zilongwang/ReadingBank huggingface dataset:
File Management What is File Management? What is a File? Folder? Types of Files Finding a File Creating a File Saving a File Organizing Files Creating a Folder Renaming Folders and Files External Devices What is File Management? As you use your computer and create files you may need some help in storing and retrieving those files. File management is naming, moving, organizing, and deleting files on your computer so that they are easy for you to access. What is a File? A file is the storage medium for a record or data on your computer. A file can be a word processing document, a digital or scanned photograph, a video clip, an audio or music recording, a PowerPoint slide show or a movie. Illustration from non-computer world: You have a letter in a folder. The letter is the file. The medium or type of file is the piece of paper. What is a Folder? A folder is not a file. A folder is something that stores files. You can have as many folders as you want. You can have folders within folders. Folders can be plain or include icons. They might look like: Types of Files .doc / .docx = Text-based documents (like letters or fliers), might look like: .pdf = Adobe Acrobat portable document file, might look like: .jpg / .tif / .gif / .png = Picture files, might look like: .mp3 / .wav / .aiff = Audio files, might look like: .mov / .mpeg = Movie files, might look like: .xls / .xlsx / .ppt = Files such as spreadsheets or slide presentations, might look like: Finding Your File with Windows Explorer
Private and Confidential EMPLOYEE NAME: THE REASON FOR THE FILE NOTE AS EXPLAINED TO THE EMPLOYEE: REASON FOR COUNSEL Concerns Raised Expectations Raised Please be aware that this is not a formal warning at this stage and that in meeting the expectations we discussed disciplinary actions can be avoided. Note: Original will be kept on file. [NAME OF EMPLOYEE] I confirm that this File Note is an accurate summary of our discussions on [insert date]. SIGNED: Manager: Date:
Etc Maintaining files in the second category on the fastest file servers is expensive and maintenance heavy. If these could be automatically moved off to another server shortly after appearing on the file server, IT Departments could spend less time per day backing up data and spend less money by purchasing less costly storage solutions. In especially organized companies, the IT department may mandate that the different categories of files should be stored in separate directories to make it possible to automatically move off the non-business critical files after they have been on the server for a few days. However, once a file is moved from one directory to another, the file automatically falls under the policy on that directory, which may be incorrect and cost the company money. The File Classification Infrastructure can allow an administrator to classify files based on their location and ensure that those classifications stay attached to the individual files. A File Management Task can then be utilized to move files to the secondary server. For this scenario, the administrators set up the following directories to make this possible: C:\Server 2008 R2 Labs\File System Classification Infrastructure\Data\High_often: files that are necessary for business and change often C:\Server 2008 R2 Labs\File System Classification Infrastructure\Data\High_rare: files that are necessary for business and change rarely C:\Server 2008 R2 Labs\File System Classification Infrastructure\Data\Low: files that are not necessary for business Part 1: Only Business Critical Files on Primary Storage In FSRM, expand Classification Management and select Classification Properties: Figure Click Create Property in the Actions pane. Figure Note: This opens the Create Classification Property Definition dialog box: In the Property name text box, type the name Business Need for the property. In the Property Type drop-down menu, select Ordered List from the list. Enter the following entries into the Value column below the Property Type dropdown: High often
Literary Elements Simile a comparison of two unlike things that does use the words “like” or “as” Metaphor a comparison of two unlike things that does not use the words “like” or “as” Allusion Refers to a representation of people, places, events, literary works, myths or work of art Imagery language that appeals to the senses and creates a picture in the reader’s mind Symbolism When a person, place, or thing represents something beyond itself Tone the author’s attitude toward a subject Onomatopoeia Naming a thing or an action by imitating the sound Pun A play on words; Phrase that suggest two or more meanings Oxymoron Combines contradictory terms Hyperbole An over exaggeration often meant to be humorous Paradox Statement that contradicts itself but can still be true Personification giving human like qualities to an inanimate object or animal Idiom Expressions or sayings that are not meant to be taken literally Cliché A word or phrase that has been overly used Mood The feelings that the reader or audience gets from the words and descriptions a writer gives Characterization The act of creating and developing a character through character traits. Characterization is revealed in what the character says, thinks, and does.
SOAS East Africa Network - Annual Conference “Turning Common Narratives Around” Friday 6th March 2015 Time Item Location 12:00 - 13:00 Lunch (East African Food for sale in the JCR) JCR 12:30 - 13:00 Registration Brunei Gallery 13:00 - 13:30 Welcome and Conference Introduction Speakers: EAN Representative Conference Chair Brunei Gallery 13:30 - 15:00 Panel 1: Identity and Representation: At Home and in the Diaspora Speakers: Sadiya Ali Hussein Michael Walls Mohamed Mahmoud Sunil Shah Chair: Brunei Gallery 15:00 Tea/Coffee Break Brunei Gallery 15:15 - 16:45 Panel 2: Political Perspectives in East Africa: Conflict or Cooperation? Speakers: Phil Clark Mary Harper Margarita Dimova Chair: Brunei Gallery 16:45 - 17:00 Closing Speech 17:00 - 19:00 Networking Drinks? JCR/Bar?
be adopted to maintain the confidentiality of the research subject (e.g. will the data be anonymised and if so in what ways?) 14. ANTICIPATED USE OF RESEARCH DATA ETC: Do you anticipate using your data beyond your dissertation, e.g. for publishing articles or in a report for your organisation? If so, please state 15. DATA PROTECTION: How do you intend to store your data? Have you thought carefully about archiving methods and where to keep confidential information? What data protection procedures will you follow to ensure the anonymity of your participants is ensured at all times? 16. FEEDBACK TO PARTICIPANTS: Will the data or findings of this research be made available to participants? If so, specify the form and timescale for feedback – e.g. an electronic copy of your dissertation/ISP. What commitments will be made to participants regarding feedback? How will these obligations be verified? 17. DURATION OF PROJECT START DATE
people who are affected by their own substance misuse Provide educational packages for children and young people in relation to substance misuse 10.Provide support for children and young people in relation to emotional wellbeing Drug Partnership Young people’s sub Group Children & Young people’s Mental Health sub Group Reduce the number of Looked After Children – reply from Children 1st Provide a range of Outcomes-focussed interventions for young people who are, at point of referral (or subsequently), either Looked After or deemed to be at risk of becoming Looked After. Predominantly 1:1 interventions with young people aged but also group-work and work with parents/carers. Referrals to the Youthpoint-Moray service commissioned by The Moray Council via the Moray Resource Panel (Social Work referrals). Age group normally 12-16 years. Referrals to Mentoring Service (volunteer mentors) from parents, schools, social workers, partner agencies and by young people themselves. Age group 12-25 years. Early Intervention is preferable to crisis intervention and the mentoring service normally focusses on early intervention, whereas when referrals are made via the resource panel, young people (and families) are in – or closely approaching – crisis. Aberlour CHILDREN 1ST – Moray Outcomes based on GIRFEC Indicators of Wellbeing (SHANARRI). Measures of success can be: Young people coming off compulsory Supervision requirement (or not being placed on Supervision when they were “at risk of”), returning to their own home, remaining in Moray, sustaining education placement,
Reduce the % of Children 0-7 yrs referred to Children’s Reporter (on Care and Protection) – reply from Police Scotland Increase public awareness of CSE with a view to reducing vulnerability within all age groups taking appropriate action to support victims and prosecute offenders. Police Scotland Reduce instances of CSE 23 Reduce the % of children living in households dependent on benefits - Anne Lindsay reply Continue to develop courses through Employability Fund eg Construction and Hospitality working closely with DWP to provide opportunities for Job Seekers to develop appropriate skills to gain employment. Moray College UHI/ DWP/SDS Successful attainment leading to employment. Reduce the % of children living in households dependent on benefits – reply from Children 1st Signpost women to opportunities for further education/learning/support/empower women Aberlour Youthpoint – Moray CHILDREN 1ST – Moray Moray Women’s Aid/Children and Young Peoples Service/Partnership working/Relevant Agencies Reduce the % of children living in households dependent on benefits – reply from NHS Co-ordination of the Mobile Information Bus Outreach Service. Co-ordination of the Healthpoint Service (including Outreach) Co-ordination of Keep Well Public Health (Health Improvement) Targeted delivery of health and community planning partner(s) information, advice and support to respond to population group(s) needs and increase social inclusion. Demonstrated focus on tackling health inequalities,
Siwa oasis: There are two bus options. One of these is by Superjet, and the East/West Delta line. There are cheaper buses if required. Once in Siwa, hire a bike since this is the easiest way to see the place. The whole trip can be done in four days: two days travelling and two days sightseeing. It is a definite must–see. ACL has organized for such a trip many times and can do that upon request. Sinai: Travelling to Sinai via St Catherine’s monastery can be done by bus or in a pre arranged transportation if around 4 or 5 together. If you plan to stay the night on Mount Sinai take a sleeping bag, jumper, gloves and torch. It’s freezing and dark. Luxor and Aswan: There are two types of train which travel direct to these places from Alexandria. One is a slow, second rate train, while the better, more expensive option, is the tourist overnight train. Book in advance from one of the train stations. Also can fly from Alexandria or Luxer or Aswan. On to Israel, Jordan or Lebanon: If anyone wants any information on this area, feel free to ask me .I am sure I can provide you with the necessary information. 18) Sexual harassment Public sexual harassment, especially verbal harassment, against foreign/western women is prevalent throughout the Middle East including Egypt. In most cases, it is easiest to IGNORE comments directed at you, and avoid eye contact. The male will focus on the next women who is passing and will forget about you. It is strongly recommended that you dress conservatively in order not to draw attention to yourself. Do not sit in the front seat of taxis or be in a place alone with a male. Avoid getting into a lift alone with a male. Be friendly but always keep a polite respectful distance from the opposite sex in order not to give wrong signals, more details will be given during on site orientation session.
currencies and exchange rates Exchange rates can be automatically derived from on-line services such as XE Medium The costing tool allows reporting on costs over user-definable time periods e.g. 18 month reporting periods for EU grants High The Product can categorise which income source the funder belongs to and report on this High Approval workflows and hierarchies and alerts The product provides the capability to support internal approval workflows and hierarchies that automatically trigger after time or event High Approvals can be tracked to see where bottlenecks are High Product has workflow “expedite” and functionality High Product can alter approvals process based on financial amounts. Medium Product has workflow-based alerting capability for all key business process points e.g. automatically alert relevant people when a project has been started, when peer review discussion is required High Product can automatically alert HR department to requirements of new staff contracts Medium The product can integrate with other email clients for sending or harvesting emails High The product can generate and send an email or SMS to an individual(s) Medium Emails sent out must be 'branded' (logo, colours, wording) using HTML Medium Grant Decision Requirements Product can capture decision date High Product can capture decision of grants i.e. High
Where the Potential provider is a special purpose vehicle and not intending to be the main provider of the goods or services, the information requested should be provided in respect of the principal intended provider of the goods or services. Customer name and address Customer contact name, tel. number and email 1.Contract start date 2.Contract completion date 3.Contract Value Brief description of contract (max 150 words) including evidence as to your technical capability in this market 12.3.1 12.3.2 12.3.3 Please provide details of the technicians or technical services available to the Potential Provider to carry out the works or provide the goods or services in the requirement, particularly those involved with quality control, whether or not they are independent of the Potential Provider Statement of technical services and technicians available to the Potential Provider In relation to the requirement please provide details of the Potential Provider’s available technical facilities, study and research facilities, tools, plant and technical equipment Statement of available facilities Where the requirement is for the supply of services or works and the Potential Provider is an individual please provide details of the educational and professional qualifications of: Potential Provider The Potential Provider’s managerial staff, if any The one or more persons who would be responsible for providing the services or carrying out the works.
Viewing and updating your personal details This user guide covers viewing and updating your personal details including: Your contact details such as address, email or phone numbers Your emergency contact details Your equal opportunities monitoring information Your HESA [Higher Education Statistics Agency] information If you want to change your bank account details, please refer to Updating your bank details MyView User Guide. You will be unable to change your surname or first name using MyView as we have to verify that these match your passport for HMRC purposes. Please contact the Recruitment and Operations Team, HR Directorate on to update this information. Once you have changed and “submitted” your data, this will be automatically updated on the HR-Payroll system [ResourceLink]. Step 1: Log in to MyView and from your Dashboard menu, select My Personal Details: Step 2: Selecting “View / Update Personal Details” Step 3: Viewing and updating your personal data You can navigate between these pages by clicking “Next” or “Previous” or clicking on the “crumb trail” boxes at the top of the screen. Step 4: View and update your details before clicking “Next” at the bottom right of the page
River Spey SAC Identified Opportunity Qualifying Interest Affected Sensitivities Safeguarding Mitigation Plan Mod. Conclusions Encourage active travel connections between Moray’s trails, and develop walking and cycling links into the National Park via the Dava Way, Glen Avon, Tomintoul and Glenlivet Atlantic salmon sea lamprey freshwater pearl mussel Direct loss of/or disturbance to habitat Direct disturbance to gravel spawning beds, mussel beds, silt beds. Accessible waters Changes in flow, water quality, sedimentation Moray Local Development Plan 2015 E1 – Natura sites E2 – Local Conservation Sites and Biodiversity E3 – Protected Species E4 – Trees and Development E8 – Coastal Protection Zone EP5- SUDs EP6 - Waterbodies IMP1 – Development Requirements Other Safeguarding The River Spey Catchment Management Plan Construction methods should follow best practice guidance to protect the water environment. No There is a risk of sedimentation and pollution reaching the River Spey SAC during construction of tracks, watercourse crossings and failures of tracks once in operation if in close proximity to water courses that are tributaries to the River Spey. Safeguarding will be provided at planning application stage which will ensure impacts can be minimised. No adverse effect on integrity of SAC.
The course dates read as follows: 15th September 2016 17th September 2016 Center open for enquiries 18th September 2016 – 22 September 2016 Registration, orientation and settling in 18th September 2016 – 22th September 2016 (1 week) 1st semester 26th September 2016 – 10th November 2016 (7 weeks) 21st November 2016 – 15th December 2016 (4 weeks) 9th January 2017 – 26th January 2017 (3 weeks) 30th January 2017 – 23rd March 2017 (8 weeks) 2nd semester 1st April 2017 – 25th May 2017 (8 weeks) Holidays: 11st November 2016 – 20th November 2016 1st Mid Semester Break 16th December 2016 – 8th January 2017 Christmas Break and Holidays 24th March 2017 – 31st March 2017 2nd Mid Semester Break 25th May 2017 End of year However students are required to be in Alexandria by the 12th September at the most so as to sort out settling in and seeing to other accommodation issues.
Directions: Write your score for each number in the corresponding cells. Total the row for your score on each intelligence. Totals Verbal/ Linguistic 1. 9. 17. 25. 33. 41. Logical/ Mathemat- ical 2. 10. 18. 26. 34. 42. Visual/ Spatial 3. 11. 19. 27. 35. 43. Body/ Kinesthetic 4. 12. 20. 28. 36. 44. Musical 5. 13. 21. 29. 37. 45. Naturalist 6. 14. 22. 30. 38. 46. Inter- Personal 7. 15. 23. 31. 39. 47. Intra- Personal 8. 16. 24. 32. 40. 48.
Please complete all the pages of this form in ENGLISH, and attach a passport-sized photograph and a copy of your passport, showing the passport number and issue date page(s) I wish to join (please tick only ONE course for each block of study): Block 1 (8 – 26 July) ▼ Block 2 (29 July – 16 August) ▼ Block 3 (19 August – 6 September) ▼ English Courses English Language Skills 1 (3 weeks) Advanced Reading and Writing 1 (3 weeks for final year high school students, recent high school graduates and undergraduates) English Language Skills 2 (3 weeks) Intermediate Reading and Writing 1 (6 weeks through to 6 Sept.) Intermediate Reading and Writing 2 (3 weeks) Subject Courses with English Language Support Art of the World in London (3 weeks) Art of the World in London (6 weeks through to 16 Aug.) International Relations (3 weeks) International Relations (6 weeks through to 16 Aug.) International Relations (9 weeks through to 6 Sept.) Politics and Development (3 weeks) World Literature in London (3 weeks) Art of the World in London (3 weeks) Global Business Studies (3 weeks) International Relations (3 weeks) International Relations (6 weeks through to 6 Sept.) Introduction to Film Studies (3 weeks) Introduction to the Media (3 weeks) Global Business Strategy (3 weeks) International Relations (3 weeks) Environment, Development and Changing World Views (3 weeks) I wish to apply for: Programme only Programme with accommodation Please enclose a copy of your passport and tick here to confirm it is enclosed PLEASE REMEMBER TO BRING A COPY OF YOUR CURRENT VISA WITH YOU ON DAY ONE Please return the completed form to: The Head of Department, IFCELS, SOAS University of London Thornhaugh Street, Russell Square, London WC1H 0XG Tel: +44 (0)20 7898 4800 E-mail: Personal Details – Please write clearly, especially when writing your e-mail address Mr/Miss/Mrs/Ms (Please circle)
with hostile questions. texts. and accuracy. C1 Level 4 CAN contribute effectively to meetings and seminars within own area of work or keep up a casual conversation with a good degree of fluency, coping with abstract expressions. CAN read quickly enough to cope with an academic course, to read the media for information or to understand correspondence. CAN prepare/draft professional correspondence, take reasonably accurate notes in meetings or write an essay which shows an ability to communicate. B2 Level 3 CAN follow or give a talk on a familiar topic or keep up a conversation on a fairly wide range of topics. CAN scan texts for relevant information, and understand detailed instructions or advice. CAN make notes while someone is talking or write a letter including non-standard requests. B1 Level 2 CAN express opinions on abstract/cultural matters in a limited way or offer advice within a known area, and understand instructions or public announcements. CAN understand routine information and articles, and the general meaning of information within a familiar area. CAN write letters or make notes on familiar or predictable matters. A2 Level 1 CAN express simple opinions or requirements in a familiar context. CAN understand straightforward information within a known area, such as on products and signs and simple textbooks or reports on familiar matters. CAN complete forms and write short simple letters or postcards related to personal information. A1 ALTE breakthrough level CAN understand basic instructions or take part in a basic factual conversation on a predictable topic. CAN understand basic notices, instructions or information. CAN complete basic forms, and write notes including times, dates and places.
Capital Project Justification Agency: PASSHE Current Revenue (State): Capital Bonds Capital Budget Category: PIP Project Title: Priority No.: APP Subcategory: Higher Education/PASSHE Facility: County: Municipality: Project Description: Project Classification (check one) Operating Costs Original Facility Rehab. Addition Replacement Pos. Personnel Operating Fixed Assets Other Total Project Authorization Recommended (dollars in thousands) Request (dollars in thousands) Base Project Land Design & Cont. Total Base Project Land Design & Cont. Total Bond Current Federal Local Other Total Project Justification At a minimum, the following items should be addressed: Academic program benefit: Why is the project needed and how will it benefit the academic mission Space impact and deficiencies or excesses resolved Safety, ADA, or other code deficiencies addressed New revenue, matching fund, or return on investment potential Cost savings potential … energy, operational, etc. Deferred maintenance impact Also identify: Identify alternatives considered Is the project interdependent on other capital improvements; if yes, identify projects
1. The colonial and postcolonial Context of the development of modern Middle Eastern fiction 2. The emergence of the nation as a paradigm for individual and communal identity 3. The spread of nationalism and its impact on literary expression 4. Imagining the nation 5. Programmes of nation building 6. Constructing the national subject 7. The nation as woman 8. Nationalism and the liberation of women 9. National allegories in fiction 10. Questioning political authority 11. Resisting the state 12. Inner and outer exile 13. Literary Genres: memoir, short story and the novel 14. Literary Modes: parody, satire, irony and allegory This module is compulsory for Year 2 students on the BA Middle Eastern Studies programme. Method of assessment An essay of 3,000 words to be submitted on day 5, week 1, term 2 (30%); an essay of 3,000 words to be submitted on day 5, week 1, term 3 (30%); a response paper of 1,000 words to be submitted on day 5, week 5, term 1 (10%); a response paper of 1,000 words to be submitted on day 5, week 11, term 1 (10%); a response paper of 1,000 words to be submitted on day 5, week 5, term 2 (10%); a response paper of 1,000 words to be submitted on day 5, week 11, term 2 (10%). Suggested reading Abdul R. Jan Mohamed and David Lloyd, ed., The Nature and Context of Minority Discourse. Oxford, 1990. Afkhami, Mahnaz, In the Eye of the Storm: Women in Post-Revolutionary Iran. London, 1994. Allen, Roger, The Arabic Novel: an Historical and Critical Introduction. Syracuse, 1995. Anderson, Benedict, Imagined Communities: Reflections on the Origin and Spread of Nationalism. London, 1991. Badran, Margot, Feminists, Islam and Nation: Gender and the Making of Modern Egypt. Princeton, 1995. Bardakjian, Kevork B., A Reference Guide to Modern Armenian Literature, 1500-1920. Detorit, 2000. Beard, Michael, Hedayat’s Blind Owl as a Western Novel. Princeton, 1990. Dawisha, Adeed Isam, Arab Nationalism in the Twentieth Century: from Triumph to Despair. Princeton, 2003.
Figure 8.18. Math Planning Calendar Unit: Beyond Linear: Working with Polynomials Duration: 4weeks Monday Tuesday Wednesday Thursday Friday Date 10/24 Discovering polynomials Concept Intro Cutting Pizzas? Roll Dice, build table, etc. Date 10/25 Working with polynomials: Review the stuff we know Addition / review Algebra tiles Define terms with “what” and “how many” (algebra tiles and binomial Analogous to the integers Date 10/26 More Multiplying polynomials Area / box models Lattice property Binomial Expansion and Pascal’s triangle Date 10/27 Dividing polynomials Algebra tiles Inverse Lattice Long Division If time: Begin or introduce practice stations Date 10/28 Practice, Practice, Practice Paired with common answers (required for all) Stations on add/sub; mult; div Closing: LP summarization on operations Date 10/31 Synthetic Division Introduce remainder theorem Factoring as division Factor Patterns Date 11/1 Applying factoring patterns to Pythagorean Triples Operations Quiz Date 11/2 More factoring Solving for 0 Introduce Ps and Qs (Rational Root Theorem) Date 11/3 Solving polynomial equations Date 11/4 Graphing End Zeros and roots Degrees and roots Date 11/7 Stations Date 11/8 Modeling with Date 11/9 QUEST!! Date 11/10 More graphing… Date 11/11 Fundamental
Division with Ps and Qs (Long or More factoring practice Equation solving with Real solutions Graphing Polynomials (Interest differentiation to choose the modeling context) Theorem Graphing models roots Complex numbers with factors (Review) Theorem of Algebra and Descartes’s rule of signs Date 11/14 More graphing practice and analyzing graphs of polynomials Date 11/15 More modeling with Polynomials Date 11/16 Stations (choose 2) Review operations Review graphing Review solving equations Review complex numbers Review factoring Finish modeling Date 11/17 Game Day to Review for test Date 11/18 Unit Test
Table 1: (Plu)perfects formed with be and have (rows are omitted for constructions that do not occur) Figure 1: (Plu)perfects formed with be and have Figure 2: (Plu)perfects formed with be and have for selected verbs of motion (see Table 1) Table 2: -s and -eth inflections for a selection of high-frequency verbs in OED quotations (excluding those from Bunyan) [30/5/14] Table 3: -s and -eth inflections for a selection of high-frequency verbs in Bunyan’s works Figure 3: -s and -eth inflections for the verbs have, do and say in OED quotations (excluding those from Bunyan), based on Table 2 [30/5/14] Figure 4: -s and -eth inflections for the verbs have, do and say in Bunyan’s works, based on Table 3 Figure 5: -s and -eth inflections for other high-frequency verbs in OED quotations (excluding those from Bunyan), based on Table 2 [30/5/14] Figure 6: -s and -eth inflections for other high frequency verbs in Bunyan’s works, based on Table 3 Table 4: Realizations of first edition -eth and -s inflections in later editions of the first part of The Pilgrim’s Progress
Figure 7: a and have as a second auxiliary Figure 8: The distribution of have contraction in direct speech and narrative in the second part of The Pilgrim’s Progress Table 5: Possessive determiners before vowels and <h> Figure 9: Possessive determiners before vowels Figure 10: Possessive determiners before <h> Figure 11: The use of mine/thine according to context Table 6: The distribution of yes, yea and aye Figure 12: The different functions of yea, yes and aye Figure 13: Total use of yea, yes and aye Table 7: Do per 1000 words Figure 14: Do per 1000 words
What to invest here? Venues Venue Staff LOV staff coordinators LOV manger Managers Finance Partner agencies authority) What is happening? Venue youth forums; set-up and maintenance Develop and inspire ‘commissioners’ to become involved in venue decision making and performances Audience development and participation Creating ‘new work’ in the local area Performances - Delivery of events/shows to the community LOV team engagement with Lincolnshire schools With who? Local community people; Young people 12-25 Local youth group leaders/supervisors Local school children; Young people 12-16 Local school teachers and support staff Venue managers and associated staff The LOV network of ‘stakeholders’ (senior coordinating officials) Short-term achievements/results A series of inspiring and creative events across venues Engage audiences for development and participation Raise awareness of active participation opportunities in current/new youth groups Encourage and increase participation in groups and/forums at venues Medium-term achievements/results Recruitment of young people from youth groups and schools Young people involved in venue decision making Support the active process across venues: young people as ‘decision makers’ Young people involved in the commissioning process for new projects Production of new performances; events and/or shows commissioned by young people Long-term achievements/results Young people have increased contact with creative practitioners Young people as consumers, critics, aspiring artists, creative entrepreneurs Young people engaged and empowered in the venues activities and the local area. Assumptions (threats to) External Factors (dependent elements) Local young people have a desire to be involved and inspired in venue decision making processes; have their voices heard and embrace leadership opportunities. Venues accepting new ways of working with young people, allowing for the active decision making and empowerment. Young people: ability to contribute time, effort and energy (possible competition from other life/area events). Venue staff/managers: Pre-existing ideas and perceptions of ‘youth empowerment’ strategies/young people as decision makers (the ability to attend, understand, contribute to committee type meetings effectively) Figure 2. LOV Young People’s programme 2012-2015 Logic Model
(d) Proposal Ability to comply with specifications, and quality of proposal. (e) Compliance to the Quotation Conditions of Contract Annex B Breakdown of Prices S/No Description Qty Unit Price (S$) Total Price (S$) 1 Software maintenance of “Oracle SunOne web server enterprise edition - socket perpetual” for 3 years 4 Software Information for Oracle Sun product S/No Description Qty Serial Number 1 Oracle SunOne web server enterprise edition - socket perpetual 4 CSI # 16966188
PENSIONS AUTO-ENROLMENT Overview The Government has introduced Workplace Pensions Reform regulations known as auto enrolment effective from 1 October 2012 (for large employers) to encourage more people into pension savings. The new legislation says that all employers must automatically enrol their employees in a qualifying workplace pension scheme if they: • are not already in one; • are at least 22 years old; • are below State Pension Age; • earn more than £9,440 a year (in financial year 2013/14); and • work or ordinarily work in the UK (under their contract). This category of employee is called an Eligible Job Holder. Other employees with earnings in excess of £5,668 and below £9,440 can elect to join. SOAS will have to auto enrol all its qualifying employees with effect from 1 September 2013. You have the right to join SAUL or USS before 1 September 2013 (please see the Opting-In Section below). The School’s commitment to its employees As part of the School’s required compliance with the auto enrolment legislation, the School is committed to providing access to a pension scheme if you are below age 75 and work for SOAS. The School must by law continue to maintain your membership of a pension scheme that meets the Government’s standards and if your membership of the scheme ends (and it is not because of something you do or fail to do), the School must by law put you into another scheme that meets the Government standards. At SOAS, the following pension schemes are approved by the School: Superannuation Arrangements of the University of London (SAUL) Universities Superannuation Scheme (USS) Both SAUL and USS are qualifying pension schemes for auto enrolment which means that they meet or exceed the Government’s new standards. Benefits of being in either of the School’s approved Pension Schemes All new employees at SOAS are automatically entered into either SAUL or USS as appropriate assuming their employment qualified them. At present they, of course, have the right to opt-out or not join by notifying the Payroll & Pensions Team.
Question 10: We know there will be problems with how projects develop so this is your chance to be realistic and to think about what might go wrong Question 11: Please detail the total cost of your project, briefly outline the main categories of your costs, e.g. print costs, IT equipment and insurance. Question 12: We are interested in the sustainability of your project and want to know how the project will continue once the funding has run out and if you will be able to generate any income to support your venture Question 13: Is there anything we need to take in to consideration regards your application or in how we can support you Question 14: Anything you think will help your application stand out that hasn’t been covered elsewhere Question 15: Please provide details of 2 referees who can comment on your suitability for running this project and receiving funding. Please provide an email address for each referee and state your relationship to them If your project can proceed without the assistance of a HE Social Entrepreneurship Award, you will not be eligible for funding. Please be aware that your application will not be eligible if you require funding for salaries (either for yourself or for someone else to undertake your project, or part of the project on your behalf). We are also unable to pay for excessive training costs, and can only pay for training if it is necessary for you to be able to undertake your project. Equal Opportunities Form All our staff, clients, partners, suppliers and any other person who we work with must follow our equal opportunities policy and not discriminate against anyone for any reason. Please help us monitor this policy by completing this section. We will only use this information for statistical purposes, and it will not form part of your application assessment. We separate this sheet from your application form on receipt. Monitoring This identifies the most effective methods of promoting HE Social Entrepreneurship Awards.
To represent the authority at conferences, meetings, working parties at local, national and international levels as appropriate. To liaise and work co-operatively with other Council departments To participate in the Council’s employee review and development programme. To advise Elected Members as appropriate The above is intended to provide a clear but concise statement of the present MAJOR TASKS and ACTIVITIES of the job. It is not an exhaustive list of all its detailed duties. Please note that the finalised remit will be agreed with the postholder, taking account of their strengths and the ongoing review of the remits of all Quality Improvement Officers. THE MORAY COUNCIL PERSON SPECIFICATION Post: Quality Improvement Officer Department: Education and Social Care Date Specification Completed: 7th June 2013 Note: Any disabled applicant who meets the essential criteria for the post is guaranteed an interview. ATTRIBUTES ESSENTIAL The minimum acceptable levels for safe and effective job performance DESIRABLE The attributes of the ideal candidate Experience Experience of a promoted post in a school at Principal Teacher level or above. Previous experience in educational development outwith schools settings, for example, secondment on a specific task basis or as a member of local/national working groups. Education & qualifications* Education to Degree or equivalent level. Post Graduate Diplomas/Degrees in Education and related areas Skills/abilities (general) Ability to work as part of a team and also on own initiative. Ability to prioritise own workload High degree of IT skills including experience of spreadsheets and word processing A knowledge of data analysis, databases and management information systems Skills/abilities specific to post* A deep knowledge and understanding of curriculum development and learning and teaching. Inter-personal & social Self-motivating; able to work Experience of using coaching and
9. Please attach a brief CV (academic career, publications, markers of esteem, and any other relevant information) – no more than 2 pages of A4, 2cm margins and 11 point Arial font Return the completed form to elap@soas.ac.uk by 7th November 2014
Frequency: Quality of contact: 11. Proposed contact arrangements post permanence: Direct or indirect: With whom: Supervised or not: Frequency: 12. Documents attached The following documents must be attached: - The Social Worker’s Report for the most recent LAC Review and the Minute of that Review.
Muscicapa striata Spotted Flycatcher Oenanthe oenanthe Northern Wheatear Phoenicurus ochruros Black Redstart Phoenicurus phoenicurus Common Redstart Saxicola rubetra Whinchat Turdus iliacus Redwing Turdus merula Eurasian Blackbird Scientific name English name 15 16 17 18 19 Turdus philomelos Song Thrush Turdus pilaris Fieldfare Turdus viscivorus Mistle Thrush Sturnus vulgaris Common Starling Certhia familiaris Eurasian Tree-Creeper Troglodytes troglodytes Winter Wren Cyanistes caeruleus European Blue Tit Lophophanes cristatus Crested Tit Parus major Great Tit Periparus ater Coal Tit Poecile cinctus Siberian Tit Poecile montanus Willow Tit Aegithalos caudatus Long-tailed Tit Delichon urbica Northern House-Martin Hirundo rustica Barn Swallow Riparia riparia Sand Martin Regulus regulus Goldcrest Acrocephalus arundinaceus Great Reed-Warbler Acrocephalus dumetorum Blyth's Reed-Warbler Acrocephalus palustris Marsh Warbler Acrocephalus schoenobaenus Sedge Warbler Acrocephalus scirpaceus Eurasian Reed-Warbler Hippolais icterina Icterine Warbler Locustella fluviatilis Eurasian River Warbler Locustella naevia Grasshopper-Warbler Phylloscopus borealis Arctic Warbler Phylloscopus collybita Eurasian Chiffchaff Phylloscopus sibilatrix Wood Warbler Phylloscopus trochiloides Greenish Warbler Phylloscopus trochilus Willow Warbler Sylvia atricapilla Blackcap Sylvia borin Garden Warbler Sylvia communis Common Whitethroat Sylvia curruca Lesser Whitethroat Sylvia nisoria Barred Warbler Alauda arvensis Sky Lark Lullula arborea Wood Lark Anthus cervinus Red-throated Pipit Anthus petrosus Rock Pipit
substantially developed. He states that growth should extend gradually, so that the municipality can provide services. That makes eminent sense, rendering pell mell annexation unwise. History Forecasts Future In 2011 Brownsburg annexed ~ 2,143 acres, the “East Annexation”, claiming it was “needed and can be used” for the Ronald Regan Parkway. Yet as identified by John Ayers, this construction would have continued regardless. Testimony provided by Sabrina Graham & Kurt Disser specifies that even today, over five years later, almost all of this area remains undeveloped. Adding two plus two, if Town does not develop around a four lane parkway in five years, why do we believe it will develop cornfields within the next three governor elections? The proposed North Annexation Territory is not “needed.” It is simply “wanted” for tax revenue. That is the inescapable deduction, the only conclusion The Court sees. Evidence presented indicates that even if the Court were to believe some of the area was “needed and can be used”, these areas account for only a tiny percent of the annexation territory and does not support the annexation of territory that will increase the size of the Town by 50%. The evidence of the “razor bladed holes” in Exhibit 61 is plain. Areas truly contiguous to the municipality boundaries have been segregated & excluded from the annexation territory. Evidence demonstrates that these segregated & excluded areas do not have town sewer & water services, areas apparently not needed. Yet Town claims to need the large Highland Springs/Highland Green subdivisions directly north of the segregated, excluded areas, the Highlands already connected to town water & sewer services.
Where a Chief Fire Officer considers that an individual or group of firefighters are not meeting this liability to a standard he/she considers reasonable in all of the circumstances, he/she will have the right to withhold the retainer as follows: 50% in the first Quarter 100% in the second Quarter in any twelve months A firefighter will receive four weeks notice of intention to withhold the retainer. Any further failure to meet the liability will be dealt with through the Disciplinary Procedure. Any firefighter who has a grievance regarding the withholding of the payment can process their grievance through the agreed procedures. AVAILABILITY: Written evidence from the employer as to availability must be provided and the County Council, in its sole discretion, shall decide as to whether the availability, as so evidenced, is acceptable. Self-employed persons must provide written evidence as to availability. Such written evidence must cover a candidate’s availability for initial training and, on recruitment, for fire and other calls, drills, training, and such other duties which he/she may be required by the County Council to perform. If the County Council deems his/her attendance to be unsatisfactory, it may terminate his/her service. DUTIES: He/She must comply with the terms of attached document entitled “Regulations for Fire Brigade Personnel”. He/She must remain when rostered on duty where this is in operation within convenient proximity of the Fire Station. Failure to respond promptly to fire or other calls may be the subject of disciplinary action. CLOTHING: The issue to each employee shall be:- Firefighter’s Helmet – issued once only 2 Firefighter’s Turn-Out Coat – normally issued once in five years. Firefighter’s Turn-Out Trousers – normally issued once in five years. 1 Pair Rubber Boots – normally issued once in five years 2 Pair Firefighter’s gloves – normally issued once in two years Pair Firefighter’s leather boots The above equipment shall be stored in the Fire Station. Each employee shall be responsible for his/her issue of clothing, etc and items lost or damaged due to
Other Qualifications (if any) Degree, Diplomas etc. Grade Obtained (e.g. Pass; 2.2; 2.1; 1; etc) Please list each subject taken in final exam University, College or Examining Authority Year in which Degree/Qualification was obtained
The structure of the Retained Fire Service; The operational abilities of Mayo Fire & Rescue Service; The demands placed on members of the Retained Fire Service; Teamwork and group dynamics; Dealing with high risk, stressful and dynamic environments; Knowledge of health and safety within the workplace. The ideal candidate shall also have a proven ability in: Dealing effectively with conflicting demands; Acting on own initiative; Problem solving and decision making; Effective communication with work colleagues; Effective communication with the public; Service to the community, voluntary or other organisations Active engagement with Safety, Health and Welfare within the workplace; Working under pressure within a structured environment; Adaptability to evolving situations. COMHARILE CONTAE MHAIGH EO MAYO COUNTY COUNCIL TERMS OF ENGAGEMENT OF RETAINED FIREFIGHTER
Association name: Grenadier Guards Association Please note all fields are mandatory. Photographic identification matching the fields below will be required to gain entry to the event Tickets will be non-transferable and only valid for the participants as listed below All participants who are eligible to take part in the Cenotaph Parade are listed below, please select as appropriate Category 1 Ex-Service Personnel holding a campaign medal Category 2 "Civilians deployed on operations in support of the Military (Includes; Police, Fire Service, Ambulance Service, Civil Servants) Category 3 Ex-Service Personnel with no campaign medal Category 4 Bereaved Spouses (who died on operations) Category 5 Veteran association representatives Category 6 Military Charities and associated Civilian groups Title/Rank First Name (this must be the name on photo ID) Last Name Date of Birth (please use the format DD/MM/YYYY) Place of Birth First line of address Town Postcode Military number (where applicable) Criteria (please select from the above)
promoting the use of renewable energy through PV for both the households and business sectors. Government contributed SR3 million toward this scheme in 2014 and a further SR3 million is provided for in 2015. This has complemented the financial support provided through the SEEREP scheme which aims at providing subsidized lending through commercial banks and the Seychelles Credit Union to households for replacement of energy saving appliances and energy-friendly equipment. Mr. Speaker, another form of financial support that Government provides to the SME sector is the fuel incentive scheme for fishermen. In 2014, SR22 million was spent on this scheme and SR13 million is allocated in 2015 to allow artisanal fishermen to continue to benefit from the fuel subsidy. The lower amount in 2015 reflects a change in policy beginning next year whereby only artisanal fishermen will receive the fuel subsidy through the Seychelles Fishing Authority. Semi-industrial fishing vessels will purchase tax-free fuel from SEYPEC instead of through the incentive scheme. Mr. Speaker, in providing subsidies for such schemes Government needs to protect the taxpayers against abuse of public funds. We are very concerned about the reported abuse of the fishermen fuel incentive scheme. Government fully appreciates the hardship of a fisherman’s life. But we will not stand aside and allow abuse of the scheme which puts at risk the support to genuine and honest fishermen. My ministry, in collaboration with the Ministry of Natural Resources will review the modality of the scheme and make proposals to Government to improve its management and to strengthen control aimed at eliminating abuse.