zilongwang/ReadingBank huggingface dataset:
AGE GROUP NAME SCHOOL 5 OR LESS UNDER 6 NOVICE REEL ERIN FOREST AVA BOYNE GRACE O’DONNELL ROBINSON/DOWNEY SCANLON KEEGAN SINGLE JIG O’DONNELL FREYA BOND FREYA SAMUEL KEEGAN SCANLON LIGHT JIG SAMUEL ISOBEL RUSH FREYA BOND SCANLON GLENDARRAGH WHELAN /JOYCE TROPHY AVA BOYNE TEEGAN ROSE KEOGH LILLY WELLS SCANLON KEEGAN LOUGHRAN UNDER 6 PRIMARY REEL LEXI WALSH SCANLON SINGLE JIG TARA GLENDARRAGH LIGHT JIG TARA GLENDARRAGH * SLIP JIG TARA GLENDARRAGH LIGHT TROPHY GABRIELLA LENAHEN KING UNDER 6 OPEN REEL MURPHY GLENDARRAGH SINGLE JIG LILLY MURPHY GLENDARRAGH JIG MURPHY GLENDARRAGH PREMIER MURPHY GLENDARRAGH UNDER 7 NOVICE REEL HARRISON MILNER GOODMAN ORLA BRAMBLE O’REILLY SHAMROCK HEALEY SINGLE JIG HARRISON MILNER ORLA BRAMBLE SIOBHAN O’NEILL O’REILLY HEALEY TARAMOR TROPHY HARRISON MILNER BELLA GOODMAN ORLA BRAMBLE O’REILLY SHAMROCK HEALEY UNDER 7 PRIMARY REEL MICHAEL RAWSON SCANLON SINGLE JIG LILLY WARD DUFFY TRAVIS LIGHT JIG LILLY WARD DUFFYTRAVIS SLIP JIG NEAV BONSALL RODGERS LIGHT TROPHY LILLY WARD DUFFY TRAVIS UNDER 7 INTERMEDIATE REEL LILLY WARD DUFFY TRAVIS SINGLE JIG HOLLEY FUREY DUFFY TRAVIS AGE NAME SCHOOL 5 OR LESS LIGHT JIG SCARLETT HEASON ACCADEMY * SLIP JIG SCARLETT HEASON ACCADEMY *
HORNPIPE LOLA DENNEHY McATEER HEAVY TROPHY LOLA DENNEHY McATEER UNDER 11 NOVICE REEL SOPHIE STOKES EMMA MAY * SINGLE JIG GRACE BUCKINGHAM GLENDARRAGH * TROPHY SOPHIE STOKES EMMA MAY * UNDER 11 PRIMARY REEL NIAMH O’NEILL TARAMOR SINGLE JIG ANGELICA RATCLIFFE KING LIGHT JIG ELIZABETH CHEETHAM A.C.ACCADEMY SLIP JIG ELIZABETH CHEETHAM A.C.ACCADEMY TROPHY ELIZABETH CHEETHAM A.C.ACCADEMY HEAVY JIG DAWN HEALEY HORNPIPE DAWN HOSEY HEALEY HEAVY TROPHY DAWN HOSEY HEALEY UNDER 11 INTERMEDIATE REEL KEIRA KELLY HEALEY SINGLE JIG LIBERTY SMITH McHALE LIGHT JIG LYNOTT GLENDARRAGH SLIP JIG ELLIE SMITH EMMA MAY LIGHT TROPHY LIBERTY SMITH McHALE HEAVY JIG LIBERTY SMITH McHALE HORNPIPE NIAMH LYNOTT GLENDARRAGH HEAVY TROPHY NIAMH LYNOTT GLENDARRAGH UNDER 12 PRIMARY REEL KATE LARDER A.C.ACCADEMY SINGLE JIG KATE LARDER A.C.ACCADEMY JIG KATE LARDER A.C.ACCADEMY SLIP JIG KATE LARDER A.C ACCADEMY TROPHY KATE LARDER A.C.ACCADEMY HEAVY JIG MIA TURTON TARAMOR HORNPIPE GEORGINA SAYER LEEDS ACCADEMY TROPHY GEORGINA SAYER ACCADEMY AGE GROUP DANCE NAME SCHOOL 5 OR LESS UNDER 12 INTERMEDIATE REEL LOUISE ARMITAGE TARAMOR SINGLE JIG LOUISE ARMITAGE TARAMOR JIG LILLIAN CONROY CIARA DUFFY SLIP JIG AOIFE DUFFY J.O.D LIGHT TROPHY LOUISE ARMITAGE TARAMOR HEAVY JIG OLIVER HUBBERDE LALLY HORNPIPE LOUISE ARMITAGE TARAMOR
Standard 1 1.1 1.3 (b, d) 1.8 1.9 1.10 1.11 1.25 Assessment plan and assessment methods for each unit are consistent with the TAS and assessment tools RPL is available for units Assessment Plan and Assessment Agreement are available for all units indicate how, when, why and what will be assessed evidence of student agreement Schedule 2 Assessment assessment methods are appropriate for unit mapped to unit and assessment requirements contain instructions to the student contain instructions to the assessor contain description of required performance (i.e. Marking Key) provide for feedback to student allow for reasonable adjustment assessment resources, facilities and equipment meet current industry requirements Standard 1 1.1 1.3 (b, d) 1.8 1.9 Assessment Validation assessment tools (for all units) are pre-use validated post-validation undertaken according to the Five-Year Planner during-use validation undertaken possible validator/s meet the requirements of Clause 1.11
Standard 1 1.5, 1.6, 1.11 1.13 industry engagement record is maintained Informs development of TAS industry participation in validation (where possible) return to industry (where applicable) industry networking participation in workplace activities Partnerships Standard 2 2.1, 2.2, 2.3, 2.4 Standard 4 4.1 (e, f) Standard 5 5.2 (b iv, d ii) 5.3, 5.4 Standard 6 6.1 (b), 6.2 Standard 8 8.2, 8.3 signed Third Party Written Agreement exists (where applicable) VCIC completed for party trainers and assessors expectations and responsibilities of both parties clearly delineated notification to Planning and Quality of the entry into the agreement (Planning and Quality will notify TAC) notification to Planning and Quality of the completion of the agreement (Planning and Quality will notify TAC) strategies in to monitor the services provided workplace Facilities, Equipment and Resource Checklist completed information to learners on Third Party arrangements Client Services Standard 1 1.3 (b), 1.7, 1.12 Pre-enrolment Pre-enrolment information includes details of:
DOUGLAS OMP-9R OPEN MESH POLY-PRO™ PLUS PREMIUM WINDSCREEN SECTION 11 66 00 Athletic Equipment PART 1 - GENERAL 1.01 WORK INCLUDED A. Provide all equipment and materials, and do all work necessary to furnish and install the athletic equipment, as indicated on the drawings and as specified herein. Athletic equipment shall include, but not be limited to: 1. Douglas OMP-9R Open Mesh Poly-Pro™ Plus Premium Windscreen 1.02 REFERENCES A. Comply with applicable requirements of the following standards. Where these standards conflict with other specified requirements, the most restrictive requirements shall govern. 1. American Sports Builders Association (ASBA) 2. United States Tennis Association (USTA) 1.03 SUBMITTALS A. Manufacturers Product Data 1. Provide manufacturers product data prior to actual field installation work, for Architects or Owners representatives review. B. Shop Drawings 1. Provide drawings of the manufacturers recommended installation and foundation requirements prior to actual field installation work, for Architects or Owners representatives review. 1.04 QUALITY ASSURANCE A. Manufacturers warranties shall pass to the Owner and certification made that the product materials meet all applicable grade trademarks or conform to industry standards and inspection requirements. 1.05 PRODUCT DELIVERY AND STORAGE A. Materials delivered to the site shall be examined for damage or defects in shipping. Any defects shall be noted and reported to the Owners representative. Replacements, if necessary, shall be immediately re-ordered, so as to minimize any conflict with the construction schedule. Sound
or: Email: quality@crtafe.wa.edu.au 2.5.6 CRT takes steps to ensure that any record containing personal and sensitive information is protected by such security safeguards (eg information technology security and backup, privacy and security aware culture, access security) as it is reasonable in the circumstances to take against loss, unauthorised use, modification or disclosure and misuse. 3 Definitions De-identified information - information which is no longer about an identifiable individual or an individual who is reasonably identifiable Individual – a natural person (CRT Staff, students, associates and stakeholders) Personal information – information or an opinion about an identified individual, or an individual who is reasonably identifiable; whether the information or opinion is true or not and whether the information or opinion is recorded in a material form or not Primary purpose – use or disclosure of personal information for a purpose for which it was collected Secondary purpose – where use or disclosure of personal information is an exception to the primary purpose Sensitive information – information or an opinion about an individual’s racial or ethnic origin; religious beliefs or affiliations; political association; sexual orientation or practices; health information 4 References 5 Documentation Nil 6 Responsible Officer Manager Planning and Quality
TC radiance 3301 3547 irradiance 2698 2895 Post-Launch Performance Meet the specification with margins. Figure 2: OMPS Nadir Mapper earth view noise as percent of the earth view signal. The root mean square residuals in percent were computed from an Empirical Orthogonal Function Analysis where the six largest patterns were removed. For the NM sensor, shown on the left, the residuals equate to signal-to-noise ratios of better than 2000:1 for wavelengths greater than 320 nm, dropping to 1000:1 at the shorter wavelengths. For the NP sensor, shown on the right, the SNR varies from 550:1 at the longer wavelength to 250:1 for the shortest; spikes correspond to lower signal levels due to solar lines at those wavelengths. Figure 3: SNR from solar views (working diffuser) for OMPS NP (left) and NM (right). The dotted red line in each figure is the required SNR. Albedo Calibration Specification The wavelength independent radiometric (albedo) calibration uncertainty shall be less than 2%. The wavelength dependent radiometric (albedo) calibration uncertainty shall be less than 0.5% [2]. Pre-Launch Error Budget Source of Uncertainty Albedo 1σ Fractional Uncertainty (%) λ - independent λ - dependent NP TC NP TC Requirement 2.0 2.0 0.5 0.5 Pre-Launch Performance Source of Uncertainty Albedo 1σ Fractional Uncertainty (%) λ - independent λ - dependent NP TC NP TC OMPS NPP RSS Total 1.653 1.717 0.426 0.497
MORE DOCTORS FOR OUTER METROPOLITAN AREAS MEASURE: RELOCATION INCENTIVE GRANT Application Form Please complete this Application Form in consultation with the Programme Guidelines. . Import Notice This form must be completed if you wish to apply for a Relocation Incentive Grant (OMRIG) under the More Doctors for Outer Metropolitan Areas Measure. The can be at: http://www.health.gov.au/outermetro For advice on the OMRIG or assistance with this application, please email: outermetro@health.gov.au Send Completed applications to: The Delegate More Doctors for Outer Metropolitan Areas Measure MDP 205 GPO Box 9848 CANBERRA ACT 2601 Email: outermetro@health.gov.au All applications will be acknowledged. Please note: Medicare provider number information supplied on this form will be checked to validate your eligibility for the OMRIG. Please answer each question and tick the boxes where appropriate. Please tick the appropriate box before proceeding: Please process this application within 28 days Please hold this application in abeyance until further notice* *Tick this box if your relocation is unconfirmed but you would like in principle approval of this application pending confirmation or submission of further information (eg. If you are undertaking a probation period or if you are a GP Registrar who has not yet obtained Fellowship of the Royal Australian College of General Practitioners). Part 1 PERSONAL INFORMATION (Please Print) Family name First name Postal address
Open Market Review Template Lincolnshire Broadband Programme REQUEST FOR INFORMATION 1. INTRODUCTION The Lincolnshire Broadband Programme strives to provide the best broadband connectivity possible across its programme Area. The Programme covers the county boundary of Lincolnshire which includes the seven District Councils of Lincoln City, West Lindsey, East Lindsey, North Kesteven, South Kesteven, Boston Borough and South Holland. The overarching aspiration of Lincolnshire Broadband Programme is to deliver 97% superfast broadband by 2020. 2. GEOGRAPHICAL SCOPE As described above, our Area encompasses the premises that are defined within the accompanying spreadsheet which details the post codes and associated premises count. The postcode data has been sourced from AddressBase version Epoch 53 released 12th October 2017. A map of this area is shown at the foot of this document and is also available in a GIS format upon request. 3. PROGRESS TO DATE Our initial Local Broadband Plan was approved in March 2013, covering an Intervention Area of some 156,667 premises that were assessed as being outside the scope for normal commercial NGA investment through an open market review process. The phase 1 contract signed in March 2013 aimed to deliver at least 90% superfast broadband coverage to the Programme Area by March 2016 and in line with the UK Government’s targets, we are seeking to substantially contribute to the Government objective of at least 95% superfast coverage nationally by the end of 2017 though our phase 2 contract signed in May 2015. Funding will be detailed as part of the upcoming procurement and any restrictions on its usage will be explained in our forthcoming tender documentation. It is therefore Lincolnshire Broadband Programme's intention to procure Next Generation Access solutions – those capable of achieving a minimum of 30 Mbps download speed - for the remaining area in scope for NGA deployment.
2.4.3 Focus Order: If a Web page can be navigated sequentially and the navigation sequences affect meaning or operation, focusable components receive focus in an order that preserves meaning and operability. Supported 2.4.4 Link Purpose (In Context): The purpose of each link can be determined from the link text alone or from the link text together with its programmatically determined link context, except where the purpose of the link would be ambiguous to users in general. Supported 2.4.5 Multiple Ways: More than one way is available to locate a Web page within a set of Web pages except where the Web Page is the result of, or a step in, a process. Supported 2.4.6 Headings and Labels: Headings and labels describe topic or purpose. Supported 2.4.7 Focus Visible: Any keyboard operable user interface has a mode of operation where the keyboard focus indicator is visible. Supported Principle 3: Understandable Information and the operation of user interface must be understandable. Guideline 3.1 Readable Make text content readable and understandable. Criteria Supporting Feature Remarks and Explanations 3.1.1 Language of Page: The default human language of each Web page can be programmatically determined. Supported 3.1.2 Language of Parts: The human language of each passage or phrase in the content can be programmatically determined except for proper names, technical terms, words of indeterminate language, and words or phrases that have Not Applicable
Section 4: Planting specifications for each offset area Area number Total number of plants Tree, shrub and ground cover makeup Planting goals for area Additional comments or long term goals 1 Entrance 100 Mostly shrubs and ground covers to be used with some trees Use select indigenous plant species. Replicating plant species using traditional landscaping principles Expected variety of 4–6 different species to be used. 2. Slope/ batter area 200 Range of trees, shrubs and ground covers Use indigenous plants from the described ‘Woodland plant list’ (attached) listed in ‘Cardinia Shire indigenous plant guide’ Expected variety of 6–10 different plant species to be used. 3. Native area 100 Predominately shrubs Create a shrubby vegetation layer which is currently absent from the area. Use plants from the ‘Woodland plant list’ (attached) Expected variety of different plant species to be used. Note: you can add more table rows by putting your cursor in the last cell on the right and hitting the tab key Section 5: Protecting existing trees Provide details of existing trees that will be protected on your property. Tree number* Tree species Diameter (cm) at 1.3m above ground Tree size (medium, large, or very large) 1 Eucalyptus sp. 168 Very large old tree 2 Eucalyptus sp. 83 Medium old tree 3 Eucalyptus sp. 76 Medium old tree 4 Eucalyptus sp. 83 Medium old tree
Basic Course of Events The ‘Home’ screen shows a list of the routes previously saved by the user The user clicks on a route from the list The WA retrieves the saved route data points on a list. Additionally it may or may not display these points on a map service provided by an external entity (e.g. Google Maps, Bing Maps). The user clicks on the ‘Home’ link The ‘Home’ screen shows a list of the saved routes Alternative Paths On step 4 the user executes the the browser Back command. In this case the WA will execute step 5. Post-conditions The selected route data points are shown on a map [TC013] WA Rename Route [ID] Name [TC013] WA Rename Route Summary The user deletes a previously route in the WA Items to be tested Module X : Login //ToDO what module is being tested Users All users Pre-conditions The is currently logged in to the WA and in the ‘Home’ screen Basic Course of Events The ‘Home’ screen shows a list of the routes previously saved by the user The user selects one or more routes from the list The user clicks the ‘Delete’ button/link The saved routes are removed from the WA back end storage area The ‘Home’ screen shows an updated list of the saved routes Alternative Paths None Post-conditions The WA shows an updated ‘Home’ screen
September 2009 Added task load content for server roles December 2009 Updated the sizing information in the “Collective Client Monitoring Guidelines and Best Practices” section. February 2010 Added procedures and equations for sizing ACS topologies Added Appendix A, which is an application of the ACS sizing procedures in a hypothetical situation August 2010 Added reference to Operations Manager 2007 R2 Sizing Helper September 2010 Updated for failover design in Disaster Recovery Functionality section
7. Follow-Up Plan 7A. How will the changes detailed in this report be shared with all FT/PT faculty in your SAC? (select all that apply) email campus mail no changes to share phone call face-to-face meeting workshop other If ‘other,’ please describe briefly below. 7B. Is further collaboration/training required to properly implement the identified changes? Yes No If ‘Yes,’ briefly detail your plan/schedule below. 7C. Re-assessment is a critical part of the overall assessment process. This is especially important if academic changes have been implemented. How will you assess the effectiveness of the changes you plan to make? follow-upproject in next year’s annual report informal assessment in a future assessment project other If ‘other,’ please describe briefly below.
PIP period dates and total contributions paid in period Tax year PIP ends in Total gross contributions in PIP period Applicable annual allowance Unused aa (capped at £40/50K for forward. See 2015/16 for special rate) Excess over annual allowance AA used for previous carry forward Available today for carry forward (individual years and not cumulative) Scheme 1 Scheme 2 Scheme 3 Scheme 4 2009/10 £245k 2010/11 £255k 2011/12 Pre/post 14/10/10 £255k/£50k 2012/13 £50k 2013/14 £50k 2014/15 £40k 2015/16* *£80k for pre 9 July conts. Minus conts made = Allowable post 8 July. Max amount that can be carried over to post 8 July is £40k. If AA is £80k, minus all contributions. If AA is £40k minus only post 8 July contributions. Pre 9 July Post 8 July aa to be used (80k or 40k) £ PIPs now run in tax years only 2016/17 £ ** insert annual allowance figure 2017/18 £ ** insert annual allowance figure 2018/19 £ ** insert annual allowance figure Total carry forward available including current year (i.e. last three years plus current year) £ Please read notes on next page
Teams and Football Identification Berkley – Nike Vapor , Pee Wee, Junior and Youth Birmingham – Nike, Under Armor Chesterfield – Wilson K2, TDJ and TDY Clawson – Nike, Rawlings, Under Armor and Wilson (See key below) Madison Heights – Wilson K-2, TDJ and TDY NFWB – Nike, Wilson K2, TDJ,TDY Romeo – Wilson GST, K2 Roseville - Wilson K-2, TDJ and TDY Royal Oak - Under Armor 495 Shelby – Champ Pro (Pee Wee, Junior and Intermediate), Wilson K2 Troy – Wilson K2, TDJ and TDY Waterford – Wilson K2, Under Armor Football Suppliers Wilson – GST TDY or TDY ,GST TDJ or TDJ, GST K2 or K2 (Composite or leather) Rawlings – Youth Pro 5 , EDGE , Junior PRO5 , ST5 , Pee Wee Pro5 Under Armor - Youth (395) ,Grip Skin (695 ) , Junior (395) or Pee Wee (395, 495) Nike – Vapor One Champro – 200, 400 Spalding – TF COMP, Advanced Pro
01/17 9.12.16 Takem Pty Ltd John Smith, Marketing officer (Supplier) 55 Prohibited gift: Conflict of interest. Offered by supplier about whom employee is likely to make or can influence a decision. Anita Green Senior Purchasing Officer (Employee) Christmas hamper No $70 $85 Declined Not applicable ‘Explained was prohibited gift as l am a purchasing officer. Directed supplier to info on website.’ (Anita Green) 02/17 20.4.17 Water Steady Pty. Ltd Alex Hutton, Director (Industry stakeholder) 63 Prohibited gift: COI. Offered by industry stakeholder with interest in policy decision board is to make (outcome of green paper). Charles Pink Board member (Board member) Lunch at a cafe No $45 $70 Declined Not applicable ‘AH wanted to discuss green paper “over lunch at Mimi’s, my shout”. (Charles Pink) 03/17 10.5.17 South Pacific Nations Sustainability Alliance Lyn Tan, Head of delegation (Visiting international delegation) 64 No. Francine Gold Chair (Board member) Wall clock made of sustainably harvested timbers sourced from South Pacific. Yes. $500 $500 Accepted. Reason: hosting delegation improves international relations for State. (1) Donated to XYZ institution. (2) Andrea Fennel, CFAO ‘Gift received as thank you for escorting visiting international delegation’ (Francine Gold)
It includes the DELWP model polices and DELWP guidance notes, plus direct links to this topic on the Victorian Public Sector Commission website. DELWP relationship manager and team DELWP also offers support to its agencies through its divisions and regional offices. Your agency can contact its usual DELWP relationship manager or team or phone the Customer Service Centre on 136 186. Providing gifts There is also a model policy on providing gifts.
This work is licensed under a Creative Commons Attribution 4.0 International licence. You are free to re-use the work under that licence, on the condition that you credit the State of Victoria as author. The licence does not apply to any images, photographs or branding, including the Victorian Coat of Arms, the Victorian Government logo and the Department of Environment, Land, Water and Planning (DELWP) logo. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ ISBN 978-1-74287-744-0 (online - set) 22 February 2016 (version 1.01) – 3.75 Disclaimer This publication may be of assistance to you but the State of Victoria and its employees do not guarantee that the publication is without flaw of any kind or is wholly appropriate for your particular purposes and therefore disclaims all liability for any error, loss or other consequence which may arise from you relying on any information in this publication. If you would like to receive this publication in an alternative format, please telephone the DELWP Customer Service Centre on 136186, email or via the National Relay Service on 133 677 . This document is also available on the internet at /onboard.
Recycling Take them on a tour of the building Elevators, stairs, and How to open/close office (if appropriate) ___________________________ ___________________________ 9 Introduce employee to co-workers. Update email distribution lists 10  Review prepared “welcome packet.” See item #5 11 Review Department Policies. Process sick and vacation requests Dress code Office Procedures Network drive/shared files Work Hours Emergency procedures School closings Security protocols and building hours Phone and computer use Timecard procedures (if appropriate) Department traditions/culture Online resources for additional information Cell Phone/Mobile Device Policy (If appropriate) ___________________________ 12  Provide employee list of current department projects and highlight of other department members. 13  Begin extended introductions with co-workers. Team members meet with the new/ transferring employee to discuss their work. 14 employee to required and relevant training. See item #6 15 Discuss performance expectations and begin performance planning. Discuss department work in relation to college mission, vision and values Discuss key responsibilities Discuss core competencies Discuss individual and team goals 16 Introduce employee to key clients and partners departments or community). See item #2 17 Touch base with employee each day to answer questions. 18 Create first assignment. Achievable task to facilitate learning, meeting people and gaining confidence in new role. Within 30 days  Continue extended introductions with co-workers if needed.  Regularly check-in with employee to ensure they have needed information and resources, Pro-actively integrate new/transferring employee into the work team. This can be done through team building activities, partnering with or shadowing co-workers, team planning meeting or other activity that involves team interaction.
Current faculty composition of department/unit: Race/Ethnicity White Hispanic or Latino Asian Native Hawaiian or other Pacific Is Am. Indian or Alaskan native Two or more Unknown Male Female Short List Composition Race/Ethnicity White Black Hispanic or Latino Asian Native Hawaiian or other Pacific Is Am. Indian or Alaskan native Two or more races Unknown Male Female Proposed On-campus Interviewees Race/Ethnicity White Black Hispanic or Latino Asian Native Hawaiian or other Pacific Is Am. Indian or Alaskan native Two or more Unknown Male Female Total Number of Applicants:
---------------------To Be Completed by EOS--------------------- Current faculty composition of department/unit: Race/Ethnicity White Black Hispanic or Latino Native Hawaiian or other Pacific Is Am. Indian or Alaskan native Two or more races Unknown Male Female Short List Composition Race/Ethnicity White Black Hispanic or Latino Asian Native Hawaiian or other Pacific Is Am. Indian or Alaskan native Two or more Unknown Male Female Proposed On-campus Interviewees Race/Ethnicity White Black Hispanic or Latino Asian Native Hawaiian or other Pacific Is Am. Indian or Alaskan native Two or more races Unknown Male Female Total Number of Applicants:
SUPPLEMENT REPORT This is to be used if any of the (*) in the ON-DUTY MISHAP REPORT requires additional fields. Fields indicated with ǂ are optional. VESSEL Vessel #:____ UIC: Evolution at time of mishap: Name of Exercise: Operation Contingencyǂ: Date left home port (optional): Date of last underway (optional): Command FRTP: Vessel Type Small Craft Submarine Surface Ship Status of vessel (anchored, moored, underway, etc.): Vessel #:____ UIC: Evolution at time of mishap: Name of Exercise: Operation Contingencyǂ: Date left home port (optional): Date of last underway (optional): Command FRTP: Vessel Type Small Craft Submarine Surface Ship Status of vessel (anchored, moored, underway, etc.): Vessel #:____ UIC: Evolution at time of mishap: Name of Exercise: Operation Contingencyǂ: Date left home port (optional): Date of last underway (optional): Command FRTP: Vessel Type Small Craft Submarine Surface Ship Status of vessel (anchored, moored, underway, etc.): Vessel #:____ UIC: Evolution at time of mishap: Name of Exercise: Operation Contingencyǂ: Date left home port (optional): Date of last underway (optional): Command FRTP: Vessel Type Small Craft Submarine Surface Ship Status of vessel (anchored, moored, underway, etc.): Vessel #:____ UIC: Evolution at time of mishap: Name of Exercise: Operation Contingencyǂ: Date left home port (optional): Date of last underway (optional): Command FRTP: Vessel Type Small Craft Submarine Surface Ship Status of vessel (anchored, moored, underway, etc.): Vessel #:____ UIC: Evolution at time of mishap: Name of Exercise: Operation Contingencyǂ: Date left home port (optional): Date of last underway (optional): Command FRTP: Vessel Type Small Craft Submarine Surface Ship Status of vessel (anchored, moored, underway, etc.): INVOLVED PERSONNEL (PII) Personnel #:____ Name (First, MI, Last): Gender M F SSN: Age: Involved Vessel #:___ Duty Status On-Duty Off-Duty N/A What was the person doing at time of mishap:
Very Good Health 67,153 Good Health 43,505 Fair Health 21,420 Bad Health 10,631 Very Bad Health 3,184 All Usual Residents 145,893 Source ONS Neighbourhood Statistics on 2011 Census Skills and Qualifications Knowsley is ranked 355 out of 379 districts on our skills and qualifications score, indicating a resident workforce that performs in the bottom 20% of districts by national standards, in terms of human capital. Knowsley Level Knowsley % Britain % Individual Levels NVQ 4 and above 19,700 21.4 36.0 NVQ 3 and above 40,300 43.9 56.7 NVQ 2 and above 58,100 63.3 73.3 NVQ1 and above 72,400 78.8 85.0 Other Qualifications 5,400 5.9 6.2 No Qualifications 14,000 15.3 8.8 Source; Grant Thornton district profile September 2014. The Labour Market - employment, wages and unemployment The proportion of residents aged 16-64 in employment stands at 66,700 (71.8%). The proportion of unemployed is 5,300(7.9%). Source: ONS annual population survey (July 2014- June 2015)
On Level Biology Extra Help After school 3:30 – 4:00pm Do you need extra help in On Level Biology? Check below for the Fall 2018 schedule. You are welcome to attend ANY teacher’s sessions, not just the sessions held by your own teacher. Pay close attention to the dates and locations. All teachers are available for extra help in the morning from 7:50 – 8:10am by appointment. Wednesday, August 8th – Koester 1306 Monday, August 13th – Adams 1307 Wednesday, August 22nd – Adams 1307 Thursday, August 30th – Wilson 1304 Wednesday, September 5th – Koester 1306 Wednesday, September 12th – Herring 1204 Wednesday, September 19th – Herring 1204 Wednesday, October 3rd – Wilson 1304 Tuesday, October 9th – Koester 1306 Wednesday, October 17th – Herring 1204 Wednesday, October 24th – 1307 Wednesday, October 31st – Wilson 1304 Wednesday, November 7th – Koester 1306 Wednesday, November 14th – Herring 1204 Wednesday, November 28th – Adams 1307 Wednesday, December 5th – Wilson 1304 Wednesday, December 12th – Koester 1306
Use a different format for the information Use more than one format Try at a different time of day when the person may be less tired Try in several stages if the research information is quite complex Get help from someone else Consider whether the person lacks the capacity to consent Consider obtaining assent from a carer if appropriate.
Template: Meeting Invitation Research heading You have an appointment for this research Insert image of type of appointment e.g meeting or scan or assessment [Insert brief details about the purpose eg We want to ask you about the help after your stroke A therapist will assess your walking] Tuesday 11th March 2104 x Starting 12.30 x Ending 3.30 Meeting room
Xxxx insert images Speakeasy office 1 Market Chambers Ramsbottom BL09AJ Bury We will help you to join in the conversations We will give you time and support We will talk in plain English Space for relevant images We will provide lunch and drinks We will provide drinks Please let us know if you have a special diet Insert image There is a disabled toilet nearby
insert image Please bring xxx Phto of oustide of room [Insert brief details about the room eg -this office is on the ground level with no steps] We will pay your travel costs Please bring your taxi receipt or your tickets Ring if you need help with travel Inseret photo of researcher Name of researcher Any questions? Please let us know if you can come Please let us know if you cannot come 01706 825 802 Gill.Pearl@ncl.ac.uk
Sample Manual Tank Gauging Record Month: Year Tank Identification: Person Completing Form: Facility Name: Tank Size Minimum Duration Of Test Weekly Standard (1 test) Monthly Standard (4-test average) Up to 550 gallons 36 hours 10 gallons 5 gallons 551-1,000 gallons (when tank diameter is 64”) 44 hours 9 gallons 4 gallons 551-1,000 gallons (when tank diameter is 46”) 58 12 gallons 6 gallons 551-1,000 gallons (also requires periodic tank tightness testing) 36 hours 13 gallons 7 gallons 1,001-2,000 gallons (also requires periodic tank tightness testing) 36 hours 26 gallons 13 gallons Start Test (month, day, and time) First Initial Stick Reading Second Initial Stick Reading Average Initial Reading Initial Gallons (convert inches to gallons [a]) End Test (month, day, and time) First End Stick Reading Second End Stick Reading Average End Reading End Gallons (convert inches to gallons [b]) Change In Tank Volume In Gallons + or (-) [a – b] Tank Passes Test (circle Yor N) Date: Time: AM/PM Date: Time: AM/PM Y N Date: Time: AM/PM Date: Time: AM/PM Y N Date: Time: AM/PM Date: Time: AM/PM Y N Date: Time: AM/PM Date: Time: AM/PM Y N Keep this record for at least one year. To see how close you are to the monthly standard, divide the sum of the 4 weekly readings by 4 and enter result here Y N
Sample Manual Tank Gauging Record Month: Year Tank Identification: Person Completing Form: Facility Name: Tank Size Minimum Duration Of Test Weekly Standard (1 test) Monthly Standard (4-test average) Up to 550 gallons 36 hours 10 gallons 5 gallons 551-1,000 gallons (when tank diameter is 64”) 44 9 gallons 4 gallons 551-1,000 gallons (when tank diameter is 46”) 58 hours 12 gallons 6 gallons 551-1,000 gallons (also requires periodic tank tightness testing) 36 hours 13 gallons 7 gallons 1,001-2,000 gallons (also requires periodic tank tightness testing) 36 hours 26 gallons 13 gallons Test (month, day, and time) First Initial Stick Reading Second Initial Stick Reading Average Initial Reading Initial Gallons (convert inches to gallons [a]) End Test (month, day, and time) End Stick Reading Second End Stick Reading Average End Reading End Gallons (convert inches to gallons [b]) Change In Tank Volume In Gallons + or (-) [a – b] Tank Passes Test (circle Yor N) Date: Time: AM/PM Date: Time: AM/PM Y N Date: Time: AM/PM Date: Time: AM/PM Y N Date: Time: AM/PM Date: Time: AM/PM Y N Date: Time: AM/PM Date: Time: AM/PM Y N Keep this record for at one year. To see how close you are to the monthly standard, divide the sum of the 4 weekly readings by 4 and enter result here Y N
17 Shonagh Milne 4 Sidney Weiss 19 Megan Thom 5 Aynsley Harrison 20 Paige White 6 Kristin Parks 24 Kendra Parenteau 7 Jenna Rops 32 Allison Carswell 8 Claire VandenEynde 41 Sarah Fortune 9 Mckayla Eves 51 Jessica Robichaud 10 Nicole Rogers 55 Kelly Ste. Marie 11 Leslie Brandon 79 Bailee Alcock 12 Halle Crane 81 Mackenzie Anderson 14 Wilhelm 89 Cassidy Parsons 15 Kassandra Lynn Roache 91 Sarah McPherson 16 Amy Rawlings 95 Alexandra Nicastro 17 Mackenzie Wilson 31 Karley Ferguson HC Mike Thom HC Mike Rawlings MIDGET AA ROSTERS Saugeen-Maitland Lightning Scarborough Sharks 1 Rebecca Ropp 1 Victoria Saunders 2 Ashlee Lawrence 3 Madeleine Krupi 4 Sarah Biesenthal 4 Avery Mitchell 5 Madeleine Duncan 11 Philomena Teggart 6 Lexi Smith 12 Makayla Mori 7 Tori Terpstra 13 Rachel Takacs 10 Ciara Lark 16 Jacqueline Hamm 11 Melanie 19 Alex White 14 Kailyn Soers 22 Camryn Tait 15 Jordyn Sholdice 24 Shay-Ann Chin-James 16 Nicole Zabel 30 Katelyn Steele 17 Jamie Simpson 32 Carly McDonell 19 Cassidy Colhoun 39 Michelle Jones 20 Dawn Pletsch 44 Cynthia Cavanagh 21 Avery Reeves 55 Hailey Wilson 22 Neve VanPelt 88 Kylie Fung 31 Morgan Baker 93 Shawna Laws HC Joe Chaffe HC Rob Crummey St Catharines Chaos Stoney Creek Sabres 1 Marissa Leavens 5 Rachel Marmen
Exploring Your Beliefs Directions: Think about your personal beliefs (positive and negative) about medication. These beliefs can be influenced by things like family, culture, and personal experience. It can help to be aware of and understand your beliefs. Go through the statements below and mark whether you agree or disagree. Share your answers with the group and talk them through with members of your support and treatment team. STATEMENT AGREE DISAGREE I understand how medication is likely to help me. I don’t need to take medication once I feel better. For me, the good things about medication outweigh the bad. I am worried the impact of side effects. In my culture, taking medication is frowned upon. Medications have not helped me in the past. It is too hard to remember to take all my medications. When my family, loved ones, or members of my treatment team want to be involved in my medication, it’s because they are concerned about me. I don’t need medication to deal with my mental health condition. Medication can help me achieve my goals. It is embarrassing to take medication. Other: Other: Medication Thoughts and Strategies It may be helpful to talk to your doctor or other treatment team members about the way you think about medication. Write down beliefs you have and consider
What is anxiety? Everyone experiences anxiety. However, when feelings of intense fear and distress are overwhelming and prevent us from doing everyday things, an anxiety disorder may be the cause. Anxiety disorders are the most common mental health concern in the US. An estimated 40 million adults in the US, or 18%, have an anxiety disorder. Approximately 8% of children and teenagers experience the negative impact of an anxiety disorder at school and at home. What are the symptoms of anxiety? Just like with any mental illness, people with anxiety disorders experience symptoms differently. But for most people, anxiety changes how they function day-to-day. People can experience one or more of the following symptoms: Emotional Symptoms Feelings of apprehension or dread Feeling tense and jumpy Restlessness or irritability Anticipating the worst and being watchful for signs of danger Physical symptoms Pounding or racing heart and shortness of breath Upset stomach Sweating, tremors and twitches Headaches, fatigue and insomnia stomach, frequent urination or diarrhea Types of Anxiety Disorders: Different anxiety disorders have various symptoms. This also means that each type of anxiety disorder has its own treatment plan. The most common anxiety disorders include: Panic Disorder; characterized by panic attacks-sudden feelings of striking repeatedly and without warning. Often mistaken for a heart attack, a panic attack causes powerful, physical symptoms including chest pain, heart palpitations, dizziness, shortness of breath and stomach upset. Phobias: Most people with specific phobias have several triggers. To avoid panicking, someone with specific phobias will work hard to avoid their triggers, depending on the type and number of triggers, this fear and the attempt to control it can seem to take over a person’s life. Generalized anxiety disorder (GAD): GAD produces chronic, exaggerated worrying about everyday life. This can consume hours each day, making it hard to concentrate or finish routing daily tasks. A person with GAD may become exhausted by worry and experience headaches, tension or nausea. Social Anxiety Disorder: Unlike shyness, this disorder causes intense fear, often driven by irrational worries about social humiliation-“saying something stupid” or
On Campus Resources Contact Information LCC Police Department 517-483-1800 LCC Counseling Services 517-483-1924 LCC Center for Student Support 517-483-1924 LCC Center for Student Access 517-483-1924 LCC Veterans Resource Center 517-483-5246 or Toll Free: 800-644-4522 LCC Campus Life 517-483-1957 or Toll Free: 800-644-4522 LCC Office of Student Compliance (Student Conduct and Title IX Complaints) 517-483-1261 LCC Resources 517-483-1883 LCC Student Clubs and Organizations 517-483-1957 or Toll Free: 800-644-4522 LCC Student Foundation 517-483-1985 LCC Risk Management and Legal Services Opportunity and Nondiscrimination Policy/Complaints) 517-483-1730 LCC Center for Academic and Career Pathways 517-483-1999 LCC LGBTQ-Sexuality and Gender Acceptance Club 517-483-1957 or Toll Free: 800-644-4522 LCC Financial Aid 517-483-1957 or Toll Free: 800-644-4522
Off Campus Resources Contact Information Lansing Police Department 517-483-4600 Ingham County Sheriff’s Department 517-676-2431 Eaton County Sheriff’s Department 517-543-3512 or 517-372-8217 Clinton County Sheriff’s Department 989-227-6580 Livingston County Sheriff’s Department 517-546-2440 Ingham County Personal Protection Order 517-483-6545 Michigan University Safe Place 517-355-1855 Capital Area Response Effort (CARE) 517-272-7436 U.S. Citizenship and Immigrations Services 313-926-4202 Capital Area Sexual Assault Response Team (CASART) 517-355-3551 Michigan Crime Victim Services 1-877-251-7373 MSU Sexual Assault Hotline 517-355-3551 Listening Ear Crisis Line 517-337-1717 SAFE Center 877-952-7283 Michigan Coalition to End Domestic Violence & Sexual Assault 517-347-7000 Michigan Sex Offender Registry 517-241-1806
Michigan Prosecuting Attorneys of Michigan 517-334-6060 Sparrow Sexual Assault Nurse Examiner Program 517-364-3931 Women’s Resource Center of Greater Lansing 517-372-9163 The Firecracker Foundation 517-742-7224 Salus Center 517-580-4593 End Violent Encounters (EVE) 517-372-5572 Michigan Crime Victim Rights 517-373-1110 Joyful Heart Foundation 212-475-2026 White Ribbon Campaign 416-920-6684 Male Survivor 941-720-7062 Sexual Assault Hotline 800-656-HOPE (4673) National Domestic Violence Hotline 1-800-799-7233
Gravity Dosed Mound Pressure Dosed Mound Chambers Drywells None Other ___________________________________________ Unable to Determine System Age Totals in Years; Totals: 0 – 5 6 – 10 11 – 15 16 – 20 21 – 25 26 – 30 31 – 40 > 40 Unknown Soil Texture Totals: Coarse Sand, Medium Sand Fine Sand, Loamy Sand Sandy Loam Loam, Clay Loam Clay Loam, Silt Loam Clay, Silt Organic soil, Fill soil Seasonal High Water Table; Totals: (inches below grade) 0 – 12 13 – 24 25 - 36 37 – 48 > 48 Bed Size ft²; Totals: 100 – 300 301 – 500 501 – 700 701 – 900 901 – 1100 1101 – 1300 1301 – 1500 1501 – 1700 1701 – 1900 1901 – 2100 > 2100 Unable to Determine Trench Size ft²; Totals: 100 – 300 301 – 500 501 – 700 701 – 900 901 – 1100 1101 – 1300 1301 – 1500 1501 – 1700 1701 – 1900 1901 – 2100 > 2100 Unable to Determine
Table 2. Post-Nicene texts referenced in scholarship regarding the origin of Lent Approximate dates Ancient work or author Key and phrases c. 335 St. Athanasius in his “Festal Letters” for the years 329-334 Canons of Athanasius “holy fast,” forty-day fast prior to Holy Week forty days of penance fasting for readmission to Eucharist 381–384 Egeria in Itinerarium 30.1 or Egeria’s Travels [London 1971], pp. 128-139 fast, “Great Week” distinct from rest of Lent 385 Siricius, Bishop of Rome, letter to Himerius of Terragona in “forty day” reference to a prepaschal program for preparation of baptismal candidates Table 2, continued Approximate dates Ancient work or author Key and phrases 387 St. John Chrysostom in Antioch in Homilies on Genesis, 30.1-3 forty days of fasting Epiphanios for Cyprus forty days of fasting 387 Augustine is baptized at the Easter Vigil April 24-25, 387 c. 380–c. 450 Byzantine historian Socrates in Historia Ecclesiastica 5.22 “fasts before Easter,” “three weeks excepting Saturdays and Sundays,” “keeps the fast for six weeks,” “Forty Days,” “fast seven weeks before the feast” d. 444 St. of Alexandria in his “Festal Letters” forty-day period of fasting d. 461 Pope St. Leo “fulfill with their fasts the Apostolic institution of the forty days” late 4th C Apostolic Constitutions (V.13.3–4) fast “of the Holy Week of Pascha” after the forty-day fast 5th C Sozomen in Histo.Eccl, 7, 19 “the so-called Forty Days before Pascha…some begin at 6 weeks… others at 7 weeks.”
Menzies, Allan, ed. The Writings of the Fathers down to AD 325. Vol. 3, Latin Christianity: Its Founder, Tertullian. Grand Rapids, MI: Wm. B. Eerdmans, 2009. Christian Classics Ethereal Library. http://www.ccel.org/ccel/schaff/anf03.i.html. Russo, Nicholas V. “A Note on the Role of Secret Mark in the Search for the Origins of Lent.” Studia Liturgica 37, no. 2 (January 1, 2007): 181–197. ———. “The Early History of Lent.” In Lent Library, Waco, TX: The Center for Christian Ethics at Baylor University, 2013. http://www.baylor.edu/content /services/document.php/193181.pdf. Saunder, William P. “The Origins of Lent.” Catholic Herald, March 2, 2006. http://www.catholicherald.com/stories/bThe-Origins-of-Lentb,1242 Dominic E. “New Observations about the Scrutinies of the Elect in Early Roman Practice.” Worship 80, no. 6 (November 1, 2006): 511–527. Sharp, Carolyn J. “Preaching the Prophets for Lent.” Journal for Preachers 35, no. 2 (January 1, 2012): 22–29. Taft, Robert F. “Lent: A Meditation.” Worship 57, no. 2 (March 1, 1983): 123–134. Thompson, Marianne Meye. “Turning and Returning to God: Reflections on the Lectionary Texts for Lent.” Interpretation 64, no. 1 (January 1, 2010): 5–17. United States Conference of Catholic Bishops Committee on Divine Worship. Liturgical Calendar for the Dioceses of the United States of America, 2013. Westhoff, Alphonse E. “Parish Lenten Program.” Worship 33, no. 3 (February 1, 1959): 177–183. Winter, and Johanna Winter. “Lent in the Home.” Worship 31, no. 4 (March 1, 1957): 178–188. Books Hopko, Thomas. The Lenten Spring: Readings for Great Lent. Crestwood, NY: St. Vladimir’s Seminary Press, 1998.
Name Date Parts of Speech Unit 4, Adverbs, Lesson 6, Do Now 2: Homophone Worksheet, Pore (noun), Poor (adjective), Pour (verb). Homophones are words that are pronounced alike but spelled differently, and have different meanings. Using the wrong homophone can change the meaning of your writing. Here is a practice sheet for the homophones Pore, Poor and Pour. Remember this about these three words: Pore as a noun means “a minute opening, especially in an animal or plant, especially one by which matter passes through a membrane” Pore as a verb means “to read or study attentively, usually used with over” Poor is an adjective that means “lacking material possessions,” or “of, relating to, or characterized by poverty” Pour is a verb that means “to cause to flow in a stream, or “to dispense from a container” **** ______________ some water in **** houseplants every Friday. The _____________ in your skin are what make it possible for you to sweat. People in the United States who earn minimum wage are often called the working ___________. is a very ______________ country. Tape won’t work to hang posters on walls because the bricks have ___________ that prevent tape from sticking.
ICT GCSE Topic Test: On the Move ANSWERS Question Number Answer Do Not Accept Additional Guidance Mark 1 (a) Desktop computer – C Netbook – A PDA – B (3) Question Number Answer Do Not Accept Additional Guidance Mark 1 (b) (i) PDA or B (1) Question Number Answer Do Not Accept Additional Guidance Mark 1 (b) (ii) Desktop computer or C (1) Question Number Answer Do Not Accept Additional Guidance Mark 1 (c) A (1) Question Number Answer Do Not Accept Additional Guidance Mark 1 (d) (i) Features: A list of what the device includes. e.g. DVD-RW, webcam, LCD flat screen, touch sensitive screen. One mark for explanation and one for example. (1) (1) Question Number Answer Do Not Accept Additional Guidance Mark 1 (d) (ii) Performance: The speed of the processor or size of memory. e.g. 2 GHz for speed or 4 GB for memory. One mark for explanation and one for example. (1) (1) Question Number Answer Do Not Accept Additional Guidance Mark 1 (d) (iii) Connectivity: The range of interfaces it has for connecting to other devices. e.g. USB, HDMI, Wi-Fi, Bluetooth. One mark for explanation and one for example. (1) (1) Question Number Answer Do Not Accept Additional Guidance Mark 1 (e) Any three from: Light, strong and portable. Do not give a mark for (3)