specific non-beam hazards and their appropriate controls should be noted. General Lasers should only be operated by authorized personnel who have received proper training for the operation of the laser within the last year by DOHS or an approved alternative training source Laser users should periodically read and always follow the SOP Information Lab Manager (Last name, first name): IC: Principal Investigator (Last name, first name): Campus/Building/Room: Phone number: DOHS Laser Identification number(s): Description of Activity Medical Research Type of research:____________________________________ Ongoing Limited period of time Specify:___________________________________________ Step-by-step procedures for laser system use during research protocol: Laser System Individual laser Commercially embedded laser system Custom-built laser system
Laser classifications and potential hazards Lasers are commonly used for alignment, levelling, control and survey tasks for construction work. The Work Health and Safety (WHS) Regulations impose certain requirements in relation to the safe use of laser equipment at the workplace. The WHS Regulations prohibit the use of laser classes 3B and 4 in construction work. Laser classes that can be used for construction work are classes 1, 2, 3A, and 3B(Restricted). Although class 3B(Restricted) lasers can be used for construction work they should not be used in dimly lit work areas. The table below sets out the system of classification of laser devices and the potential hazards of the laser classes from Australian Standard 2397:1993 – Safe use of lasers in the building and construction industry. Further information on the safe use of lasers for construction work is available in this standard. Laser Class Description For use in building and construction industry Class 1 Safe for use under all conditions of exposure. Class 2 Low-powered lasers that may require some administrative controls but present little hazard (for example, eye protection is usually provided by normal blink and aversion responses). Class 3A These lasers emit higher levels of light and their use requires more stringent engineering and administrative precautions in order to ensure they are not used with optical instruments (for example, a builder’s level or theodolite) which would concentrate the beam so that it would all enter the eye. Class 3B(Restricted) These lasers operate at the same power levels as Class 3A but have higher levels of irradiance (power density). These lasers can be used for building or construction applications but should not be used in dimly lit building or construction applications (that is less than approximately 100 lux). Class 3B These lasers emit either invisible or visible radiation potentially hazardous to the eye and skin. These lasers must not be used for building or construction tasks. Class 4 These lasers are high-power devices capable of producing diffuse reflections hazardous to the eye. Skin exposure to the direct beam of a Class 4 laser is also hazardous. These lasers must not be used for building or construction tasks. Content based on AS 2397-1993, Section 2.2 and reproduced with permission from SAI Global Ltd under Licence To purchase a copy of the Australian Standard, visit
6. Resource Set Steerage Passengers Taking Life Easy on an Ocean Liner View of Ellis Island, NY Immigration station, Angel Island, CA Immigration Figures for 1903 Distribution of the foreign born population of the United States: 1890 Foreign born population, by States and Territories: 1890 B&W Photograph c. 1905 B&W Photograph c. 1913 B&W Photograph c. 1915 Publication of the Immigration Restriction League Map Graph
Distribution of those engaged in certain selected occupations, by color and nationality: 1890 Statue of Liberty Becoming American: Immigration and Assimilation in Late 19th Century America Relive a Boy's Journey to America Carte figurative et approximative représentant pour l'année 1858 les émigrants du globe, les pays dóu ils partent et ceux oú ils arrivent Immigrants just arrived from Foreign Building, Ellis Island, New York Harbor Graph Video (Edison) c. 1898 Seminar from National Humanities Center Article Copyright Milken Family Foundation Map (French) c. 1862 B&W Photograph c. 1904 Notes/Comments:
Appendix 6: Technology Usage Google Voice Texting Option Set Up Recording Software Set Up & Best Practices Skype for Business Set Up & Best Practices Section 1: University Policy Family Educational Rights and Privacy Act (FERPA) Following federal regulations, all Oklahoma State University faculty and staff operate under the purview of the Family Educational Rights and Privacy Act (FERPA). LASSO Coaches cannot reveal names or identifiers of any students to any external source, including a student’s family members (even if the LASSO coach is a family member). LASSO coaches cannot answer questions regarding a student from an external source and cannot use the OSU database to find information regarding a student’s personal or academic information for any external source (including a student’s family). LASSO Academic Success Coaches are expected to complete the OSU FERPA tutorial on an annual basis as determined by LASSO supervisors. FERPA for Staff: FERPA Tutorial: If a student wishes to grant parent(s)/guardian(s) direct contact with his/ her success coach, the student must fill out and submit the form below. The parent(s)/guardian(s) must be assigned a FERPA password and present it in order to engage in any discussion with LASSO Academic Success Coaching regarding the student. A LASSO Success Coach is not compelled to grant any access to a parent/guardian. Student Consent for Parent Access: Banner Proxy Access Please review how student proxy access works: A student can set proxy access through the Banner system. If anyone contacts a coach regarding a student’s university information, the coach MUST check the INB screen GPAPRXY: The inquirer must be able to provide the passphrase, AND The first box “University Officials may discuss my education records with Proxy…” must be checked. If either of those requirements is missing, the coach is not permitted to provide information via telephone.
The Tina James Memorial Portsmouth Lasswade UKRS Open Portsmouth - Saturday 8th December 2018 Entries Must Be Received By 1st December Full Name & AGB No. Lady / Gent If Junior: Age on date of shoot Bow Style 3 spot face? Class / Novice? Left / Wheelchair etc. (One or two spaces?) Entry Fee AM / PM Notes e.g. Parent’s Signature (only for Juniors) etc. Club: Contact Phone Number and/or eMail Closing Date: 1st December 2018 Signature: Please Make Cheques Payable To: Lasswade Archery Club Send entries to: Steph Blakey (Lasswade Portsmouth) 60/4 Bryson Road, Edinburgh, EH11 1DR
SNAP-Ed Grant Deliverable Reporting: Educational Activities and IWP Interventions Q1. Project Reporting [PEARS/Education and Administrative Reporting System (EARS) Data Reporting: Educational Activities] (Include IWP objective/activity reference for reported activities) Q2. Do you need any technical assistance from NEOPB? (If Yes please describe the technical assistance your program needs in the Comment section.) Are your SNAP-Ed Direct Education interventions and evaluation activities progressing as planned as noted in your IWP as “Community/Nutrition and Physical Activity Education Direct (CED)”? CDPH/NEOPB use only: [Notes on Follow-up or steps taken to address any technical assistance requests] [Notes on Follow-up or steps taken to address any technical assistance requests] Are your evidence-based nutrition education and health promotion message interventions and evaluation activities progressing as planned as noted in your IWP (Indirect Education) as “Community/ Nutrition and Physical Activity Education Indirect (CEI)”? Are your public relation events and community message interventions and evaluation activities progressing as planned as noted in your IWP
notify SNAP-Ed eligible participants of classes and events during this reporting period. Welfare Dept. CalFresh Office WIC Head Start SNAP-Ed Participating Intervention Sites (classes, schools) Other: (i.e., flyer distribution and postings in classrooms, schools, events, publicity through newspapers, etc.)
Good looks of John Kennedy, Folksiness of Ronald Reagan, Inspirational power of Winston Churchill, Leadership of Franklin Roosevelt, Vision of Abraham Lincoln, Military prowess of Douglas MacArthur, Respectability of Gandhi, Charm of Will Rogers, The brains of Albert Einstein All those attributes will be wrapped up in one irresistible human personality that a Christ rejecting world of the Last Days will literally worship! John writes in the book of Revelation, “And they worshipped the beast (antichrist), saying, ‘Who is like the beast? Who is able to make war with him?’” (13:4) ___________
3 601 -3 2.51 0.01 0 2 10 900 -13 - - 0 1 3 550 -4 2.50 0.03 0 2 10 751 -61 2.64 0.03 48 7 3 500 0 - - 1 3 10 701 0 2.55 -0.02 0 2 3 401 -9 2.41 - 0 2 11 1004 -3 2.66 -0.02 1 1 4 747 -145 2.69 0.08 80 33 11 950 0 2.66 0.00 1 1 4 734 -44 2.65 0.05 19 8 11 801 1 - - 5 3 4 651 -17 2.57 0.03 1 2 12 771 -21 - - 27 8 6 771 0 2.61 -0.01 14 2 12 750 -10 - - 3 2 6 750 -66 2.63 0.02 16 2 12 746 -6 - - 5 3 6 741 -1772 - - 59 21 12 726 0 - - 0 1 6 721 -1074 2.64 0.05 41 5 12 701 0 - - 0 1 6 700 -28 2.60 0.03 5 2 13 791 0 - - 9 8 6 649 0 2.57 0.03 3 2 13 776 -16 - - 1 2 6 601 0 2.53 0.03 3 2 13 741 -623 - - 156 54 6 500 0 2.43 0.00 1 3 13 736 -623 - - 77 28 7 794 -237 2.76 0.14 317 43 13 720 -2 - - 2 2 7 781 -134 2.75 0.13 51 8 13 701 -9 - - 2 1 7 751 -54 2.63 0.02 349 53 14 813 -9 - - 30 6 7 701 -8 2.61 0.03 6 3 14 800 -91 - - 82 15 8 847 1 2.66 0.02 8 8 14 780 -29 - - 293 47 8 825 -148 2.70 0.07 28 18 14 700 -5 - - 0 2 8 800 -100 - - 51 14 Table 3. Vent Marker ID Water Depth (m) H2/CH4 CTD cast ID Depth (m) of strongest signal H2/CH4 Possible Source
16 mark/90 word question 32 mark/150 word (Higher) Past Present Future Opinion Connectives Extended Sentences Reasons Adjectives Verbs Opinions Connectives Adverbs Detail Originality Top 5 verbs imperfect preterite present Immediate future Near future conditional iba fui voy Voy a ir iré iría era fue es Va a ser será sería visitaba visité visito Voy a visitar visitaré visitaría comía comí como Voy a comer comeré comería tenía tuve tengo Voy a tener tendré tendría había hubo hay Va a haber habrá habría hacía hizo hace Va a hacer hará haría Top time phrases past present future Conditional El año/mes pasado La semana pasada El fin de semana pasado Hace… meses/años Cuando era pequeño/a Hoy (en día) Ahora En este momento Actualmente El año/mes próximo El año/mes que viene Este fin de semana La semana que viene Cuando sea mayor Cuando tenga .. años Si pudiera (vivir en otro país)... Si tuviera (mucho dinero)... Si ganara la lotería... Si fuera (presidente)... Opinions Connectives Negatives Según yo Diría que A mi juicio Desde mi punto de vista Me parece que Lo que más me gusta es... Lo que menos me gusta es... También, además - also Sin embargo/no obstante - however Por lo tanto - therefore Por eso - for this reason Nunca/jamás - never Ni...ni - nor...nor Nada - nothing, not at all Tampoco - neither Nadie - no one ninguno/a - not one
Children’s Address Idea (Please refer to Guidelines for Children’s Addresses in Worship document produced by the LCA Department of Liturgics - download guidelines ) Sunday of the Church Year: Last Sunday of the Church Year, Year B Main Point(i.e. what good news message do we want the children to hear?): Jesus is the king who died for his people. Scripture verse: John 18: 33-37 Application (if any) (eg. connection with Small Catechism, Baptism, Lord’s Supper, liturgical year or season): Aids (if any): The crucifix which is ordinarily on display or another crucifix. Address: Ask children to find and point to a picture of a king. Discuss why it may be difficult to recognize that Jesus on the cross is a king. Many people in Jesus’ day didn’t recognize him as a king, either. There are two parts to being a king: the first part is taking care of your people; the second part is having your people work for and support you. Most kings are more interested in the second part. But Jesus knew that the first part is more important. He took great care of everybody in the world – in fact he took our place and got the punishment we deserved when he died on the cross. When we get to heaven we won’t have any trouble at all knowing that Jesus is our King. Prayer: Dear Jesus, Thank you for being our King. Thank you for taking care of us. Help us recognize you as our King. Amen. You may wish to hand out “Growing Faith at Home” or another resource before the children return to their seats.
energy. The creation field itself was postulated to have negative energy. The appearance of each new particle of matter with mass m had the effect of contributing an energy -mc 2 to the creation field. [Paul Davies, The Last Three Minutes: Conjectures About the Ultimate Fate of the Universe, BasicBooks, 1994, p.152] Although the creation field provided a technical solution to the problem of creation, it left many questions unexplained. It also seemed rather ad hoc, as no other manifestations of the mysterious field were apparent. More seriously, observational evidence began to mount against the steady-state theory in the 1960s, the most important of which was the discovery of the cosmic background heat radiation. This uniform background receives a ready interpretation as a relic of the big bang, but it is hard to explain convincingly in the steady-state model. In addition, deep-sky surveys of galaxies and radio galaxies showed unmistakable evidence that the universe is evolving on a large scale. When this became clear, Hoyle and his coworkers abandoned the simple version of the steadystate theory, although more complicated variants make fitful reappearances from time to time. [Paul Davies, The Last Three Minutes: Conjectures About the Ultimate Fate of the Universe, BasicBooks, 1994, p.152-153] Quite apart from physical and observational problems, the steady-state theory raises some curious philosophical difficulties. For example, if our descendants have truly infinite time and resources at their disposal, no obvious limits can be placed on their technological development. They would be free to spread across the universe, gaining control over ever greater volumes of space. Thus a large portion of the universe in the very far future would essentially be technologized. But by hypothesis the nature of the universe is supposed to be unchanging with time, so the steady-state assumption obliges us to conclude that the universe we see today is already technologized. Because the physical conditions in the steady-state universe are overall the same at all epochs, intelligent beings must arise at all epochs too. And because this state of affairs has existed for all eternity, there should be some communities of beings that have been around for an arbitrarily long time and will have expanded to occupy an arbitrarily large volume of space-including our region of the it. This conclusion is not evaded by supposing that
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Lasting Legacies: Conversations about end of life in Suffolk Wednesday 19 September 2018 Wherstead Park, Ipswich, IP9 2BJ 10.00 – 16.15 Conference Programme Registration / Market Place and refreshments 9.30-10.00 Welcome and Introduction – Rachel Sloane, Facilitator Cllr Tony Goldson Chairman, Suffolk Health and Wellbeing Board 10.00-10.10 Introductory speech (Video) Matt Hancock, MP Secretary of State for Health and Social Care 10.10-10.15 “….. and taxes” Nick Hulme, CEO, East Suffolk and North Essex Foundation Trust 10.15-10.30 National End of Life projects Joanne Brooks, End of Life Care Manager, NHS England 10.30-10.45 Death and dying: why we need to talk about it Toby Scott, Head of Communication and Campaigns, Hospice UK 10.45 -11.00 Dying well – a hospital perspective Rowan Procter, Executive Chief Nurse, West Suffolk Hospital 11.00 -11.15 ‘What are we afraid of?’ Vox pops film 11.15 -11.25 Interactive session 11.25 – 11.30 Refreshment break / visit market place – 11.30 -11.50 Move to breakout rooms for workshops 11.50 -12.00 Workshops part 1 12.00-12.45 Faith in Diversity Art Therapy Carer Support (adults) East of England Faiths Agency and colleagues David Hardy St Elizabeth Hospice Voluntary Community Sector
D. Interpretive Reading Task (8 pts) Visit the site of the Musée Rodin to answer the questions below in English. 1. What day of the week is the museum closed? 2. What day of the week does the museum close late? 3. Which 3 holidays is the museum closed? 4. What is the address of the museum? 1. This museum has the most of what kind of art? 2. Which artist is most on display at the Rodin? 3. What 3 other artists have work on display? 4. What genres of art are at the Rodin? E. Interpretive Reading Task (5 pts) Visit the Centre Pompidou museum website and answer the questions below in English. 1. Around how many pieces of art does the Center Pompidou have in its collection? 2. From what time period are these works of art? (centuries and year span) 3. What type of art museum is this? 4. How is this museum different from the Louvre and Rodin museums? 5. Name 5 artists that have work on display at the Pompidou? F. Interpretive Reading Task (6 pts.) Find another French art museum and answer the questions below in English. What museum did you choose, and in what French city? (Give name in French). What is one of the most famous/well-known pieces of art at this museum? Name 3 genres of art that exist in this museum’s collection. Name 3 artists that have work on display at this museum. Name one interesting fact about the museum. 6. Would you like to visit this museum? Why or why not?
11 Pay compensation and provide other resettlement entitlements before physical or economic displacement. Implement the resettlement plan under close supervision throughout project implementation. No equivalent requirement The Telegraph act (TA) provides that land for tower construction or under a transmission line is not to be acquired or compensated as long as the land's permanent productive potential is not affected. Under the TA therefore only temporary impacts on crops are compensated. Compensation payments paid before damages occur. Implementation monitored and reported. Based on ADB policy all land impacts are to be compensated. The same will happen in the case of rural/agricultural land when the land under a tower is no longer usable or access is restricted. 12 Monitor and assess resettlement outcomes, their impacts on the standards of living of displaced persons, and whether the objectives of the resettlement plan have been achieved by taking into account the baseline conditions and the results of resettlement monitoring. Disclose monitoring reports. Monitoring reports not required Monitoring reports prepared and disclosed Apppendix-2 List of Public Consultation Mubarkpur GS (August 5, 2012) AH No. Name of Affected Farmer Name of Hamlet/ Village Status Category (Head of Household) 1 Muhammad Saleem Mubarak Pur Landowner DH 2 Muhammad Saleem Mubarak Pur Landowner DH 3 Mazhar S/o Haji Abdul Sattar Mubarak Pur Landowner DH 4 Salma Bibi Mubarak Pur Landowner DH 5 Asma Bibi Mubarak Pur Landowner DH 6 Ameeran Bibi Mubarak Pur Landowner DH 7 Naseer Ahmad Basti Nawan Khoh Landowner DH 8 IGhulam Qadir Massan Basti Nawan Khoh Landowner DH 9 Hazor Bux Massan Basti Nawan Khoh Landowner DH 10 Noor Mohammad Lodhar Basti Nawan Khoh Landowner DH 11 Rao Luqman Basti Nawan Khoh Landowner DH
Example: College/University #1 (You cannot use this as one of your schools) Virginia Commonwealth University (VCU) Insert a Logo What is the schools URL www.vcu.edu Is the school Public or Private: Public Where is the school located: Richmond, VA How much is Tuition for a year: Resident: $12,002.28 Non Resident: $29,473.14 How much is Room & Board: Room: $5,454 Board: 3,628 What are the estimated Book Expenses: N/A What is the estimated cost of attendance for one year: Resident: $21,084.28 Non Resident: $38,555.14 When are applications due: January 15 Does the school offer Financial Aid and what is the average amount given to those seeking assistance: Yes $9,984 per year Total Undergraduate Enrollment: 23,657 Graduate Enrollment & Programs: 5,923 Students
Please describe any applicable trainings or certifications you’ve earned (Life-Guard certification, Water Safety Instructor certification, First Aid, CPR, Belay Training, Ropes Course Facilitation, Referee training, etc.). Please be sure to note when (or if) those certifications/trainings expire. Please describe any other experiences or abilities that have been important in your development and which might be useful in your work with the boys of the program (i.e., Do you have any other unique or interesting talents or skills?). If you’re taking the time to apply to the program, we expect that you have carefully explored what Mayhew is, with whom Mayhew works, and what Mayhew strives to accomplish. Please describe how you think Mayhew differs from and/or is similar to other “summer camp” programs. In addition, please explain how those differences have (or have not) contributed to your decision to apply.
Please indicate how you will disseminate the outcomes of the workshops and the new knowledge/skills you have acquired in not more than 200 words * The workshop will take place in English as standard. Please indicate your ability to work and communicate in English. * Native Speaker Excellent Good Need Support Any additional information please include
Suggestions centred on ideas people had for making central city freight delivery easier. Many of the suggestions described fine detail actions or initiatives for different parts of the central city, for example ‘building code to mandate ‘safedrop’ areas for carriers supported by security tech’. A total of 50 suggestions were received, making them most frequent type of response. General comments were a close second with 49. Primary areas of interest The draft plan included the following themes: Theme 1: Local area planning Theme 2: Public transport Theme 3: Freight initiatives Theme 4: Technology and communication Theme 5: Regulation Theme 3: Freight initiatives was the most popular theme with substantially more comments than any other theme (21 comments). A number of comments directly responded or related to actions in the draft plan. The action that received the most attention was Action 3.1: ‘Encourage and support the piloting of new and innovative technologies...’, with a range of responses suggesting freight initiatives to pilot and support for cargo bikes. A number of comments related to the Queen Victoria Market (QVM) precinct, calling for trials or freight innovations. The draft plan highlighted the opportunities presented by the redevelopment of the QVM. The interest generated through the consultation confirms the need to explore the detailed infrastructure requirements of QVM and build freight requirements into the assessment. There was support for trialling projects and four submitters expressed an interest in participating in future trials. The draft plan calls for Council to support private sector trialling and innovation. Submission comment breakdown Response to submissions Overview The final plan has been updated to reflect the submissions made during the draft plan consultation. Each submission was broken down into individual comments and each comment was analysed, assessed and responded to. These responses were collated into five groups for action on the draft plan. These action groups are explained below. Include Relevant comments for inclusion in the final draft (for example, ideas that fill a gap in the draft). Examples include: ‘A significant gap is the absence of any consideration of road safety. Conflict between heavy vehicles and vulnerable road users is a particular concern.’
What is the primary site? C32.0 What is the histology? 8070/3 What is the grade/differentiation? 2-Moderately differentiated Stage/ Prognostic Factors Summary Stage 1 Tumor Size Summary 999 TNM Clin T cT1a TNM Path T TNM Clin N cN0 TNM Path N TNM Clin M cM0 TNM Path M TNM Clin Stage 1 TNM Path Stage 99 TNM Clin Descriptor 0 TNM Path Descriptor TNM Clin Staged By 20 TNM Path Staged By 00 CS SSF 1 000 CS SSF 3 000 Regional Nodes Positive 98 CS SSF 4 000 Regional Nodes Examined 00 CS SSF 5 000 Mets at Dx - Bone 0 CS SSF 6 000 Mets at Dx - Brain 0 CS SSF 9 998 Mets at Dx - Liver 0 Mets at Dx - Lung 0 Mets at Dx - Other 0 Mets at Dx – Distant LN 0 Treatment Diagnostic Staging Procedure 02 Surgery Codes Radiation Codes Surgical Procedure of Primary Site 00 Radiation Treatment Volume 07 Scope of Regional Lymph Node Surgery 0 Regional Treatment Modality 31 Surgical Procedure/ Other Site 0 Regional Dose 06400 Systemic Therapy Codes Boost Treatment Modality 00 Chemotherapy 00 Boost Dose 00000 Hormone Therapy 00 Number of Treatments to Volume 28 Immunotherapy 00 Reason No Radiation 0 Hematologic Transplant/Endocrine Procedure 00 Radiation/Surgery Sequence 0 Systemic/Surgery Sequence 0
Section II – Permittee (Applicant) Identification: 1. Name of business, company, municipality, etc. requesting the permit: 2. Street address/P.O. Box: 3. City: 4. State: 5. Zip: 6. County: 7. Contact person: 8. Title: 9. Phone Number: 10. Email: Section III – Treatment Facility Location & Contact Information: 1. Treatment facility physical location: a. Facility name: b. Street address: c County: d. City: e. State: f. Zip: g. Latitude-Longitude (in decimal degrees): 2. Treatment facility contact & mailing address: Same as in Section II above a. Contact person: b. Title: c. Organization: d. Phone number: e. Email: f. Street address/P.O. Box: g. City: h. State: i. Zip:
7. Drainfield information: Not Applicable a. Infiltration area (trench bottom only): ft2 b. Number of irrigated fields or zones: fields or zones c. Crop: If the hydraulic loading rate is the same for all zones, please provide value below: d. Hydraulic loading rate (trench bottom): gal/ft2.day e. If the hydraulic loading rate and instantaneous application rate are not the same for each fields/soil series or vary seasonally, please provide description & values below: Section V – Description of the Treatment Facility: (Continued) Complete questions 8 to 9 below based on type of irrigation system selected in Section V.5.b above: 8. Rapid Infiltration Basins: Not Applicable a. Total wetted area: Acres (bottom of the basins) b. Number of basins: basins 9. Other System: Not Applicable Provide a description of the irrigation system:
Site General Services Specialist Services Musgrave Park Hospital 225 Adult beds, 34 Paediatric beds Anaesthesia Pain Management Regional Orthopaedic unit Rheumatology Rehabilitation Regional Acquired brain injury unit Care of the elderly unit Royal Hospitals 900 inpatient beds A&E Acute & General Medicine Anaesthesia (including critical care) Pain Management Recognised trauma centre Paediatrics (RBHSC) Obstetrics & Gynaecology (Royal Jubilee Maternity Hospital) School of Dentistry Regional services include: neurosciences, medical and surgical cardiology, thoracic surgery, ophthalmology and specialised endocrinology, ENT, general surgery, vascular surgery, hepatology Belfast City Hospital 800 inpatient beds A&E (temporarily closed) Acute & General Medicine Anaesthesia (including critical care) Pain Management Adult Cystic Fibrosis Breast Services (including reconstructive surgery) Cardiology Cochlear Implant Service Gynaecology & Gynaecological Oncology Haematology Haemophilia Service Medical Genetics Medical Oncology Nephrology (including Renal Dialysis) Radiotherapy Respiratory Medicine Transplant Surgery Urology Mater Hospital 287 inpatient beds A&E Acute & General Medicine Anaesthesia (including critical care) Pain Management Surgical specialties, including Hepatobiliary, Ophthalmic and ENT Obstetrics & Gynaecology Psychiatry The Belfast HSC Trust functions through a series of Directorates. Neurosciences falls under the Unscheduled and Acute Care Directorate.
Figure 3: 2014 World View 1 imagery alongside completed supervised classification for 2014 including a housing class in yellow. Once the housing class was added to the classification a thematic recode (Raster -> Thematic -> Recode) was applied to each year’s classified Landsat image. The classes of impervious, surfaces structures, and houses were combined into one general class called urban (figure 4). Figure 4. World View 1 imagery alongside completed supervised classification for 2014 with thematic recode to four classes, with the urban class in gray. With all four years now classified into urban, undeveloped, water, and vegetation, a thematic change detection was done for the years 2014 and 2010; 2010 and 2005; 2005 and 1999; 2014 and 1999 (Raster -> Thematic -> Matrix Union). The least recent year was selected for the Vector #1 file and the most recent year was selected for the Vector #2 file. A separate output was created for each thematic change operation. Results To quantify the change in land use land cover across the years of interest a summary by zone report was created for each thematic change detection (Raster tab -> Thematic -> Summary Report by Matrix). Below is a summary by zone table for the thematic change detection done for 1999 to 2014 (figure 5). Tables for the remaining thematic change detection can be found in appendix A at the end of this report. A map for the thematic change detection done for 1999 to 2014 can be found in appendix B at the end of this report as well. 1999 2014 1999 Total Vegetation Undeveloped Urban Water Vegetation 1560.78 45.14 430.79 1.98 2038.69 Undeveloped 726.12 23559.26 30370.82 5.04 54661.24 Urban 1153.35 6524.46 49490.51 7.29 57175.61 Water 0.81 5.94 48.51 100.91 156.17
incompetence, gross negligence or any form of negligence in the practising of the laboratory animal technology profession; fraud or dishonesty in making any kind of application to Council or in charging for a test that was not performed or services not rendered; in any way directly or indirectly assisting, allowing or enabling an unqualified person and/or unregistered person to perform professional work which by law only a (veterinarian and/or a) para-veterinary professional is allowed to perform; referring work, the performance of which is reserved by law to a veterinarian, specialist veterinarian or para-veterinary professional to a person not registered with Council; non-payment after demand of any fee, levy or other charge payable to the Council; failure to comply with an order, requirement, request, sentence or sanction of the Council and/ or the Registrar or any official appointed by the Council or the Registrar to perform any function in furtherance of the Council’s objectives; failure to submit to an inspection of an animal research facility required by Council where the laboratory animal technologist is the principal of said animal research facility; operates for gain an animal research facility which is not registered or does not comply with the minimum standards set out in the Rules; practising outside the scope of registration for a laboratory animal technologist; being convicted of being involved in any criminal or illegal activity, if it relates to the practising of the laboratory animal technology profession or is deemed to bring the profession into disrepute; to permit himself/herself to be exploited in a manner which may be detrimental to the client, the public or the profession, or allow bias, conflict of interest or influence of others, to compromise professional judgment;
LAT TRUSTEES ATTENDANCE REGISTER 2016-2017 BOARD MEETINGS 04.10.16 24.11.16 26.01.17 23.02.17 27.04.17 13.06.17 20.07.17 Members Name Skills Attendance Mary Aspinall Education & Community √ Bob Mills Business/Finance/HR √ √ √ √ √ Members/Directors Carol Bull (Chair) Education & Community √ √ √ √ Phil Burgess Business/Finance/HR & Estates √ √ √ √ √ Vacancy Directors John Butcher Education & Buildings √ √ √ √ √ Ciara Moran Executive Head √ √ √ √ √ √ Warren O’Riley LAB representative √ √ √ √ LAT TRUSTEES ATTENDANCE REGISTER 2016-2017
Interview Arrangements Please indicate below any dates when you would not be available for interview. Education Dates From / To Establishment Qualification and Grade Please list all your qualifications including GCSE English Language Grade GCSE English Literature Grade GCSE Maths Grade Experience (This should include paid and unpaid employment, work experience, placements etc. Please list most recent first. Continue on separate sheet if necessary) Dates From / To Employers Name & Address Post Title Salary & Allowances, Unpaid or Voluntary Reason for Leaving Please specify all time not accounted for above with dates and reasons.
Experience (This should include paid and unpaid employment, work experience, placements etc. Please list most recent first. Continue on separate sheet if necessary) Dates From / To Employers Name & Address Post Title Salary & Allowances, Unpaid or Voluntary Reason for Leaving Please specify all time not accounted for above with dates and reasons. Relevant Professional Development/Achievements in the last 5 years Dates Achieved Organising Body Subject Award Duration
COMPOSITION WOOD SHINGLE WOOD SHAKE BUILD UP TAR AND GRAVEL SLATE OR TILE TIN OR METAL OTHER: FORCED AIR (GAS/ELECTRIC) SPACE HEATERS OR WALL FURNACE WARM AND COOLED AIR HEAT PUMP SOLAR OTHER: CARPET: HARDWOOD: CERAMIC TILE: VINYL: STONE: OTHER: % % % % % % NO. 1 STORY SINGLE 2 STORY SINGLE 1 STORE DOUBLE 2 STORY DOUBLE OTHER: SWIMMING POOL TENNIS COURT ELVATOR GREEN HOUSE LAWN SPRINKLER BOAT HOUSE PIER SMOKE ALARM RADIO/INTERCOM OTHER: CONCRETE ST. . SHELL/GRAVEL ELECTRICITY PUBLIC WATER GAS PUBLIC SEWER SEPTIC TANK WELL OTHER: ADDITIONAL LIVEABLE IMPROVEMENTS – EXPLAIN SIGNATURE AND VERIFICATION I declare under the penalties for filing false reports that this return has been examined by me and to the best of my knowledge and belief is a true, correct and complete return. If the return is prepared by other than the taxpayer, his declaration is base on all information relating to the matters required to the reported in the return of which he has knowledge. (ATTACH RECENT PHOTOGRAPH OF BUILDING) SIGNATURE OF TAXPAYER DATE PRINTED/TYPED NAME OF TAXPAYER
SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Be able to listen at the Novice-High level according to the ACTFL PROFICIENCY GUIDELINES: Able to understand some short, learned utterances, particularly where context strongly supports understanding and speech is clearly audible. Comprehends some words and phrases from simple questions, statements, high-frequency commands and courtesy formulae about topics that refer to basic personal information or the immediate physical setting. The listener requires long pauses for assimilation and periodically requests repetition and/or a slower rate of speech. Course Listening-comprehension assignments (in class and in the language lab) geared toward the measurement of general understanding. Testing of this skill. Be able to read at the Novice-High level according to the ACTFL PROFICIENCY GUIDELINES: Has sufficient control of the writing system to interpret written language in areas of practical need. Where vocabulary has been learned, can read for instructional and directional purposes standardized messages, phrases or expressions, such as some items on menus, schedules, timetables, maps, and sighs. At times, but not on a consistent basis, the Novice-High level reader may be able to derive meaning from material at a slightly higher level where context and/or extra-linguistic background knowledge are supportive. Course Check comprehension of reading by appropriate questions and activities in class, in the language lab and in the reading section of tests. Be able to write at the Novice-High level according to the ACTFL PROFICIENCY GUIDELINES: Able to write simple fixed expressions and limited memorized material and some combinations thereof. Can supply information on simple forms and documents. Can write names, numbers, dates, own nationality, and other simple autobiographical information as well as some short phrases and simple lists? Can write all the symbols in an alphabetic or syllabic system or 50-100 characters or compounds in a character writing system, such as Chinese. Spelling and representation of symbols (Letters, syllables, and characters) may be partially correct. Course In-class writing assignments, homework and language lab activities. Writing section of tests. SECTION 7 Faculty name(s): Luz Font Date: 4/16/2015
The Trainee Last name (s) First name (s) Date of birth Nationality1 Sex [M/F] Academic year 2018/2019 Study cycle2 Field of education3 E-mail campus Matriculation number The Sending Institution Name UNIVERSITY OF MILANO - BICOCCA Erasmus code4 I MILANO 16 Department Degree Address Piazza Ateneo Nuovo 1 20126 Milano Italy Country ITALY Contact person name5 e-mail / phone The Receiving Organisation/Enterprise Name Erasmus code (if applicable) Department Size < 250 employees > 250 employees Address, web site Country Contact person6 Name, position e-mail / phone Mentor7 person, Name, position e-mail / phone
Milton Keynes Council People Directorate LATE APPLICATION FORM FOR STARTING SCHOOL (Year R) SEPTEMBER 2017 For applicants who are seeking admission to School (Year R) in September 2017 Please read the guidance notes before completing the form. Once complete return to the address on page 4 PLEASE WRITE CLEARLY IN BLACK INK 1. Child’s details Child’s legal surname First name(s) Child’s date of birth Male / Female Child’s normal home address Postcode Is your child in the care of the local authority? Yes No If the answer above is ‘YES’ please tell us which local authority supports the child and give a social worker contact name and telephone number Name of current pre-school (if attending) 2. Your details Name(s) of parents/carers living at home address above Title: Mr / Mrs / Miss / Ms Surname: First Name: Relationship to child Email address Home telephone number Work telephone number Mobile telephone number If another adult has parental responsibility but does not live at the same address as the child, please include details Who do you pay your Council tax to? Council tax account number