zilongwang/ReadingBank huggingface dataset:
Oregon State Unit on Aging OAA Disease Prevention/Health Promotion Assessment Tool 2018 Due February 16, 2018. Please submit only to . AAA: Date of Assessment: Contact person for assessment questions: Contact number: Part 1: AAA Review Please complete the following section for programs funded by the AAA using OAA Title III funds. Page numbers refer to Oregon’s Disease Prevention and Health Promotion Program Standards found on the Oregon SUA website. Disease Prevention & Health Promotion Standards As required by the Older Americans Act as of October 1, 2016, IIID funds are only used to support programs that meet ACL’s evidence-based requirements. (p.3) Yes No The Older Americans Act strongly encourages AAAs to contract with community partners for delivery of services unless provision of services by an AAA is necessary to ensure an adequate supply of services, or services can be provided more economically by the AAA. Does the AAA contract with community agencies/partners to deliver IIID health promotion programs? Yes No If the AAA self-provides programs supported with IIID health promotion funds, please indicate why:
3.16 Importance Category: Low Low human occupancy Post-disaster shelter Normal High Minor storage building Explosive or hazardous substances Post-disaster 4.1.2.1.(3) & T4.1.2.1.B 3.17 Seismic Hazard Index: (IE Fa Sa (0.2)) = 0 Seismic design required for Table 4.1.8.18. items 6 to 21: ( (IE Fa Sa (0.2)) ≥ 0.35 or Post-disaster) No Yes 4.1.2.1.(3) 4.1.8.18.(2) 3.18 Occupant Load Insert additional lines as needed Floor Level/Area Occupancy Type Based On Occupant Load (Persons) 0 0 0 0 3.1.17. 3.19 Barrier-free Design: Yes No Explanation 3.8. 3.20 Hazardous Substances: Yes No Explanation 3.3.1.2. & 3.3.1.19. 3.21 Required Fire Resistance Ratings Horizontal Assembly Rating Supporting Assembly (H) Noncombustible in lieu of rating? 3.2.2.20. - 83. & 3.2.1.4. Floors over basement Floors Mezzanine Roof 0 0 0 0 0 0 0 0 No Yes N/A No Yes N/A No Yes N/A No Yes N/A 3.22 Spatial Separation Wall EBF Area (m2) L.D. (m) L/H or H/L Required FRR (H) Construction Type Required Cladding Type Required 3.2.3. Insert additional lines as needed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Noncombustible Noncombustible Noncombustible Noncombustible Noncombustible Noncombustible Noncombustible Noncombustible 3.23 Plumbing Fixture Requirements Ratio: Male:Female = 50:50 Except as noted otherwise 3.7.4.
11.08 Existing Building Classification: Change in Occupancy: Yes Not Applicable (no change of major occupancy) Construction Index: 0 Hazard Index: 0 Importance Category : Low Normal High Post-disaster 11.2.1.1. T 11.2.1.1A T 11.2.1.1B to N 4.2.1.(3), 5.2.2.1.(2) 11.09 Renovation type: Basic Renovation Extensive Renovation 11.3.3.1. 11.3.3.2. 11.10 Occupant Load Insert additional lines as needed Floor Level/Area Occupancy Type Based On Occupant Load (Persons) 0 0 0 0 3.1.17. 11.11 Plumbing Fixture Requirements M/F = 1/1 Except as otherwise noted 3.7.4. Insert additional lines as needed Level/Area Occupant Load 0 0 0 0 OBC Reference Fixtures Required 0 0 0 0 Fixtures Provided 0 0 0 0 11.12 Barrier-free Design: Yes No Explanation 11.3.3.2.(2) 11.13 Reduction in Performance Level: Structural: By Increase in occupant load: By change of major occupancy: Plumbing: Sewage-systems: Extension of combustible construction: No No No No No No Yes Yes Yes Yes Yes Yes 11.4.2.1. 11.4.2.2. 11.4.2.3. 11.4.2.4. 11.4.2.5. 11.4.2.6.
11.14 Compensating Construction: No Yes Structural: No Yes (Describe) Increase in occupant load: No Yes (Describe) Change of occupancy: No Yes (Describe) Plumbing: No Yes (Describe) Sewage systems: No Yes (Describe) Extension of combustible construction: No Yes (Describe) 11.4.3.1, 11.4.3.2, 11.4.3.3, 11.4.3.4, 11.4.3.5, 11.4.3.6, 11.4.3.7. 11.15 Compliance Alternatives Proposed: No Yes (list numbers and describe) (list numbers and describe) (list numbers and describe) 11.5.1. 11.16 Notes: Insert additional as needed 11.5.1. 1 All references are to Division B of the OBC unless preceded by [A] for Division A and [C] for Division C.
Dear 2017 Potential Exhibitors & Sponsors, The Oklahoma Association of Clinical Nurse Specialists (OACNS) is very excited about our upcoming 10th Annual Advanced Pharmacology Conference on April 6-8, 2017. The conference will be held at INTEGRIS Baptist Medical Center, 3300 NW Expressway, Oklahoma City, OK. In the Conference Center. Target Audience will be CNSs, and other APRNs who will need to renew their prescriptive authority. Expected audience will be approx 100 attendees. Clinical topics can include Pharmacological Management of: Cardiology, Dermatology Diabetic medication update – new agents Endocrinology, Gastrointestinal Diseases Gerontology, Hypertension and the elderly Infectious Diseases, Neurology, Pain Management, Oncology Peripheral vascular disease and CAD Psychiatry, Respiratory Diseases Iron suppliments The attendees will have increased incentive to visit the exhibitor booths so traffic will be substantial. Sponsorship Levels Gold Booth Exhibitors ($500) • One exhibit space 6’ X 30” banquet table, two chairs • Recognition on the exhibitors/sponsor flyer • Verbal recognition at opening remarks • Booth will be located in a high traffic area • provided for a second person Booth Exhibitors ($350) • One exhibit space 6’ X 30” banquet table, two chairs • Recognition on the exhibitors/sponsor flyer • Lunch for one Meal/snack Sponsor ($300) • Helps fund the lunch and breaks • Recognition at the breakfast area and verbal recognition at opening remarks • Recognition on the exhibitors/sponsor flyer DONORS (any amount) • Recognition on the exhibitors/sponsor flyer INTEGRIS Health does not endorse any product or off label use of a commercial product
RECOMMENDED INSTRUCTIONAL METHODOLOGIES: The table below links the teaching methods and activities most effective for facilitating student achievement of learning outcomes published in this plan of instruction. Cognitive Level (Thinking) Goal for Students Teaching Methods Teaching Activities Knowledge Descriptive Verbs: Defines, Lists, States, Describes, Identifies Knows common terms, specific facts, methods, procedures, basic concepts, principles Lecture Computer-based Instruction Video Demonstration Mnemonics Examples or Illustrations Repetition Summaries Reviews Comprehension Descriptive Verbs: Describe, Explains, Summarizes Understands and principles Interprets verbal material Interprets charts and graphs Translates verbal material to mathematical formulas Estimates future consequences Justifies methods and procedures Informal Lecture Discussion Demonstration Participation Interactive Computer Based Instruction 1. Teach to the Knowledge Level 2. Explains and demonstrates concept, principle or procedure learned 3. Put students in new situation, and instructor and students co-solve employing the indicated concept, principle, or procedure. 4. Put students in a new situation, and the students solve the new situation using the concept, principle, or procedure while instructor supervises. 5. Remediate/Reteach as required Application Descriptive Verbs: Uses, Solves, Operates, Produces, Demonstrates, Constructs Applies concepts and principles to new situations Applies laws and theories to practical situations Solves mathematical problems Constructs charts, graphs, or simple mechanisms Demonstrates correct usage of a method or procedure Demonstration Individual Research Lab Exercises Case Studies Experiments Clinicals 1. Teach to the Knowledge Level 2. Teach to the Comprehension Level 3. Student must identify the concept, principle, or procedure and use it to solve new scenario(s) 4. Remediate/Reteach as required Psychomotor Level (Doing) Goal for Students Teaching Methods Teaching Activities
Mechanism Descriptive Verbs: Assembles, calibrates, inserts, removes, constructs, measures, fixes, dismantles, sketches Learned responses have become habitual and can be performed with some confidence and proficiency as designated by the KSAs Lab Exercises Case Studies Experiments 1. Demonstration 2. Observation 3. Evaluation 4. Feedback 5. Remediate/Reteach as required
MEETING FEEDBACK 8. How were your needs not met through the presentations provided and content covered in this workshop? 9. If this meeting was provided again, what could be done differently to improve it? 10. What topic(s) from this meeting warrant additional emphasis in future meetings? GENERAL COMMENTS Please provide any additional comments or feedback for the presenters in the space below. Thank you for taking the time to provide your feedback and comments.
To what extent have staff/teachers participated in any of these development activities in the past two years? Fill table below: Staff Development Activity Staff Development Activity Activity Number of Participants Full-time teachers Part-time teachers Admin- istration Volunteers Support Staff Other Annual Fall Conference Teacher Institutes ESL Summit Data Manager Training NRS/Assessment Policy Training GALIS Training Local Staff Development Based on the table, how is systematic staff development implemented for the staff listed? Documents Referenced Registration for teachers to attend state or regional staff development training Documentation of local staff development training for all administrative and classroom personnel (sign-in sheets, agendas, handouts evaluations, etc.) Local training records Staff Development reports from GALIS UGA on-line courses How do you evaluate staff development and how is evaluation data used to plan future staff development activities?
Student Active Passive Engaged Disengaged Inquiring Ignoring Describe how the technology is being used for instruction. Not in use during time of observation Available Instructional Technology Instructional Environment Facility / Access available Interactive board Internet Resources LCD Projector Portable devices Software Applications Computer Lab / Stations Other Is the sign-in sheet compliant? If marked “somewhat” or “no” provide more detail: Yes Somewhat No N/A Is student recognition visible in the classroom? If marked “somewhat” or “no” provide more detail: Continuous Program Improvement Considerations Positive Observations: Possible Actions and/or Follow-up Monitoring:
To assist you in working with your faculty, the questions that need to be answered for the ORSPA Action Form’s (OAF) most common requests are provided below. You can either: Obtain this information from the PI and put it directly on the OAF OR Attach the PI completed e-mail template to the OAF In all cases, the justification needs to be written in sufficient detail to satisfy a program officer/auditor who may look at the request to determine its compliance with sponsor terms and conditions. This is the case whether being sent to the sponsor or being approved internally. In both cases, the level of justification required is the same. The justification should be written – not as bullet answers – but rather as a cohesive explanation which includes all the elements. At-Risk - Briefly describe the immediate activities that will be funded by the at-risk account. Explain why is it important to start the project prior to receipt of the award documents. Explain any potential negative impact that may surface as a result of waiting on the fully executed award (e.g. disruption of project activities, delayed milestone timeline, seasonal fieldwork, etc). Attach correspondence, if available, from the sponsor that confirms intent to fund the project. No Cost Extension - How long of an extension is needed? project objectives are left to complete? What caused the delay in completing the project objectives during the approved project period? Budget Revision - Briefly explain what prompted the budget revision. How will the proposed change benefit and/or improve the project? How will the “Scope of Work” be impacted as a result of this change? Carryforward Requests - Briefly explain why the funds were not used during the allowable spending period. Explain how the carryforward will be used to move the project forward. Other Change Request(s) - How will the “Scope of Work” be impacted as a result of the new direction of the project? (i.e. Change in Key Personnel/Scope) Identify the project change(s) necessary to complete and/or obtain the deliverable(s). How will the requested change benefit or improve the research.
9 . Loans Receivable (continued) risk from related derivatives, the amount of fair value change attributed to changes in credit risk and the amount of change in the fair value of related derivatives during the period and cumulatively since designated to the fair value category] Portfolio Investments Reference PS 3041.28, .30, 3450.070, .082 & A49 (in $ thousands) Portfolio investments in the fair value category Fair value hierarchy level March 31, 2012 31, 2011 April 1, 2010 [Equity instruments quoted in an active market] [level 1] #,### #,### [Name of the item or group of items designated to be in fair value category] [level 2] #,### #,### [Name of the item or group of items designated to be in fair value category] [level 3] #,### #,### Portfolio investments recorded at fair value in the prior year #,### Total portfolio investments reported at fair value #,### #,### Portfolio investments in the cost and amortized cost category Quoted market value [Name of the item or group of items] #,### #,### #,### #,### [Name of the item or group of items] #,### #,### #,### #,### portfolio investments reported at cost and amortized cost #,### #,### #,### Total portfolio investments #,### #,### #,### 10. Portfolio Investments (continued) In the prior year, loans receivable were [description of accounting polices used for loans recorded at fair value in prior year]. Information on Portfolio Investments designated to fair value category levels 1 and 2
Requirements for Step 2 Establish a Developing Country Relief Fund If your application under OAGDS is approved, then the next step is to establish a public fund. This step is administered by the ATO and any queries related to this step should be directed to the ATO. For clarification on requirements for the developing country relief fund contact ATO Phone: 1300 130 248 (Non-profit information line) Web: Mail: Australian Taxation Office PO BOX 3373 Penrith NSW 2740 The information below is provided by the ATO. ATO Requirements For the Treasurer to declare a public fund to be a developing country relief fund, the fund's documents must confirm that: the fund is governed by a constitution or set of rules from which it is clear that its sole purpose is to provide relief to people in declared developing countries the fund's name reflects the fact that it is a developing country relief fund and that name appears on all receipts issued to donors ATO is informed of any changes within the organisation, reflecting on the operational or financial arrangements of the fund should the fund be wound-up or if their endorsement is revoked, any surplus money or assets are to be transferred to another DGR fund qualifying under the OAGDS. The following list covers the required relief fund clauses. 1. and objects of the relief fund A relief fund must have its own and objects. Clauses governing the establishment and administration of a relief fund can be inserted into an organisation's founding documents or can be contained in a separate document, which should be kept with the founding documents. Sample clause: 'The purpose of the relief fund is to solicit and receive towards the carrying out of the objects of the relief fund.'
Firm/or other Entity. Enter your law firm name if you are a private Attorney or your firm name or agency if you represent a firm or State agency. This entry is optional. Position Title. Enter your title if you represent a firm or agency. This entry is optional. Address, City, State, ZIP. Enter your full mailing address. This is where postal mail notifications will be delivered if required (default delivery is to your email account). Phone/Ext, Alternate Phone/Ext. Enter your daytime phone number where you can be reached during normal business hours and an alternate number. Provide the phone extension if there is one. The alternate phone number entry is optional. Primary This is the address email notifications will be sent to and is also your user ID to log into the system. Secondary Emails. Additional notification email addresses 1 & 2 can be used to provide notifications to additional accounts, such as an office assistant. Users of the secondary email accounts cannot log into the system. These entries are optional. Bar Number. All North Carolina attorneys must enter their State bar number in the appropriate box. Password/Confirm. Enter your password in the password and confirm boxes. Passwords must be at least 8 characters long and contain at least 1 upper case letter (cannot be 1st character), 1 lower case letter, 1 number and 1 special character. Reminder Hint/Answer. Enter a reminder hint such as “my first public school” and the answer to the hint in the answer box. If you forget your password and request it to be reset, the hint will be shown and you must provide the exact answer. When completed, click the Submit button. If required information is incomplete, a message will appear (“please correct the errors indicated on the page”) and a red exclamation mark will appear next to each box which requires correction. After correcting the information, click the Submit button again. Important: You are responsible for your password privacy and security. Your password hint question and answer should not be obvious or easily guessed and the hint should not be the same as the answer. If you suspect your account has been compromised, immediately change your password and your hint question/answer. E-Filing Q&A 1. I have an assistant. Should they register also? No, if they register, they will not be privileged to see any case content or be able to submit any documents. 2. How do I include an assistant in my registration so they can view cases and submit documents?
Your Students’ Learning Experiences and Evidence to Meet the OAH059 Learning Outcomes Time on Each Outcome Of the documents submitted to the TAG review in the course approval process, the course syllabus is one of the more important items in regards to the panel verifying that the TAG course outcomes are being met. The syllabus indicates the actual course curriculum, how this material is being taught, and how much time is devoted to an individual subject; the class or assignment calendar is particularly informative in this respect. If, to keep the syllabus from becoming too ponderous, the calendar does not contain detailed information about an assignment, it is strongly suggested that additional assignment documents or handouts be included in the submission. This CEMS Submission Preparation Template should indicate what is shown in the syllabus assignment calendar, both in regards to assignments and time spent. A listing in the form of such things as appropriate assignments, materials, and how critiques would take place would be helpful, but should reflect information in the syllabus. Estimate the time spent on each learning outcome. If you use percentages, please make sure that the total percentage comes to be 100%. All of the learning outcomes with an asterisk are essential and must be met. 1. Students will demonstrate an understanding of the elements and principles of design individually and comprehensively.* ___ days/weeks/ periods/percentage 2. Students will demonstrate appropriate application of the elements and principles of three-dimensional design to solve visual problems and communicate concepts with a variety of materials and processes.* ___ days/weeks/ periods/percentage
Recommended book list/class readers F1 Going on a bear hunt – Michael Rosen (Read & Respond) Where’s Spot? – Eric Hill Each Pear Plum – Janet & Allan Ahlberg F2 Elmer – David McKee Whatever next – Jill Murphy (Read & Respond) Year 1 Can’t you sleep little bear? – Martin Waddell (Read & Respond) Where the wild things are – Maurice Sendak Lost and – Oliver Jeffers The who came to tea – Judith Kerr Dogger – Shirley Hughes Beegu – Alexis Deacon Peace at last – Jill Murphy Year 2 Amazing Grace – Mary Hoffman (Read & Respond) Fantastic Mr Fox – Roald Dahl (Read & Respond) Flat Stanley – Jeff Brown (Read & Respond) The Hodgeheg – Dick King-Smith (Read & Respond)
Year 3 The Iron Man – Ted Hughes (Read & Respond) The Sheep pig – Dick King-Smith (Read & Respond) The Lion, the witch and the wardrobe – C.S Lewis (Read & Respond) The Abominables – Eva Ibbotson Firework daughter – Phillip Pullman Year 4 Bill’s new frock – Anne Fine (Read & Respond) Charlotte’s web –E.B White (Read & Respond) The Snow walkers son – Catherine Fisher The BFG – Roald Dahl (Read & Respond) Why the whales came – Michael Morpurgo Year 5 Street child – Berlie Doherty (Read & Respond) The Midnight fox – Betsy Byars (Read & Respond) Tom’s midnight garden – Philippa Pearce (Read & Respond) Varjak Paw – SF Said Wolf Brother – Michelle Paver Year 6 Holes – Louis Sachar (Read & Respond) Skellig – David Almond (Read & Respond) The Hobbit – J.R.R Tolkien Goodnight Mr Tom – Michelle Magorian River Boy – Tim Bowler Clockwork – Philip Pullman
test doc Oahu Hawaii - Swimming Lessons Jr. Lifeguard Program Ocean Safety and Lifeguard Services Division 3823 Leahi Avenue – Honolulu, Hawai`i 96815 (808) 922-3888 This email address is being protected from spambots. You need JavaScript enabled to view it. City & County of Honolulu Swim Lessons District 1 Office-East Honolulu 939 Hind Iuka Drive, Honolulu 96821 808-373-8013 District 2 Office-West Honolulu 1527 Keeaumoku Street, Honolulu 96822 808-522-7074 District 3 Office-Leeward 94-230 Paiwa Street, Waipahu 96797 808-675-6030 District IV Office-Windward 45-660 Keaahala Road, Kaneohe 96744 808-233-7300 District V Office-Central 94-801 Kamehameha Highway, Waipahu 96797 808-677-8849 YMCA of Honolulu 2013 Lifeguard Course Schedule American Red Cross: Free Swim Program for Adults and Keikis Hawaii State Chapter 4155 Diamond Head Road Honolulu, HI Phone: 808-734- 2101 YMCA of Oahu Swim Lessons Nu‘uanu Branch 1441 Pali Highway Honolulu, HI 96813 Phone: (808) 536-3556 Central Branch 401 Atkinson Drive Honolulu, HI 96814 Phone: (808) 941-3344 YMCA of Oahu Swim Lessons, cont. Kaimuki-Waialae Branch 4835 Kilauea Avenue Honolulu, HI 96816 Phone: (808) 737-5544 Leeward Branch
Mountain-View Room 33 Average of 640 sq.ft. (59 m2); Balcony average of 86 sq.ft. (8 m2) 4th to 17th floors Mountain views of Waianae Range One king bed One full marble bathroom Resort Room King 3 640 sq. ft. (59 m2); Balcony (on request) 86 sq.ft. (8 m2) 4th and 5th floors Overlooking the Hotel grounds One king bed Oversized marble bathroom, double vanity, bathtub, shower, lighted make-up mirror, terry robes, hair dryer. Suites Number Size Location View Beds Bathrooms Prime Oceanfront One-Bedroom Suite 6 Average of 1,400 sq.ft. (130 m2); Balcony average of 160 sq.ft. (14 m2) 2nd and 3rd floors views One king bed Two full marble bathrooms Oceanfront One-Bedroom Suite 8 Average of 1,400 sq.ft. (130 m2); Balcony average of 160 sq.ft. (14 m2) 12th – 17th floors Ocean views One king bed Two full bathrooms or one full bathroom with powder room Ocean View One-Bedroom Suite 16 Average of 1,400 sq.ft. (130 m2); Balcony average of 160 sq.ft. (14 m2) 12th to 17th floors Distant ocean views One king bed Two full bathrooms or one bathroom with powder room Mountain-View One-Bedroom Suite 5 1,200 sq.ft. (111 m2) 5th to 9th floors Mountain views of Waianae Range One king bed One full marble bathroom Oceanfront Junior Suite 16 Average of 1,000 sq.ft. (92 m2); Balcony average of 86 sq.ft. (8 m2) 4th to 14th floors Ocean views One king or two double beds One full marble bathroom
Partial Junior Suite 2 Average of 1,000 sq.ft. (92 m2); Balcony average of 86 sq.ft. (8 m2) 4th to 5th floors Ocean views, some with coconut treeline obstruction One king bed One full marble bathroom Four Seasons Junior Suite 1 Average of 1,000 sq.ft. (92 m2); Balcony average of 86 sq.ft. (8 m2) 6th to 7th Floors Limited or Restricted View One king bed One full marble bathroom Resort Junior Suite King 2 Average of 1,000 sq. ft. (92 m2); Balcony average of 86 sq. ft. (8 m2) 5th to 10th floors Limited or no view One king or two double beds One full marble bathroom Specialty Suites Number Size Location View Beds Bathrooms Pacific Suite 1 Average of 1,400 sq.ft. (130 m2); Lanai average of 160 sq.ft. (14 m2) 1st floor Ocean views One king bed One full bathroom CONFERENCE PLANNING Quick Reference Time zone GMT -10 hours Language(s) spoken English, Hawaiian, Chinese and Japanese Electrical system Local voltage is 110 to 120 volts AC. Adapters are available; please request through the Concierge.
MUSIC AND ENTERTAINMENT Our conference service manager will be happy to assist with coordinating and recommending music or entertainment selections to enhance your meeting. COUPLES PROGRAMS Customised programs and activities are offered for the spouses of our meeting participants. Contact your conference services manager or our Concierge team. WELCOME AMENITIES AND VIP GIFTS Give the gift of aloha. Special arrangements can be made for clients to purchase welcome amenities for their VIP guests. The conference services manager will be happy to assist in these arrangements.
in the section Important Other Information you can elaborate more. Working Week (Days and Hours) We ask that you give the overall weekly hrs to be worked and also state if includes weekends/shifts etc….. Also what is the day- to-s day hours. 08.30 -1600hrs 5 days a week – minimum of 30 hours a week Future prospects description This should be in above but can’t get text into the box. Mon-Friday work, there are 2 shift patterns depending on needs of the business. Either 8.30am – 4pm Mon – Fri or 8am to 5.30pm Mon – Thursday. Employer Details Employer Description Enter a sentence giving a description of the employer. Early Years Setting catering for 6mths – 5 years Employer website and logo. You can opt to upload a logo which appears in the top right hand corner of the vacancy when viewing in AVOL. www.oakhousenursery.com Vacancy Location Vacancy Location & Postcode (Complete if Multiple) 127, Station Road, Mickleover, Derby, DE3 9FN Training Information Occupation Type (Sector) Private Job Role (Framework ) Childcare 3 qualification Vacancy Type Apprenticeship Training to be Provided NVQ, Key Skills, Technical Certificate, and any training required for the job role e.g. Health and Safety, First Aid etc. First Aid would be great if they have it. Safeguarding training level 2? Prevent? Food hygiene? Expected Duration Please enter 12 months, 1 year, the expected duration. Finish their qualification and could be taken on as a level 3 practitioner. the Candidate Skills Required Enthusiastic, enjoys working with children, good communication skills Qualifications required Preferably Level 2 completed Personal qualities Friendly, caring, able to show initiative Additional Detail Important Other Information Useful information regarding the role, anything you feel must be stated in more detail for example pay scale – pay increase – CRB check required. CRB check is required and paid for by themselves
Reality Check Useful if you want to stipulate details about the day to day role- for example. Role requires a lot of lifting, standing all day – working outside in all weathers. Working outside in all weather conditions Cleaning is part of the job Supplementary Application Form Questions Two Vacancy Specific Questions: You can include 2 questions to assist with the listing/sifting of applicants. For example. (Question 1) Why do you want to work in Customer Services, please provide details? Question One: Question Two: Key Dates (do not leave these boxes blank): Closing date 31/03/17 Interview start date As soon as possible Possible start date As soon as possible
The Search for Delicious and do a report; learning reflections Lesson 7 – Proper and common nouns; three sentence paragraphs; being reading Indian Legends Lesson 8 – Pronouns; five-sentence paragraphs; continue reading Indian Legends NOVEMBER Lesson 9 – Conjunctions; finish reading Indian Legends Lesson 10 – Prepositions; begin reading Heidi Lesson 11 – Grammar review; continue reading Heidi Lesson 12 – Grammar review; continue reading Heidi; learning reflections DECEMBER Lesson 13 – Introduction to poetry; continue reading Heidi Lesson 14 – Continue poetry; finish reading Heidi and being storyboard project Lesson 15 – Continue poetry; complete storyboard project JANUARY Lesson 16 – Finish poetry Lesson 17 – Begin personal dictionary; subject and predicate Lesson 18 – Continue subject and predicate Lesson 19 – Dialogue punctuation; begin reading Addie Across the Prairie FEBRUARY Lesson 20 – Contractions; continue reading Addie Across the Prairie Lesson 21 – Interjections; finish Addie Across the Prairie and do final project Lesson 22 – Singular and plural nouns Lesson 23 – Possessive and plural nouns; learning reflection MARCH Lesson 24 – Grammar review; continue learning reflection Lesson 25 – Start writing short story; begin reading The Trumpet of the Swan Lesson 26 – Continue writing short story; continue reading The Trumpet of the Swan Lesson 27 – Continue short story; continue reading The Trumpet of the Swan APRIL Lesson 28 – Continue writing short story; finish reading The Trumpet of the Swan and complete project Lesson 29 – Finish writing short story; begin reading The Lion, The Witch, and the Wardrobe Lesson 30 – Edit and polish short story; continue reading The Lion, The Witch, and the Wardrobe MAY Lesson 31 – Continue reading The Lion, The Witch, and the Wardrobe Lesson 32 – Continue personal dictionary; finish reading The Lion, The Witch, and the Wardrobe and complete project Lesson 33 – Begin review of material covered this year Lesson 34 – Continue review; grammar review JUNE
Maths Read, write, order and comparing numbers. Convert between different of metric measure Adding and subtracting numbers mentally with increasing large numbers Factors, factor pairs, prime numbers, Multiplying and dividing numbers mentally. Multiplying numbers up to 4 digits. Statistics Fractions Fractions Percentages Decimals Time Assessment Time Shape/angles Science Animals including humans. Forces Geography/History Geography - name, locate and identify countries and lands involved in WW1 - use world maps, atlases and globes to identify these. Follow the route in which the war took place. History – research and discuss many elements of WW1 including how and where it started, who was involved and the outcome. Remembrance - events beyond living memory that are significant nationally or globally - events commemorated through festivals or anniversaries Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. Art/DT Art – around our WW1 Topic D&T children to make a WW1 trench diorama for village hall display Remembrance Art and DT DT – designing a chocolate bar and wrapper. Computing Word processing skills Research skills Coding PE Sports Jam and Mr Jones Sports Jam and Mr Jones Music Mrs Giles ukulele Mrs Giles ukulele French Calendar, days, months, birthdays and special days Animals and colours
that do not adhere to the permit conditions and/or these guidelines can and will be asked to leave the site and work stopped until conditions and guidelines are met. For questions regarding these guidelines and the attached permit please contact the Port Safety Department at (510) 627-1469 or
In order to measure the effectiveness of The Council’s Employment Equality Charter, we need to collect information on people who apply for our jobs. To enable us to do this, please complete the details below. Some of the information on this form may be considered sensitive personal data under the Data Protection legislation and by completing and returning this monitoring form, you will have deemed to be giving your explicit consent to the processing of the data for Equality Monitoring purposes. This information is separated on receipt of your form and is not seen by anyone involved in short listing your application. You do not have to complete all of this section if you don’t want to. Please complete in BLOCK CAPITALS Job Title: APPRENTICESHIP Full names (including name and surname (family name): Mr/Miss/Mrs/Ms/Dr/Other_______________________________________________________ What is your date of birth? __ / __ /______ What is your gender? Male Female What is your ethnicity (please tick)? White Mixed/multiple ethnic groups Asian/Asian British Black/African/ Caribbean/Black British Other ethnic group Northern Irish/British White and Black Caribbean Indian African, please write country of origin Arab, please write country of origin Irish White and Black African Pakistani Caribbean Chinese Gypsy or Traveller and Asian Bangladeshi Any other Black/African/ Caribbean/ Black British background, please write in Any other ethnic group, please write in Polish Any other mixed/multiple ethnic background, please write in Any other Asian background, please write in Any other white background, please write in Do you have any long-standing illness or disability that limits your daily activity? Yes No Rather not say Are you caring for someone who has a long-standing illness or disability that limits their daily activities? Yes No Rather not say Do you belong to any particular religion or hold particular beliefs? Christian Hindu Muslim Sikh Other (please state) ………….............… No religion Rather not say EQUAL OPPORTUNITIES CHARTER Telford & Wrekin Council recognises that within our society there is widespread disadvantage. Members of black or minority ethnic communities, women, those who
to achieve priority Timescale and checkpoints Evidence of Impact > (data, observation, views) RIGHTS RESPECTING VALUES UNDERPIN LEADERSHIP AND MANAGEMENT (Standard A) To ensure our ‘ curriculum has a clear vision and rationale shaped by the shared values of the schools and its community…… grounded in our commitment to securing children’s rights and wellbeing’ HGIOS 4 Review Curriculum Rationale Create curriculum entitlements in line with UNCRC charter Evaluate current curriculum design & structure in line with newly identified entitlements; Identify opportunities to bundle / simplify curriculum across a level Establish an assessment strategy / structure for subject areas other than literacy and numeracy. Review formative assessment strategies and consider effective pupil feedback Review and update reporting processes. Sept 2017 October November – February ‘18 March 18 – May 18 The revised curriculum rationale will articulate entitlements rooted in Children’s Rights. These entitlements will inform a revised curriculum overview which will include the “creation of a manageable process to monitor and evaluate learners’ progress so that we have clear information across all curriculum areas” ( HGIOS 4) There will be an improved tracking system across all curriculum areas. Staff will be more confident in using benchmarks to enable them to describe children’s progress. Children and Parents will have a clearer idea of progress across the whole curriculum. THE WHOLE SCHOOL COMMUNITY LEARNS ABOUT THE CONVENTION ( Standard B) UNCRC is a feature of Induction Programme for new staff and their PRDs Children’s rights are articulated in communication with families and children as a matter of routine Rights Based Learning is a feature of Assemblies Aug- Sept 17 Ongoing Ongoing Nearly all pupils and staff can describe key articles – UNCRC audit Parents will know about the Rights though home learning, assembly programme and home/ school communication. (examples sampled & UNCRC Audit ) All children will explore children’s rights a part of the curriculum.
EdICT MakLab 2 x 1.5 hrs whole-staff CLPL; 1 x 1.5 hours for ‘Make Off’ 3D Print consumables 1x 1.5 hours (August Inset) – composite classes Es&Os overview 1x 1.5 hours Collegiate Activity Time (CAT) for moderation of IDL generative topics 1x 1 hour reversioning and sharing of IDL plans after implementation 1x 1 hour agree place of coding/3D printing within the curriculum. 1x 1hour CAT – evaluation of impact of application in informing achieving a level Inset day 3 – initial self-evaluation STEM Ambassador Programme Google Expeditions kit No. Quality Indicator Priority 3 2:3,2.5,3.2 READING FOR ENJOYMENT ( Incorporating Early Intervention - Literacy – PEF FUNDED) Tasks to achieve priority Timescale and checkpoints Evidence of Impact > (data, observation, views) Reading Environments & Resources and improve quality of reading resources Involve children in selection of new resources ensuring wide ranging texts, including digital resources August –October’17 Reading Environments are created / enhanced around school.
CONTENTS – continued I Appeals against the decision not to offer a school place 8 J Applications for admission to school outside of the normal admissions round 8 K Distance Criterion: Tie-Break 9 Annex 1 – Admission Numbers 10 Annex 2 – Time table for admission to primary schools 10
Oakland County Great Start to Quality Specialist Contacts Name Margaret Sclesky Michelle Golus Carissa Knoles Host Agency Oakland Family Services Oakland County Child Care Council GSTQ Regional Resource Center Address 114 Orchard Lake Rd Pontiac, MI 550 Hulet Drive Ste. 101 Bloomfield Hills, MI 48302 660 Woodward Ave Suite 300 Detroit, MI 48226 248.858.7766 Ext. 300 248.333.9545 Ext. 105 313.575.6916 Email msclesky@ofsfamily.org mgolus@oaklandchildcare.org Carissa.Knoles@liveunitedsem.org Zip Codes 48306, 48307, 48309, 48326, 48327, 48328, 48329, 48340, 48341, 48342, 48346, 48348, 48350, 48359, 48360, 48362, 48367, 48371, 48383, 48386, 48430, 48442, 4862 48007, 48009, 48012, 48017, 48025, 48030, 48033, 48034, 48037, 48067, 48068, 48069, 48070, 48071, 48072, 48073, 48075, 48076, 48083, 48084, 48085, 48086, 48098, 48099, 48165, 48067, 48069, 48070, 48071, 48072, 48073, 48075, 48076, 48083, 48084, 48085, 48086, 48098, 48099, 48165, 48167, 48220, 48237, 48301, 48302, 48303, 48304, 48322, 48323, 48234, 48325, 48382, 48390, 48391 48178, 48331, 48332, 48333, 48334, 48335, 48336, 48356, 48357, 48374, 48375, 48376, 48377, 48380, 48381, 48393
To ensure a wide range of opportunities for the children outside their regular every day experiences Engage events are termly and have provided the children with a wide range of external experiences. Music has proven popular and the standard of the musical skills is improving. Music tuition - All children to be offered tuition in violin, guitars, brass and keyboard lessons £5,700 Engage Events to provide an experience for their learning such as a guest or a visit to place. £7,000 Writer in residence to work with children on writing across a range of media and global platform to increase aspirations of the use of writing and increase global awareness. £5,000 Increase the parental engagement in their children’s learning. Children progress best when they are supported at home as well as school. Parental engagement and development of skills to support their child is a key part of the school work to ensure that children have the best level of support. Operate weekly parental workshops on subjects - ‘Weekly Come Dine with Me’ and parent Forum. £1,330 Development of the Oaklands Parent TEAM. £300 Parental Workshops for specific targeted children's parents £1,330 Books and weekly sessions and lunch events for EYFS parents. £5,500 Full time FLO to lead parental workshops and 1:1 including specific programmes such as ‘Understanding your child’. £25,944 Identification of pupils who are eligible for PPG, particularly in the EYFS and KS1. Due to the implementation of universal FSM, many parents in EYFS and KS1 are not registering to be eligible for the PPG and therefore missing out on funding and provision. Specific focus on Admission Secretary for all new admissions to ensure that they register is eligible. £3,578 Regular review and promotions with EY and KS1 parents to ensure that any change of circumstances is noted. £300
POST TITLE: SCHOOL TEACHER RESPOSIBLE GROUP LEADER │ ASSISTANT/ DEPUTY HEADTEACHER │ HEADTEACHER SCALE: MPS/ UPS Attributes Essential Desirable Evidence Experience Has training for/experience of teaching in the Primary sector Demonstrates understanding of the principles of Primary Education Experience of teaching in both Key Stage 1 and 2. Proven track record of impact on children’s learning especially in reading, writing and maths. Application Letter Interview Reference Qualifications Has DfES recognised qualified teacher Application Letter Training & Special Knowledge Has a commitment to their continued professional development Has clear strategies for positive Behaviour Management and Discipline Has a calm, organised approach to planning and establishing a secure learning environment for children Has knowledge and understanding of how to develop strategies appropriate to the needs and abilities of the pupils, especially those with special educational needs, in order to raise their levels of achievement. Received recent training in strategies to accelerate Pupil Progress. Trained in specific positive behaviour management skills. Knowledge of developing children’s emotional well being Worked in a team and effectively shares ideas and good practice with other members of staff. Evidence of initiating and effectively carrying through curricular innovation on national and school priorities, especially in an integrated learning approach. Has received RWI training and has evidence of leading a RWI group effectively. Has experience of leading a curriculum subject and evidence of wider school impact Letter Reference Interview Task Practical, intellectual & interpersonal skills Possesses excellent interpersonal skills Demonstrates commitment to partnership with parents and strategies to foster effective learning Has a flexible approach Is able to cope with change and working with different age ranges Ability to energise others. Previous experience of working and planning in a team. Good administrative skills. Experience in working in schools which have undergone changes and supporting others through this change. Letter Reference Interview Task Physical Good health Has a good record of attendance and punctuality. Letter
This research was undertaken as part of the distribution businesses’ overall customer engagement activities. This review, however, is limited to the willingness to pay research and the conclusions from it by the distribution businesses. The review does not address any other aspects of the businesses’ customer engagement activities or the integration of those activities into their proposals. It is also important to note that OGW did not have access to any aspects of the research other than what was contained in the Ipsos reports that were published as part of the distribution businesses’ revised proposal submissions. We did have access to the following additional documents: The request for for the provision of a choice modelling survey to be conducted of each of the three NSW distribution businesses that was sent to Ipsos on behalf of the distribution businesses by Endeavour Energy, and Ipsos’ proposal in response to that request. Findings This section of the review examines: The robustness of the research, including the assumptions or methodology used, and the accuracy of its findings, and The strength of the conclusions that were drawn from the results of the survey. Robustness of the research Assumptions Only one assumption was identified that could have affected the robustness of the research were identified, as follows: The Request for quote that was sent to Ipsos by Endeavour on behalf of the three NSW distribution businesses stated that: Ausgrid, Endeavour Energy and Essential Energy have submitted respective substantive regulatory proposals to the Australian Energy Regulator (AER) for the period 2015 – 2019. The AER regulates the revenues of each business in the National Electricity Market (NEM). The AER requires each network business to detail: how consumers and stakeholders have been identified; how they have been engaged; how consumer feedback has been assessed; and how this feedback has been considered as part of each proposal. Each business has now received its draft determination from the AER. The AER has outlined significant cuts to our planned operational expenditure and capital expenditure across each business. In short, the AER believes customers would be willing to trade reliability in return for a lower electricity bill . . . [emphasis added] The scale of the reductions set out in the draft determinations have other related impacts including an increased risk of bushfires, higher response times and the risk of more frequent blackouts on the hottest days of the year . . .
OAKMERE GOLF CLUB DISCIPLINARY REGULATIONS DEFINITIONS “Appeal Committee” the Appeal Committee of the Club as appointed in accordance with these Regulations; “Appellant” the person or body who appeals a Decision of the Disciplinary Committee; “Charge” The charge which is brought against the Respondent in respect of the disciplinary matter; “Club” Oakmere Golf Club (Admirals Course) Oaks Lane, Oxton, Nottinghamshire NG25 0RH “Club Rules” The rules of the Club which may include its bye-laws, code of conduct and any other rules by which the Members are bound in accordance with their membership of the Club; “Club Tournament” The rules of any tournament administered by the Club from time to time; “Complaint” a complaint of misconduct or notification of a concern regarding particular circumstances and/or conduct of a Member as referred to in Regulation 2; “Complainant” the person or body from whom a Complaint has been received by the Disciplinary Committee; “Council” The body that is running the Golf Club; “County” The County Golf Union or Association to which the Club affiliates “Disciplinary Committee” the Disciplinary Committee of the Club as appointed in accordance with these Regulations; “Disciplinary Secretary” the person who is nominated as the Disciplinary Secretary by the Council from time to time; “England Golf” the trading name of English Golf Union Limited, The National Golf Centre, The Broadway, Woodhall Spa, Lincolnshire, LN10 6PU, Company Number: 5564018; “Member” Any member of the Club; “Notice of Complaint” the notice of the Complaint received by the Disciplinary Committee from the Complainant; “Respondent” the person who is the subject of the Complaint or disciplinary action brought by the Disciplinary Secretary under the Regulations;
1993 4/2.065 TRV, .375/.4/.5/.635 BS 1993 .075 RepB 1993-1996 .02 WO Taiwan Jones 2011 4/2.445 TRV, .375/.465/.555/.645 BS 2011 .405 SB/4 2014 4/5 TRV, .645/1.1/1.1/1.1 BS 2014 .855 RB 2014-2017 .05 WO 2014-2017 .1 NLTBE (Pro Bowl) Bret Armstrong, Thoughts From the Dark Side: the Raiders have signed fourth draft choice, HB Taiwan Jones, to a contract that includes a $405,000 signing bonus. Tom Pelissero, USA Today: Jones gets an $855K roster bonus, $645K base salary and $50K workout bonus in 2014 on new deal. 4 years, $5M total… Jones also has a $100K Pro Bowl incentive in each year of the deal. $1.1M base and $50K workout bonus each year 2015-17. Maurice Jones-Drew 2014 3/7.5 TRV, 1.2/2.4/2.4 BS 2014 1.2 RB 2014-2016 .1 WO 2015 CUT Pre, retired Aaron Wilson, NFP: Jones-Drew's contract is worth $7.5 million, according to a league source. Jones-Drew has a $1.2 million roster bonus fully guaranteed for skill, injury and salary cap and a $1.2 million nonguaranteed base salary. He has an annual $100,000 workout bonus each year. In 2014, he has a $2.5 million salary-cap figure. In 2015 and 2016, he has $2.4 million base salaries and $2.5 million salary-cap figures. LaMont Jordan 2005 5/27.625 TRV, 11 guaranteed, 15.7 in 3, .55/.625/1/4.7/5 BS 2005 7 SB/5 2006 4 RB 2007 4.75 RB (agreed to reduce to 3) 2008 CUT Post Alex Joseph 2010 PS after week 3, .0884 BS 2010 CUT Post week 7 William Joseph 2008 No SB/1 after week 9, .605 BS (.445 MSB?) 2009 1/.63 TRV, .62 BS (.46 MSB)