zilongwang/ReadingBank huggingface dataset:
To comply with health and safety policies and procedures, reporting any incidents, accidents, hazards or near misses to the Duty Manager promptly and efficiently in line with the Centre reporting methods and procedures. To be aware of the Centre normal operating hours and the need to work unsociable hours when required. To carry out any other duties as and when required to ensure flexibility is maintained within the work of the Sports and Parks Service. Additional requirements: 5.1 To work at agreed times which will include working evenings, weekends and public/bank holidays. DBS Status Enhanced Politically Restricted No Person Specification Job Knowledge, Skills & Experience: Specify the qualifications, experience, skills and abilities required. Please note. The successful candidate must satisfy all of the criteria. Short listing will be on the basis of the criteria indicated in the ‘Application’ column. Method of Assessment Application Form Interview Test Education, Training & Qualifications Customer care certificate GCSE maths and English A commitment to continuous improvement and * * * * Knowledge and Experience: Experience of working in reception environment. Experience of delivering high quality customer service. Experience of working in a multi-disciplinary team. Awareness or knowledge of indoor sports. Experience in cash handling. * * * *
CYPRESS RIDGE SEWER COMPANY Schedule No. 1 Sheet 1 RESIDENTIAL FLAT RATE SEWER SERVICE APPLICABILITY Applicable to all residential sewer service. TERRITORY Cypress Ridge, within Tract # 1933, including Golf Course Complex, San Luis Obispo County. RATES Per Connection Per Month For all residential sewer service........…………..................... $108.21 SPECIAL CONDITIONS For a period of 36 months beginning January 1, 2017, all service will have a monthly sur-credit of $13.69, subject to interest at the 90-day commercial paper rate on the unpaid balance for the excess labor charges collected from 2009 through 2012. 2. All bills include the reimbursement fee set forth in Schedule No. UF. (N) (N) (N) (N) (D) (D) APPENDIX A (CONT.)
County Government Center 1050 Monterey Street, Rm. 207 San Luis Obispo, CA 93408 Cypress Ridge Owners’ Association Attn. President 3563 Empleo Street, Ste “B” San Luis Obispo, CA 93401 Robert Miller, Wallace GP Nipomo Mesa Management Area 612 Clarion Ct. San Luis Obispo, CA 93401 Roland Tanner Golden State Water Company 1920 West Corporate Way Anaheim, CA 92801 California Regional Water Control Bd. Attn. David Le Caro 895 Aerovista Place, Ste. 101 San Luis Obispo, CA 93401-7906 Thomas J. MacBride Jr. 505 Sansome Ste. Ste. 900 San Francisco, CA Denis Kruger Golden State Water Company Ron Green Charles and Kathy Baker 2299 Tattler Street Arroyo Grande, CA Ann Watson Michael LeBrun, NCSD Mgr. John Seitz, Attorney, NCSD Arocles Aguilar Legal Division Frank Brommenschenkel Jose E. Guzman Jr.
APPENDIX Compensation Decision Summary Information Compensation Decision: D1611019 Modifies Decision? Contribution Decision(s): D1608025 Proceeding(s): R1408020 Author: ALJ Bemesderfer Payer(s): CPUC Intervenor Compensation Fund Intervenor Information Intervenor Date Amount Requested Amount Awarded Multiplier? Reason Change/Disallowance Center for Biological Diversity August 26, 2016 $13,043.00 $12,540.50 N/A Excessive Claim Preparation Hours; Misaccounting of Hours Advocate Information First Name Last Name Type Intervenor Hourly Fee Requested Year Hourly Fee Requested Hourly Fee Adopted April Sommer Attorney Center for Biological Diversity $305 2014 $305 Sommer Attorney Center for Biological Diversity $320 2015 $320 April Sommer Attorney Center for Biological Diversity $330 2016 $330 Jonathan Evans Attorney Center for Biological Diversity $350 2016 $350 (END OF APPENDIX)
27 Publication of a draft strategic management plan 15 28 Making and publication of a strategic management plan 15 29 Amendment of a strategic management plan 16 30 Review of a strategic management plan 16 31 Annual report of the Trust 16 32 Annual report of the Department 17 Part 4—Management of the Reserve 18 33 Land use orders 18 34 Event declarations 18 35 General management powers 21 36 Power to determine and collect fees and charges 22 37 to grant leases 23 38 Power to grant licences 24 39 Power to grant permits 25 Part 5—Financial provisions 26 40 Borrowing powers of the Trust 26 41 Accounts in the name of the Trust 26 42 Caulfield Racecourse Reserve Fund 26 Part 6—Enforcement and regulations 28 43 Commencement of proceedings 28 44 Regulations 28 Part 7—Revocation of grant—Caulfield Racecourse Reserve 30 45 Revocation of grant—Caulfield Racecourse Reserve land 30 46 Dissolution of Caulfield Racecourse Reserve Trust 30 47 Preservation of certain leases and related interests 31 48 Reservation not affected 32 49 Minister's power to grant leases 32 50 Saving and transfer of certain leases 33 51 Land vests in Trust on commencement of Part 2 34 52 Registrar of Titles to make necessary amendments 35 Part 8—Consequential amendments to other Acts 36 53 Conservation, Forests and Lands Act 1987 36 54 Cultural and Recreational Lands Act 1963 36 55 Filming Approval Act 2014 36 56 Repeal of amending Part 36 Schedule 1—Caulfield Racecourse Reserve 37 ═════════════
Introduction Beginning July 1, 2014 Online Services Terms (OST) replace the Online Services Use Rights (OLSUR). The OST contains terms that apply to Customer’s use of Online Services. Separate terms, including different privacy and security terms, govern Customer’s use of Non-Microsoft Products (as defined below), as well as other products and services from Microsoft. Most Online Services a Service Level Agreement (SLA). For more information regarding the Online Services SLAs, please refer to . Prior Versions The OST provides for Online Services that are currently available. For earlier versions Customer may refer to or contact its reseller or Microsoft Account Manager. Clarifications and Summary of Changes Additions Deletions Microsoft Cognitive Services Microsoft Translator Office 365 Advanced Compliance Office 365 Advanced eDiscovery Yammer Privacy and Security Scope: The General Privacy and Security Terms do not apply to the Microsoft Cognitive Services. Among the most important differences is that Microsoft may retain Customer Data sent to the Microsoft Cognitive Services indefinitely to improve Microsoft products and services. Refer to the section for details. Data Processing : Microsoft Booking and Microsoft Planner have been added to the Office 365 Services section. : Project Online data has been to the Office 365 Services section. Online Service Specific Terms : Information related to Microsoft Translator is included with the Microsoft Cognitive Services Office 365 Advanced eDiscovery has been renamed Office 365 Advanced Compliance. Yammer was removed as standalone entry and information related to External Users use of external network functionality was added to the Office 365 Services header section. /
Project Reports Project Report Timing The State agrees to provide the following Project Reports to the Commonwealth: Project Reports Report Reference Report Type Report Coverage Reporting Period of Report Date Report Due R1 Progress Report # 1 as per Item I.2 Achievement of outcomes for Milestone No. 2 in Item J.1.5 Signing of Agreement to 30 November 2011 3 January 2012 R2 Progress Report # 2 as per Item I.2 Progress on to 31 March 2012 and achievement of outcomes for Milestone No. 3 in Item J.1.5 Signing of Agreement to 31 2012. 1 May 2012. R3 Progress Report # 3 as per Item I.2 Progress on to 31 March 2013 and achievement of outcomes for Milestone No. 4 in Item J.1.5 1 2012 to 31 March 2013. 1 May 2013. R4 Progress Report # 4 as per Item I.2 Progress on works to 31 March 2014 and achievement of outcomes for Milestone 1 April 2013 to 31 March 2014. 1 May 2014.
No. 5 in Item J.1.5 R5 Progress Report # 5 as per Item I.2 Progress on works to 31 March 2015 and achievement of outcomes for Milestone No. 6 in Item J.1.5 1 2014 to 31 March 2015. 1 May 2015. R6 Progress Report # 6 as per Item I.2 Progress on works to 31 March 2016 and achievement of outcomes for Milestone No. 7 in Item J.1.5 1 April 2015 to 31 March 2016. 1 May 2016. R7 Progress Report # 7 as per Item I.2 Progress on to 31 March 2017 and achievement of outcomes for Milestone No. 8 in Item J.1.5 1 April 2016 to 31 March 2017. 1 May 2017. R8 Final Progress Report # 8 as per Item I.2 Final Progress on works to project completion and achievement of outcomes 1 April 2017 to 31 March 2018. 30 June 2018.
Stage 2 Payment Schedule and Project Milestone Table Milestone Report Number Date Key Performance Indicators – See B.2.1 b for comprehensive descriptions Commonwealth Milestone Payment $000’s Savings Transfer LTCE (GL) System Efficiency Transfer Delivery Share Uniformity of Flow Installation of Meters Remediate Channel Rationalise Channel Construct Box Fishway One & two Tree Swamp Mitchells Flume Torrumbarry and Pigatto’s outfall 1 Signing of this Agreement 150,000.0 2 3 Jan 2012 6,371.7 1.3 3 1 July 2012 19,115.2 4.0 4 1 July 2013 136,636.6 28.2 155 Test Sample Meters 182 65 5 1 July 2014 199,329.6 42.0 721 Test Sample Meters 810 5 306 Construct Works 6 1 July 2015 181,574.9 45.2 946 Test Sample Meters 1,601 20 405 Decomm Flume and Construct Works Contruct Structures 7 1 July 2016 165,154.2 63.3 833 Test Sample Meters 1,170 20 357 Construct Fishway
8 1 July 2017 54,597.8 20.0 1,388 Test Sample Meters 1,293 22 592 9 1 July 2018 40,000.0 Report on Efficiency 1,257 Test Sample Meters 844 10 534 Total 952,780.0 204.0 5,300 5,900 77 2,259
Learning Targets: 1 – Below Standard 2 – Approaching Standard 3 – At Standard 4 – Above Standard A. I can distinguish between nuclear fusion and nuclear fission in terms of where the reactions take place, how they are used, and what they produce. Define Nuclear Fusion and Nuclear Fission What is produced during nuclear fusion? Fission? Provide an example of how nuclear fusion and fission affect your daily life. What are the pros and cons to using nuclear fusion as a source of power for our homes? Activities/Evidence: B. I can diagram the life cycle of small and medium/large stars and apply that knowledge to the future of our sun. What of the stellar life cycle is our sun in currently? What properties of stars determine which path a start takes throughout its lifecycle? Diagram the lifecycle of a star for a small, medium and large mass star It is estimated that our sun will burn out in approximately 4.5 billion years. What evidence was used to make this prediction? Activities/Evidence: C. I can describe the “Big Bang” theory and provide at least two supporting scientific evidences for this theory. How old does the big bang theory predict the age of the universe to be? Briefly describe what the big bang theory says about the history of the universe. Name and describe two pieces of evidence for the big bang. How does the Hubble space telescope use images of stars and galaxies to help support the theory of evolution? Activities/Evidence: Fission and Fusion Notes
Section 4 - Rotations Example #1: Example #2: Example #3: Example #4: Example #5: Section 5 – Similar Figures Example #1: Example #2: Example #3: Section 6 – Perimeters and Areas of Similar Figures Example #1: Example #2: Example #3:
Week at a Glance 7th Grade ELA Week of Nov. 7th- 11th Monday Tuesday Wednesday Thursday Friday EQ: Who is in your group and what book are you reading? EQ: Name 1 of the 3 vocabulary words that your group found. EQ: Write a scene from your novel that has surprised you. Cite evidence to support your answer. EQ: Who is the main character in your book and what is the conflict? EQ: Write a 1 paragraph summary of your section from this week. Standard: RL.7.4, 10.7.3,4,5 L.7.1,2, Standard: RL.7.4, 10.7.3,4,5 L.7.1,2, Standard: RL.7.4, 10.7.3,4,5 L.7.1,2, Standard: RL.7.4, 10.7.3,4,5 L.7.1,2, Standard: RL.7.4, 10.7.3,4,5 L.7.1,2, Homework: None Assessment: will come on Friday when all work is turned in Homework: None Assessment: will come on Friday when all work is turned in Homework: None Assessment: will come on Friday when all work is turned in : Homework: None Assessment: will come on Friday when all work is turned in Homework: None Assess m en t: Voc. Sheet, Literary Luminary sheet, Discussion Director sheet, and Comprehension Checker sheet will be turned in for a homework grade
0b 001 10b 10b 1Ah O Yes Directive Receive Add section 5.7 and section 5.8 Delete I/O Submission Queue and prior to Firmware Commit, as shown below: 5.7 Directive Receive command The Directive Receive command returns a data buffer that is dependent on the Directive Type. Refer to section 9. The Directive Receive command uses the Data Pointer, Command Dword 10, and Command Dword 11 fields. Command Dword 12 and Dword 13 may be used based on the Directive Type field and the Directive Operation field. All other command specific fields are reserved. If the Number of Dwords (NUMD) corresponds to a length that is less than the size of the data structure to be returned, then only that specified portion of the data structure is transferred. If the NUMD field corresponds to a length that is greater than the size of the associated data structure, then the entire contents of the data structure are transferred and no additional data is transferred. Figure 5.7_1: Directive Receive – Data Pointer Bit Description 127:00 Data Pointer (DPTR): This field specifies the start of the data buffer. Refer to Figure 11 for the definition of this field. Figure 5.7_2: Directive Receive – Command Dword 10 Bit Description 31:00 Number of Dwords (NUMD): This field specifies the number of Dwords to transfer. This is a 0’s based value. Figure 5.7_3: Directive Receive – Command 11 Bit Description 31:16 Directive Specific (DSPEC): The interpretation of this field is Directive Type dependent. Refer to section 9. 15:08 Directive Type (DTYPE): This field specifies the Directive Type. Refer to Figure 9_1 for the list of Directive Types. 07:00 Directive Operation (DOPER): This field specifies the Directive Operation to perform. The interpretation of this field is Directive Type dependent. Refer to section 9.
Welcome Firstly I would like to wish you a very Happy 2016 and welcome you to the first newsletter we have had for several years. NVQ Standards The current NVQ standards expired in Dec 2015 but have been given an extension until Dec 2016 at present. You will all be aware that the National Occupational Standards for Pharmacy have recently been reviewed. This along with the current GPhC review of our educational standards will help develop our new initial training standards for the Pharmacy workforce. The proposal is for these to be implemented in September 2017. For the present we continue as normal with the existing NVQ 2 and 3 standards for both. Somerset College Last September saw some significant changes to the staff involved with the BTEC programme. Graham Lilley has stepped down from programme lead although he is still the course lead and teaches as normal on the course. The new programme lead is Terrie Chaplin. Sue Porcas, the students Human Physiology lecturer has retired and these lectures are now taught by Jill Gannon. Jill is also their tutor. Changes mean that only those students who do not currently have functional skills or equivalent at level 2 or above are required to study this, which now only applies to a couple of students. This does however lead to some timetabling difficulties for the first years which we have done our best to minimise. Please remember that you can use college work for Unit 309 and Graham Lilley can act as a witness in of observations for this unit. E-portfolio Last year we started to offer NVQ level 2 candidates the option of using the e-portfolio, with good uptake. There is an additional cost of £40 associated with this to cover the e-portfolio license. However this option does remove the difficulty of transporting folders for verification purposes. The induction day and NVQ 2 Manual have been revised to cover this area. is no requirement for the SWMIT custom data unit to be completed for NVQ Level 2 candidates. You will also have noticed many changes to your over the last year which hopefully will make it more user friendly.
The software client shall be used to search for and play back recorded video, and events from the software servers. The software shall have the capability to search for and play back video from multiple cameras simultaneously. All recorded video shall be played back and displayed in a synchronized multi-camera layout. The software shall support searching through recorded video based on time, date, video source and image region and have the results displayed as both a clickable timeline and a series of thumbnail images. The software shall allow you to search on a specific area of recorded video and display only the frames where motion happened in that area. The software shall have the capability to export video files. The software shall provide the option of exporting the file in the following formats: AVI File (*.avi) – a multimedia container format The software shall play back video recorded in MJPEG, MPEG4 and H.264 formats. The software shall replay footage in same video pane, or navigate to recorded video panes. The software play back video from up to 4 cameras at once in a single video window. The software shall play back each camera separately or synchronize to playback from the same time. The software shall play back synchronized recorded audio in each video pane. The software shall display time and date information on recorded video panes, either on all video panes, or on the selected pane only. This should be able to be set independently of the settings for live video panes. The software shall play back video using the following standard operations: Play-pause-fast forward at different speeds (x1/8, x1/4, x1/2, x2, x4, x8) Rewind at different speeds (x1/8, x1/4, x1/2, x2, x4, x8) Single frame forward-single frame back
10. (150 WORDS) SOMEWHAT FAIRLY TOTALLY AT ALL SIGNIFICANTLY CREATIVE INNOVATIVE 11. Support Materials – Program Impact Please attach the following support materials: ATTACHMENTS: NUMBER DIFFERENT ARTISTS, ENTERTAINERS PERFORMANCE ACTS FOR ARTIST HIGHLIGHT ANY THAT CONFIRMED INCLUDE ELECTRONIC SUBMISSION PROGRAMS OTHER IN IN EXPECTED IN PROGRAM A AVAILABLE
MINIMUM 10, MAXIMUM OF 15 SUBMIT AS PRINT QUALITY .JPG FILES – NO .PDF PAGES SLIDESHOWS INCLUDE ELECTRONIC SUBMISSION – NO PRINTED COPIES * PHOTOS NVRC – NVRC. AVAILABLE: – INFORMATIONAL MATERIALS INCLUDE ELECTRONIC SUBMISSION SUBMIT OF ACTIVE LINKS TO YOUTUBE, VIMEO WEB VIDEO SITES INCLUDE ELECTRONIC SUBMISSION INCLUDE ELECTRONIC SUBMISSION ARTISTIC–CULTURAL IMPACT ~ NOTES USE GRANTS REVIEW COMMITTEE IN IN PREVIOUS PREVIOUS FROM PLEASE A PROGRAM
17. Please list and describe any partnerships involved in the creation, delivery and support of the event. What value do these partnerships bring to the event? What do they make possible? (150 words) 17. 18. Support Materials – Marketing Collateral Please attach the following support materials (from previous years): REQUIRED ATTACHMENTS: IF AVAILABLE: TV & ~ NOTES USE GRANTS REVIEW COMMITTEE A A
A P P L I C A N T I N F O R M A T I O N 1. NAME OF ORGANIZATION MAILING ADDRESS CITY PROVINCE POSTAL CODE BC 2. NAME TITLE WITH ORGANIZATION E-MAIL PHONE (1) PHONE (2) ( ) ( ) 3. & PLEASE CHECK ANY OR ALL THAT APPLY TO YOU: A. BC B. C. D. E. F. G. 4. Applicant/Society Status A, B C OFFICIAL SOCIETY CHARITY NAME, IF DIFFERENT FROM THE NAME PROVIDED PAGE 1 A A A OF NOT NEW OF A IN OR IN PROVIDE OR BY YOU TO OR OR AS THIS APPLICATION WITH WITH RECEIVE WITH INCLUDING WITH OR
10. SOMEWHAT FAIRLY TOTALLY ALL SIGNIFICANTLY CREATIVE 11. Please list and describe any partnerships involved in the creation or delivery of the programs listed. What value do these partnerships bring to the programming? What do they make possible? (200 words) 12. Support Materials – Artistic Impact Please attach the following support materials: ATTACHMENTS: OTHER IN IN OF AVAILABLE
NUMBER DIFFERENT ARTISTS, ENTERTAINERS PERFORMANCE ACTS INVOLVED PROVIDE BRIEF DESCRIPTION FOR ARTIST HIGHLIGHT ANY THAT CONFIRMED INCLUDE ELECTRONIC SUBMISSION MINIMUM 10, MAXIMUM OF 15 SUBMIT AS PRINT QUALITY .JPG FILES – NO .PDF PAGES SLIDESHOWS INCLUDE ELECTRONIC SUBMISSION – NO PRINTED COPIES 12. Support Materials – Artistic Impact (continued) * PHOTOS NVRC – NVRC. AVAILABLE: – INFORMATIONAL MATERIALS INCLUDE ELECTRONIC SUBMISSION SUBMIT OF ACTIVE LINKS TO YOUTUBE, VIMEO WEB VIDEO SITES INCLUDE ELECTRONIC SUBMISSION INCLUDE ELECTRONIC SUBMISSION ARTISTIC–CULTURAL IMPACT ~ NOTES USE GRANTS REVIEW COMMITTEE PROGRAMS IN PREVIOUS PART IN PREVIOUS FROM A A OF
Name of the Work: “ Printing & Supply of News Letters” as per specifications mentioned at Annexure: II . The quotation should include Charges for Paper Cost, Plate making, designing, printing & Processing, folding/creasing and Pinning/Binding etc. Tech Item Description Quantity (in No’s) Price for printing (In Rs) (a) Sales (b) Total Price (Incl. Taxes) (In Rs) (a+b) 3 Printing & supply of News Letters with Indian art paper 130 GSM (1/4 Demy size) 12 pages. Multi Colour Designing & Printing, Pinning, Creasing/Folding 1000 2000 3000 4000 5000 Financial Bid Annexure-E: Training Schedules Name of the Work: “ Printing & Supply of Training Shedules/Calenders” as per specifications mentioned at Annexure: II . The quotation should include Charges for Cost, Plate making, designing, printing & Processing, folding/creasing and Pinning/Binding etc. Tech Item Description Quantity (in No’s) Price for printing (In Rs) (a) (b) Total Price (Incl. Taxes) (In Rs) (a+b) 4.i Printing & Supply of training Schedules (Booklets) with 130 GSM Indian Art (1/8 Demy Size) 12 Pages. Multi Colour design & Printing , pinning Creasing /folding 1000 2000 3000 4000 5000 4.ii Printing & Supply of training Schedules (Booklets) with 170 GSM Indian Art paper (1/8 Demy Size) 12 Pages Multi Colour design & Printing , pinning Creasing /folding 1000 2000 3000 4000 5000 Financial Bid Annexure-F: IPM Packages
Name of the Work: “ Printing & Supply of IPM Packages” as per specifications mentioned at Annexure: II . The quotation should include Charges for Paper Cost, Plate making, designing, printing & Processing, folding/creasing and Pinning/Binding etc. Tech Item Description (in No’s) for Cover Pages (In Rs) (a) Price for Inner Pages printing (In Rs) (b) Price for (In Rs) (a+b) Sales (c) Price (Incl. Taxes) (In Rs) 5 Printing of Booklet (IPM Packages) (Size:1/8 Demy) Pages 40 pages-( 04 cover pages+36 Inner Pages) with 100 GSM art paper (inner pages) & 250 GSM Art card (Cover Page- Multi Colour & Inner Colour),Perfect Binding 1000 2000 3000 4000 5000 Financial Bid Annexure-G: NIPHM Calenders Name of the Work: “ Printing & Supply of NIPHM Calenders” as per specifications mentioned at Annexure: II . The quotation should include Charges for Paper Cost, Plate making, designing, printing & Processing, folding/creasing and Pinning/Binding etc. Tech Item Description Quantity (in No’s) Price for printing (In Rs) (a) Sales (b) Price (Incl. Taxes) (In Rs) (a+b) 6.i Printing & Supply of NIPHM Calendars With 130 GSM India Art Paper (A2 Size) Multi Colour design & Printing, Wire Binding (7 Pages (6+1) B/B Printing) 1000 2000 3000 4000 5000 6.ii Printing & Supply of NIPHM Calendars With 170 GSM India Art Paper (A2 Size) Multi Colour design & Printing, Wire Binding (7 Pages (6+1) B/B Printing) 1000 2000 3000 4000 5000 Financial Bid Annexure-H: Brochures
IlI. GROUND DISTURBING ACTIVITY (INCLUDING EXCAVATION, GRADING, TREE REMOVALS, UTILITY INSTALLATION, CONSTRUCTION, ETC.) DOES THIS PROJECT INVOLVE GROUND-DISTURBING ACTIVITY? YES NO (If no, proceed to section IV.) a. Description of width, length and depth of proposed ground disturbing activity (please include all associated disturbances (access roads, laydown areas, etc): Click here to enter text. b. Previous land use and disturbances: Click here to enter text. c. Current land use and conditions: Click here to enter text. d. Does the landowner know of any archaeological resources on the property? Please describe: Click here to enter text. IV. IDENTIFICATION OF HISTORIC PROPERTIES List and date all resources (buildings, structures, objects, archaeological 50 years of age or older located in the APE: Click here to enter text. List all resources currently listed in the National Register of Historic Places (NRHP) or currently designated under a local preservation ordinance. (If the resource is located within a or local historic district it is only necessary to identify the district): Click here to enter text. List all resources previously determined eligible for NRHP listing (see “Instructions for Application for Section 106 Review” on the SHPO website): Click here to enter text Is the APE for the undertaking within the jurisdiction of a Certified Local Government? Yes – please include evidence of consultation with the Historic Resources Review Board or appropriate staff representative. No – no further documentation necessary. Identify whether or not any previously unevaluated resources in the APE are eligible for NRHP listing. The identification process included seeking information, as appropriate, from Indian tribes, local governments, the general public, and any individuals or organizations that may have an interest in, or knowledge of, the historic properties in the area (attach documentation). The identification and evaluation of historic resources was performed by a Secretary of the Interior-qualified professional (attach qualifications). Describe the steps taken to identify whether or not the APE contains previously unevaluated NRHP-eligible resources: Click here to enter text. Based on the information contained in “b”, please choose one: Historic Properties Present in the APE No Historic Properties Present in the APE g. Describe the condition, previous disturbance to, and history of any historic properties located in the APE: here to enter text. V. PHOTOGRAPHS Note: All photographs should be keyed to a map.
only site alternative) Alternative Site 2 Alternative Site 3 Site Co-ordinates Latitude (S): Longitude (E): Alternative S1 (preferred or only site alternative) o ′ ″ o ′ ″ Alternative S2 (if any) o ′ ″ o ′ ″ Alternative S3 (if any) o ′ ″ o ′ ″ In the case of linear activities: Alternative: Latitude (S): Longitude (E): Alternative S1 (preferred or only alternative) Starting point of the activity o ′ ″ o ′ ″ Middle/Additional point of the activity o ′ ″ o ′ ″ End point of the activity o ′ ″ o ′ ″ Alternative S2 (if any) Starting point of the activity o ′ ″ o ′ ″ Middle/Additional point of the activity o ′ ″ o ′ ″ End point of the activity o ′ ″ o ′ ″ Alternative S3 (if any) ′ ″ Starting point of the activity o ′ ″ o ′ ″ Middle/Additional point of the activity o ′ ″ o ′ ″ End point of the activity o ′ ″ o ′ ″ List of appendices SUBMITTED Appendix 1 List of land owners (with contact details) and proof of notification of land owners. YES NO Appendix 2 List of co-ordinates and/or SGIDs YES N/A
Ms. Lau, PSW School Social Worker Location: Library Monday-Friday 7:30-4:00PM Take a deep breath. Suicide Prevention (24hrs) 1-800-273- TALK (8255) Think of a place where you feel calm and peaceful. Teen Line (6pm-10pm daily) 1-800-852-8336 Text “TEEN” 839863 Trevor Lifeline Crisis Prevention LGBTQ 1-800-488-7386 Crisis Text Line Text to 741-741 What is the biggest obstacle in your life right now? Ms. Lau, PSW School Social Worker Location: Library Monday-Friday 7:30-4:00PM Ms. Lau, PSW School Social Worker Location: Library Monday-Friday 7:30-4:00PM Take a deep breath. Suicide Prevention (24hrs) 1-800-273- TALK (8255) Think of a place where you feel calm and peaceful. Teen Line (6pm-10pm daily) 1-800-852-8336 Text “TEEN” 839863 Trevor Lifeline Crisis Prevention LGBTQ 1-800-488-7386 Crisis Text Line Text “Start” to 741-741 What is the biggest obstacle in your life right now? Ms. Lau, PSW School Social Worker Location: Library Monday-Friday 7:30-4:00PM
Nant y Gamar Road Craig y Don Llandudno LL30 1YE Ynys Mon Betsi Cadwaladr Ynys Mon Bryn Y Neuadd Hospital Aber Road Llanfairfechan Conwy LL33 0HH 01248 682 508 Gwynedd – North Betsi Cadwaladr Dwyfor Ysbyty Alltwen Porthmadog LL49 9AQ 01766 510 010 Gwynedd – Betsi Cadwaladr Arfon MH Office Alltwen Hospital Tremadog Porthmadog LL49 9AQ 01766 510 011 Gwynedd NW Wales Meirionydd Plas Brith Dolgellau Gwynedd LL40 1DU 01341 422 122
All existing public and private utilities and public recreational trails located upon, over, or under the lands, whether by permit or easement, shall have the continued right of occupancy and the continued right of ingress and egress for personnel and equipment for the purpose of maintaining or improving their existing transmission and/or distribution facilities located wholly or partially within the above-described lands as of the date of this instrument. The above-described lands shall be subject to all applicable zoning laws and/or ordinances. In the event facilities are constructed, maintained, or otherwise operated on the property described in this deed for the purpose for which a U.S. Department of Transportation activity, facility, or program is extended or for another purpose involving the provision of similar services or benefits, the GRANTEE will maintain and operate such facilities and services in compliance with all requirements imposed by the Acts and Regulations (as many be amended) such that no person on the grounds of race, color, or national origin, will be excluded from participation in, denied the benefits of, or be otherwise subjected to discrimination in the use of said facilities. covenants, burdens and restrictions shall run with the land and shall forever bind the grantee, its successors and assigns; and, upon breach or failure of all or any part thereof, the State of Wisconsin, Department of Transportation may bring an action in the courts of this state to enforce said restriction, and shall recover in any such action its costs and expenses of enforcing the restriction, including actual attorneys’ fees, from the owner of the property, his/her successors, assigns, trustees, personal representatives or administrators. In the event of a breach of any of the above non-discrimination covenants, the Wisconsin Department of Transportation will have the right to enter or re-enter the lands and facilities thereon, and the above described lands and facilities will there upon revert to, vest in, and become the absolute property of the Wisconsin Department of Transportation and its assigns. PROPERTY LOCATION MAP
15 QQI/ Fetac Level 5 in Community Addiction Studies Donegal 16 Pg. 4 Booking forms are at the end of this document. Training Calendar: West Regional Drug & Alcohol Task Force (NWRDATF) in partnership with Donegal Education & Training Board (Donegal ETB) recently conducted a Training Needs Analysis to ascertain the training needs of the North West Region. The purpose of this work was to determine the training needs of the region, and to develop a calendar of training that would address those needs where possible. The training calendar offers a range of courses on offer. There is also the option of requesting tailored “ in-service’ training for services and organisations, requests will be accommodated to the best of our ability, where possible. The recruitment, design and delivery of the suit of courses have been drawn up in partnership with NWRDATF, Donegal ETB, Alcohol Forum & HSE West (Donegal). Trainer Profile: Christina Murray-McELeney completed her BSc Hons Degree with University of Ulster as part of that she studied addictions; she is an educational specialist in the field of alcohol & other drugs having completed her Post Graduate Specialist Diploma in Teaching Learning & Scholarship with University of Limerick. Christina has been voluntarily undertaking courses herself annually for the last 17 years. She has lectured & guest lectured for seven years in various third level institutions namely University of Limerick, North West Regional College, Letterkenny IT and Sligo IT. Christina designs, develops and delivers a range of education & training in the field of alcohol & other drugs and has written third level modules. She works in partnership for the last seven years with the Alcohol Forum and HSE West (Donegal) on specific projects and to ensure the continuance of alcohol & other drugs training & education in the region. She is employed by Donegal Education & Board and is funded by North West Regional Drug & Alcohol Task Force (NWRDATF). Christina was pivotal in the design and delivery of the Midwives handbook & toolkit for the pilot initiative “A Prescription for a Healthy Pregnancy” in Letterkenny General Hospital 2014. Christina is a member of the National Addiction Training Board (NATP), the Alcohol Forum Training & Education Chair of the Prevention & Education Sub-group of NWRDATF and a member of Donegal Education & Training Board Education Pillar. Christina is responsible for coordinating alcohol & other drug education & training in the North West Region. Other trainers may also engage in the delivery of training in the region.
Newport Women’s Aid Application Form Post Applied for: Crisis Intervention Worker Closing Date: 24th September 2018 Please complete this form fully using black ink or type. CVs are not acceptable. Applications received after the closing date will not be considered. THE INFORMATION YOU SUPPLY ON THIS FORM WILL BE TREATED IN CONFIDENCE. Personal details Last Name: First Name: Address: Postcode: Letters Numbers Letter Home Telephone No National Insurance No Daytime Telephone No Mobile Telephone No E-mail address: Are you free to remain and take up employment in the with no current immigration restrictions? Yes No Driving Licence Do you hold a full, clean driving licence valid in the ? Yes No If you are successful you will be required to provide relevant evidence of the above details prior to your appointment.
Phinney, Jean S. “The Multigroup Ethnic Identity Measure: A New Scale for Use with Diverse Groups.” Journal of Adolescent Research, vol. 7, issue 2, April 1992, pp. 156-76. Tsui, Bonnie. “Choose Your Own Identity.” The New York Times Magazine, 2015, . Weedon, Identity and Culture: Narratives of Difference and Belonging. Open University Publishing, 2004.
Peer Revision Reader _Napoleon Walker___________________ Writer _Isa Wadley_______________ Audience _Car Buyers, salesman, manufacturers________________________ Lead/Intro. In any paper, it is the writer’s job to grab the attention of the reader. Indicate the way the student has attempted to catch the reader’s interest. Circle one and comment on its effect. Anecdote Profile Quotation Background Contrast Question Announcement Dialogue Comments (at least 3 sentences): The questions raised in your introduction are great. I was immediately intrigued by the what if questions. The focus on customer satisfaction is what grabbed my attention. Thesis The student should have a clear statement thesis statement. Write it below. Include the complete thesis. Comments (at least 3 sentences): Unfortunately, I am not 100% sure what your thesis is. However, I believe your thesis statement is: Many car buyers are not giving much satisfaction about car malfunctions because the salesperson and makers are focused on commission. I say this is your statement because it requires proof. A good thesis statement is not just a statement it requires proof. In my opinion your first sentence gives direction to the paper. Audience Awareness An argument should demonstrate awareness of the audience by making mention of shared and opposing values or viewpoints. By so, the writer finds common ground with the reader. Give an example of the author demonstrating audience awareness. Comments (at least 3 sentences): The mention of your friend’s car accident and the defect of the air bags demonstrated awareness. That viewpoint alone bridged the issue of car malfunctions and customer’s safety and
Carter, H. “The Black Struggle for Identity.” Journal of the National Medical Association, vol. 64, no. 3, May 1972, pp. 236-49. Canteñs, Bernardo,J. "On the Metaphysics of Cultural Identity: A Darwinian Paradigm." Latino Studies, vol. 7, no. 2, 2009, pp. 167-196, ProQuest Central; Research Library, doi:http://ezproxy.clayton.edu:2090/10.1057/lst.2009.5. “Creating Identity and a Sense of Belonging for ‘Mixed’ Couples and their Families.” Couple Connection, 2017, . Larina, Tatiana V., et al. "I-Identity Vs we-Identity in Language and Discourse: Anglo-Slavonic Perspectives." Lodz Papers in Pragmatics, vol. 13, no. 1, 2017, pp. 109-128, ProQuest Central; Research Library, doi:http://ezproxy.clayton.edu:2090/10.1515/lpp-2017-0006. Maisami, Mono Marimow. “Born in Amrika.” The essay was originally published in Franklin and Marshall University’s The College Dispatch, September 6, 2003. Tsui, Bonnie. “Choose Your Own Identity.” The New York Times Magazine, 2015, . Weiss, Bari. “Three Cheers for Cultural Appropriation.” The New York Times Magazine, 2017, .
1.4 Authority Named Contact Point NWBF’s named contact point for the procurement is: 1.5 Instructions for Completion Recipients are invited to complete the attached PQQ and to submit it, together with any requested supporting information, to NWBF by the due date for return in accordance with the procedures set out in the paragraph below entitled “Submission of Completed Questionnaires”. Potential Providers should follow the instructions outlined below when completing this PQQ. Potential Providers should answer all questions as accurately and concisely as possible in the same order as the questions are presented. Where a question is not relevant to the Potential Provider’s organisation, this should be indicated, with an explanation. Questions should be answered in English. The information supplied will be checked for completeness and compliance with the instructions before responses are evaluated. Failure to provide the required information, make a satisfactory response to any question, or supply documentation referred to in responses, within the specified timescale, may mean that a Potential Provider is not invited to participate further. In the event that none of the responses are deemed satisfactory, NWBF reserves the right to terminate the procurement and where appropriate re-advertise the procurement. Potential Providers must be explicit and comprehensive in their responses to this PQQ as this will be the single source of information on which responses will be scored and ranked. Potential Providers are advised neither to make any assumptions about their past or current supplier relationships with NWBF nor to assume that such prior business relationships will be taken into account in the evaluation procedure. Queries about the procurement All requests for clarification or further information in respect of this PQQ should be addressed to NWBF’s named contact point. No approach of any kind in connection with this PQQ should be made to any other person within, or associated with, NWBF. This PQQ is provided on the same basis to all Potential Providers. NWBF will not enter into detailed discussion of the requirements at this stage. Any questions about the procurement should be submitted in writing by e:mail to at least 7 working days before the submission date, otherwise a response cannot be guaranteed .
Advanced Phonology Audience: This talk is for those who teach phonology well but, also realize you may not be reaching all students. Special education, general education, Speech Language Pathologists (even beginning teachers) will benefit from hearing this information and working towards application in your instruction. Danielle M. Thompson, PhD CCC-SLP NWBOCES Webinar Series 2016-2017 Objectives Review word reading development and the importance of phonological skills Review phonological development as the parallel word reading development Implications for weak readers Observations and discussions of the PAST assessment tool Discuss how to more adequately support our weaker readers Warm-up: True or On average, of the students who are deaf graduating from High School, they graduate maybe at the 4th grade level in reading. Only 15% actually graduate high school reading at a 6th grade or above. In research word reading is moderately to strongly correlated to phonological skills. It is not necessary to beyond segmenting and blending as these are the foundations of decoding and encoding (spelling). Primary source of word reading difficulties goes back to phonological deficits. A phonic decoding intervention program automatically addresses the important details of the phonological processing system. Poor readers only develop phonological skills to the level that we teach them. 60 – Second Deep Dive (For clarity) Define Word Development of Word Reading Skills Learning to read and the alphabetic system are on phonology, Phonology is required because this is a speech to print system Two components are needed in to read an alphabetic writing system
S-134 Lookouts, Communications, Escape Routes, and Safety Zones (LCES) ---- 12/03 Reference NWCG Curriculum Issue Paper #26 (course numbering). S-135 Introduction to Wildfire – FD Not an NWCG approved course. S-190 Introduction to Wildland Fire Behavior ---- ---- ---- 6/05, 1/06 1976 1983 5/94 3/06 S-190 Introduction to Wildland Fire Behavior (Spanish version) 4/06, 6/06 3/07 S-190 (online) Introduction to Wildland Fire Behavior 1/08 S-190 (self-paced CD) Introduction to Widland Fire Behavior 1/08 S-191 Introductory Fire Behavior – Individual Not an NWCG approved course. S-200 Initial Attack Incident Commander Type 4 ---- 5/96, 6/96 5/05, 6/06 5/89 12/96 12/06 S-201 Supervisory Concepts & Techniques ---- ---- 12/94, 8/95 1984 1986 2/96 Name changed in 1/94; reference NWCG Curriculum Paper #3. Reference NWCG Curriculum Issue Paper #9 (misc. info). Number changed to S-281; reference NWCG Curriculum Issue Paper #20. Deleted from the NWCG curriculum in 12/03. S-203 Introduction to Incident Information 12/94, 2/95, 2/97 5/06, 6/06 2/98 1/08 S-205 Fire Operations in the Urban Interface ---- 1991 Number changed to S-215; reference NWCG Curriculum Issue Paper #20. S-211 Portable Pumps and Water Use ---- ---- 4/03, 6/03 10/10 9/78 2/93 10/04 3/12 S-212 Wildland Fire Chain Saws ---- 10/91 3/03, 7/03 6/12 1977 12/91 2/04 12/12 changed from Wildfire Powersaws with 2/04 revision; reference NWCG Curriculum Issue Paper #30.
Program Description: Please provide a program description for use in conference materials (50-word maximum). You may provide a more detailed description of your program, no longer than one page, to more describe your proposal to the committee (and which may be used in conference materials). Has the proposed program been presented before? Yes No If yes, where and when? Have any presenters for this program spoken at a prior Annual Northwest ADR Conference? Yes No If yes, whom, where and when? Program level (select all that apply): Intermediate Advanced
Click on your name and the subject you wish to view (i.e., Cooper Mathematics). You’ll see a box with students’ names. Click-on a student or students you would like more information about. A progress report will appear To access and investigate “DesCartes,” go to the left and click on “DesCartes” – under “Data-Tools.”
Use an online tool like Google Maps to research food miles represented by each type of produce grown in the school garden had it come from a non-local source and been purchased in local supermarkets The calculation – Use this formula to calculate an estimated amount of carbon that was produced based on the researched travel distance for each type of produce. Then follow the steps below to log this data at NatureWorksEverywhere.org as your carbon offset amount. Lbs of carbon produced = [x] travel miles X 3.7lbs. CO2 See footnote for formula logic. Show students the Carbon Reduction data collection tool at the Nature Everywhere Gardens website. Then view the graphic showing how much carbon offset has occurred nationwide through the efforts of all schools participating in the Nature Works Everywhere Gardens program. Tell students that they will be adding to this total. Enter the number from the students’ calculation on the Nature Works Everywhere Gardens website following these steps: Locate the CO2 Offset Data Reporting tool. Move the slider feature to record student calculations for CO2 offset based on the formula above and click save. The website will take the amount of carbon you have just entered as the amount of carbon you have saved by growing and consuming the vegetable locally and give you a comparison for context. In the screen shot example above, 45 tons of carbon saves 11 miles worth of driving of a semi-truck. Cumulative data on the amounts of carbon offset to date is shown in the school dashboard feature of the website. Use these figures to track and observe trends in your data. Help students review the data to discuss the effects of saved CO2 as shown in the local harvest figures and also as featured by the total carbon offset created by all schools participating in Nature Works Everywhere Gardens programs. Have students recall that while transportation is a small part of the carbon emissions for food, when they combine their saved CO2 with other schools and communities doing the same thing, the effect adds up to have a significant carbon savings around the country. Also think about how much carbon may be saved from your production process of the vegetable, which is not accounted for in this formula. Your number and cumulative CO2 savings may seem small, but combine that with schools, communities, and other cities around the country and your students will see how they are participating in a significant reduction of carbon emissions. Reflect Write the vocabulary terms (without definitions) on the board. Have students discuss what they know and understand about these terms.