zilongwang/ReadingBank huggingface dataset:
CRC Patrons Club Culinary Arts Management Scholarship CRC Patrons Club GPA: 2.50 Units Completed: 6.00 Minimum Units: 6 Quantity: 1 Amount: $1,000.00 Transferring/Continuing: Either Supplemental Materials: No Other Requirements: Student must be pursuing a career in Culinary Arts. Eligibility will be based on goals and self determination. There is no financial need requirement. Consideration will be given to extracurricular activities, employment and leadership ability. Students must submit one online recommendation. Majors: Culinary Services - Certificate Cooking and Supervision - Certificate of Achievement Culinary Arts Management - Associate in Arts School Foodservice Specialist - Certificate of Achievement S CRC Patrons Club Evelyn Morse Memorial Scholarship Donor: CRC Patrons Club GPA: 3.00 Units Completed: 6.00 Minimum Units: 12 Quantity: 1 Amount: $500.00 Transferring/Continuing: Either District Selects: No Supplemental Materials: Yes Other Requirements: Student must be pursuing a goal to work in the educational field. Eligibility will be based on goals and self determination. There is no financial need requirement. Consideration will be given to extracurricular activities, employment and leadership ability. Students must include two online recommendations. S CRC Patrons Club Humanities & Social Science Area Award Donor: CRC Patrons Club GPA: 2.50 Completed: 6.00 Minimum Units: 9 Quantity: 1 Amount: $1,000.00 Transferring/Continuing: Either Supplemental Materials: No Other Requirements: Applicants must be getting a degree in one of the majors offered within the Humanities & Social Science Area. Students with "General Education Transfer" as their major must list a specific academic area in the essay question/answer section. Eligibility will be based on goals and self determination. There is no financial need requirement. Consideration will be given to extracurricular activities, employment and leadership ability. Students must one online recommendation.
NB PLEASE SEE ADDITIONAL INFORMATION ATTACHED WITH THIS LEAFLET. More information For more information about keeping your healthcare records safe and secure, you will find a helpful leaflet produced by the NHS in conjunction with the British Computer Society: Keeping your online health and social care records safe and secure
PATSS (Plymouth Advisory Team for Sensory Support) Please complete as much of the form as you can, ensuring that you have the signed consent of the young person’s parent or carer to share information, as this referral may be considered at a Children’s Integrated Disability Service SEND meeting. Please return to: Advisory Team for Sensory Support, Windsor House, Tavistock Road, Plymouth PL6 5UF Tel: 01752 668000 Text/SMS 07500 122724 or email Parent and child details Child's name DOB Parent or carer name DOB Address Home phone Mobile phone Ethnicity First language Hospital number Email address Referrer details Referrer's name Designation Phone number School details School UPN Year Is a SEND Plan? Yes No Has this student seen GP or school nurse regarding their hearing/vision? Yes No Other services involved with this young person Name Contact Name Contact Name Contact Name Contact
Before you apply for online access to your record, there are some other things to consider. Although the chances of any of these things happening are very small, you will be asked that you have read and understood the following before you are given login details. Things to consider Forgotten history may be something you have forgotten about in your record that you might find upsetting. Abnormal results or bad news If your GP has given you access to test results or letters, you may see something that you find upsetting. This may occur before you have spoken to your doctor or while the surgery is closed and you cannot contact them. If this happens please contact your surgery as soon as possible. The practice may set your record so that certain details are not displayed online. For example, they may do this with test results that you might find worrying until they have had an opportunity to discuss the information with you. Choosing to share your information with someone It’s up to you whether or not you share your information with others – perhaps family members or carers. It’s your choice, but also your responsibility to keep the information safe and secure. If it would be helpful to you, you can ask the practice to provide another set of login details to your Online services for another person to act on your behalf. They would be able to book appointments or order repeat prescriptions. They may be able to see your record to help with your healthcare if you wish. Tell your practice what access you would like them to have. Coercion If you think you may be pressured into revealing details from your patient record to someone else against your will, it is best that you do not register for access at this time. Misunderstood information Your medical record is designed to be used by clinical professionals to ensure that you receive the best possible care. Some of the information within your medical record may be highly technical, written by specialists and not easily understood. If you require further clarification, please contact the surgery for a clearer explanation. Information about someone else If you spot something in the record that is not about you or notice any other errors, please log out of the system immediately and contact the practice as soon as possible. More information For more information about keeping your healthcare records safe and secure, you will find a helpful leaflet produced by the NHS in conjunction with the British Computer Society: Keeping your online health and social care records safe and secure
Creating Equal Sets Behaviours/Strategies Student guesses to create equal sets. Student makes identical sets (e.g., uses the same number of each colour of cube and/or arranges the cubes in the same way). Student creates equal sets (e.g., by counting or matching), but doesn’t associate “equal” with balanced pans. Student makes equal sets with ease and understands that as long as the number of cubes in each pan does not change, the pans will be balanced. Observations/Documentation Creating Unequal Sets Behaviours/Strategies Student guesses to create unequal sets. Student makes unequal sets, but does not know whether the new set has more or fewer cubes than the original set. Student knows which set has more/ fewer by looking at the sets, but does not associate more/fewer with the heights of the pans on the pan balance. Student makes unequal sets with ease and understands that the lower pan contains the greater amount. Observations/Documentation
Knowledge and Skills (Students will know and do…) What key knowledge and skills will students acquire as a result of this unit? (These may be indicators from the curriculum) Knowledge (Students will know…) What key knowledge will students acquire as a result of this unit? Skills (Students will know how to…) What key skills will students acquire as a result of this unit? What is pattern? How do you make a pattern? Vocabulary: pattern, increasing pattern, consecutive numbers, variable, expression, solution, analyze, mathematical language, symbolically, concretely, pictorially Describe situations from one’s life, family, or community in patterns emerge, identify assumptions made in extending the patterns, and analyze the usefulness of the pattern for making predictions. Describe, using mathematics language (e.g., one more, seven less) and symbolically (e.g., r + 1, p – 7), a pattern represented concretely or pictorially that is found in a chart. Create alternate representations, including concrete or pictorial models, charts, and mathematical expressions, for a given pattern (numeric or geometric). Predict subsequent elements (terms or values) in a pattern (with and without concrete materials or pictorial representations) and explain the reasoning including the assumptions being made. Verify whether or not a particular number belongs to a given pattern. Solve problems and make decisions based upon the mathematical analysis of a pattern and other contributing factors. Describe patterns mathematical language symbolically, concretely and pictorially Describe situations in daily life when patterns emerge Identify assumptions made in extending patterns Create representations Predict subsequent elements in patterns then verify the results and explain reasoning Verify whether a particular number belongs in a pattern P5.1 Represent, analyze and apply patterns using mathematical words and notation * I can describe patterns with mathematical words and symbols * I can create models, pictures, charts and pattern for patterns * I can use variable to write expressions for patterns * I can determine whether or not a number belongs to a given pattern * I can use variable to write equations for patterns
Week One Centers Mastering the Basics- skip counting patterns ( taken from EDUGUIDE) At Your Desk Math Sense Lesson One practice page 8 #3 and Step by Step #7 Teacher Focus on Math Language: mathematical language Record on the “What patterns do you notice?” n “How does the second term differ from the first term? The third term?” n “Are there other patterns that describe how the pattern grows? What are they?” Decreasing pattern Increasing pattern Pattern Term Term number Term value Teacher questions to ask students: “What is a pattern?” n “How do you know the example you gave is a pattern?” n “What next in your pattern? How do you know?” n “How can you describe your pattern?” n “Is there another way you could describe your pattern?”
ARTS IMPACT—ARTS-INFUSED INSTITUTE LESSON PLAN SEVENTH GRADE—LESSON TWO: Kites: Patterns and Surface Decoration: Enlarging Scale Part II Artist-Mentor – Meredith Essex Grade Level: 7th Enduring Understanding Application of knowledge of ratio, scale factor and proportion can be used to accurately enlarge the scale of shapes used in design and construction. Art and Math Target: Enlarges design for surface. Criteria: Multiplies design shapes by scale factor and plots the vertices of proportional similar figures on one-inch grid paper (kite sail and keel pattern). Art and Math Target: Uses craftsmanship in drawing pattern and surface design. Criteria: Draws clean lines with straightedge and/or compass (optional) aligned with grid lines and vertices on one-inch grid paper. Arts Impact/TPS AEMDD Grant 2008-12 – MATH ARTISTIC PATHWAYS Seventh Grade Lesson Two – Kites: Patterns and Surface Decoration: Enlarging Scale Part II 10.16.2010 7-9 Materials Small and large rulers, pencils, erasers, scissors, My Kite Journal (MKJ), 2-gallon zipper (ex: Ziploc) bags Learning Targets • Enlarges design for surface. • Uses craftsmanship in drawing pattern and surface design. Do Now Draw a triangle or rectangle. Enlarge it (draw a similar figure). Name scale factor. MKJ 8-6 Activities/Prompts • What does craftsmanship mean? What role does math play in craftsmanship? We are going to be enlarging and transferring our symmetrical geometric designs for our kite. • Look closely at your small scale artistic design for sail and keel. How many times
1. Draw a class diagram of the Factory Method Pattern with these elements: Factory (interface), Product (interface), ConcreteFactory, ConcreteProduct, makeProduct( ) Show relationships between elements. 2. Iterable and Iterator use the Factory Method pattern. For example: ArrayList list = new ArrayList(); list.add( "apple" ); list.add( "banana" ); . . . Iterator iter = list.iterator( ); Complete the table to show how this example uses the Factory Method pattern Name in Pattern Name in This Example Factory Product ConcreteFactory ConcreteProduct makeProduct( ) 3. The purpose of the Command Pattern is to encapsulate actions so that we can have a family of interchangeable actions, like "turn on", "turn off", or "play sound". The digital clock uses as Timer and TimerTask to update the time and another TimerTask to sound the alarm (at least, you should program it that way... don't check the alarm time every second!). a) Fill in the table: Name in Pattern Name in this example
For practice use only: Usual GP authorisation only if level 2 access is requested – usual GP signature: Date: Level of record access enabled: Level 1 – Booking appointments and requesting repeat medication  Level 2 – Online medical records  Entries reviewed by: (for Level 2 access only) Readcode XaE42 added  Account created by: Date: Identification documents: (Practice use only) Driving License Number: Date of issue: Date of expiry: Passport Number: Date of issue: Bank Statement Bank Name: Date of issue: Utility Bill At the discretion of the Practice Manager – Elly Potter: Signed: Form taken in by: (Receptionist)
Patterson, L. (2010, February). Possibilities with Probability, Kentucky Center for Mathematics Conference Frankfort, Kentucky. Patterson, L., (2009, October). Engaging Students in Problem Solving, Kentucky Council of Teachers of Mathematics Annual Conference Paris, Kentucky. Patterson, L., (2009, October). A Taste of Australian Mathematics, Illinois Council of Teachers of Mathematics Annual Conference Peoria, Illinois. Shatzer, J. , Patterson, L., (2008, October). Making Connections in Math and Children’s Literature. Kentucky Council of Teachers of Mathematics Annual Conference Louisville, Kentucky. University Refereed Presentations Patterson, L., Clemson C., Anderson, V., (2009, November) We Discovered Korea, International Education Week Murray State University Murray, Kentucky. Patterson, L. (2008, November) A Taste of Australian Mathematics. International Education: A Bridge to Everywhere for International Education Week State University , . Invited Presentations Patterson, L. (Fall 2008) How to Study presented to White College students at Murray State University Patterson, L. (2005, July). Mathematics Workshop for teachers at in Patterson, L. (2002-2004). Summer Mathematics Workshops for teachers in response to No Child Left Behind requirements in Patterson, L. (2002, October). LEAD Conference in Patterson, L. (2002, March) Tennessee Education Association Minority Affairs presentation on the National Board Certification Process in Patterson, L. (2001, June), Tennessee Teacher’s Study Council. Patterson, L. (2001, February). Algebra Workshop for High School Algebra Teachers of Native Americans at the
Patterson River Freeway / Highway Sealed road Bicycle path 5 Knot Zone No Personal Watercraft Water body Ramp Recreational Facilities Barbecue PV Parks Victoria Office, Tackle Shop & Coastguard Picnic shelter 0 200 400 M E T R E S Cartography by Spatial Vision 2002 M/6932 MELBOURNE e * e To Melbourne NATIONAL CENTRE Join a Friends Flashing Marker Special Marker Y Toilets GEELONG Group in helping to protect the Patterson River's heritage, flora and fauna? Then why not join the Patterson River Friends Group. For further information on Bonbeach Y NO BOATING PATTERSON RIVER COUNTRY CLUB the Patterson River Friends Group contact the ParksVictoria Information Centre on 13 1963 or visit Y PORT PHILLIP BAY Endeavour Cove Marina ..63 ..64 ..61 ..62 PV Q.R Patterson Lakes To Frankston Q(2)Y10s Q.G Caring for the River and Bays e Remember that all native plants and animals are protected by law and should not be Further Information Parks Victoria NOTE: Dredge operates at entrance - navigate with care Carrum Y NO BOATING To Frankston Carrum Station is to Victoria's rivers and bays clean e If you're on the river or within 200m of the waters edge of Port Phillip Bay, do not exceed the 5 knot (9km/h) speed limit and keep a careful watch for other river users disturbed e Swimming is not permitted within 50m of boat ramps and in no swimming zones e Please take all rubbish home with you and if possible recycle it, or use bins provided e Jumping or diving from bridges or trees is not permitted Information Centre Phone: 13 1963 Patterson River Office Launching Way, Carrum Phone: 03 9772 1001
Patterson River Highway Sealed road Bicycle path No Personal Watercraft Water body No Swimming 0 5 0 100 M E T R E S Cartography by Spatial Vision M/6932 MELBOURNE e * e GEELONG To Bonbeach © Map updated February 2006 DANGEROUS RIP CURRENTS Bonbeach Life Saving Club DEEP CHANNEL (No Swimming) PORT PHILLIP BAY DEEP CHANNEL (No Swimming) To Carrum Life Saving Club NOTE: Dredge operates at entrance - navigate with care DANGEROUS RIP CURRENTS Caring for the River and Bays Parks Victoria is committed to keeping Victoria's rivers and bays clean e If you're on the river or within 200m of the waters edge of Port Phillip Bay, do not exceed the 5 knot (9km/h) speed limit and keep a careful watch for other river users e Remember that all native plants and animals are protected by law and should not be disturbed e Swimming is not permitted within 50m of boat ramps and in no swimming zones e Please take all rubbish home with you and if possible recycle it, or use bins provided e Jumping or diving from bridges or structures is not permitted Further Information Parks Victoria Information Centre Phone: 13 1963 Patterson River Office Launching Way, Carrum Phone: 03 9772 1001 Updated February 2006
Table 1: Disturbance types and examples of their effects on populations References Natural Disturbance Large-scale Hurricanes (Waide 1991) Wildfire (Esque et al. 2003) Earthquakes (Losey 2005) Small-scale Tornadoes (Peterson 2000) Drought (Gould, Sussman and Sauther 1999) Anthropogenic Disturbance Climate Change (Thompson and Ollason 2001) Deforestation (Zipperer, Burgess and Nyland 1990) Small-scale Species Introduction (Enge et al. 2004) Habitat Fragmentation (Debinski and Holt 2000) Clear-cutting (Petranka, Eldridge and 1993)
A. B. A. Bird Banding Abbreviations NOCA- Northern Cardinal CACH- Carolina Chickadee EWPE- Eastern Wood Peewee SOSP- Song Sparrow BLJA- Blue Jay RSTO- Rufous-sided Towhee BGGN- Blue-gray Gnatcatcher AMCR- American Crow INBU- Indigo Bunting EUST- European Starling BASW- Barn Swallow ETTI- Eastern Tufted Titmouse RBWO- Red-bellied Woodpecker REVI- Red-eyed Vireo AMGO- American Goldfinch YSFL- Yellow-shafted Flicker LEFL- Least Flycatcher BHCO- Brown-headed Cowbird RTHU- Ruby-throated Hummingbird EAKI- Eastern Kingbird NOMO- Northern Mockingbird EAPH- Eastern Phoebe BRTH- Brown Thrasher CONI- Common Nighthawk GBHE- Great Blue Heron WEVI- White-eyed Vireo YBCH- Yellow-breasted Chat MODO- Mourning Dove HAWO- Hairy Woodpecker DOWO- Downy Woodpecker AMRO- American Robin GCFL- Great Crested Flycatcher
Primary Health Care Clinics: 75 Patterson Street Ringwood East Well Health clinic: Breast health advice and checks Family Planning Cervical screening and information Contraception Contraceptive implants an IUD’s Pregnancy testing, counselling and antenatal care Advice and care for menopausal women Emergency contraception advice Refugee and Asylum seeker clinic: The refugee and asylum seeker health clinics provide individuals and families with: Comprehensive initial Health Assessments Catch-up Immunisations and Mantoux testing Introduction to a local GP practice for ongoing care Referrals as required Aboriginal community support: Clinical staff support equitable access for Aboriginal clients to culturally appropriate health and wellbeing services. This includes strong partnerships with the EACH Aboriginal health team, (Acute) Hospital Aboriginal Liaison Officers and local agencies such as Mullum Mullum Indigenous gathering Place MMIGP, Boorndawan Willam and VACCA. Aboriginal health check days and health information sessions are offered by EACH and partner organisations several times throughout the year. Diabetes Education Diabetes Education is available for people and families/carers living with Type 1, Type 2 and Pre Diabetes. The program offers a range of services including individual appointments, comprehensive diabetes assessments and education, group programs, as well as team care with specialist diabetes doctors and other health professionals. IDEAS clinic to commence at Patterson Street Practice August 2017. Costs are displayed in reception waiting room Referrals: self-referred or by family, friends, carers, GP’s, hospital or other health professionals. Contact EACH Intake 1300 003 224 or Patterson Street Reception on 9837 3900 Interpreters are be booked as needed. Monday to Friday 8.30am- 5:00pm by appointment only Address: 75 Patterson Street, Ringwood East, 3135. Phone: 9837 3900 (for information or appointments)
Annex n. 3 Educational agreement of joint responsibility ( Nursery School ) THE SCHOOL COMMITS ITSELF TO THE FAMILY COMMITS ITSELF TO FORMATIVE OFFER Provide a formative plan based on curricular projects and ensure initiatives to promote the welfare and success of the child, his exploitation as a person, his human and cultural realization. Inspect the formative plan, share it, discuss it with its own children, taking responsibility for what is expressed in it. RELATIONALITY Create a serene atmosphere in which dialogue and discussion are stimulated; facilitate knowledge and mutual relationship among children, their integration, the acceptance and the respect of oneself and of the other ones; promote behavior inspired to shared participation, gratuity and sense of citizenship. Share with teachers common educational lines, discussing, asking for explanations; agree on some educational lines so that they can be translated into daily practice even at home, in order to give continuity to the educational action. PARTICIPATION Foster a constructive relationship between school and home through an attitude of dialogue and collaboration aiming at the full development of the pupil; lead to an assumption of responsibility as is expressed in the formative agreement. Collaborate actively using the tools made available by the school; always check and sign communications; preparing justifications for absences or delays, or for early exits; send to school the material required within the data terms; solicit the control of time and of the backpack as well; avoid replacing the pupil when performing his homework and simultaneously monitor his activity; inquire regularly of the process of its own children; participate in meetings and possible school talks. EDUCATIONAL ACTIONS Constantly communicating with families; informing them about progress of the children; enforce the rules of conduct, regulations and prohibitions. Inspect all reports coming from the school. Discuss with the children for any decision and disciplinary action involving the student and/or the school community, stimulating a reflection on episodes of conflict and criticality.
Theatre and Dance, and Blaffer Art Museum at the University of Houston. For general inquiries, please call 713.743.5548, or visit the online at www.mitchellcenterforarts.org. Media Contacts: For press inquiries, please contact Jeffrey Bowen, Blaffer Art Museum’s assistant director of external affairs (713.743.9528, jbowen2@uh.edu) or Nicole Laurent, the Mitchell Center’s director of communications and special projects (713.743.5749, nclaurent@uh.edu). # # # Gabriel Kuri: Nobody needs to know the price of your Saab is organized by Blaffer Art Museum at the University of Houston. The exhibition and publication are made possible, in part, by the Eleanor and Frank Freed Foundation, the Mexican Ministry of Foreign Affairs, the Consulate General of Mexico in Houston, the George and Mary Josephine Hamman Foundation, and Bank of America. Following its Blaffer debut, Gabriel Kuri: Nobody needs to know the price of your Saab will be on view at the Institute of Contemporary Art, Boston, from February 3 through July 4, 2011. Amy Patton is organized by Blaffer Art Museum at the University of Houston. The exhibition and publication are made possible, in part, by The Amelia Blaffer von Furstenberg Endowment for Exhibitions and Programs, Centex Beverage, Inc., and Houston Endowment Inc. In kind support is provided by Continental Airlines. Amy Patton was the University of Houston’s Cynthia Woods Mitchell Center for the Arts Spring 2010 Artist-in-Residence. Additional residency support was provided by Blaffer and the University of Houston School of Theatre & Dance. Blaffer Art Museum exhibitions and programs are supported by the Blaffer Director’s Discretionary Endowment Fund, the City of Houston through the Houston Arts Alliance, The George and Mary Josephine Hamman Foundation, and the Texas Commission on the Arts. Educational support is provided by Dorothy C. Sumner, the Travelers Foundation, and the Kinder Morgan Foundation. In kind support is provided by Xpedite Coatings and KUHF.
Patient Experience Questionnaire These questions are based on the things that patients have said matter most to them. We would be grateful if you could answer them in relation to your most recent experience of the health service. Thinking about your overall first impressions of the service How often do you feel you were treated with courtesy and respect? Never Sometimes Usually Always How often do you feel that you were: Listened to? Never sometimes Usually Always Treated as an individual? Never Sometimes Usually Always Given all the information you need? Never Sometimes Usually Always How often do you feel you were given enough privacy? Never Sometimes Usually Always From the time you realised you needed to use this service, do you feel you had to wait: A long time Longer than needed A little longer than needed A short time Thinking the environment where you received your care How often was the environment you were in clean? Not clean at all Not very clean Fairly clean Very clean Not applicable How often did you see staff clean their hands before they cared for you? Sometimes Usually Always Don’t know How often did you feel the environment had everything you needed? Never Sometimes Usually Always If you asked for assistance, how often: Did you get it? Never sometimes Usually Always
2 Not upheld There was no evidence to suggest that clinical examination caused bruising /cellulitis Appropriate apology was provided and explanation that spilt urine would cause infection. Current open investigations 5 As can be seen in fig 6 the trust is seeing less complaints numbers compared to the same period last year however the number of contacts is about the same. More issues are being actively dealt with as a level 1 (action agreed within 24 hours). Fig 6 Long term trends in complaints Issues and Actions from Patient Feedback In June 15 Area Event Immediate Response Changes Implemented Max/Fax and ENT Clinic FFT Patients felt they were waiting a long time to be seen in clinic and it was felt that patients should be kept informed of waiting times. All staff made aware of the need to communicate effectively the waiting times. A SOP for communicating waiting times has been developed and shared with all staff. SOP on display in the clinic to ensure a consistent approach is applied. Hasland Ward Governor ward visit Governor found that patients (and staff) would be appreciated it if the newspaper delivery could be resumed This service has now been re-instated and is facilitated by volunteers. The service runs on a Monday, Wednesday and a Friday and has been very well received by patients. Oncology PALS Enquiry A patient attended ACS who questioned why their appointment had been cancelled on 2 occasions. The patient was waiting on blood test results to see if his cancer had returned. He was also perturbed that there was a DNA status on Medway as he had never missed an appointment. ACS queried this with appointments immediately. As a result of this contact the patients’ DNA status was removed and an appointment was then arranged for the following week. Also to prevent any further confusion ACS crossed checked all upcoming appointments and confirmed these with the patient’s wife (as per the patients’ instruction). All appointment letters were provided again.
*Indicates that this item is mandatory Clinical Information Reason for referral / Anticipated outcome:* Symptoms (including history of presenting complaints and interventions to date): * Examination findings : Relevant tests / investigations : attached not applicable Past medical history : Current medication: Allergies / Adverse medication events Relevant Family history : Relevant Social history : Additional Relevant information (including special needs, disabilities, clinical warnings) For hospital use (referral management and outcome) Date referral received : Triage outcome (priority): urgent routine Date sent for triage : Date of new attendance : Date returned from triage : Consultant clinic : Patient’s name : Patient’s date of birth : Referring GP’s name : *Indicates that this item is mandatory
Specific areas of expertise/clinical skills OT Models. Common Assessments / Interventions/Care pathways Models of practice experience e.g Hub and Spoke, Care pathways, Patient Journeys . MULTIAGENCY LEARNING OPPORTUNITIES / RESOURCES Multi-professional learners accessing the environment Student nurses Professionals working in the environment MH Nurses / Doctors / psychologist / Consultant / OT’s. Opportunities to meet EU directives (Nursing)
Paul Revere’s Ride Activity The Real Story of Paul Revere’s Ride – historical account Grant Wood’s Midnight Ride of Paul Revere – painting Paul Revere’s Ride by Henry Wadsworth Longfellow – poem Firsthand account: Paul Revere's Account of His Midnight Ride to Lexington Paul Revere’s Ride
Spreading the Word The Real Story of Paul Revere’s Ride – historical account During the evening into the overnight Paul Revere and William Dawes The Sons of Liberty Each house was stopped at Paul and William are arrested by the British, but eventually set free Grant Wood’s Midnight Ride of Paul Revere – painting During the evening into the overnight Paul Revere Does not indicate – presumably Paul Paul rode through the town on horseback Does not indicate, but not soldiers or are present in the picture Paul Revere’s Ride by Henry Wadsworth Longfellow – poem During the evening into the overnight Paul Revere Paul Revere Paul rode through the town on horseback telling people Paul Revere has successfully warned everyone and they are ready to fight Paul Revere's Account of His Midnight Ride to Lexington - Firsthand account During the evening into the overnight Paul Revere, Dawes, and Prescot Does not mention anything about a signal, but says he is told by Richard Devens They trio spread the word by through the town as well as guns were fired to alarm people Goes to the Tavern, sees troops, and hears fighting in the distance
What is the most important piece of conflicting information between the Paul Revere’s Ride by Longfellow and the historical account “The Real Story of Paul Revere’s Ride?” The fact that Paul was not the only rider. The time Paul arrived in Lexington. How Paul crossed the river to Charlestown. Paul’s mission was to warn the country-side. The authors of “The Real of Paul Revere’s Ride” the poem Paul Revere’s Ride by Longfellow probably disagree on interpretation of the event mainly because Longfellow likes embellishing. Paul Revere did not share the account of his story accurately. No one really knows the true story. One is a literary piece written to entertain while the other is an account of an event the narrator actually experienced. Which fact from “The Real Story of Paul Revere’s Ride” causes a conflict of information from what is presented in the poem Paul Revere’s Ride by Longfellow? Lanterns had been hung indicating that troops would row by sea or march by land. He crossed a river to get to Charlestown. Revere arrived in Lexington about midnight. Paul alarmed the entire country side. What action does the following line of dialogue in the poem Paul Revere’s Ride by Longfellow provoke? “One if by land, and two if by sea” Paul to start his ride Paul becomes excited Paul tells his allies “By land or sea from the town to-night, Hang a lantern aloft in the belfry arch” Paul to go home What does the following line of dialogue from “The Real Story of Paul Revere’s Ride?” reveal about Paul Revere’s character? “I told him they would miss their aim.” Paul thought they were a bad shot. Paul was not afraid of the men. Paul spoke his mind. Paul was rude.
9. Settlement must take within the advertised time period. Accordingly, secure any necessary financing and select a settlement agent immediately. If you do not identify a settlement agent within five (5) days of the auction sale, you will have selected the settlement agent selected in the Sales Contract. The failure of a purchaser to settle on or before the Settlement Date identified in the Sales Contract will amount to a default. See Paragraph 10. The deposit may not be the full extent of liability for a defaulting purchaser. Consult an attorney of your choosing prior to making a bid. 10. Century and the seller, in addition to asserting all remedies available by law, including the right to hold the defaulting purchaser liable for the agreed purchase price, may: • Cancel the sale, retaining the Deposit made by such defaulting purchaser as liquidated damages to be distributed between Century and/or the seller in accordance with a separate agreement; OR • Remarket and resell the property without Reserve at public auction or privately on ten (10) days notice to such purchaser. If Century resells the property, the defaulting purchaser agrees that he or she will be liable for payment of any deficiency between purchase prices, plus all costs and expenses of the original auction sale and the re-sale, reasonable attorneys' fees, incidental damages and all other related charges. 11. By bidding at an auction, whether present or by agent, by written bid or otherwise, bidders consent to binding arbitration for all disputes except those concerning the forfeiture of a deposit due to a failure to close (which may be handled in a summary fashion by Century). 12. By placing a bid either in person or online, auction participants acknowledge and agree to be bound by all terms and conditions of the auction sale. REAL ESTATE CONTRACT OF SALE I/We (“Purchaser”) have this day of , 20_ , agreed to purchase the property as (the “Property”) which may or may not be subject to ground rent, from (“Seller”). The Terms and Conditions of this sale are hereby incorporated herein by reference.
Release 1 November 2016 Paul Rizzo Joins Wingate to Chair the Wingate Investment Partners Trust (WIP) Investment Committee Paul Rizzo has been announced as Chairman of Wingate’s WIP Investment Committee. Mr Rizzo brings with him decades of corporate experience, having held senior executive roles in many of Australia’s most prominent blue-chip organisations, including Telstra, CBA and ANZ. Paul was Chairman of the Board Risk Committee at NAB for nine years, period that straddled the global financial crisis. His board appointments include the role of Chairman of Foxtel and the Defence Audit and Risk Committee of the of Defence, as well as numerous Non-Executive Directorships of companies including ASC, National Australia Rothschild, The Seven Network, Bluescope Steel, Mallesons Stephen Jaques and IBM Australia. Mr Rizzo said one of the main attractions of the role was the opportunity to work with the Wingate team, “Wingate’s senior executives are deeply knowledgeable and professional, with a nice blend of wanting growth and high returns, but doing so in a diligent and deliberate way,” Mr Rizzo said, “This role as Chairman of the WIP Committee is about risk management – which is where my focus has been for many years.” Wingate Property Managing Director Ryan Levin welcomed Mr Rizzo to the role, “We are delighted to have Paul on board as investment committee chair of Wingate’s flagship WIP debt funds. His knowledge, deep experience and strong risk and investment acumen will no doubt build on WIPs’ already very formula, and he will be a real asset to the Fund.” The Wingate Investment Partners (WIP) Trusts co-invest with Wingate, its shareholders, directors and management in a diversified portfolio of secured private debt investments, with funds under management approaching $500m. - ends- About Wingate Wingate is a finance and investment with teams specialising in property, global equities, consumer and asset and private equity. Wingate is known for its exceptional track record, unique risk management culture, discretion, reach influence. wingategroup.com.au For further information, contact: Carey Lahra Carey Media & Communications 03 9685 3193 / 0414 632 982
Office Expenses IX – Line 13 Information Technology IX – Line 14 Occupancy IX – Line 16 Travel IX – Line 17 Payments of travel/entertainment of Fed, Local public officials $ Part IX – Line 18 Conferences, conventions and meetings IX – Line 19 Interest IX – Line 20 Payments to affiliates IX – Line 21 Insurance IX – Line 23 Total Expanded Expenses $ Compensation/Fees Section Compensation of Officer/Directors $ – A
Paul Up the sea-dark avenue at two in the morning a shadow comes shouting oh you mother-fucker I hate you Paul echoes of feet and then I hate you I hate you Paul the old moon is sinking through clouds beyond high wires and cornices the buildings creak drifting on the tunnelled hour the call bounces ahead along the street like a fleeing ball there after each of the few cars has passed over its words Paul you can't get away I hate you with my feet in the Paul street like a bell I know you are there you nowhere Paul I am coming after you whatever you do whatever you think I hate you across the street into the doors all the way through the frozen windows up against the wall listen to me I hate who you are nobody else will ever hate you the way I do I always hated you Paul the whole time thinking you could hold out on me that small invisible you but to me listen there was nothing to you I was onto you fooling with me your slick tricks all the while and I hate you where you are everywhere Paul I go on hating you through the roar of the Paul subway the red lights at the Paul cross streets out of sight into the Paul night that cannot be touched nor brought back by hate at all. ~W.S. Merwin
household income, and 60% of equivalised expenditure for the financial year ending 2017, 22.8% of the UK population was considered to be in income poverty and 21.8% was deemed to be in expenditure poverty. Yet when looking at the two variables together, only 11.5% of the population was in both income and expenditure poverty in FYE 2017, and 17.7% of all children were also deemed to be in both income and expenditure poverty. To coin a phrase popular academics, ‘more research needs to done’. References Ashton, P. (2013) ‘Poor Lore’. Mensa Magazine, Ashton, P. (2011) Pensioner Poverty: Reality or Myth?, MSc dissertation, University of Southampton Brewer and O’Dea (2017) "Why are Households That Report The Lowest Incomes so Well-Off?" Mack J and Lansley S (1985) Poor Britain,George Allen & Unwin New Society (1986), Editorial 14 November 1986 ONS (2018) An expenditure-based approach to poverty in the UK: financial year ending 2017, Piachaud, D. (1981) 'Peter Townsend and the Holy Grail', New Society, 10 September: p.421. Tonkin R. and Serafino P. (2017): “Comparing poverty estimates using income, expenditure and material performance and social progress” (PDF, 3.2MB)
Sources sources Worship Sources Bancroft, Anne. The Buddhist World. Morristown, NJ: Silver Burdett, 1984. Print. Penney, Sue. Buddhism. Chicago, IL: Heinemann Library, 2001. Print. Religious text sources Penney, Sue. Buddhism. Chicago, IL: Heinemann Library, 2001. Print.
No conditions. Attachments No attachments. 8877 Greenhithe Substation Designation Number 8877 Requiring Authority Vector Ltd Location 220 Kyle Road, Greenhithe Rollover Designation Yes Legacy Reference Designation 70, Auckland Council District Plan (North Shore Section) 2002 Date Given effect to (i.e. no lapse date) Purpose Electricity works (substation). Conditions No conditions. Attachments No attachments. 8878 Hauraki Substation Designation Number 8878 Requiring Authority Vector Ltd Location 1B Jutland Road, Takapuna Rollover Designation Yes Legacy Reference Designation 71, Auckland Council District Plan (North Shore Section) 2002 Lapse Date Given effect to (i.e. no lapse date) Purpose Electricity works (substation). Conditions No conditions. Attachments No attachments. 8879 Highbury Substation
Attachments No attachments. 8899 Horseshoe Bush Substation Designation Number 8899 Requiring Authority Vector Ltd Location Horseshoe Bush Road (Pt Allot 141 SO 46462), Dairy Flat Rollover Designation Yes Legacy Reference Designation 611, Auckland Council District Plan (Rodney Section) 2011 Date Given effect to (i.e. no lapse date) Purpose Electricity works (substation). Conditions No conditions. Attachments No attachments. 8900 Coatesville Substation Designation Number 8900 Requiring Authority Vector Ltd Location Glenmore Road (Pt Allot 619 SO 47367), Coatesville Rollover Designation Yes Legacy Reference Designation 612, Auckland Council District Plan (Rodney Section) 2011 Lapse Date Given effect to (i.e. no lapse date) Purpose Electricity works (substation). Conditions No conditions. Attachments No attachments. 8901 Waimauku Substation Designation Number 8901 Requiring Authority Vector Ltd
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Bridle Trail Route Selection Routes should be selected that capture the full potential of the landscape character and features of both the rural and village areas and should supplement and integrate with: The indicative bridle route identified on the Structure Plan Cluster Housing groups. View Corridors and vistas identified on the Structure Plan. Wildlife corridors, waterways systems, notable trees for protection Pedestrian and Recreational Cycle Route Selection As they are located within the residential zones, routes will generally be alongside roads. However where there are not clear road links, additional routes should be provided to ensure good pedestrian and recreational cycle connectivity throughout the area. All routes should be overlooked and take account of Crime Prevention Through Environmental Design guidance. 29 General Design Issues The design of the trails should complement the informal character of Clevedon Village and enhance the overall environment for all users. Wherever possible horse riding trails should be located on a physically separated trail as safety issues can arise when horses are mixed wit h other activities. There may be scope for horses to use access driveways leading to cluster housing. Where high levels of walking and cycling activity are anticipated separate trails should be provided for each to ensure safety and amenity for each user group and to avoid conflicts between walkers/ runners and mountain bikes. All trails should be designed to respect the privacy, set back requirements and aesthetic of the clusters houses and their communal open space areas.
Agrichemicals and Vertebrate Toxic Agents (VTAs) Background Agrichemicals are used by most primary producers and in many domestic or amenity situations for weed, pest and disease control. When used correctly agrichemicals can make a positive contribution to sustainable land use. People can use agrichemicals provided they do not result in adverse effects on other people, the environment or property and are used safely and responsibly in accordance with best practice. The Unitary Plan’s approach to the management of agrichemicals relies on the provisions of the New Zealand Standard for the Management of Agrichemicals (NZS 8409: 2004). Meeting the requirements of this standard will ensure best management approaches to the use, application, storage and disposal of agrichemicals. VTAs are products that are designed to kill or control vertebrate pests such as rabbits and possums. For managing VTAs, best practice is set out in the HSNO requirements. Objective [rp] Human health and the environment are protected from the inappropriate application, handling, transport, storage or disposal of agrichemicals and VTAs. Policies [rp] Avoid significant adverse effects, and minimise other adverse effects, from the use of agrichemicals and VTAs including spray drift, handling, storage, transport or disposal by: managing their application to prevent adverse effects on or near sensitive areas, including: i. ii. iii. iv. v. vii. viii. ix. dwellings education facilities and papakāinga hospitals and aged care facilities amenity and public places sources of potable water including roof water collection non target and flora and fauna sensitive to agrichemicals and VTAs v certified organic farms and farms applying for certification freshwater systems, CMA and SEAs using where practicable, the least toxic and volatile agrichemical or VTA with the most harmless adjuvant (substance used to improve their performance) suitable for the purpose applying agrichemicals and VTAs in accordance with the product’s requirements, including specified rates of application using an application method that minimises spray drift, giving particular attention to the: i. ii. iii. iv. v. vi. type of spray equipment used spray volume and droplet size direction of spraying height of release above the ground weather conditions
recently approved framework plan applying to the application area will be assessed as a complying activity, or alternatively must be accompanied by an application for approval of either an amended or a replacement framework plan. An application for a framework plan must only to land that the applicant is the owner of, unless otherwise specified in the precinct. A restricted discretionary activity application for a framework plan will be assessed without the need for public notification unless special circumstances exist. Limited notification may be undertaken, including notice being given to any parties specified in the precinct rules. A concurrent application for a development control infringement will be assessed together with a framework plan. Land use and subdivision control infringements Framework plans must comply with all relevant land use and subdivision controls. Unless otherwise specified, any land use or subdivision control infringement will be considered as part of the application for a framework plan. Development control infringements Framework plans must comply with the precinct development controls. Unless otherwise specified, any development control infringement will be considered as part of the application for the framework plan. The development control infringement will not alter the restricted discretionary status of the framework plan unless otherwise stated in the precinct rules. Matters of discretion The council will restrict its discretion to the matters below for the activities listed below, unless otherwise stated in the precinct rules. Framework amendments to an approved framework plan or a replacement framework plan the location, physical extent and design of streets and pedestrian connections the location, physical extent and design of open the location and capacity of infrastructure servicing integration of development with neighbouring areas staging of development and the associated resource consent lapse period. Land use, development or subdivision that complies with an approved framework plan When considering a restricted discretionary resource consent application for land use, development or subdivision that complies with an approved framework plan, the council will restrict its discretion to the matters set out for the activity in the underlying zone, precinct or wide Assessment criteria 8. The council will consider the relevant assessment criteria for the restricted discretionary activities listed unless other specified in the precinct. Framework amendments to an approved framework plan or a replacement framework plan The location, physical extent and design of streets and pedestrian connections • Streets and pedestrian connections should be provided in the location identified in the precinct plan to achieve a legible street network. Where no location is identified, an integrated and efficient street and pedestrian network should be provided, including non