zilongwang/ReadingBank huggingface dataset:
Costs should be around 87 per cent of income, depending on how the contract is negotiated. However, contractors are strongly advised to seek professional accounting advice relevant to their own situation and discuss all issues with their hirer to ensure there is no misunderstanding concerning payment structures. The indicative rates represented in Table 1 of this schedule have been developed using prices and rates current as at 1 July 2016. The rates are supported by costing assumptions for harvesting (Table 2) and haulage (Table 3). Table 1 sets out machine wet hire hourly rates for harvesting, forwarding, loading and haulage equipment that may be drawn on to establish particular harvesting systems. The rates are inclusive of all on-costs including labour, overheads, return on capital, management and supervision. In establishing a rate for a task, it should be borne in mind that production costs are impacted by a number of variables including: Volume per hectare Tree size, volume and form The number of products to be cut and moved to roadside Slope of the terrain Distance form landing to the centre of the coupe Markets Planting regimes Harvesting patterns (third row, fifth row thinnings) Harvesting programs (clearfall or thinnings) Truck tare weights and log lengths Access and environmental issues Product segregation Any of these variables or a combination of them will have an impact on costs. Great care should be taken in using the indicative figures set out in the Schedule, as the overhead cost structure of individual businesses may vary significantly. For rates inclusive of the costs listed above and an explanation of the methodology used, please refer to the native forest rates and cost schedules. These schedules are helpful for developing rates that are priced per volume or weight. Table 1: Forestry Industry Council – Plantation Harvesting Cost Schedules – Charge out rates (July 2017) Harvest Phase Harvest Input Attributes Machinery cost per engine hour (wet hire) Equipment (New) Average Equipment (Mid-Life) Felling Tracked Feller Buncher Saw Head 150 - 225 kW $239 $216 $192 Extraction Tracked Skidder (Dozer) Winch 91 - 120 kW $173 $160 $147 Extraction Tracked Grapple Skidder Dozer 121 - 150 kW $211 $193 $173 Extraction Tracked Grapple Skidder Purpose Built 175 - 225 kW $239 $222 $203
9. Administration and sundries > Five (5) hours per week paid administration ($125 per week, $6,595/ year) > Accountant is used for BAS, tax and company returns, audits ($2,540) > Phone charges ($4,247.75) > Bank charges ($1,444.81) > Home office expenses ($880.23) > Professional memberships, consultants and training ($2,222.78) > Sundry expenses (tools, etc) ($627.94) $18,683.51 > Accounting/bookkeeping fees may be lower if the business prepares its own BAS and accounts. > Mobile phone charges will vary significantly depending on level of use and the service provider. > Other costs: Accommodation and other costs should be allowed for where relevant. > This example is based on a business that is already up and running, and does not take into account the costs of starting a business (eg registering a company, purchasing a computer). Total annual costs Cost per hour assuming 2,484 hours/ year Cost per km assuming 85,000 km/ year $359,140 $140.58/hour $4.23/km
RESIDENTIAL ACCOMMODATION DIVISION:- Havant 1 limited use venue VENUE:- Emsworth Baptist Church North Street, Emsworth. SUITABILITY:- Sleepovers for unit use only 3rd Havant Brownies, 1st Havant Rainbows, 2nd Westleigh Rainbows. Maximum no:- 80 + leaders CONTACT:- Heather Blomfield Kate Lander email HALL KITCHEN TOILET/SHOWER AMENITIES Very large hall with underfloor heating. Modern, spacious area with good light and access to extensions. 2nd large hall for leaders and also a room which can be used for 1st aid. Dining area large has some table and chairs set out. Large modern kitchen. 6 ring gas cooker with large oven. Fridge/freezer, plates cups pots pans etc. Microwave oven urn. Sinks and handwash facilties. Service hatch. Caterer does need to have up to date food handling certificate. 2 x 5 toilets and 4 wash basins facilities. No Shower. Disabled toilet Very close to town centre with safe footpaths. Walking distance to harbour and shops. Car parking space. Disabled access throughout. Plenty tables and chairs. Bins for disposal of rubbish.
Have You Ever Seen The Rain Creedence Clearwather Revival C Someone told me long ago. There´s a calm before the storm, G I know. C It´s been comin´ for some time. It is over so they say, It´ll rain on a sunny day, G I know. C Shining down like water. Chorus: F G C Am I wanna know: Have you ever seen the rain? F G C Am I wanna know: Have you ever seen the rain? F G C Comin´ down on a sunny day. C Yesterdays and days before. Sun is cold and rain is hot, G I know. C Been that way for all my time. Till´ forever on it goes, Through the circle fast and slow, G I know. C I can´t stop I wonder. Chorus Chorus
HAAS: History Implementing a digital solution, using visual programming Design and create a simple game/quiz to demonstrate convict crimes and punishments. Design a quiz – HAAS: Geography Implementing a digital solution, using visual programming Create a computer program for learning a traditional Aboriginal or Torres Strait Islander language. Science Implementing a digital solution, using visual programming Design and create a simple quiz to explore the difference between living and non-living things. Mathematics Implementing a digital solution, using visual programming Modify an existing program or create a program to design a geometric shape or design using Pencil code or similar application. Programming a robotic device to follow a path Create a maze or route for a programmable robot to travel. Estimate and calculate angles and distances. Working together HPE Collaboration Collaborate to decide the rules for a new game. Use a flowchart to explain the consequences of unfair play.
subtract two digits change a noun from singular to plural. Discussion Invite students to share and compare their flowchart examples. Discuss the decisions that needed to be made in each case. For example, when changing a noun from singular to plural, what decisions need to be made? Does the word end in 'y'? If yes … How do we know if the algorithm represented in the flowchart is correct? Explain that decision making is an important concept – choices are incorporated into a program, and computers follow these instructional pathways to deliver a desired outcome. Through discussion, ensure the students understand that computers follow instructional pathways and that these can be described using flowcharts or visual programming languages. Why is this relevant? Decisions are important within computational thinking. They allow actions to be changed, based on the input of data. This input could be: user-input, for example selecting an onscreen value or button, typing in an answer sensed from the immediate environment; for example, collected via a sensor on a robotic device that senses an obstacle and is programmed to avoid it. Algorithms are the step-by-step procedures required for solving a problem. Algorithms may be described either diagrammatically or in structured English. Flowcharts are often a good way of visualising algorithms and can be an effective way to teach the concept of ‘branching’. Branching involves making a decision between one of two or more actions, depending on sets of conditions and the data being inputted. This activity can be used to strengthen students' understanding of computer programming as a series of instructions that can change depending on different user inputs or conditions. The focus is on how computers follow instructional pathways, and these can be described using flowcharts or visual programming languages. Assessment Evaluate students understanding by assessing the completed flowcharts. Australian Curriculum alignment Technologies – Digital Technologies Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them
HAVE YOU EVER... ? USE THE VERBS IN BRACKETS IN CORRECT FORMS, MAKE QUESTIONS AND ANSWER THEM Have you ever ..... (fly) a kite? Have you ever ..... (travel) by plane? Have you ever ..... bungee jumping? Have you ever ..... ..................... (visit) Eiffel Tower? Have you ever ..... ....................... (see) a monster? Have you ever ..... (play) hopscotch? Have you ever ..... ................. (attend) a costume party? Have you ever ..... ................... (climb) a high mountain? Have you ever ..... .................... (cook) tomato soup? Have you ever ..... (ride) a camel?
Have you ever ..... (catch) a big fish? Have you ever ..... ................... (make) a snowman? Have you ever ..... ..................... (find) a four leaf clover? Have you ever ..... ..................... (visit) a museum? Have you ever ..... (drive) a car?
Inadequate or insufficient information on which to base a decision which would ensure (as legally required) that the NEMA principles would be satisfied; Lack of evaluation against the ‘bigger picture’ strategic context for sustainable development; Uncertainties, unknowns, gaps in information; Risks of irreplaceable loss of – or irreversible damage to - important/ valued resources (either heritage or biophysical or ...), many of which may have no substitute; No consideration of distributional effects – who benefits, who bears the costs, in short or in long term; effects on vulnerable parties, (fairness, environmental justice/ equity); Poor capability and institutional capacity of government to check or enforce mitigation. We would thus appreciate it if you would please structure your response as far as possible in accordance with the above aspects.” The aforesaid experts’ responses have been synthesized in Part B of this report while Part A deals with the international perspective, the Constitutional dimension, the legislative context and the flawed decision-making process. Legislative context When considered in the context of South Africa’s environmental legislative framework, the draft EMP demonstrates significant non-compliance with the national environmental management principles for sustainable development set out in the National Environmental Management Act 1998 (‘NEMA’). The NEMA principles have been embraced by the Minerals and Petroleum Development Act 28 of 2002. In this regard, this Critical Review highlights the following concerns: It is questionable that the proposed activity represents the ‘best practicable environmental option’ for the affected area, especially in the absence of comparison with alternative land uses (including alternative energy generation options);
District educators told the team that there is little districtwide coordination and horizontal articulation to ensure that academic interventions are allocated based on student and school data and need. Some teachers indicated that the absence of plan for targeted math intervention at the district level creates some difficulty. It is unclear whether there has been a comprehensive needs assessment districtwide. Interviews and classroom observations indicated that services for English language learners are inconsistent across the district. Teachers said that a full ESL curriculum has not been created for the district but the WIDA frameworks have been used to adapt the ELA curriculum. The 2014-2015 Haverhill High School Improvement Plan acknowledges the “need for tier 2 and 3 remediation programs at the high school level”; principals told the team that the high school does not have additional supports for students who are scoring below grade level. Because of tracking based on ability grouping in math, all students may not be given access to the same content and provided with the supports they need to achieve at the same level as their peers. Teachers reported that as early as middle school students are tracked based on grouping in mathematics. Teachers reported that they differentiated instruction by class but not necessarily within the classroom because of this grouping. Teachers stated that there is no pre-AP programming or other programming to support students from groups that are unrepresented in Advanced Placement and other rigorous classes. E. Some district administrators noted a need to address the “non-academic” issues such as absence, mobility, and home life to help address the academic issues. F. Despite the existence of a Freshman Academy for several years, the proportion of students, in particular students from low-income families, passing all coursework is very low. According to 2013–2014 ESE data, only 44 percent of Haverhill High’s grade 9 students pass all their classes, compared with 79 percent of their peers statewide; just 30 percent of Haverhill High’s students from low-income families pass all courses, compared with 62 percent of students from families statewide. Impact: The absence of an effective system of supports has hampered the ability of the district to provide for students’ social, emotional, and physical well-being and improve their achievement.
Yes/No Comments Does the policy/guidance affect one group less or more favourably than another on the basis of: No 1 Race No Ethnic origins (including gypsies and travellers) No Nationality No Gender No Culture No Religion or belief No Sexual orientation including lesbian, gay and bisexual people No Age No Disability-leaning disabilities, physical disability, sensory impairment and mental health problems No 2 Is there any evidence that some groups are affected differently? No 3 If you have identified potential discrimination, are there any exceptions valid, legal and or justifiable? No 4 Is the impact of the policy/guidance likely to be negative? No 5 If so can the impact be avoided? N/A 6 What alternative are there to achieving the policy/guidance without the impact? N/A 7 Can we reduce the impact by taking different action? No
467. Cupcakes (4) 468. Decorated Cake (No Form) 469. Muffins (4) 470. Pie (Fruit) 471. Rolls, Dinner, Plain (4 any shape) 472. Rolls, Sweet (4 any shape) 473. Other, Baked Goods Grand Champion Jr. Baked Goods - $20 Reserve Grand Champion Jr. Baked Goods - $10 Division H – Home Furnishings Rules: All exhibits are required to have cloth name tags pinned on back, with exhibitors first and last name. 520. Baby Quilts 521. Baby Blankets 522. Comforters 523. Pillows, Quilted or Pieced 524. Throw Pillows 525. Pillows, Other 526. Bedspread 527. Blanket 528. Quillows 529. Quilts, Appliquéd 530. Quilts, Embroidery 531. Quilts, Made by Group 532. Quilt, Hand Quilted 533. Quilt, Multi-media 534. Quilt, Machine Quilted 535. Quilt, Pieced by 1, Quilted By Another 536. Quilt, Other 537. Recycled Quilts 538. Wall Hanging 539. Holiday Items Grand Champion Home Furnishings - $20 Reserve Grand Champion Home Furnishings - $10 Division I – Handicrafts & Woodworking Rules: Christmas Tree Ornaments are required to be Handmade and cannot be over 5”X5”. All exhibits must bear names, preferably on back. Handicrafts: 601. Beading 602. Ceramics 603. Christmas Tree Ornaments 604. Decorative Painting, Glass 605. Decorative Painting, Wood 606. Handmade Dolls 607. Holiday, Christmas 608. Holiday, Easter 609. Holiday, Halloween 610. Holiday, Thanksgiving 611. Holiday, Other 612. Jewelry 613. Leather Craft 614. Macramé 615. Metal 616. Mirror Engraving 617. Plastic Canvas 618. Recycled Item
619. Unique 620. Wall Hanging 621. Scrapbooks 622. Coloring Book, 1 page 623. Other, Handicrafts Woodworking: 635. Doll Furniture 636. Furniture 637. Household Accessories 638. Wood Burning 639. Wood Carving 640. Other Grand Champion Handicrafts & Woodworking - $20 Reserve Grand Champion Handicrafts & Woodworking - $10 Division II – Jr. Handicrafts & Woodworking Rules: All exhibits must bear name and age of Jr. Exhibitors, preferably on the back. Christmas Tree Ornaments are required to be handmade and cannot be over 5”X5”. Jr. Handicrafts: 660. Beading 661. Ceramics 662. Christmas Tree Ornaments 663. Doll 664. Foil 665. Holiday, Christmas 666. Holiday, Halloween 667. Holiday, Thanksgiving 668. Leather Craft 669. Model 670. Plastic Canvas 671. Scrapbooks 672. Stuffed Animal, Made by Exhibitor 673. Lego Construction, Made from Kit 674. Lego Construction, Original Design 675. Coloring Book, 1 page 676. Other Jr. Woodworking: 680. Furniture 681. Household Accessories 682. Toys 683. Other Grand Champion Jr. Handicrafts & Woodworking - $20 Reserve Grand Champion Jr. Handicrafts & Woodworking - $10 Division K – Collections, Antiques & Collectible Items Collections: Must have 2 or more to be considered a collection and have a short history attached. 830. Collection of Arrowheads 831. Collection of Badges/Medals 832. Collection of Bottles 833. Collection of Jars 834. Collection of Metal Articles 835. Collection of Postcards 837. Collection of Western Articles 838. Dish Collection 839. Doll Collection 840. Jewelry Collection 841. Holiday Collection 842. Stamp Collection 843. Other Collection Antiques: Antiques must be labeled with explanation of age and origin and can only be enter 1 year.
LESSON: FRIENDSHIP SKILLS – Having Fun at Recess OUTLINE: What do kids do at recess? What do you do – have fun/not have fun? What kind of problems can happen at recess? What do to if: you don’t know what to play you want to join in you don’t know how to play Things you can say So What Do You Think? Lesson Summary Card MATERIALS NEEDED: Facilitator’s Guide Props for Activity – optional (ball, hopscotch board, jump rope, etc.) Lesson Summary Cards Homework Sheet - optional
j) There’s much discussion over his identity, but many think he’s a previous theatre worker. He is often seen walking around the theatre wearing his favourite bowler hat. k) Lionel Kenneth Phillip Crabb. (Note the spelling of ‘Crabb’: this is not the same person as Buster Crabbe aka Clarence Linden Crabbe, Olympic swimmer). l) The Edwardian period was 1901‐1910. This is therefore in the 20th century. In my research the pub was rebuilt in 1947 m) Keppels Head hotel
THIS INFORMATION IS CONFIDENTIAL TO WORKING WELL Working Well, The Orchard Centre, Gloucestershire Royal Hospital, Gloucester, GL1 3NN T: 01452 894480, E: TIER 1 HAND/ARM VIBRATION (HAV’s) INITIAL ASSESSMENT Issue 2: Oct 2015 WWF-022 PERSONAL DETAILS OPAS No: Employee Name: Date of Birth: Age: Address: Mobile No: EMPLOYMENT DETAILS – CURRENT Employer: Job Title: Location/Department if applicable: Line Manager: When did you start this role? Full time/Part-time Hours of work: EMPLOYMENT DETAILS - PREVIOUS 1. Name of firm: How long did you work for this company? Were you exposed to HAV’s in this role? Yes/ No If yes, give details. Was PPE required Yes/No If yes, what was it If yes, did you wear it Yes/No 2. Name of firm: How long did you work for this company? Were you exposed to HAV’s in this role? Yes/ No If yes, give details. Was PPE required Yes/No If yes, what was it If yes, did you wear it Yes/No 3. Name of firm: How long did you work for this company? Were you exposed to HAV’s in this role? Yes/ No If yes, give details. Was PPE required Yes/No If yes, what was it If yes, did you wear it Yes/No 4. Name of firm: How long did you work for this company? Were you exposed to HAV’s in this role? Yes/ No If yes, give details. Was PPE required Yes/No If yes, what was it If yes, did you wear it Yes/No
teacher assistant. An absence form needs to be completed when the staff member returns to school and should be turned in for the principal to sign. One complete day of Emergency Substitute plans are required. These should include the classroom discipline procedures, schedules, and any other established procedures. Teacher assistants may NOT be utilized as the substitute teacher without the principal’s approval. If you have an emergency (hospitalization or death in the immediate family, or other approved by the principal) contact the principal and a substitute will be called for you. Remember that a teacher absence equals 6 ½ instructional hours for students. You are irreplaceable! If attendance becomes an issue, expect it to be addressed by the administrative staff. Staff Development: Any staff member attending any staff development must complete a staff development form and submit to School Treasurer at least two weeks prior to attending. TEACHER ASSISTANTS SHOULD CALL THE PRINCIPAL ALSO at Teacher assistants should also call their “base” teacher. The base teacher will inform other teachers. In the rare event that you are running late to work (even 5 mintues) please communicate with Mrs. Reed or Mrs. Wroblewski. TIMEKEEPER EVERY staff member must sign in on timekeeper *Certified staff sign in only (classrooms at the end of the K/1 Hallway should NOT be used as a sign in location) Classified staff sign in/out every day Classified staff should review their personal timesheet and approve it daily Come to the office and fill out a request change form if you forget to sign in/sign out on timekeeper on the same day Classified staff be sure to check your hours to make sure that you have no more/less than forty (40) hours per week. If you have more you will have to make plans to leave to equal these hours out, if you have less you must make plans to make up your hours before the end of the pay period. *Comp time is not allowed at all. If you accumulate comp time, you will not be able to use it. PERSONAL AND ANNUAL LEAVE All staff members should review the Alamance Burlington Schools Policy Handbook for regulations and procedures. The leave forms will be located in the secretary’s office. Only the principal can approve personal days/doctor appointments. Make sure you see the principal before you give the form to the secretary. DRESS CODE FOR STAFF Casual, professional attire is expected otherwise. Dress down day is Friday. *Be mindful of coverage, slogans, and length of skirts. LETTERS OF RESIGNATION
HAWAII REVOCABLE LIVING TRUST OF ___________________ This Revocable Living Trust dated ___ day of _________________________, 20___, by and between: GRANTOR ______________________________________ with a mailing address of _____________________________________ (referred to as the “Grantor,”) and TRUSTEE ______________________________________ with a mailing address of _____________________________________ (referred to as the “Trustee,”) The Trustee agrees to hold any property transferred to this Trust, from whatever source, in trust under the following terms: Article 1. Name of the Trust: This Trust shall be known as the “___________________ Revocable Living Trust” hereinafter known as the “Trust” and ☐ is ☐ is not an amendment to a prior Living Trust. Article 2. Transfer of Property: On the date set forth above, the Grantor transferred to the Trust Estate and assets described in Attachment A which is attached and incorporated into the Trust. The Grantor or someone acting on the Grantor’s behalf may
determination of incapacity shall be made by either a court of competent jurisdiction or two physicians licensed to practice medicine in the state where the Grantor is domiciled at the time of the certification. One of the two physicians shall be board certified in the specialty most closely associated with the cause of the Grantor’s incapacity. The Grantor shall be deemed to have regained capacity if there is a finding to that effect by a court of competent jurisdiction or two licensed physicians that the Grantor is capable of managing his or her personal and financial affairs. Article 17. Order of Death: At the time of the Trust’s creation the Grantor: (Choose One) ☐ - Is Not Married ☐ - Is Married with the spouse known as _____________________ (referred to as the “Grantor’s Spouse”) and therefore if their death occurs where it cannot be determined whether who died first, the Grantor or the Grantor’s Spouse, then the property and assets shall be transferred as follows: (Check One) ☐ - Grantor Dies First – The Grantor shall be determined as the individual that died first with the estate of the Grantor’s Spouse able to claim any and all property, life insurance claims, and any other property in the same right as if the Grantor’s Spouse survived the Grantor. ☐ - Grantor Dies Second – The Grantor shall be determined as the individual that died second with the estate of the Grantor’s Spouse not able to claim any property, life insurance claims, or any other property in
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B. Policy clauses and provisions ............................ (2-4) 1. Mandated benefits Ref. 431:10-212; 431:10-217.5; 431:10A: 115 thru 121; 431:10A-206 thru 208
The Institute for Human Services (IHS) 546 Kaaahi St. Honolulu, HI 96817 808-447-2844 Island Network Personnel Inc. 1600 Kapiolani Blvd., Suite 514 Honolulu, HI 96814 808-944-5544 Independent Living Services Access to Independence 200 N. Vineyard, Box 4 808-369-9521 1-800-976-2776 Aloha Independent Living 94-909 Kau’Olu Place Waipahu, HI 96797 808-799-4028 Department of Health, Developmental Disabilities Division (DDD) 1250 Punchbowl St., #463 Honolulu, HI 96813 808-586-5840 Veterans’ Services and Veterans’ Administration Office of Veterans’ Services Tripler Army Medical Center 459 Patterson Road E-Wing, Room 1-A103 Honolulu, HI 96819 808-433-0420 Honolulu Vet Center 1680 Kapiolani Blvd., Suite F-3 Honolulu, HI 96814 808-973-8387 West Oahu Vet Center 885 Kamokila Blvd., Suite 105 Kapolei, HI 96707 808-674-2414
Hawaii Rooming List Room Type: Adult Room Number: Bruton, Arritta Chapman Reyes, Elaine Chapman, Trey Room Number: McInroe, Gae McInroe, Nella Room Number: Allmand, Carolyn Ortiz, Jose Ortiz, Maria Room Number: Little, Maxanne Little, Tim Room Number: Johnson, Samuel Room Number: Maloney, Sherry O Meara, Teryl Room Number: Barton, Margery Irion, Elaine Room Number: Wallace, Kristy Wallace, Emily Hunter, Shana Pacatte, Haliegh Room Number: Kish, Kelli Kish, Lia Strickland, Amanda Room Number: Stevenson, Patrick Stevenson, Melissa Room Number: McInroe, Keelyn McInroe, Kevin Room Number: Allmand, Thomas Allmand, Elizabeth Allmand, Kim Room Number: Joyce, Robert Valentine, Steven Room Number: McLean, Jennifer Cabrera, Angela Room Number: Mathis, Rebecca Reece, Jennifer Room Number: McMillon, Jeffrey McMillon, Kimberley Room Number: Prince, Andrew Au, Michael Room Number: Tucker, Garrett Tucker, Sandra Tucker, Savannah Room Number: Carmichael, Kennedy Carmichael, Cindy Carmichael, Warren Room Number: Foster Johnson, Candace Johnson, Josef Johnson, Kristi Johnson, Lexi Room Number: Averitt, Madison Luthy, Darlyn Modrall, Randi Ray, Julia Room Type: Boy
Room Number: Chaperone: Michael Au Borgerding, Jacob Moore, Caleb Perez, Rueben Kahl, Kyle Room Number: Chaperone: Trey Chapman Clark, Jaylon Irion, William Irion, Michael Burress, Seth Room Number: Chaperone: Clay Johnson Porter, Jonathan Guadarrama, Samuel Paredes, Nathan Porter, Matthew Room Number: Chaperone: Marc Valentine Erixson, Estevan Riojas, Tristan Dawson, Tarik Valentine, Zachry Room Number: Chaperone: Thomas Allmand Au, Matthew Hvidt, Randy Allmand, Thomas Clark, John Room Number: Chaperone: Patrick Stevenson Couch, Dalton Olson, Payton Gonzalez, Noah Nigro, Hayden Room Number: Chaperone: Kevin McInroe Palma, Sergio Palma, Rodrigo McInroe, Rylan McInroe, Jonathan Room Type: Girl Room Number: Chaperone: Mrs. McMillon Little, Kelsey Woolf, Jennifer Leal, Gabrielle Smart, Alexa Room Number: Chaperone: Jeff McMillon
Ripple, Julianna McMillon, Macy Ruot, Danielle Richardson, Taylor Room Number: Chaperone: Maxanne Little Soliz, Rebecka Beasley, Brianna Aguilar, Kirsten Moreno, Angela Room Number: Chaperone: Angela Cabrera Cabrera, Gillian Staggs, Tori Wicker, Britlyn Ruiz, Jadyn Room Number: Chaperone: Robert Joyce Sanders, Kelsey Joyce, Skylar Lira, Ambar Room Number: Chaperone: Margery Barton Langford, Jenna Brokovich, Kari Barton, Laura Blankenship, Rebecca Room Number: Chaperone: Becky Mathis Conaway, Megan Palma, Krysteena Trevino, Alyssa Matthews, Melody Room Number: Chaperone: Darlyn Luthy Harris, Kaitlyn Hart, Taylor Vasquez, Anissa Room Number: Chaperone: Melissa Stevenson Richardson, Hannah Harnar, Lauren Miccio, Arianna Morris, Stormy Room Number: Chaperone: Kritsti Johnson Perez, Raelyn Finch, Kanon Arreola, Nichole Boyes, Monica Room Number: Chaperone: Jennifer McLean Guadarrama, Susie Smith, Abigail Smith, Hannah Salas, Adriana Room Number: Chaperone: Jennifer Reece McLean, Alyssa Murray, Shelby Monsey, Arriana Lacey, Alesa Room Number: Chaperone: Kelli Kish Bhikha, Sonali Greenwood, McKenzee Flores, Angela Chapman, Sydne
Enviroschools Hawke’s Bay – 2015 Calendar of Events Term 2 (new dates) Date Event Location Time Details Term 2 Thu 21 May Energiser Hui 2– Holistic Reflection – a must for schools & kindergartens wanting to reflect this year. Ebbett Park School Hall, 600 Oliphant Raod, Hastings 1.00 pm – 6.00 pm Open to all teachers, principals & BOT member, includes afternoon tea and a light dinner. Tue 9 June Finals Speech Showcase for all schools’ finalists. Napier Intermediate Jull St, Napier 10.00 – 2.30 Includes guest speakers, prizes and refreshments. Ask about a travel subsidy, conditions apply. Wed 10 – Fri 12 Jun Wānanga – Focus on Māori Perspectives, in conjunction with Ngāti Kahungunu. Matahiwi Marae, Lawn Rd,Hastings 3.00 pm – Wed 10th to 2.00pm Fri 12th 2 night marae stay. Full programme available shortly. 50% teacher release funding available. Full details will be sent to all our enviroschools and early childhood centres. For any enquiries and to register please contact Sally Chandler, ES Regional Coordinator, or 06 833 8036 or speak to your Enviroschools facilitator. Don’t forget to check out our
stage. But at some point that will come along soon, and partners maybe need to work differently […] If it can work here then why can’t it work elsewhere?” (Ian Doctor, Regulatory Services Manager, Clackmannanshire Council). Contact: Keith Jack Violence Reduction Unit Pegasus House 375 West George Street Glasgow G2 4LW Tel: 01415325873 Email:
matrix: (for assigning final course grades) 100% – 90% = A, 89% – 80% = B, 79% – 70% = C, 69% – 60% = D, below 60% = F Draft Microteaching Lesson Plan – Upload to TK20 + Upload to Blackboard + Hard Copy to Course Instructor Must be a Physical Science Lesson Plan WEEK 5 Mid-Term Exam WEEK 7 10% Quizzes (1 to 3) 5% Science Field Trip WEEK 9 5% Microteaching Lesson Plan & Presentation Upload to TK20 + Upload to Blackboard + Hard Copy to Course Instructor Must be a Physical Science Lesson Plan 25% 8. Mentor Evaluation of elementary lesson WEEK 12 5% 9. Science labs (5) 10% 10. Physical Science Lesson Plan Upload to TK20 + Upload to Blackboard + Hard Copy to Course Instructor 11. Life Science Lesson Plan Upload to Blackboard + Hard Copy to Course Instructor 10% 12 Earth & Space Science Lesson Plan Upload to Blackboard + Hard Copy to Course Instructor 10% 13 Final Exam Week 15 10% Total Percentage 100% Course Assignments Please see specific instructions for formatting and submittal information. Participation and Professionalism – CRITICAL! Completes assigned readings before coming to class Answers questions and participates in class discussions Avoid social or unrelated conversation, working on other assignments, using cell phone, checking email, surfing web, playing video games during class time etc. Weekly Activities – Readings and other activities that are assigned weekly throughout the semester. Integrating Reflections – Reflective writings that serve to integrate your experiences during the semester. Science Lesson Presentation – Content teaching in the methods classroom using the 5E model. Includes the following: Presentation, Hands-on activity, Visual Organizer, Extension activity, Formative and Summative Assessments, Administration and Arts Integration (e.g., scientific
FLIGHT ORIGINATING IN TORONTO (ADD-ONS AVAILABLE FROM YOUR HOME CITY… CONTACT US FOR ADDITIONAL COST) FIRST CLASS HOTELS THROUGHOUT TWO MEALS PER DAY ALL ENTRANCE FEES ALL AIRPORT TAXES ALL SIGHTSEEING AS PER ITINERARY ALL TRANSFERS AS PER ITINERARY DELUXE INSURANCE PACKAGE -- This insurance provides Cancellation & Interruption, Flight Accident, Travel Accident, Baggage & Personal Effects, and Emergency Medical. It also offers, at no extra charge, extra protection just in case your luggage is delayed, and emergency medical insurance for an infant traveling with you. Please refer to the Package coverage chart in your policy booklet for sums insured and other details. FOR MORE INFORMATION OR TO REGISTER, CONTACT: Stephen Hawkins 1-905-849-3501 email – OR Elmer Reimer KeyWorld Travel TOLL-FREE 1-877-508-7100 email –
Additional Representations There are two additional graphic representations that serve to communicate both the spatial and temporal element that are worth outlining in this documentation. The first methodology is described as a “Life-path line graphic”. The second, is described as a “Space-time path” or “Space-time prism”. These two methods are used in other research articles to describe the movement of populations through periods of time. The use these graphics aids the reader in understanding the spatio-temporal elements of the data being described, while providing a means to quickly communicate an event or series of events related to a specific population. Life-Path Line Graphic A “Life-path line graphic” is a simplistic graphic consisting of a line drawn along a defined scale of time that is typically shown along the x-axis. This technique is similar to the time-scale technique displayed in Figure 4.4. The line can be straight or bend, curve, and turn sharp angles along the y axis to show a change in spatial location. An example of this methodology, used by the historical geographer Anne Knowles (1995) to visualize migration steps by nineteenth-century Welsh individuals, is shown below in Figure 4.5. Figure 4.5: An example life-path graphic describing a spatial element (Rural, Industrial, or Town/City location) over a defined period of time. A legend is included to aid in communication of significant life events along the line. Symbology is used along the lines to communicate the occurrence of life events either at a specific point in time, or a range of time. In the above example, Thomas J. Jones is described as remaining in a “rural” location for the entire period of time represented in the time-scale along the x-axis. He experienced several life events that include: A move around 1815 A period of local mobility from 1820 to 1831 Marriage around 1832 Emigration around 1848 Two “new farms”, one around 1850 and the other around 1858 The resolution of the spatial element is not in this example, due to the vague descriptions of “Rural”, “Industrial”, and “Town/City”. These could easily be further defined in a genealogic body of
Figure 7.9: A tabular view of all four time groups. Each time group table contains the county and state name records of where Hawley events occur. Additionally, will play a short 1 minute video of the Hawley events in the United States from 1603 – 2013. The events appear in their spatial locations as the years advance, and the map shows the dispersion of Hawley events throughout this timeframe.
work participation; distribute survey Identify bike parking area, determine needs to build out, identify potential partners (e.g. neighboring offices) Identify resources necessary and any subsidized resources (e.g. bike racks) Build out bike parking area and changing facility (if applicable) Communicate upcoming work and facilities to be available to employees # of employees using bike rack Identify safe walking and biking routes # of safe walking/biking routes identified Determine what incentives to offer employees Promote all resources supporting active commuting to employees Using multiple channels, promote use of worksite resources (featuring incentives/incentive program), distribute safe routes maps # of incentive items and maps distributed Publicly recognize active commuters Communicate success with program and share employee success stories Evaluate success Successful implementation of strategy # of employees participating in active commuting Policy: Flexible schedules fostering physical activity Identify team to develop policy Solicit team members based on team needs (e.g. participants from HR and management) Identify examples of flex time policies and activities; develop a policy appropriate for your worksite,
Environmental Supports: Relaxation/meditation space Identify a team to be involved in the development of the space Assess the options for creating a relaxation space based on available space, budget, etc. Survey employees to assess needs and interest Encourage employee participation in survey # of employees participating in survey Survey results Develop programming to maintain interest and provide instruction Promote programming and periodically promote the facility by sharing users’ success stories # of employees participating in programming Purchase necessary equipment Involve employees in the process Generate interest by hosting a naming competition, and showcasing employee artwork to decorate walls and other measures to personalize space Develop a protocol for how to run the relaxation room Communicate protocol through notice in room as well as emails, newsletters, etc. Adherence to protocol Evaluate success Perceived stress level Rate of employee absenteeism # of sick days taken Productivity Quality of work Rate of employee retention Perceived manageability of workload
Strategic Goal 1 2016 2017 2018 Lift Student Achievement especially in Reading, Writing and Maths Implement monitoring systems that become the platform for teaching programmes. Maintain and report to the BOT on the monitoring systems that have become a platform for teaching programmes. Review the monitoring systems that have become the platform for teaching programmes. Strengthen assessment processes in reading, writing and mathematics. Ensure rigueur in assessment processes. Review assessment processes in reading, writing and mathematics. Teacher Appraisal is effectively used to identify areas for improvement in relation to quality teaching. Maintain focus on continuous improvement through robust teacher appraisal. Review Teacher Appraisal process. Review and strengthen programmes for Priority learners. Monitor the programmes for Priority learners. Review Strengthen programmes for Priority learners. Implementation of projects and programmes from EDI. Monitor projects and programmes from EDI. Review projects and programmes from EDI National Standards Strategic Aims All students at Hauroko Valley Primary School will be able to successfully access the NZC, as evidenced by progress and achievement in relation to National Standards National Standards will support improvement in progress and achievement in student outcomes. Students will be a part of setting their learning goals and the actions required to achieve them. Teachers will be responsive to student needs. 3 way interviews will be used to share goals between home and school and to foster a collaborative approach. 2016 Annual Plan Achievement Aim : To increase the number of students achieving At or Above the Maths National Standard
Christie Johnson: We think this a good idea to do at this time. We think our dollars will go further. We are not depleting our funds. We are being prudent. Parent: We should hear everything about the budget before we commit money to anybody. Christie—We earmarked money towards the renovation with the approval of the parent community. In September there was nothing to do. Now there is a need. Victoria Lippincott: The school gets a discount for bulk buying. We would lose buying power if we wait. If we don’t act, we could end up paying 40-60 percent more. Dr. Sheers pointed out it takes three months to get delivery of the furniture. Parent suggested putting off the vote until later tonight after hearing from Janie Strauss and Fabio Zuluaga, not putting the motion off indefinitely. Vote was tabled until later tonight. Karen Leiser noted that teacher, Donna Emanuel is in attendance and is retiring and the PTA thanked her for her work. Ms. Emanuel received a standing ovation. 3. General VP (Alison Seddon) We have extra student directories, available for purchase for $5.00. She will be around after meeting, if anyone is interested in purchasing them. 4. Vice President of Social Events (Laura Sachwitz) Next event is Fun Run on May 16th at Longfellow. 5. VP of Curriculum Enhancement (Tara Tanner) Junior Achievement is coming to your classroom soon. Art Appreciation has one more session, and the Brain Show is in June. 6. VP of Fundraising (Christie Johnson)
Hayden High School Cheerleading Constitution PURPOSE: The purpose of a Hayden High School Cheerleading Squad shall be to promote and uphold school spirit, to develop a sense of good sportsmanship among students, and to promote loyalty by leadership and example. SELECTION OF CHEERLEADERS: Candidates must meet the eligibility requirements set forth in the Blount County Cheerleading Guidelines. Try-outs will be conducted along the guidelines set forth in the Blount County Cheerleading Guidelines. Candidates must attend a clinic prior to tryouts. Clinic is mandatory. The coach, prior to practice, must approve any absences. Doctor’s excuses will be required for any absence due to illness. All candidates must be at school the entire day of tryouts unless excused by a doctor or other emergency approved by the coach and principal. All decisions of the judges are final. Judges will not be available for comment after tryouts. Candidates or parents will not be allowed to review their scores after tryouts. SELECTION OF CAPTAIN and/or CO-CAPTAIN Captains and/or co-captains will be chosen by the coach. ATTITUDES: Each cheerleader must maintain a desirable attitude and a spirit of cooperation in all classes with all teachers and faculty. Each cheerleader must be willing to control any unsportsmanlike conduct at any athletic event or school function. Each cheerleader must be willing to accept constructive criticism from the coach, squad members, faculty, and staff. Each cheerleader should show exceptional moral character, maturity, and good judgment. UNIFORMS: Uniforms will be purchased by the cheerleader. Expenses will begin immediately after elections. Uniforms will be bought, made, or planned with the approval of the coach and principal. All alterations on uniforms will be made before the squad attends summer camp. Uniforms must be cleaned, pressed, and ready to wear at all times. Cheerleaders must wear the correct uniforms to each event. A cheerleader must not wear any part of the uniform outside of cheerleading. A cheerleader will not wear any jewelry while in uniform or while in practice. No nail polish or acrylic nails at games or practice.
weeks (W) HVTN 071 NCT00486408 n = 16 Merck Ad5 HIV-1 Gag/Pol/Nef (clade B) (MRKAd5) Ad5: W0, 4, 26 Sample: W52 STEP NCT00095576 & Phambili NCT00413725 [5] IAVI V001 group C NCT00124007* n = 12 VRC multiclade HIV-1 DNA plasmid (clade B Gag/Pol/Nef, clades ABC Env) & multiclade Ad5 vector (expressing same genes without Nef) (VRC DNA/Ad5) DNA: W0, 4, 8 Ad5: W24 Sample: W30, 48 HVTN 505 NCT00865566 [8,11,12] RV135 NCT Not available n = 21 ALVAC-HIV (vCP1521) & VaxGen gp120 (clades B/E ) (ALVAC/AIDSVAX) vCP1521: W0, 4, 12, 24 AIDSVAX: W12, 24 Sample: W28 RV144 NCT00223080 [15,16,46] *Equivalent regimen also tested in clinical trial HVTN 204, NCT00125970 Abbreviations NCT: National clinical trial, information at , a service of the U.S. National Institutes of Health PU: Particle units
Table 2: Percentage sequence identities between genes of HIV-1 isolate used in VIA and Ad5-based regimen gene inserts Vaccine candidate and HIV-1 gene insert VIA HIV-1 isolate (clade), gene accession and % identity with vaccine gene insert HIV-1 gene Insert isolate Clade Insert accession IIIB (B) CH77 (B) CH106 (B) ELI (AD) 247FV2 (C) 97ZA012 (C) MRKAd5 Gag CAM-1 B BAA00992 AAB50258 AET76070 AET75990 AAA44324 ** AAK30990 96% 92% 92% 91% 84% 84% Pol IIIB (HXB2) B AAB50259 AAB50259 AET76071 AET75991 AAA44325 ** AAK30991 100% 94% 95% 95% 92% 92% Nef JRFL B [48] AAB50263 ** AET75998 AAA44330 ** AAK30998 85% 82% 79% 75% 77% 80% VRC DNA/Ad5 Gag HXB2 B AAB50258 AAB50258 AET76070 AET75990 AAA44324 ** AAK30990 100% 92% 91% 89% 84% 84% Pol NL4-3 B AAA44988 AAB50259 AET76071 AET75991 AAA44325 ** AAK30991 97% 93% 95% 95% 92% 90% Nef B AAA44993 AAB50263 NA AET75998 AAA44330 ** AAK30998
Subject group HIV-1 consensus clade B peptide pool (Consensus set overlapping peptide numbers in pool) Gag (1-123) Pol1 (1-125) Pol2 (126-249) Gag or Pol Nef (1-49) Env1 (1-106) Env2 (107-211) Vpu/Vif/Vpr (1-87) Response to any pool MRKAd5 7/16 (44%) 4/16 (25%) 4/16 (25%) 9/16 (56%) 2/16 (13%) ND ND ND 9/16 (56%) VRC DNA/Ad5 3/12 (25%) 1/12 (6%) 1/12 (6%) 5/12 (42%) 0/12 0/12 0/12 ND 5/12 (42%) HIV+ 10/16 (63%) 5/16 (31%) 4/16 (25%) 11/16 (69%) 6/16 (38%) 4/16 (25%) 2/16 (13%) 4/16 (25%) 13/16 (81%) ND: not done (HIV-1 genes not encoded by regimen vectors)
Hayes Local Scholarships Requirements Due Monday, March 18, 2019 by 3:00 PM Bring printed hard copies of your 7th Semester Transcript, résumé, essays (if required), and letter of recommendation (if required). PAPERCLIP (DO NOT STAPLE) these items together in this order, with a Post-It Note indicating which scholarship they are for. Due to the high volume of applications, electronic copies will NOT be accepted. : Résumé 7th Semester Transcript : Résumé 7th Semester Transcript : Essay Letter of recommendation Résumé 7th Semester Transcript : Letter of recommendation Résumé 7th Semester Transcript : Essay Letter of recommendation Résumé 7th Semester Transcript : Essay Résumé Cadence Club Activity Sheet 7th Semester Transcript : Essay Résumé Cadence Club Activity Sheet 7th Semester Transcript : Essay Letter of recommendation Résumé 7th Semester Transcript : Essay Résumé Music Boosters Music Activity Sheet 7th Semester Transcript : Essay Résumé Music Boosters Music Activity Sheet 7th Semester Transcript : Essay Résumé Music Boosters Music Activity Sheet 7th Semester Transcript : Essay Letter of recommendation Résumé 7th Semester Transcript : Résumé 7th Semester Transcript : Essay TWO letters of recommendation Résumé 7th Semester Transcript : Letter of recommendation Résumé 7th Semester Transcript : Essay Letter of recommendation Résumé 7th Semester Transcript
Kansas Department of Health and Environment Radiation Control Program Regional Radiation Training-Hays Friday, November 4, 2016 8:00 A.M. – 3:10 P.M. Education Room, 1st Floor Hays Medical Center, 2500 Canterbury Drive, Hays, KS 67601 Target Audience: Medical users of X-ray and radioactive materials Managers, Radiation Safety Officers, and supervisors Radiation professionals, radiologic technologists, and X-ray operators ASRT CE: ASRT CE will be requested for this training. Register: Kansas TRAIN, course number 1065708, KDHE: Regional Radiation Training. Cost: There is no fee for the training. The cost to you is your time and travel. 8:00 Program overview Kim Steves, Supervisor, Radiation Control Program, KDHE 8:20 Diagnostic Radiology in Forensic Investigations Lisa Burdett, M.S., Forensic Scientist IV, Kansas Bureau of Investigation 9:10 Regulations and Regulatory Update Jason Barney, NRRPT, Environmental Program Administrator Supervisor, Radioactive Materials and X-ray Compliance, KDHE 10:00 Break 10:20 Radiation Safety including roles and responsibilities of the Authorized User James Harris, NRRPT, Environmental Compliance/Regulatory Specialist II, KDHE 11:10 What to Expect from your Radioactive Materials Inspector Judee Walden, Environmental Compliance/Regulatory Specialist, KDHE 12:00-1:10 Working Lunch: Provided by Hays Medical Center 12:20-1:10 Radiation Response Volunteer Corps Isabelle Busenitz, M.S., Environmental Program Administrator, KDHE 1:20 Mammography Jesse Woltje, R.T. (R), Environmental Compliance/Regulatory Specialist, KDHE 2:10 What to Expect from your X-ray Inspector Jesse Woltje, R.T. (R), Environmental Compliance/Regulatory Specialist, KDHE 3:00 Concluding Remarks 3:10 Adjourn