zilongwang/ReadingBank huggingface dataset:
● be thinking of + ing est utilisé pour indiquer ce qu’on pense faire Ex : I’m thinking of learning Japanese. ● want to + base verbale est utilisé pour indiquer ce qu’on veut faire Ex : I want to lose weight. Exercice: reformule les listes de résolutions ci-dessous en utilisant les structures exprimant le futur. 4. New Year’s resolutions – vocabulary Adopt a pet ● Be a great friend ● Be more organized ● Be more positive ● Call (my) friends more often ● Drink less ● Eat healthily / eat healthy food ≠ stop eating junk food ● Exercise = practice sports ● Fall in love ● Get good marks ● Get married ● Go to bed early ● Help (my) parents with the housework ● Improve my English ● Look for a job ● Lose weight ● Make new friends ● Open a savings account ● Pay off (my) debt ● Read more ● Spend less money ● Spend less time in front of the television / watch less TV ● Spend less time on Facebook ● Spend more time with my family ● Start learning an instrument ● Stop being late ● Stop biting (my) nails ● Stop slouching ● Stop smoking ● Take a trip = travel ● Tidy (my) room more often ● Win a championship ● Work more ≠ work less
Multimedia Systems The 2019 Tucson is loaded with technology, including Hyundai’s latest 7-inch Display Audio system with Apple CarPlay™ and Android Auto™ as standard equipment. Furthermore, Blue Link® Connected Car System with three years of complimentary Blue Link services is available starting with Value trim. A second row USB charger was added in the SEL trim and, to eliminate the need for a charging cord in the Limited trim, there is an available Qi wireless charging pad for compatible Android devices, as well as Apple iPhone 8 and iPhone X. Blue Link® Connected Car System Tucson Blue Link-equipped models include three years of complimentary Blue Link services, with enhanced safety, diagnostic, remote and voice guidance services. Blue Link brings connectivity directly into the car with technologies like Remote Start with Climate Control, Remote Door Lock/Unlock, Car Finder, Enhanced Roadside Assistance and Stolen Vehicle Recovery. Blue Link features can be accessed via buttons on the rearview mirror, the MyHyundai.com web portal, the MyHyundai with Blue Link smartphone app, the Amazon® Alexa Blue Link skill and the Blue Link Google Assistant app. Some features can also be controlled via Android Wear™ and Apple Watch™ smartwatch apps. The latest release of the Blue Link smartphone app includes: Widgets for easy access to remote features Ability to send Point-of-Interest data to vehicle navigation system (if so equipped) Access to Blue Link notification settings More details on specific Blue Link-equipped vehicles available at . - ENDS - About Hyundai Motor Established in 1967, Hyundai Motor Company is committed to becoming a lifetime partner in automobiles and beyond. The company leads the Hyundai Motor Group, an innovative business structure capable of circulating resources from molten iron to finished cars. Hyundai Motor has eight manufacturing bases and seven design and technical centers worldwide and in 2017 sold about 4.5 million vehicles globally. With more than 110,000 employees worldwide, Hyundai Motor continues to enhance its product line-up with localized models and strives to strengthen its leadership in clean technology, starting with the world’s first fuel cell electric vehicle and IONIQ, the world’s first model with three electrified powertrains in a single body type.
more than 40 percent. Powertrains The 2019 Fe line-up offers a choice of three proven powertrains. There is a 2.4-liter inline four-cylinder GDI engine with 185 horsepower or a more powerful, turbocharged 2.0-liter four-cylinder engine with 235 horsepower (estimated). And the 2.2-liter CRDi turbodiesel engine is the 2019 Santa Fe’s biggest surprise, with 190 horsepower at 3,800 rpm and 322 lb. ft. of torque at 1,750 – 2,500 rpm (estimated). All engines are mated to a brand-new eight-speed automatic transmission. Theta II 2.4L/GDI Theta II 2.0T/GDI R2.2 CRDi (diesel) HP 185 @ 6000 RPM 235 @ 6000 RPM 190 @ 3800 RPM Torque 178 @ 4000 RPM 260 @ 1450-3500 RPM 322 @ 1750-2500 RPM New Eight-Speed Automatic Transmission The newly developed transmission provides quick and crisp shifts for a more engaging and efficient driving experience via the available column-mounted paddles. Despite having two extra gears, the eight-speed transmission, which was designed in-house, is lighter than the outgoing model. The automatic transmission adds ratio range at both the top and bottom of output speeds allowing for extra thrust off-the-line and a quieter, more fuel-efficient dash down the interstate. A multi-disc and individually controlled hydraulic channel torque converter improves responsiveness by expanding the direct connection band, while a downsized oil pump and double ball bearings minimize friction loss. HTRAC Advanced AWD System The 2019 Fe has Hyundai’s HTRAC® All-Wheel-Drive (AWD) system. The HTRAC AWD system was developed as a multi-mode system, providing an electronic, variable-torque-split clutch with active torque control between the front and rear axles. The driver-selectable HTRAC Normal, Sport and Smart modes help provide confident control in all weather conditions. The Sport setting gives a more agile feel by sending more available torque to the rear wheels, for a sporty speed
The table below identifies the specific user roles and responsibilities for MSIX. It includes a description of the user’s MSIX job responsibilities, role functions available within the system, and the potential kinds of individuals who may perform in each role. A second table follows that provides essentially the same information but in a snapshot, abbreviated form. MSIX User Roles and Responsibilities User Role Description Functions Allowed Potential Users School and District Level Roles MSIX Primary MSIX Primary Users can query student records in all states. This user can also initiate the merge and split process for student records in his or her state. Search, display, and print student records for students in all states Initiate merge and split of student records Email notification of an arrival or departure of a student (only Data Specialists may use this feature in NY) Export Student Records to File Guidance Counselors MEP Data Entry Staff Recruiters Registrars Teachers MSIX Secondary MSIX Secondary Users can query student records in all states. Search, display, and print student records for students in all states Email notification of an arrival or departure of a student (only Data Specialists may use this feature in NY) Guidance Counselors MEP Data Entry Staff Recruiters Registrars Teachers Level Roles State Data Administrator State Data Administrators can validate or reject near matches, merges and splits of student records. This user can initiate the merge and split process for student records in their state. He or she can also resolve data quality issues and serve as the primary point of contact for escalation issues. Search, display, and print student records for students in all states Generate Reports Initiate merge and split of student records Validate or reject record near matches, merges and splits Resolve data quality issues Respond to escalation requests Email notification of an arrival or departure of a student Export Student Records to File MEP Administrators MEP Data entry staff State User Administrator State User Administrators establish and manage user accounts for users in their state. Create User accounts Assign User Role(s) Update User account information Deactivate User accounts Reset passwords State Region Administrator Region Administrator establishes and maintains the regional structure and associated districts for states that choose to use regions. Enable and disable regional structure Create new regions Associate districts to regions Edit regions State MEP Administrators MEP Data entry staff U.S. Department of Education (ED) User Roles
Literacy is a RIGHT, not a privilege. Read to Achieve Reading Camp Teacher Trainings Subs will be provided for current employees Retirees will include training on time sheet SIGN UP IN E-SCHOOLS Dates & Tracks Time SRN# Locations 1st/2nd 12th, 2016 Tracks 2, 3, & Modified 8:30-11:30 OR 1:00-4:00 167778601 (AM) 167778602 (PM) Crossroads II Room 2001 A 1st/2nd July 6, 2016 Track 4 only & Traditional 8:30-11:30 OR 1:00-4:00 177778603 (AM) 177778604 (PM) Crossroad II Room 1400 1st/2nd September 1, 2016 Track 1 & 4 8:30-11:30 OR 1:00-4:00 177778605 (AM) 177778606 (PM) TBD 3rd (new camp teachers) May 16, 2016 Modified & Track 1 8:30-3:30 168005501 Crossroad II Room 1410 3rd (new camp teachers) July 7, 2016 Track 4 & Traditional 8:30-3:30 178005502 Crossroad II Room 1400 3rd (new camp teachers) July 21, 2016 Track 2 & 3 8:30-3:30 178005503 Crossroad II Room 1400 A Questions: Email Tonia Parrish at: readtoachieve@wcpss.net
Chicken Breast, Bacon, Mixed Lettuce, Caesar Dressing with Mozzarella, lightly toasted Italian Wrap & Chips 15.90 Chicken Breast, Capsicum, Olives, Fetta, Red Onion, Mixed Lettuce, Aioli & Mozzarella, lightly toasted Ham & Salad Wrap 8.20 Ham, Carrot, Lettuce, Tomato, Mushroom, Capsicum & Cheese Chicken & Salad Wrap 8.90 Chicken, Carrot, Lettuce, Tomato, Mushroom, Capsicum, Mayonnaise & Cheese Available until 4p Turkey with Cranberry Sauce 7.50 Ham, Cheese & Tomato 5.50 Chicken, Lettuce & Mayonnaise 6.50 Egg & Lettuce 5.00 The works (Ham, Carrot, Capsicum, Tomato, Mushroom & Cheese) 8.90 Ham, Cheese & Tomato 6.00 Chicken, Cheese & Mayonnaise 7.00 Bacon & Egg with cheese & BBQ sauce 9.90 add: Carrot, Lettuce, Tomato, Mushroom, Capsicum, Pineapple, Cheese, Onion, Mayo, Toasted 1.00 Egg , Roll, Dark Rye 1.50 Ham, Chicken, Avocado Pulp, Egg, Side 3.00 Pastries Available until 3p Add Chips & Salad 7.50 Savoury Mince Pie 4.50 Beef & Bacon Mince Pie 4.50 Guinness Steak Pie 5.00
Provider will complete the Provider Qualification Documentation Record, PQ Form DP 1059 and New Provider Self-Assessment and submits with supporting documentation to the AE in which they intend to provide the most service. Documents can be found on under Resources → Intellectual Disability Resources→ Waiver Services →|Qualification Process → Provider Qualification_2 AE will review information, correspond with provider and if approved, will forward signed copy of PQ FORM DP 1059 back to provider. Provider to goes to the electronic Provider Enrollment Application website and applies for the Specialties they are qualified for. They will need their supporting documentation including Approved APC letter (if needed), and DP FORM 1059 to ODP Enrollment for each site. Other forms may be required depending on the specialty of service ODP Provider Enrollment unit will review application and if approved, enroll the provider in PROMISe 888-565-9435 Automated letter generated by OMAP and sent thru USPS confirming site enrollment details. ODP Provider Enrollment will contact the HCSIS Help Desk and provide the FEIN number of the provider for ODP roles to be added. The provider may now add services they are qualified for in HCSIS The provider will receive notification from the HCSIS helpdesk that you have an ODP role to access HCSIS. Rates are loaded into PROMISe and contracts are created in HCSIS within 5-7 business days. Support Coordinator can now add services to an ISP.
(f) Slot permits nontransferable. (1) Use of a slot as approved by city council on public property in the downtown area is a privilege, not a property right. Such a designated slot shall not be transferable; it shall be available only to the person designated by slot permit. (2) It shall be unlawful to attempt to sell, lease or otherwise transfer the use of such a designated slot from the original permittee to any other person natural or unnatural. Such action shall result in automatic revocation of the permits of the parties involved, and those parties shall be banned from operating within the city limits for one year from the date of revocation. Such revocation shall not preclude any other legal action. § 16-187 DOWNTOWN AREA HOURS OF OPERATION AND LOCATIONS. (a) No sale or offering to sell shall be made from any downtown pushcart at any time between 9:00 p.m. and 7:00 a.m. (b) During special events, pushcarts with special event permits may operate during the prescribed hours of the special event. (c) It shall be permissible for pushcarts to operate within the following designated areas: (1) Designated slots on public property in the downtown area in accordance with the terms of a valid slot permit issued by the director; (2) At temporary special events with a special event permit. § 16-188 SLOT PERMIT FEES. (a) inspection and approval by the code compliance department of each pushcart, each pushcart shall be assessed a slot permit fee in the amount of the permittee’s bid under § (b) Permits be issued in accordance with the application procedures and upon payment of the permit fees per pushcart in the amount established by city council. § 16-189 REVOCATION OF SLOT PERMIT. (a) The director may revoke a slot permit issued under this division if the holder or an employee: (1) Has abandoned the assigned slot; (2) Fails to comply with any requirement of this division; (3) Violates or fails to comply with any provision of city code or other applicable law; (4) Is discovered to have provided false or inaccurate information on or in connection with the original permit application; or (5) Is discovered to have provided false or inaccurate information on or in connection
New Resident Form Welcome to Reile’s Acres! We are excited you have chosen to make your home in our great little city. On your first months bill you will notice there is a $100 deposit. This deposit will be held in an account and refunded to you if you move out of the city. If you have additional questions about city services many answers can be found online at or by contacting Nic Miller the city auditor at 701-541-0045 or Resident Name ______________________ Phone Number ______________________ Spouse’s Name ______________________ Spouse’s Number ______________________ Resident Address ______________________ Email Address #1 ______________________ Email Address #2 ______________________ Attached you will find a form for direct ACH withdrawal. Please consider this an option for your monthly billing. This ensures you will never have a late fee and helps the city process payments more efficiently. Should you choose to pay by check you can either use standard mail or drop in the drop box on the northwest side of the city park shelter. We occasional send city information vie email through a list-serve. Providing your email address will help us communicate more efficiently with you. You can also like us on Facebook and please consider joining the Reile’s Acres Neighborhood page on Facebook.
ENVIRONMENTAL QUALITY 29 5.503.1 Fireplace and Woodstoves 30 5.504.1.3 Temporary ventilation 31 5.504.3 Covering of duct openings and protection of mechanical equipment during construction 32 5.504.4 Finish material pollutant control 33 5.504.4.1 – Adhesives, sealants, and caulks 34 5.504.4.3 – Paints and coatings 35 5.504.4.3.1 – Aerosol paints and coatings 36 5.504.4.3.2 – Verification 37 5.504.4.4 Carpet systems 38 5.504.4.4.1 Carpet cushion 39 5.504.4.5 Composite wood products 40 5.504.4.6 Resilient flooring systems 41 5.504.5.3 QUALITY Filters 42 5.504.7 Environmental tobacco smoke (ETS) control 43 5.505.1 Indoor moisture control 44 5.506.2 Carbon dioxide (CO2) monitoring 45 Exterior noise transmission prescriptive method 46 5.507.4.1 – Exterior noise transmission for roof 47 – Exterior noise transmission for walls 48 – Exterior noise transmission for windows 49 5.507.4.2 Exterior noise transmission performance method 50 5.507.4.3 Interior sound transmission 51 5.508.1 Ozone depletion and greenhouse gas reductions 52 5.508.2 Supermarket refrigerant leak reduction
The prostate is located in the pelvic area. It sits directly beneath the bladder and surrounds the urethra. It is an essential part of the male reproductive system. It manufactures semen and acts as a valve, helping to control the flow of semen and urine through the urethra to the penis. A healthy prostate is about the size of a walnut. Diagram. Macmillan Cancer Support DISEASES OF THE PROSTATE. PROSTATITIS. Inflammation of the prostate. Most at risk are men aged 30-50. This disease can become chronic and difficult to treat. BENIGN PROSTATIC HYPERPLASIA. (BPH, ENLARGED PROSTATE). Most at risk are men aged 60+. A common age related disease. PROSTATE CANCER. Most at risk are men aged 50+, African Caribbean men, and men with a family history of breast or prostate cancer. PROSTATE CANCER: SOME FACTS. Over 11,000 men die from prostate cancer in the UK every year. Early prostate cancer usually has no symptoms; if it can be found and treated, it can be cured. No symptoms does not mean no cancer. Some slow growing prostate cancers can be monitored to delay or even avoid treatment. More aggressive cancers need urgent treatment. A blood test (PSA) will usually detect disease in the prostate. A raised PSA score will need further investigation to establish the cause. A third of men with a raised PSA will have prostate cancer. At aged 50, men are entitled to a regular blood test (ask your doctor). Men most at risk should consider an annual test. Always keep a record of your results. Men have a 1 in 8 lifetime risk of being diagnosed with prostate cancer in the UK. SYMPTOMS OF PROSTATE DISEASE.
Requested Location Set-Up Begins Activity Begins Activity Ends Removal Completed Date Date Date Date Time AM PM Time AM PM Time AM PM Time AM PM Date Date Date Date Time AM PM Time AM PM Time AM PM Time AM PM Date Date Date Date Time AM PM Time AM PM Time AM PM Time AM PM Maximum Number of Participants (Best Estimate) Maximum Number of Vehicles (attach parking plan) Cars Vans/Light Trucks Utility Vans/Trucks Buses/Oversized Vehicles Support equipment (list all equipment; attach additional pages if necessary) List support personnel including addresses and telephones; attach additional pages if necessary Name Address Cell Phone Number
NEW LEAD ANODE FOR COPPER ELECTROWINNING R. Prengaman President Timothy W. Ellis Vice President Abbas H. Mirza* Senior Process Engineer *Author Correspondent RSR Technologies, Inc. 2777 North Stemmons Fwy, Suite 1800 Dallas, TX 75207 USA Phone: (214) 242-0357 ________________________________________________________________ Keywords: Lead anodes, rolled lead calcium tin alloys, cobalt, manganese, corrosion ABSTRACT Lead calcium tin anodes have been used for copper electrowinning for many years. Prengaman (1) developed the first rolled lead calcium tin alloy anode in the early 1980’s. These anodes have remained virtually unchanged since that time. Improvement in treatment and filtration of copper electrolyte has improved anode life. The addition of about 50-200 ppm cobalt to the electrolyte has also increased the anode life. The cobalt decreases the anode potential and permits the increased evolution of oxygen which reduces anode corrosion, reduces the deleterious effects of manganese and increases anode life. However, much of the cobalt is lost in the bleed from the tankhouse. RSR Technologies has developed a new anode for copper electrowinning which contains cobalt as an alloying element in the traditional rolled lead calcium tin anode. In the copper EW cell, the anode produces lower oxygen overpotential. The cobalt in the anode is not lost into the solution, but remains on the anode surface and dopes the PbO2 corrosion product. The cobalt is continually renewed at the anode surface. The new anode should enable operators of copper EW tankhouses to eliminate or greatly reduce cobalt additions to the electrolyte. This paper will describe the new anode, discuss some field trials, and estimate cost savings due to the reduction in cobalt additions to the tankhouse electrolyte. BACKGROUND
Employment History Please supply a full history in chronological (with start and end dates) starting with your current/most recent employer first, of all employment, self-employment and any periods of unemployment since leaving secondary education. You must provide where appropriate explanations for any periods not in employment, self-employment or further education/training and in each case reasons for leaving employment. Reason for leaving Job Title and brief summary of main responsibilities of the position Name and Address of Employer Dates of Employment To (mm/yy) From (mm/yy)
(a) Secondary School and Intermediate or Equivalent Examinations. Institutions Attended Name of Certificate / degree Passing Year Marks obtained / Total Marks Division % Age of Marks obtained must be written Major Subjects (b) University Education: Name and Place of Institution Name of Degree Passing Year Marks obtained / Total Marks CGPA Division % Age of obtained must be written Major Subjects Note: Mention only those degrees which have been completed on or before due date. (c) Other Formal Training Education: Name and place of Institution Leaving Certificate OR Diploma obtained Attended Major Subjects From To (d) Academic Distinction: Name and place of School, College and University /Institution Certificate / Degrees obtained Years attended Distinction Certificate / Medal Major Subjects From To (e) Distinction in Games and Sports: ________________________________________________________________________________ 13. RESEARCH: Give particulars of all post-graduate and' independent research done, giving the name of the institution and the professor whom research was completed.
Job Description Job Title: BBO New Leaf Project Administrator/Compliance Business Unit: West Regional Office Grade: Grade B Point 6 (subject to forthcoming job evaluation and grading process) FTE & Duration 0.4 fixed (term until 31st August 2019) Reports to: BBO Project Coordinator Direct reports: No Direct Reports Place of work: WEA North West Regional Office - Liverpool Purpose of the role: All posts at the WEA will support the vision for "A better world - equal, democratic and just; through adult education the WEA challenges and inspires individuals, communities and society.” The post holder will undertake core activities to support the administration and compliance on the Building Better Opportunities (BBO) New Leaf project across Cheshire & Warrington This post is jointly funded by The Big Lottery Fund and European Social Fund KEY AREAS OF RESPONSIBILITY Support the BBO New Leaf Project Co-ordinator to ensure that project checklists are completed and all relevant staff are provided with key information Monitor and report on going project progress to the BBO New Leaf Project Co-ordinator Oversee the collection, checking and retention of auditable evidence provided by the project team, sessional staff and participant’s, ensuring compliance with BBO requirements Provide support to ensure all project evidence from project delivery is collated, retained and compliant with BBO requirements Support the BBO New Leaf Project Co-ordinator to collate quarterly claims, ensuring they are complete and valid with all supporting evidence provided Support the BBO New Leaf Project Co-ordinator to enable WEA to respond to information requests, claims or reports Ensure all paperwork and evidence available for BBO project lead monitoring visits e.g. compliance audit / quality check Ensure all paperwork and evidence is complete and archived in place for BBO audits, in line with BBO document retention policy The post holder has no direct budgetary responsibility Undertake such other duties as reasonably requested by your manager
Acting The responsibilities of the actor are to: Read the script closely and make notes on the characters Discuss the character with the director and do any research needed Attend all rehearsals and take direction from the director Experiment with character voice and movement as requested by the director Learn lines and mark moves and instructions from the director Meet with members of the production team as needed Rehearse with and encourage the other actors Perform the part to the very best of the actor’s ability. What is expected of you? The performance must involve interaction with at least one other actor. Each performance will last a recommended minimum of 15 minutes to a recommended maximum of 50 minutes, depending on the number of candidates performing. Groups should contain a minimum of two and maximum of ten.
Stimulus Sheet Stimulus A A: You’ve got to help me! B: Why should I? A: You can’t mean that. all I’ve done for you. B: Oh, I might have known you’d bring that up. A: Please. I’m desperate. B: Well . . . Stimulus B Stimulus C As he opened the creaking door, the flying dust caught the back of his throat. The room was exactly as he had left it all those years ago, and his father’s words came back to him…. ‘You are no son of mine. Leave this house and never come back here!’
Form A play, scripted or improvised drama Mime Monologue Movement Musical Pantomime Forum theatre Genre Comedy Tragedy Crime drama Docudrama Melodrama Commedia dell ‘arte Farce Tragicomedy Satire Conventions Flashback Flashforward Freeze frame Frozen picture Mime Monologue Movement Slow motion Narration Voice over Aside Soliloquy Tableau Split Stage Naturalistic Non-naturalistic Structure Linear Non-linear In class you have had opportunities to explore different techniques that can be used to perform your drama in a variety of ways
Plan updated on: 30/08/2016 Building Control Point: Level 0 (Entrance from Amphitheatre) Alarm The signal for an evacuation is the sounding of the fire alarm – this can be a siren, vocal alarm or deaf alert system. Areas under the control of contractors may use air horns if they have disconnected from the alarm system. The alarm can be activated manually by pushing a manual call-point (red units) or automatically by smoke or heat detection. If you discover a fire before the alarm has activated automatically proceed to the nearest manual call point and press it firmly to sound the alarm. Please be aware there may be a delay of several seconds between pressing this and the alarm sounding. Once you have done this please leave the building via the nearest escape route and inform the Building Controller, one of the Deputies or a Fire Warden of the location of the fire. The fire alarm is tested weekly usually before 8.30am. The alarm will sound sporadically during this period for around ten seconds at a time. If the alarm is continuous (ie for more than 20 seconds) please evacuate the building as if it were a genuine alarm. Evacuation procedure for staff and students Upon hearing the alarm ALL staff, students and visitors must: Immediately make way out of the building in an orderly manner by the nearest escape route. Not use the lifts – unless for assisted evacuation in an evac lift. Try to close doors as they leave. Upon leaving the building, make their way to the assembly point Broadwalk Inform the Building Controller, Deputy or Fire Warden of any fire or smoke they may have noticed (building controllers, deputies and fire wardens are identifiable by their high visibility waist coats).
Describe the institution’s plan for the maintenance and upgrade of its facilities, equipment, and supplies. Describe the institution’s disaster response and recovery procedures based on its geographical location(s). Describe how the institution assures that are adequate financial resources and budgets to maintain and upgrade its facilities and equipment. Describe how the technical infrastructure is adequate to assure timely delivery of distance education and support services and to accommodate future student enrollment growth. Describe how the institution’s building, workspace, and equipment complies with local fire, building, health, and safety regulations. Describe the type of professional liability, property, and general liability insurance held by the institution and provide a copy of the Certificate of Liability Insurance. Record Protection: The institution’s financial, administrative, and student educational records are maintained in a reasonably accessible place and are adequately protected in accordance with applicable federal and state laws. Describe the institution’s procedures for maintaining financial, administrative, and student records. Describe how the institution takes proactive steps to protect financial, administrative, and student information from unauthorized access or threats. Describe how record maintenance and protection procedures comply with applicable federal and state laws. Describe how physical records are secured onsite. Describe how digital records are secured and backed up. Describe the institution’s process for assuring that all information is adequately and regularly backed up to minimize data loss. If maintaining documents electronically, the institution provides audit records to verify the images were properly created and validated. Describe the institution’s process for properly creating and validating digital records. If an institution accepts digitally signed transcripts or electronically transferred verified data from an outside source, the institution documents the outside source using a system that provides registration and verification of participants, protocols for securely sending and receiving files, logging of file transmissions, and electronic notification. The outside source complies with all applicable laws and regulations governing the activities and services provided, including FERPA and other laws concerning the privacy and confidentiality of information and records. Describe the institution’s process for accepting digital signatures on electronically processed documents (e.g., official transcripts, enrollment agreements). Describe how the institution assures students that all transmitted information is adequately protected and in compliance with FERPA and other laws concerning privacy and confidentiality of student data.
Home Mum: Dad: Mobile Mum: Dad: Work Mum: Dad: Emergency Contact 1: Full name: Relationship to Address: Postcode: Tel no; home: work: mobile: Emergency Contact 2: Full name: Relationship to child: Address: Postcode: Tel no; home: work: mobile: Child’s Doctor: Name: Address: Telephone number: Child’s Health Visitor:
Policy Holder D.O.B. (mm/dd/yyyy) Relationship Policy Holder Address City State Zip Code Policy Number Group Number MENTAL HEALTH HISTORY/STATUS What problems are you seeking help for? Past Mental Health Treatment Have you ever been hospitalized for psychiatric reasons? YES NO If yes, when and where? Have you ever had outpatient treatment by a psychiatrist? YES NO If yes, when and by whom? Have you ever received counseling or psychotherapy in the past? YES NO If yes, when and by whom? Please List any psychiatric medication you have or are taking: Medication Date Side Effects/Benefits
A Project Authorisation Amendment or Renewal Application Submitted to the National University of Ireland’s Animal Care and Research Ethics Committee (ACREC) ACREC Filing ID: .................................................................. Primary Applicant Name:………………………………………… ACREC Project Title:
CONFIDENTIAL APPLICATION FORM FOR EMPLOYMENT A. Surname…………………………………………. Forename(s) ……………………………………………………………..................... Address ……………………… ………………………………………………….……………………………………………………………………………………………. ………………………………………… Postcode ……………………………………..Tel No. …………….………………………………………… Email :………………………………………………………………… D.O.B:……………………………………………………………………………… Age on 1st September 2018: Current Driving Licence: Y / N Access to a car: Y / N B. EDUCATION AND TRAINING Please complete the following tables with your full education history: Secondary School attended: Qualification Subject Grade Date GCSE GCSE GCSE Other: (include GCSE, BTEC, Functional Skills, OCR nationals etc) Maths English Language ICT 6th Form/College Attended: Qualification Subject Date Higher Education Please give details of any University or Higher Education below, including qualifications and dates:
Do you have any part time or evening jobs which you intend to continue: Yes No If “Yes” give details: Availability for work If currently employed, how much notice will you have to give you current employer?: Is there any other reason why you would not be able to start work immediately if you were offered the job you have applied for?: Yes No If “Yes” give details: Do you have any existing holiday commitments?: Yes No If “Yes” give details: The job you have applied for Please state what attracted you to the job you have applied for and why you think you are a suitable person to do it: References Please give details of two people we can contact who are willing to give you a reference and who are not related to you: (at least one of these must be a previous employer) (1) Name : ………………………...…. Occupation : ……….………………… Tele No :………..…….……….. Address: (2) Name : ………………………...…. Occupation : ……….………………… Tele No :………..…….……….. Address: Interests and hobbies Please give brief details of your main interests and hobbies: ……………………… Do you have outside commitments that could limit your working hours, such as being a JP, a councillor in local government or a member of the TA? Yes No If “Yes” give details: Do you have criminal convictions that have occurred during the past 5 years? Yes No If “Yes” give details:
MORNING TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY 7a Water Complete Karen(P) Water Complete Karen (P) Complete Karen (P) 8:30a Water Complete Charlotte (P) Water Complete Charlotte (P) Water Complete Charlotte(P) 9a Complete Lucy (P) Water Complete Lucy (P) White H2O Fit Karen (P) 10a Aqua Mobility Lucy (P) Aqua Mobility Lucy (P) Aqua Mobility Lucy (P) 11a Water Complete Karen (P) Aqua Arthritis Lucy (P) Water Complete Karen (P) Aqua Mobility Lucy (P) Complete Karen (P) EVENING 6p White H2O Fit Lucy (P) H2O Fit Lucy (P) WATER COMPLETE – is a perfect all body workout for any level. It is easy on joints and allows you to workout at your pace. AQUA ARTHRITIS/ MOVEMENT FOR MOBILITY are perfect classes for those new to exercise and those with arthritis and joint pain. The class safely and gently integrates strength, functional movement, cardio, and flexibility to improve balance, mobility, range of motion, and overall health. WHITE H2O FIT – provides high intensity cardiovascular training integrating strength and flexibility safely in the water. Class can be adapted for all levels. (P) Pool
First Name Last Name I give Healing Minds, LLC my consent to treat my child. If we are treating your child, we will do our best to accurately diagnose them and design a comprehensive treatment plan that will enable your child to continue with a normal emotional development. This may include recommendations of therapy, medications, and/or calling the school to try and help arrange your child to receive optimal education. This is all part of the service of a mental health professional. We will also work with his/her primary care physician to assure coordination of care. _________ (Initial) It is important to note that when we are seeing your child, you consent to treatment for them. They are our client and have confidentially rights. Confidentiality does not apply under certain situations: We are obligated by law to report any suspicion of child abuse. This includes physical or sexual abuse. Also, we have a duty to protect if we suspect anyone is in danger of killing themselves or has made threats to hurt someone else. Except in these rare situations, your child has the right to keep particular topics confidential from even his/her guardian. Please respect this confidentiality. Again, if there is any concern of harm, suicide or other dangerous behavior, we will inform you. _________ (Initial) If I require or think it is in you or your child’s best interest to communicate with an outside source, such as his/her school, I will request a release of information. We do not perform custody evaluations. If there is a question of custody, there will need to be a separate, neutral evaluation that both parties can agree on. To assure good therapeutic care, frequent appointments are required. Unless arranged otherwise, clients that have not been seen in 3 months will be considered inactive. A new evaluation will be required for any inactive client to be seen _________ (Initial) Healing LLC and our clinicians do not participate in court proceedings. __________(Initial) Client Signature (or Representative) Date Signature of Guardian/Parent Relationship CONSENT TO TREATMENT
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Additional Resources Refer to the “Helpful Clinical Research Links” at the bottom of the Clinical Research Toolkit website () for a list of UW Health, UW-Madison, and federal clinical research website links to bookmark or add to your favorites.
MONDAY (NEW) GARDENING / COOKING – Emma Norris MULTI SKILLS – Brett Davidson TUESDAY DRUMMING – David Olatunji GYMNASTICS – Chris Warnock (NEW) LEGO CLUB – Mrs Wilde & Mrs Metcalfe WEDNESDAY FILM CLUB – Mrs & Mrs Metcalfe MULTI SKILLS – Brett Davidson THURSDAY ATHLETICS / RUNNING – Chris Warnock CRAFT CLUB – Mrs Seward & Mrs Metcalfe FRIDAY KARATE – Mitchison
Artists and teachers: a cultural exchange Artists Although every artist has practices that are particular to them, areas of common ground emerge when looking at numerous projects over years. Habits of communication, of making decisions with others – even ways of arranging a room for group work are ways of working that artists can sometimes take for granted – especially if they are used to working with other artists who share the same methods and assumptions. Three of these common arts practices are outlined below. You may think of other examples yourself and apply the same headings to tease out some language specific to your own work. 1. Group devising May also be called: open-ended investigation, improvisation, explorative group work, play or participant led. work can look very different depending on the artist and art form. It may be students all on their feet creating a scene or tableau in response to a provocative image. It may be groups of students all writing together around sheets of butcher’s paper, or the whole classroom creating stimulus/response dance moves as part of a movement game. Potential benefits Students ‘wake up’ and are engaged, alert and ready for a more focused activity. Students contribute creative ideas and feel that they are the authors and owners of the classroom content. Students who do not usually contribute or lead may participate more fully in an activity that has no ‘right or wrong’ answers. New ideas, reflections, observations and content are created. Some language to share this process It is always a good idea to work with your partner teacher to share and develop these ideas and plan together for your workshop/session. Some of the ways to translate this open-ended practice in a school environment may be: Student led Participants will be given a stimulus or starting point and will then be supported to lead the direction of the session. Explorative Rather than giving all the answers, we will be investigating and discovering answers together. Engage and stimulate creative thinking We’ll encourage students to ‘have a go’, take supported risks and think on their feet, which can open up creative thinking and raise the energy level in the room. to avoid Help your teacher partner to feel confident that the session will be useful. Give them an idea of what might happen in the room. It may work against you (and be
St Matthew’s CE (Aided) Primary School and Nursery Centre Individuals, working together to potential, together. ‘If you treat people as they are, you will be instrumental in keeping them as they are. If you treat them as they could be, you will help them become what they ought to be.’ Goethe. At St Matthew’s we are committed to encouraging good, positive and caring behaviour, and to promote self-discipline and holding high regard for rules and authority. We strive to nurture and develop a strong sense of community in which each individual is valued and respected, and in turn takes responsibility for their actions. By working as a whole school, together with the local community we believe that the school can create the culture necessary for every child to achieve their full potential. Our behaviour policy aims to:- Create a welcoming and safe learning environment in everyone can be successful in achieving their full potential. Develop a consistent approach across the school which all children know and understand. Create an atmosphere where social, moral, spiritual and cultural values are learnt and developed. We are committed to promoting equality and good relationships. We tackle discrimination quickly and firmly and aim to make equality of opportunity a reality for our children. We will be successful in achieving this through our expectations and values displayed through our Pupil Pact: Pupil Pact We will always treat others how we wish to be treated We shall promise to listen to others, and except their ideas The members of our school will respect others and their religions We promise to do our best in all areas of school We will all apologise and accept mistakes We shall respect school equipment and be grateful for it Underpinning the Pupil Pact are the Three R’s. These are three simple rules that we expect all pupils, adults and stakeholders in the school to follow.
a0013105/guidance-on-the-use-of-restrictive-physical-interventions http://www.education.gov.uk/schools/pupilsupport/behaviour/f0076897/screening Appendix 1 – Behaviour Management Pathway Staff Version Behaviour Management Pathway KS1 Version KS2 Version
How can we assist students to pull it all together and reflect on their learning? How can we see if they are making connections? How can we encourage higher order thinking (synthesis evaluation)? Reflection day with Jenny Ellis 28th October – Head, Heart and Hand self-assessment (Portfolio task). Reflection wall (photos and individual reflections). Taking action/so what? How can we empower students to act on what they have learnt? Is there a rich authentic task (preferably one that integrates a range of skills and processes) that will help give the unit real purpose? How will kids show what they know? Whole-school performance evening – 27th October 2011. Students present their inquiries (half day). They will plan, rehearse and present to a small group (3 students in each group, from different grades). Follow up with roaming exhibition where students give feedback using thought clouds.
whilst working with environmental artist Michael Shiell. Teacher Reference There is a complete set of handout sheets in JDs file, some worksheets are also on the English KLA area on the server Media Digital Technologies resources Realia Students need access to computers with iMovie, Digital cameras, scanners or access to images taken of their works made in Art (make available on Group Shared). Others Excursions Guest Speakers Learning Area Level Subject English 9 English Executive MovPhysAct HealKnoProm Build Soc Rel Work In Teams Indiv Learner Self Awareness Civ Know Under Comm Engage Make & Respond Reading Writing Speak Listen Comm LOTE InterCul Know Eco Know Under EcoReas Interp Geog Kno Geosp Geospa skills Hist Kno Under Hist Reas Interp Number Meas Cha Data Structure Work Math’ly Sci Know Under Sci at Work List View Resp Presenting Invest Design Producing Analyse Eval Digital Technologies Reas Proc Inq Creativity Refl Eval Meta Assess 1 1 1 Coverage 1 1 1 1 Topic Environmental Art VELS Level 6
Kingskerswell 12, 66 Marldon 66, 149 Newton Abbot 12, 66 Plainmoor 65 Shiphay 32, 66, SB6, 149 St Marychurch 32, 33, 65, SB5 Teignmouth 32 (Hourly) Totnes 149 Torquay Centre 12, 32, 33, 64, 65, 149 Teignmouth, Chudleigh, Newton Abbot 40 Teignmouth, Torquay 11 When you arrive at the hospital You may be asked to switch off your phone in the hospital. The nursing staff will let you know. The doctors and nurses will meet you when you come to the hospital.
Doctor (dark green scrubs) Matron (Navy Blue scrubs, purple trim) Sister (Navy Blue scrubs, white trim) nurse (Royal Blue scrubs) Assistant Practitioner (Light Blue scrubs) Health Care Assistant (Mint Green scrubs) Ward Clerk Domestic Support / Cleaner Support Worker The nurse / doctors will help you to feel better
Enter all the guests who attended or submitted and order including the hostess. These records become part of your customer list. From this screen use the pull down menu to “Create Order from a New Guest”. Select “Start Order”. Enter all of the customer’s billing and shipping information. If the shipping information is the same as the billing information, press the small arrow next to shipping name for automatic replication. Enter your customer’s order and payment information. Note – if your customer pays by cash or check, you will need to pay for that order with a credit card. You may enter all the orders first and make one final payment when you close the party. ****IF your customer earned a monthly special. Enter that BEFORE you make a payment. In the Products box under the quick add section are 3 blue links on the right hand side. Click on the bottom blue link “Click Here to Review Available Promotions” Enter your customers promotion complete the transaction. Press “Save New”. Step Three: Enter orders to be DIRECT shipped: the customer as a party guest. EXIT the party tab and go to your customer tab. Select the customer. your customer’s order and click check out. Select your hostess’ from the “add order to party” drop down box Enter all of the customer’s billing and shipping information. If the shipping information is the same as the billing information, press the small arrow next to shipping name for automatic replication. Enter your customer’s payment information. Note – if your customer pays by cash or check, you will need to pay for that order with a credit card. Since this is a direct ship – you will need to charge your credit card for each order placed. Press “Process Order”. Step Four: Your Hostess credits: Open your hostess’ party from the party tab. Select “new host order” and then “start order” In the Products box under the quick add section are 3 blue links on the right hand side. Click on the bottom blue link “Click Here and Edit Host Rewards” Available host rewards will be listed. Choose the ½ price rewards reopen the blue link and select the free hostess dollars Check order and enter payment