zilongwang/ReadingBank huggingface dataset:
Park Not-for-Profit Event Commercial Event Commercial Business (e.g. guided use, instructional use, etc.) Trail Network (see above for applicable parks) No Fee $100 per day OR $1 per event participant per day, whichever is greater Single event: $15 Seasonal (4 month): $50 Annual: $100 4. Recreation Facility Fees: Existing Facility Fees: Facilities & Equipment Not-for Profit Rate Private Use Rates CRI Hall Rental (over four hours) $287.50 / day $40.00 / hr (four hrs or less) $402.50 / day $45.00 / hr (four hrs or less) CRI Kitchen Rental (over four $115.00 / day $30.00 / hr $115.00 / day $35.00 / hr Cultural Centre (over four hours) $258.75 / day $40.00 / hr (four hrs or less) $287.50 / day $45.00 / hr (four hrs or less) Cultural Centre Kitchen (over four hours) $115.00 / day $30.00 / hr $115.00 / day $35.00 / hr Proposed Facility Fees: Facility Not-for-Profit Private Commercial Event CRI Hall $100 per day $402.50 per day $45.00 / hr (four hrs or less) $402.50 per day $45.00/hr (four hrs or less) CRI kitchen $50 per day $115 per day $35.00/hr $115 per day $35.00/hr Cultural Centre $100 per day $287.50 per day $45.00/hr (four hrs or less) $287.50 per day $45.00/hr (four hrs or less) Cultural Centre kitchen $50 per day $115 per day $35.00/hr $115 per day $35.00/hr 5. Multi-Day Use/Multi-Park or Facility Use: Where an event takes place for more than one day and/or in more than one park and/or facility, it is proposed that a discount is implemented or a reduced fee imposed for each additional day and facility: a 25% discount for multi-day and an additional 25% reduction for multi-facility for a total discount of up to 50% for multi-day/multi-park or facility events.
PCS Summer Camp Opportunities Janet Cobbs Volleyball Camp, Monday-Thursday, 6/11-14. This camp is for PCS students only. Contact Coach Deringer for registration information. Incoming 9th-12th, 8:00-9:30 Incoming 6th-8th, 9:30-11:00 Elementary Girls’ Basketball Camp, Monday-Thursday, 6/18-21. Incoming 1st-6th grades, 12:30-2:30 pm Elementary Boys’ Basketball Camp, Monday-Wednesday, 6/25-27 Incoming 3rd-6th grades, 10:30-3:30 pm Volleyball Buddies, Monday-Wednesday, 7/16- 18 Incoming 2nd-5th grades, 9:30 am -noon. POPS Volleyball Camp, 7/23-24 Incoming 8th-12th grades, 9:00-11:15 am & 11:45-2:00 pm Incoming 3rd - 8th grades, 2:15-4:00pm Future Falcon Football Camp, Monday-Wednesday, 7/23 – 25. Incoming 4th-8th grades, 6:00 - 8:00 pm Bemidji State University Football Team Camp, Friday-Sunday, 7/27-29. Incoming 9th-12th grades. Over Night Trip. PCS team camp only. Contact Coach Burgstahler at for details. Soccer for Boys and Girls - Directed by PCS teacher and head Shanley/OG/PCS girls’ soccer coach, Lance Hansen – held at Shanley. Visit deaconcamps. June 4, one day camp for students going into 1st and 2nd grade, 9:30 am - 12:00 pm. June 5-8, two, 4 day camps. For students going into 3rd-5th grade, 1:00-3:00pm and for students going into 6th-8th grade, 9:30am-12:00 pm. Theater Camp - Cinderella (Morning and afternoon sessions are full! Call to be added to the waiting list!) Students entering 1st-6th grade, Monday-Friday, June 18-29 morning session, 9:00 June 18-28, afternoon session, 1:00 – 4:30 pm. Other Camp information FCA Golf Camp, Monday-Tuesday, 6/18-19. Ages: 10-18
Father of the soldier – Henry Parker Mother of the soldier – Fanny Parker Brothers of the soldier – William aged 19, Frederick aged 16 and Cecil Sisters of the soldier – Francis, Mary, Connie aged 21 Gertrud aged 14 and Maggie aged 11. All of 11 Albion Street, Rugeley Squadron, Troop, Battery and Company Conduct sheet Medical History of Thomas Henry Parker on 15th November 1915 A police constable 5’ 09” weighing 147 lbs (10 stones 7lbs) and with a 37 and a half inch chest, he was of good physical development and had been vaccinated as a child and was classed as fit for service home and abroad. Buried Grave 1 A 1 London Cemetery and Extension, Longueval, France. Inmemories.com Thomas is also commemorated on Rugeley Town War Memorial
http://www.projectsmart.co.uk/six-rules-for-great-it-project-success.html Bonacorsi, S. (n.d.). Charts. Retrieved July 9, 2012, from http://www.projectsmart.co.uk /pareto-charts.html Brassard, M., & Ritter, D. (2010). The Memory Jogger II (Second Edition). Salem, NH: GOAL/QPC. DOH FL. (n.d.). Basic Tools for Process Improvement. Retrieved July 11, 2012, from Gitlow, H., & , A. (1995). Quality Management: Tools and Methods for Improvement. Retrieved July 11, 2012 from http://www.hit.ac.il/staff/leonidm/ information-systems/ch11.html Haughey, D. (n.d.). Analysis Step by Step. Retrieved July 9, 2012, from http://www.projectsmart.co.uk/pareto-analysis-step-by-step.html Mochal, T. (2006). Use Analysis to attack complex problems. Retrieved July 9, 2012 from Silicon Far East. (n.d.). Chart. Retrieved July 10, 2012, from . com/pareto.htm Wilhite, T. (n.d.). The Disadvantages of Analysis. Retrieved July 11, 2012, from http://www.ehow.com/list_6831238_disadvantages-pareto-analysis.html
(APR) – Parker Hannifin Downtown YMCA| 1301 E. 9th St., Cleveland, OH 44114 | 216-344-7700 Monday Tuesday Wednesday Thursday Friday Saturday Sunday 6:00am 6:15-7:15 Bootcamp Stephanie-GE* 6:00-6:50 Sun Salutation Brittany-*SMB 6:00-6:50 Y Cycle Kara-CS* 6:00-6:50 Hatha Yoga Brittany-*SMB 6:00 – 6:50 Y-Cycle Erin-CS* 6:00-6:50 Yoga Brittany 6:15-7:15 Strength Train Together Ann 6:30-7:20 Y Cycle Laura-CS* 6:00-6:50am Sun Salutation Brittany-*SMB 6:30-7:20 Y Cycle Laura-CS* 7:00am 8:00am 8:30 – 9:30 Strength Train Together Ann Marie – GE* 9:00am 9:00 -9:50am Silver Sneakers Cardio Mike Y– GE 9:00-9:50 Y-Cycle Staff-CS* 10:00am 10:00 – 10:50 Silver Sneakers Cardio Mike Y– GE* 10:00 -10:50 Silver Sneakers Circuit Mike Y– GE* 10:00 -10:50 Zumba Brandi– GE* 10:15-11:05 Yogalates Deb-SMB* 10:30 -11:20 Zumba Brandi– GE* 11:00am 11:00 – 11:50 Silver Sneakers Classic Mo – GE* 11:00 – 11:30 Senior Cycle Mike – CS* 11:45 – 12:30 50 and Fit Mo – FR* 11:30 – 12:15 Ab Stretch Mike – SMB* 11:45-12:15 STEP Mo-GE* 11:15-12:05 Y-Cycle Deb-CS* *CLASS LOCATIONS: GE – Oatey Company (Group Exercise Room) | CS – Applied Industrial Technologies Cycle Studio | SMB – Health Span Room (Yoga/Pilates Studio) l FR- Functional Room *Schedule is subject to change ** Revised 4/1/18
14 Remove and Replace Existing Guardrail LF 15 Speed Table Sign EACH ITEM DESCRIPTION QUANTITY UNIT UNIT EXTENSION 16 Speed Table Pavement Markings EACH 17 LED Pedestrian Crossing Sign EACH TOTAL - ALTERNATE 2 IMPROVMENTS ALTERNATE 3 - SECURITY CAMERA IMPROVEMENTS 1 IP Security Cameras (Includes mounts/hardware) EACH ALTERNATE 4 – WATER QUALITY CONTROL STRUCTURE 1 Water Quality Control Structure (Includes all for installation) LS ALTERNATE 5 – LOT D ALTERNATE SUBBASE 1 4” Aggregate Base Course - CA-6 4” Reclaimed Asphalt Pavement (RAP) (In lieu of 8” Aggregate Base Course – CA-6) SY TOTAL ALTERNATE BIDS The following items shall be bid by the contractor as a unit price for possible additions/deductions to the contract at the owner’s option HAUL GRINDINGS TO CAMPUS BASEBALL (CREDIT IN LIEU OF OFFSITE HAUL OFF) CY MANHOLE REMOVAL & REPLACEMENT (ADD IN LIEU OF RIM ADJUSTMENT) EA INLET REMOVAL & REPLACEMENT (ADD IN LIEU OF RIM ADJUSTMENT) EA 4. CATCH BASIN REMOVAL & REPLACEMENT (ADD IN LIEU OF RIM ADJUSTMENT) EA 5. UNDERCUT & REPLACEMENT (INCLUDES HAUL OFF OF SPOILS) CY Contractor is responsible for determining all quantities and/or any additional items that may be necessary for construction. Any additional items deemed to be necessary shall be brought to the attention of the Owner and Engineer, and quantities and pricing shall be included herein. Contractor to provide costs for each line item or specify as "Included." __________________________ Company __________________________ Signature __________________________ Email Address
In the home based program option, if we contract for interpreters, do they have to meet background check and fingerprint requirements? Lastly, is this based on identified caregiver or English proficiency? Staff Credentials Where and how do we access the family services staff qualifications? If HS teachers have a bachelor’s degree, do they need this additional qualification if they are also working with families? Coordinator positions in areas other than education, working under a BA/BS manager, okay with an AA degree? What exactly does “credential” or “certification” in social work, human services, family services, counseling, or related field mean? What are examples/options of the “comparable credentials” for home visitor and family service staff? What are the credentials required for substitutes, aides, and paras? When bachelor’s came in for credentialing – ED coordinators by 2011, they had to have achieved degree – why has that not happened for the new standards requiring credentialing for a number of key staff? If staff do both home visiting (EHS home –based) and FSW family goal setting (HS FSW) do they need both a HV credential and a FSW credential? Birth to 5 home visitor? Can programs use PLPC (Provisionally Licensed Professional Counselors)? Credentials for MH consultant – We have had difficulty in attracting licensed consultants but we have a number of staff with a degree in counseling and in cognitive psychotherapy. Would she meet these guidelines? Definition Clarification Health Professional qualifications – health procedures must be performed by licensed or certified health professional. Please define “health procedures.” Does this include distributing medication? Fiscal Office Definition – In a University, the fiscal officer is a position at the Administration Or is this referring to the department level (Head Start)? What is the definition of a contractor? (OMB now has vendor changed to contractor) What is the definition of “regular” volunteer? What is the definition of a coach? Is this intended to be a separate staff member? Data Statistical Analysis – when we discuss data, we have not talked about statistical analysis, are we supposed to be doing this?
Value to the agency. The award will only be made to a responsive and responsible firm. Attachment A --- Drawing With Measurements Attachment B – Federal Clauses Construction Less Than $100,000 Attachment C – Davis-Bacon Wage Rates: General Decision Number: MI170129 01/06/2017
Experience – Two years as Parking Services Officer III or related parking enforcement experience, including one year supervisory experience. Experience in two of the three functional areas (Enforcement, Dispatch, and Special Controlled Access Network sections.) Knowledge of – None. Ability to – Ability to multitask and work cooperatively with others. Ability to comprehend technical aspects of electronic data terminals and ticket writers, telephone systems, monitors and computer systems. Licensing / Professional Certification – Must be able to obtain State of Texas class “C” vehicle operator’s license within 30 days of employment. Inability to obtain State of Texas class “C” vehicle operator’s license may result in termination. Physical Requirements – None. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Supervision of Others This position generally supervises employees. Requirements Work rotating shifts. Approved by: Date approved: Reviewed:
Location Manager Production Company Production Company Address Contact Telephone Number Email Address Project Title EventApp Reference Number A parking sketch plan is required if you are suspending two or more parking bays. Extend columns needed. Date & time parking suspension required Refer to parking suspension times explained below Number & type of parking bays required Specify the type of bay pay & display (P&D) resident, car club, single yellow line etc. Road name Please include the full address of parking bay(s) including house number and machine number if P&D Description Please describe the location of the parking bay(s). KES Ref For parking office use only Cost For parking office use only Example: (DATE) 0830 - 1830 Example: 2x P&D bays Example: 24-26 Portobello Road P&D Number: 324 Example: North side of road, outside of number 24 next to post box Dash Board Wording Total Parking Requirements
To elucidate the best predictors of higher scores on the animal abuse proclivity subscales for the direct scenarios, a backward linear regression was conducted. The summed score of the proclivity items for the direct scenarios (higher scores indicating higher levels of proclivity) was used as the dependent variable; whereas the four childhood animal abuse items, and the summed scores of the four IRI subscales (i.e., perspective taking, fantasy, empathetic concern, and personal distress) and the two RCRQ subscales (i.e., direct aggression and indirect aggression) were inputted as the independent variables. Seven models were computed with the final significant model, F(4,145) = 6.49, p < .001, explaining 13% of the variance. The independent variables in the final model were all significant: i.e., empathetic concern (β = -.24, p = .002), direct aggression (β = .20, p = .011), killed a stray animal as a child (β = .32, p = .002), and tortured an animal as a child (β = -.23, p = .026). Psychological and Behavioral Predictors of Indirect Forms of Animal Abuse Proclivity A second backward linear regression was conducted to elucidate the best predictors of indirect of animal abuse proclivity. The summed score of the proclivity items for the indirect scenarios (higher scores indicating higher levels of proclivity) was used as the dependent variable; whereas, similar to the previous regression, the four childhood animal abuse items, and the summed scores of the four IRI subscales (i.e., perspective taking, fantasy, empathetic concern, and personal distress) and the two RCRQ subscales (i.e., direct aggression and indirect aggression) were inputted as the independent variables. Eight models were computed with the final significant model, F(3,146) = 11.04, p < .001, explaining 17% of the variance. The remaining independent variables were all significant: i.e., empathetic concern (β = -.32, p < .001), personal distress (β = .17, p = .023), and killed a stray animal as a child (β = .22, p = .004). Discussion
Create Setup Corridor Baseline is Parking Lot perimeter Alignment/Profile Use Assembly Horizontal Target to all Matchlines (from Step 4) Split Regions according to location along alignment Apply Gaps in regions along roadways Note how Frequency divide the Parking Lot Create a Corridor Surface Use Links This may be very choppy due to our guess at where the setup assembly would meet – we can fix this by creating valid elevations along the matchlines – see step 8 Note: this is to give an idea on how to do – with a more attention to detail on the setup corridor(s), one can create surfaces that represent minimum and maximum slopes. Going further, one can create surfaces for both sides of the Parking Lot to get better elevations for the final corridor matchlines. Create Valid Elevations for Matchlines Can be done multiple ways – Alignments/Profiles Create alignments from Matchlines Create profile view Create surface profile Show Setup Corridor Surface in Profile View Create a Design Profile following along the Corridor surface Feature Lines Create Feature Lines from Matchlines Apply Elevations using elevation from Surface feature for Matchlines Create Assemblies for Corridor Curb, Lanes and Daylighting In this example we needed other assemblies to represent where there was no curb
STATEMENT OF PETITIONER FOR REFERENDUM TO: Clerk of Circuit Court County/City of Submitted herewith is a copy of a petition to be circulated for a referendum as authorized by law on the question which appears thereon. As required by § 24.2-684.1 of the Code of Virginia, I certify that I am registered and qualified to vote in the jurisdiction and, if applicable, district in which the election will be held. The following information is provided as required: type or print your full legal name enter your residence address City/Town ZIP enter your mailing address if different from residence address City/Town ZIP enter a daytime telephone number, including area code enter name of organization you represent, if one Please certify, within ten days of my filing these documents, that you have received and accepted the petition copy and this statement. I understand that the petitions must be circulated, completed and filed with you within 9 months of the date of your certificate of receipt and acceptance or by the deadline required for the election, whichever first occurs. I further understand that a court order must be entered at least 81 days before the election. signature of petitioner
4 Duties 4 5 Key elements 4 6 Main Guideline a) Guidance for first 24 hrs b) Risks of omitting Parkinson’s medication c) Management of complications associated with Parkinson’s d) Contra-indicated medications in Parkinson’s e) Managing Parkinson’s medication No swallowing difficulties NG or PEG Parenteral f) Advanced therapies: special considerations g) Pharmacy – supplies/stock location h) Patients undergoing Surgery – Elective and Emergency i) When it all goes well 5 5 5 6 6 7 7 7 8 9 10 7 Overall Responsibility for the Document 11 8 Consultation and ratification 11 9 Dissemination and Implementation 11 10 Monitoring Compliance and Effectiveness 11 11 References and Associated Documentation 12 Appendix 1 Dissemination Plan 13 Appendix 2 Review and Approval Checklist 14 Appendix 3 The First 24 hrs – Print-off Checklist 15 Appendix 4 Emergency Management Poster 16 Appendix 5 Pre-op Notification Proforma (Print-off) 17 Appendix 6 Pre-operative check list (Print-off) 18 Appendix 7 Rotigotine Patch – placement documentation chart 19 1 Introduction Parkinson’s is a complex, chronic, incurable, fluctuating and disabling condition. It is a degenerative neurological condition affecting all aspects of daily living and has a major impact on
Fastening New Skills with the Interactive Metronome - George’s Story. George is a 78-year-old man, receiving Physical Therapy and Occupational Therapy to address functional movement problems as a result of his moderate to severe Parkinson’s disease. As an OT new to the IM program I was interested to see whether the program would help to alleviate the tremor in both of his hands as he tried in vain to manage his fasteners, buttons and zippers when dressing. I knew from experience that helping clients in this area with traditional therapy techniques (repetition/adaptation/compensation) was often arduous, frustrating and time-consuming. Undaunted, I looked to the fact that the IM program had helped with many of my clients who had motor problems and set out enthusiastically to help George to “fine tune” his fine motor skills. We started with the basics - finding out what George’s ‘beat’ was and then trying to help him to improve his timing variances and be more successful at improving his best scores. I remember George distinctly one day, mentioning how disheartening it was to always have his performance associated with the ‘label’ that is Parkinson’s disease. Now he was motivated to associate with his own score and his own skill level. As an elderly man with multiple prior conditions such as brain strokes and difficulty breathing (COPD), we found ourselves modifying many of the more traditional IM tasks - we would start off by trying a couple of tasks in standing, keeping our repetitions low, then move to sitting and end up completing hand-to-knee tasks lying propped up in a mass of pillows. By fitting each activity to George’s ability and energy level he maintained his interest and enjoyed his sessions. George came to OT for two one-hour sessions each week for six weeks. His progress was remarkable, not only in his functional capabilities, but also in his mood and clarity of speech. Most remarkable was the day, on week three of his program, when a family member came in, amazed that he had stood and managed his pant fasteners just that morning. She asked to see what we had been doing to facilitate such functional gains...I remember with clarity her face as we demonstrated George standing and clapping his hands together on the beat! What followed was the tale that befalls all IM practitioners...how to explain how IM works the whole brain and in ways that help many areas of function, not just being able to clap your hands together!
Y6 SAT’s (2012 KS1 scores R 64%; W 58%; M 58%) % OF PUPILS IN Y6 AT ARE AND eXcedding ARE 2016 L4b 2015 eXc 2016 L5 2015 Reading Nat Av 66% 79% (incl RP) 87% (no RP) 69% TBC 23% Writing Nat Av 74% 79% (incl RP) 87% (no RP) 79% 0 % 21% Nat Av 70% 79% (incl RP) 87% (no RP) 62% TBC 26% Combined Nat Av 53% 76% (incl RP) 83% (no RP) 74% 10% Boys v Boys ARE ARE Boys eXc Girls eXc Reading 65% 82% Writing 65% 88% 0 0 Maths 65% 82% PP V NON PP ARE NON ARE PP eXc NON eXc Reading 70% 100% Writing 73% 100% 0 0 Maths 70% 100% PROGRESS % of Pupils making 9+ points progress in Yr6 2016 Reading 100% Writing 100% Maths 100% * Raise will validate ALL the above in late Oct Progress and Attainment Report to Governors / SIA July 2016 * See Sig Groups YG by YG and Sig Groups Class by class.
Y1 READING Progress Steps per term / over the Year Cohort size (47)Autumn (45) Spring (44) Summer <2 <3 0 Good Rapid 1 2 2 3 3 4 0 0 + 3 4 5+ 5 6+ 0 44 (100%) Average step score (ASS) of 7.8. B 7.5 G 8 - similar PP 7.9 non 7.6 – PP up EY Attainment % @ Spring Phonics ELG Emerging 2 (5%) 2015 48% 2016 = 80% B1+ 32 ( 71%) 17 (39%) M 0 26 (59%) Y1 WRITING Progress Steps per term / over the Year Cohort size (47)Autumn (45) Spring (44) Summer <2 <3 0 Good Rapid 1 2 2 3 3 4 0 0 + 3 4 5+ 5 6+ 0 44 (100%) Average step score (ASS) of 7.57 B 7.19 G 7.78 - similar + +
Monitoring the Rate of Progress with ASP (Average Steps Progress – see section 32 + 33 for ALL groups) 2016 - 17 Expected Progress = 9 STEPS for the year on PARKLANDS BMX assessment system (6 steps Y1 and EY’s) Reading KS1 Steps progress Summer 16 – Autumn 16 progress Summer 16 - Spring 17 Step progress Summer 16- Summer 17 Notes Y1 7.93 Y1 – 1A Tracking in accordance to EYFS assessments See section 31 of the bible 7.96 Y1 – 1J Tracking in accordance to EYFS assessments See section 31 of the bible 7.9 Y2 6.5 9.08 9.99 Y2 – 2M 7.36 9.5 10.1 Y2 – 2MS 7.08 8.69 9.88 Y2 – 2CD 5.44 na Na
Maths progress Summer 16 – Autumn 16 Steps progress Summer 16 – Spring 17 Total Step progress Summer 16- Summer 17 Y1 7.50 Y1 – 1A Tracking in accordance to EYFS assessments See section 31 of the bible 7.64 Y1 – 1J Tracking in accordance to EYFS assessments See section 31 of the 7.37 Y2 6.75 8.71 10 Y2 – 2M 7.69 9.10 10.26 Y2 – 2MS 6.86 8.34 9.75 Y2 – 2CD 5.85 na Na
Writing Steps progress Summer 16 – Autumn 16 Steps progress Summer 16 – Spring 17 Total Step progress Summer 16- Summer 17 Notes Y1 7.41 Y1 – 1A Tracking in accordance to EYFS assessments See section 31 of the bible 7.37 Y1 – 1J Tracking in accordance to EYFS assessments See section 31 of the bible 7.45 Y2 6.63 8.86 9.9 Y2 – 2M 7.57 9.43 10.25 Y2 – 2MS 6.88 8.33 9.57 Y2 – 2CD 5.63 Na Na
Maths Steps progress Summer 16 – Autumn 16 Steps progress Summer 16 – Spring 17 Total Step progress Summer 16- Summer 17 Y1 7.50 Y1 – 1A Tracking in accordance to EYFS assessments See section 31 of the 7.64 Y1 – 1J Tracking in accordance to EYFS assessments See section 31 of the bible 7.37 Y2 6.75 8.71 10 Y2 – 2M 7.69 9.10 10.26 Y2 – 2MS 6.86 8.34 9.75 Y2 – 2CD 5.85 na Na
Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2 Possible Themes All about me Rosie’s Walk The Little Red Hen Celebrations Christmas Food -Handas Surprise Mini Beasts -The Very Hungry Caterpillar -Farmer Duck We’re Going on a Bear Hunt Supertato Traditional tales the Sea Enhanced Role Play Home corner Dressing up Journeys Transportation Dressing up Halloween Diwali Chinese New Year Santa’s grotto Bakery Restaurant Vets Ship wreck Castle and kingdoms Possible to enhance learning Visits from nurse/ police etc Walk around the local area Food Dancing Class Assembly Zoo-lab visit Chicks Frog spawn Farm trip Travel agents Suitcase Dressing teddy WY Playhouse Seaside 3 Prime Areas of Learning Personal, Social and Emotional Development SEAL: New beginnings. Classroom routines and rules. Keeping safe at school – who can we trust? Support children making friends – modelling behaviour amongst children SEAL: Getting on and falling out. How to deal with feelings, especially negative ones. How to be inclusive in our play, taking turns and know what behaviour is acceptable at school. Safety around Bonfire Night. SEAL: Going for goals. Setting targets and achieving them. Understand what good learning is and what we need to do to be a good learner in the classroom (i.e. carpet rules). SEAL: Good to be me. Looking at similarities and differences between ourselves, cultures and traditions. Learning about others, how we accept others and celebrating our qualities and our differences. SEAL: Relationships. Exploring what relationships can be – friendships, family. Being a class family, how we can work together as a team to help one another. Safety around stranger danger. SEAL: Changes. Exploring changes and transition to Year 1. Discuss changes in our lives – starting school, new class, moving house, new friends, family members (babies). Explore feelings and emotions connected to this. British Values Democracy: making decisions together:
Order numbers to 20 and position them on a number track. Begin to use + - =. Name 2D and 3D shapes. Describe position. Introduce time and money. calculations. Uses everyday language related to time and know hour, half past and ¼ past/to. Use language related to money; to know values 1p 2p. Measures short periods of time in simple ways. Understanding of the World Signs of Autumn. Signs of Winter. Festivals: Diwali, Bonfire night, Christmas Festivals: Chinese new year, Shrove Tuesday Signs of spring. Growth/ new life. Eggs/ chicks. Signs of Summer. Expressive Arts and Design Painting/ modelling Music: finding a voice (singing songs with confidence). Exploring instruments. Firework pictures. Leaf art. Christmas crafts. Music: learn Christmas songs and firework rhymes. Chinese writing/ Chinese new year crafts (lanterns). Music: exploring instruments: louder/ quieter, faster/ slower. Mother’s day cards. Music: learn about rhythm and pulse in songs. Colour mixing. Music: recording music making using ICT. Singing songs linked to topic. Father’s day cards. Working with clay. Music: making up compositions.
Lot M 159 150 45 31,005 Lot O 223 150 45 43,485 Lot P 228 150 45 44,460 Totals 4462 870,090 Equipment Fee for install 500 870,590 Directional Signs 3@10,000K per plus $500 each installation 31,500 Location Access Points @ $3000 LAN Controllers @ 14K Lot A 3 1 Lot C 1 1 Lot J 1 1 Lot K 3 1 Lot L 1 1 Lot M 1 0 Lot O 1 1 Lot P 1 1 12 7 36,000 98000 install costs @ $125 per install costs @ $200 per Totals 37,500 99,400 Server Cost 8,200 Server Set up 200 8,400 Software Cost 10,000 Initial Setup Cost <5000>1000 Spaces @ .75 Per Space 3,346.50 Total Cost to GMU 1,060,737
APPENDIX B – GMU cost with investment Shows the expenses GMU would incur from the purchase of the PARKme system as an investor Location General Spaces Sensor Cost $150 Per Unit Sensor Install Cost $45 per unit. Cost waived Lot J 389 150 0 58,350 Lot M 159 150 0 23,850 Totals 548 82,200 Location General Spaces Total Sensor Cost $150 Per Unit Sensor Install Cost $45 per unit. Total Lot A 1040 150 45 202,800 Lot C 601 150 45 117,195 Lot K 1485 150 45 289,575 Lot L 337 150 45 65,715 Lot O 223 150 45 43,485 Lot P 228 150 45 44,460 Totals 3914 845,430 Equipment Fee for install 500 845,930 Directional Signs 3@10,000K per plus $500 each installation. Install cost waived for 1st unit 31,000 Location Access Points @ $3000 LAN Controllers @ 14K Lot J 1 1 installation costs waived Lot M 1 0 Lot A 3 1 Lot C 1 1 Lot K 3 1 Lot L 1 1 Lot O 1 1 Lot P 1 1 10 6 30,000 84,000
APPENDIX A – ACRONYMS The following are acronyms used in this document: AJAX – asynchronous JavaScript and XML COTS – commercial-off-the-shelf DOD – Department of Defense GMU – George Mason University GPS – Global Positioning System IEEE – Institute of Electrical and Electronics Engineers TRL – Technology Readiness USPTO – United States Patent and Trademark Office WPA – Wi-Fi Protected Access XML – Extensible Markup Language
23. What are the essential functions of this position? The function of this position is to participate in and oversee day to day operations of Harrisville State Park, Negwegon State Park, the Harrisville Boat Access site, and other locations located in and around Alcona County. The position requires providing a wide assortment of outdoor recreational opportunities requiring expertise in areas of guiding staff, maintenance, and administration. 24. Indicate specifically how the position’s duties and responsibilities have changed the position was last reviewed. Currently there is an active Friends Group for Negwegon State Park, which the position will be assisting with. There are also two major events that are held at the park each year, including a Hunter’s Education Weekend and Halloween Weekend, which includes major planning and organizing to be handled by the Lead Worker position while assisting the supervisor. 25. What is the function of the work area and how does this position fit into that function? Harrisville State Park and all the related Recreation Facilities are established and maintained to provide a location for quality outdoor recreation and appreciation by the citizens of Michigan and out of state visitors. This position is critical in providing these opportunities and creating a safe enjoyable experience for our customers. 26. What are the minimum education and experience qualifications needed to perform the essential functions of this position? EDUCATION: Education typically acquired through completion of high school. EXPERIENCE: Three years of park and recreation experience, including one year equivalent to a Park and Recreation Ranger E8. Alternate Education and Experience Completion of at least 8 semester (12 term) college credits in natural resources, park management or outdoor recreation may be substituted for one year of experience as a Park and Recreation Ranger-E. Completion of at least 15 semester (22 term) college
Zone L4 – Lollypop Creek. Appendix 2a – AAV within declared area. Zone L7 & CBD – Werribee River Appendix 2b – AAV Sites within declared area. Zone L5B & L6 – Werribee River
What is the name and mobile contact details of the person who is specifically responsible for Traffic Management at your event? This person must be available for contact by Council for the duration of the event and take responsibility for all traffic movement on site. Name _ Designation _ Mobile _ Provide these contact details to Site Supervisor is part of pre-event briefing Will food be served at your event? See Event Manual 2.10.8 Food Hygiene No, food will not be served at the event Yes, food will be provided by professional caterers Yes, public can bring their own Provide these contact details to Site Supervisor is part of pre-event briefing If yes, please provide more details: Note the is responsible for ensuring that all third party food traders have attained a minimum food hygiene rating of 3 in compliance to the Food Safety Broadly Compliant Policy. Ratings can be checked on the Government website: Additional Information Will you supply potable (drinking) water at your event? See Event Manual 2.8.3 Drinking Water 2.10.9 Water & Mains Drainage No, we will not supply potable (drinking) water at the event Yes, we want to supply potable (drinking) water from existing on-site supplies Yes, but water will be brought in sterilised containers or bottles If using on-site supply ensure water test is done in advance by Event Organiser
What is the name and mobile contact details of the person who has specific responsibility for electrical installations at your event? You must ensure your nominated responsible person is aware of their responsibilities. Note must be NICEIC or ECA qualified if organisers wish to use supply over 63A Name _ Designation _ Mobile _ Provide these contact details to Site Supervisor is part of pre-event briefing What provision will you put in place for Waste Management on site? The Event Organiser should ensure that the maximum amount of waste material is recycled. See Manual 2.9.5 Management and Collection Cardiff Council can provide management services at cost if you require this. I like Cardiff Council to provide the Waste Management Service I have contracted a private company: Company Name: _ Contact Name: _ Date Delivered: _ Date Collected: _ I will be removing waste off site each day of my event If yes, contact Cleansing Team, Sam Thomas, to discuss Provide these contact details to Site Supervisor is part of pre-event briefing Will your event have any Fairground/amusement rides or inflatables (e.g. bouncy castles)? See Event Manual 2.8.5 Funfair Rides and Amusements No, there will be no fairground or amusement rides Yes, there will be fairground / amusement rides Yes, there will be weight-bearing inflatables Ensure organiser can provide ADIPs certs for each fairground ride Ensure organiser can provide PIPA for all inflatables
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2016) Expected Graduation: (ex. Spring 2019) Advisor: Required Credits for this Degree Program: 30 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Title Replacement Course Semester Year Units Grade T/E/P** Required Courses (8 units required) * PRM 515 Experience Marketing in Recreation and Tourism * PRM 526 Seminar in Parks and Recreation Management and Finance * PRM 530 Introduction to Geographic Information Systems * PRM 547 Research Design * PRM 608 Fieldwork Experience * PRM 630 Diversity Perspectives in Recreation * PRM 650 Legal Issues in Parks, Recreation, Sports and Tourism * PRM 670 Graduate Synthesis * ENG 526 Advanced Professional Writing * POS 642 Human Resources Administration
Math – This week’s math homework is to practice addition fluency skills. You can choose the best way for your child to practice. They can use addition cards or play an addition game on the computer. Below is a list of addition games. Have your child practice at least 3 times for 10 minutes this week. - Go to first grade addition games. You do not need to sign in and can play for free. - username and passwords are in the front of your agenda - class pin is 365257 Spelling Words – ship, shop, which, when, whip, fish bonus: seasons News You Can Use: Permission forms for free speech and occupational therapy screening went home on Friday. This is a wonderful resource and I hope many of you take advantage of this opportunity. The permission forms need to be turned in by November 27th. If you did not see the message in the trumpet newsletter about the screening, I have reposted it at the bottom of this newsletter. Scholastic book will be due December 7th. Please let me know if you are ordering books as a Christmas present. I will wrap the books in brown paper and send them home or put them in the front office for you to pick up. Our class code for scholastic book club is P86WX. First grade will be going on a field trip on Thursday to the Ogle Center to see a Christmas play about Junie B. Jones. We will have lunch when we return to school. Toy Drive for Franciscan Kitchen begins Monday, November 26. New toys will be collected in the cafeteria.
Wisconsin Federal Highway Administration Finding of De Minimis Impact on Parks, Recreation Areas and Wildlife and Waterfowl Refuges WISDOT ID: Route: Termini: City/County: Name of 4(f) Resource: [Park, recreation area, or wildlife and waterfowl refuge] Project description: [Brief project description and specific 4(f) impact; indicate any measures that were taken to minimize harm to the protected property, including any measures to avoid, minimize, mitigate, or enhance the property and committed to in the environmental documentation. State project name and if the project is an Enhancement Project. Include total cost, length in miles, class of NEPA action, and acres of de minimis use.] The attached documentation shows the following: A. What the activities, features, and attributes are that qualify [name of the resource] for protection under Section 4(f). B. What the transportation use of the Section 4(f) resource is. C. How this use does not adversely affect the activities, features, and attributes listed in 1.A., above. In making this determination, consideration may be given to any impact avoidance, minimization, and mitigation or enhancement measures incorporated into the project; and [Name of the official(s) with jurisdiction over the property] has/have been informed that FHWA may make a de minimis finding under 4(f) and may use the [Name of official(s)]’s written concurrence that the project does not adversely affect the activities, features, and attributes listed in 1.A., above that qualify the property for protection under Section 4(f) in making that finding [attach a copy of the official(s) letter(s)]; and The public has been afforded an opportunity to review and comment on the effects of the project on the protected activities, features, and attributes of the Section 4(f) resource. [Provide appropriate documentation] There are no federal encumbrances [such as 6(f)] on [name of Park, Recreation Area or Wildlife or Waterfowl Refuge] OR [A federal encumbrance—such as 6(f)]was identified on [name of Park, Recreation Area or Wildlife or Waterfowl Refuge] and all requirements relating to [that regulation] will be satisfied independent of this 4(f) determination. This de minimis documentation was prepared by
listening program. -All children in our Pre-school, Nursery and Reception setting were assessed for speaking and listening using the new Happy Talk program. -7 pupil pemium children identified with delayed speech and language. Teachers and support staff have planned group and 1:1 support specific to individual childrens needs. -All pupil premium children following the program have made progress in the Summer term. -12 pupil premium children are currently recieveing 1:1 speech therapy every week with a speech therapist. All children have made progress. Parental Involvement -Adult learning courses through family learning Teacher release time to organise parent courses £720 -Provide parent with a variety of learning courses, such as Fun with phonics Triple P Familiy cooking EAL family support group We have provided 5 courses for parents this year. And worked closely with 2 agencies for family social support. Fun with phonics 9 parents attended course- 100% course attendance. 100% parents passed qualification Multicultural 6 parents attended the course and said it has a huge impact on supporting their children at home. Arts and crafts 11 parents attended course- 100% course attendance. Holiday Kitchen 9 parents attended the course and said it has a huge impact on healthy living. Due to the success of thos course we are also running a Summer holiday kitchen program for parents to attend in the school holiday. Focus families & Love Barrow We have worked closely with 4 families to support social issues. This support has had a huge impact on these families. See case study.
Leadership and management of premium -Support staff with new tracking system -Analyse data throughout school. Pupil premium leader £720 -Support staff to develop an intervention plan and how to track pupil premium attainment and progress. -Staff to complete new intervention format per term. -Staff to work out % of pupil progress for all PP children. This will be completed termly. -Leader to track attainment /progress for whole school. To analyses data and use to inform next steps. -All pupil premium children are tracked through Scholar pack and a class intervention timetable created termly to monitor impact of intervention. -School website up to date and spending is shown. -Data throughout school has been analaised and targets to 2017-2018 have been prioratised.
Pupil Premium Statement – 2015-2016 Number of Pupils and Pupil Premium Grant (PPG) received Total number of pupils FT:131 PT:113 Total % of pupils eligible for PPG FT: 64% E6 children 84CH = £110,880 Looked After Children 0 Service Children E4 0 Early Years PP 16CH = £4,800 Total PPG £ 115,680 E6 – child who have been in receipt of Free School Meals during their time at school (£1300per pupil) E4 – Service children (£300 per pupil) EYPP – (£300 per pupil) CLA – Children Looked After (£1900 per pupil) Priorities: How: To continue to narrow the disadvantage gap by addressing inequalities and raising the attainment/progress of those students entitled to pupil premium. To raise the self esteem and aspirations of students entitled to pupil premium through pastoral support and extracurricular activities To support the more able pupil premium pupils to ensure they are stretched and targeted to meet their potential. To continue to work with families raising aspirations and developing parenting skills Targeted additional support strategies resulting in every student, however financially disadvantaged being able to: Improve their levels of attainment and progress Close attainment gaps Have full access to our curriculum Have full access to pastoral support through SERIS and Counselling Access provision Family seal Family learning Providing access to adult learning
Regional (200 acre average) 6 population 2,131 2,378 2,287 (11 parks) 2,588 (13 2,780 2,788 (14 parks) 3,330 3,114 (17 16 3,341 (17 parks) Linear/ Resource Based(4) 4 acres/1,000 population 682 1,238 1,525 1,725 1,853 1,858 2,220 2,076 2,228 County Totals by Category 15 acres/1,000 population 4,001 4,804 5,718 6,470 6,949 6,969 8,325 7,785 8,353 Notes: 2007 Source: PWC Office of Information Technology; 2015 and 2030 Source: Metropolitan Washington Council of Governments (MWCOG) Round 9.0 7.1. Existing acreage reflects only property owned or leased by PWC. Data is derived from the PWC Park Authority’s June, 2007 publication of existing park acres, acres conveyed to the Ppark Authority on September 4, 2007, and the PWC historic properties list. Clarification edit. Sums have been rounded to the nearest whole number. Size and number of Linear/Resource Based Parks are dependent on the size and character of resources and corridors to be protected TABLE 2 EXISTING AND PROJECTED COUNTY PARK FACILITY NEEDS (2) New Information/Updating Projection Numbers in the Table. Deleted 2007 column. Revised 2015 and 2035 population projection columns. Inserted 2040 population projection column.
Place a “√” in the columns that apply. List all that are applicable; ie, Chart Review, Procedure, Test, Survey, Medication, Device, Supply or Service Standard of Care Paid for by study budget Charge Patient- (Must be disclosed in the informed consent) Charge Investigator Research Account # Per Subject My name typed below shall have the same force and effect and is as legally binding as my written signature. ___________________________________________ ________________ Principal Investigator Signature Date ___________________________________________ ________________ Person Completing Form, Name, Credentials, Title Date ************************************************************************************* Parkview Health Administrative Approval: Approved Rejected If Rejected – Date Investigator Contacted ___________________________________________________ _________________ Parkview Administrative Reviewer Signature, Credentials, Date
1 2 3 4 5 6 7 8 9 12 13 14 15 16 17 18 19 26 Assistants # League Rep. Name Assistants # Assistants # # Assistants Phone # # Assistants Phone # Weigh- in Ineligible Photo ID Birth Cert. B/C As Of 8/1 Age Weight In LBs Players /First-Last Jersey # Eligible Ineligible ID B/C Age In LBs 1 2 Players are to be roistered in Eligible or Ine Ineligible 3 ascending order by jersey number Is checked off b off by the 4 opposing coach at 5 the official Weigh-in 6 7 8 Photo and Birth Cert. 9 should be checked 10 showing the at current 11 Photo and Players 12 Birth/ Baptismal 13 Final rosters must be submitted Certificate has been 14 to the PYFL Board in accordance Updated and is on 15 with the PYFL By-Laws file in Team Album as 16 indicated by 17 General Rule # 7 18 One copy of this roster MUST be PYFL By-Laws 19 furnished to the opposing coach 20 prior to pre-game weigh-ins,and 21 One copy of this roster SHOULD 22 be furnished to the announcer 23 before each game. 24 25 26 Rosters also serve as spotter lists 27 28 29 30 31 GAME DATE ____________________________ VS _________________________________ COACH'S SIGNATURE OPPOSING COACH'S SIGNATURE EXHIBIT III Early Weigh In Form
MUST HAVE ROSTER CARD, PHOTO, GAME JERSEY FOR APPROVAL Player Name __________________________ Player Number _______ Team Name _______________________ Age Group __________ Location of Weigh In ________________ Date ____________ Opposing Coach/ League Representative Or Board Officer Sign________________________ Title __________ Print ____________________________ Phone # ___________ EXHIBIT IV Parkway Youth Football League Player’s Name_____________________________________ Age _______
purposes are remitted to the parish treasurer for investment with the Diocese. To ensure that the accounts for the Local Committee are made up and closed on the thirty-first day of December each year, and that a duly audited statement of accounts be laid before the next Annual Meeting of the Local Congregation and that a copy be forwarded to the parish treasurer forthwith. To attend the Bishop or Archdeacon whenever required. To see that minutes are kept of all Committee meetings and that an Inventory of all church capital equipment and moveable properties for their centre is kept up to date and ready to hand on to their successors. To see that the names of all those who preach or conduct the Services of the church are forthwith entered in the Register of Services. To see that no person officiates as a cleric without the Licence of the Bishop of this Diocese to do so, and to consult with the Bishop or Archdeacon, preferably by telephone, if any person offers to officiate as a cleric but is unable to produce the Bishop's Licence. Responsibilities of Councillors It is the responsibility of Councillors: To help forward in every way possible the spiritual and evangelistic work of the Kingdom of God in the parish. To encourage and support the priest and other clergy, and with them to provide
Parole Order If an offender breaches their order, the Parole Board may decide to: Issue a warning letter Place new conditions on the parole order Revoke the parole order. If the Parole Board revokes your parole, the police will arrest the offender. The offender will go back to prison and be required to serve the balance of their sentence. The time they spent on parole won’t count and they will have to serve the whole amount of time they had leftover when they were released on parole. Why are programs included? Programs can help offenders make changes in their life and reduce the risk of re-offending. Programs have been developed to provide help with gambling, drugs, alcohol, money problems or mental illness.
3) Compare and contrast Simmel and Schutz’s view of the role of a stranger. Diff: 4 Page Ref: 8 Skill: Comprehension 4) Compare and contrast the three major sociological perspectives in studying minorities. Diff: 6 Page Ref: 17-20 Skill: Comprehension 5) Explain the importance of objectivity in the scientific study of sociology. Diff: 5 Page Ref: 15 Skill: Knowledge 6) Explain the differences between racial and ethnic groups. Diff: 7 Page Ref: 11-12 Skill: Knowledge 7) Discuss and illustrate ethnocentrism as a universal human condition. Diff: 7 Page Ref: 12 Knowledge 8) Discuss the of utilizing the concepts of ingroup and outgroup in the study of majority and minority groups. Diff: 4 Page Ref: 13 Application 9) Compare and contrast the three main sociological perspectives. Diff: 6 Page Ref: 20 Skill: Comprehension 10) Explain the Dillingham Flaw and how it affects judgment about today’s immigrants. Diff: 4 Page Ref: 15 - 16 Skill: Application