zilongwang/ReadingBank huggingface dataset:
of, and relationship with, his or her NGS, but will also increase customer awareness when participating in the competitive retail natural gas market. BACKGROUND During its Investigation of Pennsylvania’s Retail Electricity Market (Electric RMI), this Commission directed OCMO to provide recommendations, by the end of 2013, on how the existing electric utility-consolidated bill could be more OCMO’s inquiry could include, but not be limited to, making the electric generation supplier’s (EGS) information more prominent; including the EGS’s logo on the electric distribution company’s (EDC) bill; providing increased spacing for EGS messaging and potentially allowing EGS bill inserts. The Commission stated that the “expected end-result would look more like a joint EDC-EGS bill.” The Commission adopted OCMO’s recommendations regarding a joint EDC-EGS bill via a Final Order on May 22, 2014. In the Joint EDC-EGS Bill Final Order, the Commission directed the EDCs to implement, by June 1, 2015, the following billing changes: 1) include the EGS’s logo on the EDC bill; 2) expand the EGS bill messaging space from two (2) to four (4) lines with up to 80 characters each; and, 3) include a Shopping Information Box that provides a customer’s account/customer supplier identification (ID) number (whichever is applicable to effectuate a switch in electric generation supplier), the customer’s Rate Schedule and an indication that this information is needed when shopping with an EGS. The Commission believed the inclusion of this information would aid customers in not only developing a stronger recognition of and relationship with their supplier, but would also increase customer awareness when participating in the competitive retail energy market. On December 18, 2014, we issued a Final Order at Docket No. I2013-2381742 (hereinafter Gas RMI Final Order), announcing specific topics and issues that we intend
DPOR INFORMATION FOR INDIVIDUALS (RFQ Sections 3.2.10.3 and 3.2.10.4) Business Name Individual’s Name Office Location Where Professional Services will be Provided (City/State) Individual’s DPOR Address DPOR Type DPOR Registration Number DPOR Expiration Date
Physical location Melanographer Studio or Surgery Physical location Dermatologist Surgery or Studio Computer Hardware Dermatologist Surgery or Studio Computer software Dermatologist Surgery or Studio Secretarial Support Dermatologist Surgery or Studio Staff training Dermatologist Melanographer training Education Dermatologist General Practice IT connectivity and maintainence Dermatologist Surgery or Studio Resources provided to deliver comparator 1 Consultation Dermatologist Surgery 104 Resources provided in association with comparator 1 (e.g., pre-treatments, co-administered interventions, resources used to monitor or in follow-up, resources used in management of adverse events, resources used for treatment of down-stream conditions)
COM (2013) 643 final – 13562/13 COM (2013) 627 final – 13555/13 SWD (2013) 331 final – 13555/13 ADD1 SWD (2013) 332 final – 13555/13 ADD2 Communication from the Commission to the European Parliament, the Council, the Economic and Social Committee and the Committee of the Regions on the Telecommunications Single Market Proposal for a Regulation of the European Parliament and of the Council laying down measures concerning the European single market for electronic communications and to achieve a Connected Continent, and amending Directives 2002/20/EC, 2002/21/EC and 2002/22/EC and Regulations (EC) no 1211/2009 and (EU) No 531/2012 Commission Staff Working Document Impact Assessment Accompanying the document Proposal for a Regulation of the European Parliament and of the Council laying down measures concerning the European single market for electronic communications and to achieve a Connected Continent, and amending Directives 2002/20/EC, 2002/21/EC and 2002/22/EC and Regulations (EC) no 1211/2009 and (EU) No 531/2012 Commission Staff Working Document Executive Summary of the Impact Assessment Accompanying the document a Proposal for a Regulation of the European Parliament and of the Council laying down measures concerning the European single market for electronic communications and to achieve a Connected Continent, and amending Directives 2002/20/EC, 2002/21/EC and 2002/22/EC and Regulations (EC) no 1211/2009 and (EU) No 531/2012 Submitted by Department for Culture, Media and Sport on [9th October 2013] SUBJECT MATTER This EM covers a suite of four related documents: A Communication which is a review of the existing telecommunications single market, issues that prevent the completion of same and what steps should be taken to address this issue; A Regulation that seeks to address the issues identified in the Communication; A Commission Staff Working Paper that is the Impact Assessment of the Regulation; and A Commission Staff Working Paper that is an Executive Summary of the Impact Assessment.
The parent/guardian will be given a copy of the current state health standards and requirements. It is the responsibility of the parent/guardian to secure all medical examinations, immunizations, tests and/or records; including the transfer of all records from the child’s previous school; and ensure compliance with all state requirements. Eye Examination in Kindergarten Dental Examination in Kindergarten and Grades 2 and 6 Physical Examination upon entering school, Kindergarten and Grade 6 Athletes require a yearly sports physical Legal Names of Students When parents or an outside agency seek to enroll a student at Trinity Lutheran School under a name other than the legal name or seek to change the name of a student already enrolled, the parent will be informed that the name of the child as shown on the birth certificate will be used on the official school record until such time as a final court order verifies a legal change. Where a student’s name is changed legally, all official school records will be updated to include only the acquired legal name. Parent Meetings It is strongly suggested that at least one parent/ guardian attend the orientation/curriculum meeting scheduled at the beginning of each school year. A classroom visit is also scheduled for the preschool child and a parent/guardian to provide an opportunity for the child to become familiar with the classroom and staff. In addition, one required parent-teacher conference is scheduled each year. Returning Families Registration paperwork must include the $150 nonrefundable processing fee per student in-order-to confirm a space. As of February 28, 2018, the unconfirmed spaces will be opened to allow enrollment by other families New Registrations Prior to June 1 For new enrollee, registration is considered complete when the following items are submitted and approved by office staff: non-refundable processing fee, tuition payment in full and/or enrollment of Smart Tuition electronic payment; completed school forms; completed medical records Registration during the School Year When a student is registered during the school year, the annual tuition will be prorated according to the remaining attendance days. All forms, records and required payments must be complete prior to student attendance. Tuition & Fees
Bicycle/Walk Permission Slip Trinity Lutheran School Burr Ridge, Illinois This form will be in effect from the date listed below or until notification Is submitted to the school office ________________________________________ has my permission to: Child’s name Please check the following: ___ride bicycle to/from home/school ___any time ___only with dated note ___ walk to school and home ___anytime ___only with dated note Trinity Lutheran Church and School is not responsible for damaged or theft of bicycle Trinity Lutheran Church and School is not responsible for injuries sustained while going to/from home/school Bicycle must be walked on school campus at all times Parents Signature: ________________________________________ Date: ___________
EXECUTIVE SUMMARY 1. Summary of the Resolution The Resolution encourages lawmakers to enact legislation allowing human trafficking victims charged with prostitution related crimes or other non-violent crimes to assert an affirmative defense of being a human trafficking victim. 2. Summary of the Issue that the Resolution Addresses Currently, victims of human trafficking are being prosecuted for prostitution and other crimes directly resulting from being a trafficking victim and are not being recognized as victims. This is leading to the unjust result of victims being criminalized and being put in potential further harm by detention, or release to their captors. 3. Please Explain How the Proposed Policy Position will address the issue Enacting legislation that creates the affirmative defense of human trafficking would obligate criminal justice professionals to investigate prostitution-related cases to determine if trafficking exists and would require instituting policies on how to appropriately and effectively identify victims of human trafficking. Legislation establishing the affirmative defense of human trafficking could lead to two significant results. First, victims of human trafficking facing criminal prosecutions can avoid unjust convictions and gain access to social services and benefits to alleviate their plight. Second, identifying victims of human trafficking and obtaining their cooperation can lead law enforcement to their traffickers and possibly result in trafficking rings being shut down. 4. Summary of Minority Views None are known.
health care coverage to all Ohio residents. Current Status: 4/17/2013 Referred to the House Insurance Committee HB123 TELEHEALTH SERVICES (GONZALES A, WACHTMANN L) Regarding Medicaid and health insurance coverage of telehealth services. Current Status: 2/18/2014 SIGNED BY GOVERNOR Eff. 5/20/2014 HB125 MEDICAID EXPANSION (CARNEY J, ANTONIO N) To permit the Medicaid program to cover the eligibility expansion group authorized by the Patient Protection and Affordable Care Act and to make an appropriation. Current Status: 4/17/2013 Referred to the House Finance and Appropriations Committee HB176 MEDICAID REFORMS (SEARS B) To require the Medical Assistance Director to implement Medicaid reforms, to permit the Medicaid program to cover an additional group under certain circumstances, to revise the duties of the Joint Legislative Committee on Medicaid Technology and Reform, and to make an appropriation. Current Status: 10/16/2013 House Health and Aging Committee First Hearing HB208 MEDICAID REFORMS (AMSTUTZ R, SYKES V) To require the Medicaid Director to implement certain reforms to the Medicaid program, to require the Director of Job and Family Services to implement certain reforms to workforce development activities, and to create the Joint Medicaid Oversight Committee. Current Status: 1/8/2014 House Finance and Appropriations Committee Fourth Hearing HB227 HEALTH CARE COMPACT (RETHERFORD W, BOOSE T) To enter into the Health Care Compact. Current Status: 4/1/2014 REPORTED OUT House State and Local Government Committee Fourth Hearing HB234 HUNTING GUN LAW (GROSSMAN C, BECKER J) To allow a to use a noise suppressor attached to a gun while hunting game birds or wild quadrupeds. Current Status: 12/19/2014 SIGNED BY GOVERNOR HB255 MEDICAID ELIGIBILITY (BECKER J) To revise the law governing eligibility for the
Current Status: 3/25/2015 Senate Medicaid Committee First Hearing SB86 NOT-FOR-PROFIT QUARTER AUCTIONS (GARDNER R) To permit charitable organizations to conduct not-for-profit quarter auctions. Current Status: 4/14/2015 Senate Finance Committee First Hearing SB90 HEALTH CARE WORKER-IDENTIFICATION (TAVARES C) To require that a health care professional wear identification when providing care or treatment in the presence of a patient. Current Status: 3/4/2015 Referred to the Senate Health and Human Services Committee SB94 MEDICAID SCHOOL PROGRAM (BACON K, LEHNER P) Regarding the Medicaid School Program. Current Status: 3/25/2015 Senate Medicaid Committee First Hearing SB98 HEARING AID-COVERAGE (BROWN E) To require health insurers to offer coverage for hearing aids. Current Status: 3/24/2015 Senate Insurance Committee First Hearing SB194 COMPLEMENTARY-ALTERNATIVE HEALTH SERVICES (JORDAN K) Regarding the provision of complementary or alternative health services. Current Status: 9/15/2015 Referred to the Senate Health and Human Services Committee
Teaching in postgraduate courses of PEDECIBA (Program of Development of Basic Science) : “Post transcriptional regulation of gene expression in eukaryotes”. Laboratorio de Interacciones Moleculares. Dra. Beatriz Garat, and Dr. Jose Tort. School of Science, Montevideo, Uruguay. May 2008. “Parasite Biology: immunologic, biochemical and molecular basis of the Parasitism”. Lecture: “Functional Genomic tools in helminthes parasites”. Unidad de Biologia Parasitaria, Instituto de Higiene, School of Science. Dr. Carlos Carmona. 2007 In Situ Hybridization Techniques in Parasite Research (2006), Lecture: Interference by double stranded RNA in helmiths. Amsud-Pasteur and PEDECIBA regional postgraduate course: "Small RNAs: New Mechanisms in gene expression regulation and tools for reverse genetics", Dra Beatriz Garat, and Dr. Bruno Dallagiovanna School of Science, Montevideo, Uruguay. December 2006.
Start date and duration Total value Date of outcome Areas of overlap with this Application, HRC Ref#? Co-Funding What other agencies or end-users have been approached or committed to joint or partial funding of this research? Insert text here Financial Interest(s) Do you or any named investigator have a financial interest related to the research or sponsorship of the research? Insert text here If yes, outline below and provide details of your conflict management strategy. Insert text here Section 4D – Letters of Collaboration/Supporting Documents Index Please list below all memoranda of understanding or subcontracts, and letters of collaboration which outline material or actual support and supporting budget documents. Refer to the Guidelines for instructions about how to attach these documents. Peer Reviewers and Assessing Committee members will see the list below and documents will only be made available on request. Insert text here Section 4E – 4H Contract Information Upload the HRC Excel file ‘GACD217-Budget.xlsx’ containing Sections 4E – 4H to the HRC Gateway. Note that a pdf version of the file is also required. Section 4I – Milestones and Objectives This information is entered in HRC Gateway.
GACE Secondary Mathematics Test I (022), Test II (023), and Combined Tests I and II (522) Alignment to NCTM CAEP Mathematics Content for Secondary (2012) (Based on a joint collaboration by NCTM and Educational Testing Service) Mathematical Domain Competency Addressed Technology and Varied Representational Tools Including Concrete Models A.1 Number and Quantity A.1.1, A.1.2, A.1.3, A.1.4 022, 023, and 522: Online graphing calculator A.2 Algebra A.2.1, A.2.2, A.2.3, A.2.4, A.2.5 022, 023, and 522: Online graphing calculator A.3 Geometry and Trigonometry A.3.2, A.3.3, A.3.4, A.3.5, A.3.6, A.3.7, A.3.8, A.3.9 022, 023, and 522: Online graphing calculator A.4 Statistics and Probability A.4.1, A.4.2, A.4.3, A.4.4, A.4.5 022, 023, and 522: Online graphing calculator A.5 Calculus A.5.1, A.5.3, A.5.4, A.5.5 022, 023, and 522: Online graphing calculator A.6 Discrete Mathematics A.6.1, A.6.2, A.6.3, A.6.4 022, 023, and 522: Online graphing calculator
Bibliography "Biography of Gabriel Garcia Marquez (1928-)." Gradesaver.com. N.p., n.d. Web. 19 Mar. 2014. . "Gabriel García Márquez."Biography.com. N.p., n.d. Web. 18 Mar. 2014. . "Gabriel García Márquez - Facts." Nobel Prize. N.p., n.d. Web. 18 Mar. 2014. . García Márquez, Gabriel. Innocent Eréndira and Other Stories. New York: Harper & Row, 1978. Print.
Alterations to the Rules of this Constitution should be made at the Annual General Meeting. Proposed changes should be submitted to the Secretary fourteen days before the AGM. The accounts of The Gatton Association having been independently examined shall be presented to members at the Annual General Meeting for approval. The Gatton Association will appoint an Independent Examiner for the next year at the Annual General Meeting. In the event that The Gatton Association is wound up, the balance of any assets shall be given to the Foundation of the Royal Alexandra and Albert School.
There are a number of tools you have available to use for this Challenge. Have a look at some of the options listed here, What tool did you/your team decide to use? Why? Use the Victorian Curriculum Design Process to help you stay on track Investigating Generating Producing Evaluating Planning and managing
UNGEI Task Teams as of 15 June 2012 Composition TOR available Knowledge Management Nitya Rao, chair Aarti Saihjee Maki Hayashikawa Nicolas Reuge Sally Gear Aarti to develop, based on BAH contract Strategic Direction/Governance/ Roadmap Nitya Rao, co-chair Nora Fyles, co-chair Cheryl Gregory Faye Lucy Lake Raka Rashid Cheryl to draft Policy Advocacy Nora Fyles Sonia Yeo, UNICEF Communication Others needed To follow when task team is formed GPE Doug Lehman or Renu Jain, GPE Secretariat Malin Elisson Nora Fyles, chair Oley Dibba Wadda Randi Gramshaug Vincent Snijders, Netherlands Yona Nestor, Plan Intl. Rosemary Rugamba-Rwanyange, UNGEI Uganda Nora to draft
(1) Threatening to deprive or actuallydepriving the woman or her child of custody or access to her/his family; (2) Depriving or threatening to deprive thewoman or her children of financial support legally due her orher family, or deliberately providing the woman’s childreninsufficient financial support; (3) Depriving or threatening to deprive thewoman or her child of a legal right; and (4) Preventing the woman from engaging inany legitimate profession, occupation, business or activityexcept in cases where the spouse or partner objects on valid,serious and moral grounds, or controlling the victim’s ownmoney or property , or solely controlling the conjugal orcommon money or property; (d) Inflicting or threatening to inflict physical harm ononeself for the purpose of controlling her actions or decisions; (e) Causing or attempting to cause the woman or herchild to engage in any sexual activity which does not constituterape, by force or threat of force, physical harm, or throughintimidation directed against the woman or her child or her/his immediate family; (f) Engaging in purposeful, knowing, or recklessconduct, personally or through another, that alarms or causessubstantial, emotional or psychological distress to the woman orher child. These shall include, but is not limited to the followingacts: (1) Stalking or following the woman or her child inpublic or private places; (2) Peering in the window or lingering outside theresidence of the woman or her child; (3) Entering or remaining in the dwelling or on theproperty of the woman or her child against her/his will; (4) Destroying the property and personalbelongings or inflicting harm to animals or pets of the woman orchild; and (5) Engaging in any form of harassment orviolence; (g) Causing mental or emotional anguish, public ridiculeor humiliation to the woman or her child, including, but not limitedto, repeated verbal and emotional abuse, and denial of financialsupport or custody of a minor child or denial of access to thewoman’s child Any person committing the aforesaid acts shall suffer the penaltyimposed under Republic Act No. 9262.
4. Academic Qualifications (in chronological order from 10th onwards) Degree/ Diploma/ Certificate Board/ University Year of passing Grade/ Div % Photocopies encl no. 5. Work Experience Organization name Designation Job responsibilities Duration of work No of years and month Enclosure No. 6.Reference Name Address Phone & Email Id
An understanding of Equality and Diversity duties in the workplace. Knowledge and understanding of safeguarding issues. Knowledge of issues affecting Gaddum Centre clients. Understanding and awareness of the needs of adult carers and their families. Values and Personal attributes A commitment to Gaddum Centre values. A commitment to equality and diversity. A non-judgemental attitude. The post holder must display integrity, honesty and good judgement. Knowledge of Gaddum Centre and its services. Application/Interview Other Requirement Ability to travel independently throughout Greater Manchester. Flexible approach to working hours and ability to work unsociable hours (evenings and weekends) to meet the needs of the service. Application/Interview
Can deal with sensitive and confidential information securely Knowledge Understanding of, and demonstrable commitment to, ensuring equal opportunity. An understanding of Equality and Diversity duties in the workplace. Knowledge and understanding of safeguarding issues. Application/Interview Values and Personal attributes A commitment to Gaddum Centre values. A commitment to equality and diversity. A non-judgemental attitude. The post holder must display integrity, honesty and good judgement Knowledge of Gaddum Centre and its services. Application/Interview Other Requirements Ability to travel independently throughout Greater Manchester. Flexible approach to working hours Application/Interview
to undertake engine to restrict restriction content to obtain retail to maintain maintenance entire entirely major community to argue arguably argument to turn into broadband bandwidth latency to persist persistent sufficient sufficiency to adopt adoption to reduce reduction experience particular particularly in particular to prompt prompt to respond response to object objection objectionable addict addiction Complete the sentences with the words from the box: maintaining, objection, engine, persistent, community, sufficient, restrict, major, undertook , entirely The festival was a great way for the local _______ to get together. He said he had no _______ to the plan.
Georgia School Performance Standard Student group (All or subgroup) Action /Strategies Evaluation of Implementation and Impact on Student Learning Monitoring Actions of Implementation Estimated Cost, Funding Source, and/or Resources Artifacts Evidence School Leaders Demonstrate: Teachers Demonstrate: Students Demonstrate: . SMART GOAL #2 (Specific, Measurable, Attainable, Results-Based, and Time-Bound)
Georgia School Performance Standard Student group (All or subgroup) Action /Strategies Evaluation of Implementation and Impact on Student Learning Monitoring Actions of Implementation Estimated Cost, Funding Source, and/or Resources Artifacts Evidence School Leaders Demonstrate: Teachers Demonstrate: Students Demonstrate: . SMART GOAL #3 (Specific, Measurable, Attainable, Results-Based, and Time-Bound)
Professional Learning Plan to Support School Improvement Plan Professional Learning Strategy to support achievement of SMART Goals Professional Learning Timeline Estimated Cost, Funding Source, and/or Resources Person(s) Responsible Monitoring Teacher Implementation of Professional Learning Artifacts/Evidence of Impact on Student Learning Parent Engagement and Communication Parent Engagement Activities Timeline Estimated Cost, Funding Source, and/or Resources Person(s) Responsible Evaluation Results Artifacts/Evidence of Impact on Student Learning
Preparing for a: Glasgow Alliance to End Homelessness Design Session: 3 of 4 | About Partnership Held at: GHN, Unit 16, Adelphi Centre, 12 Commercial Road, Glasgow G5 0PQ Held On: Wednesday 26 July 2017, 10:00 – 1:00 (ending with lunch) Time Session Facilitator 10:00 – 10:10 Welcome and Introductions Grant Campbell Glasgow City Mission 10:10 – 10:30 Where We are Now… Pat Coltart Glasgow City Council 10:30 – 10:50 … and the Road to Alliance Linda Hutchinson LH Alliances 10:50 – 11:15 Our Hopes & Fears From a service provider’s perspective From a commissioners perspective From GHIFT’s perspective – people with experience of homelessness
11:15 – 12:00 Roundtable Discussion Thinking about each of these 3 groups in turn – service providers, commissioners, people experiencing homelessness in Glasgow: What do you hope the new Alliance will do differently – and how do we achieve that? What might block that – and how do we fix it? Are there difficult questions – or elephants in the room? How do we get past them? What’s already great – and how do we keep or do more of it? 12:00 – 12:30 Roundtable Feedback | Q&A Grant Campbell Glasgow City Mission 12:30 – 13:00 NETWORKING LUNCH
Foclóir: Éirí, maidin, tuirse, cith, seomra folctha,triomaím, éadaigh, fo-éadaí, ceangláim, hiallacha, glaonn, anuas, ocras. Comhrá: na páistí ag caint faoinam lón. Cád a itheann tú le haghaidh lón? Litearthacht: Scríobh na páistí na briathra I na gcoipleabhar. Measúnú: An múinteoir ag cur ceist. Réamhrá ar ábhar an cheachta: Rinnemar an comhrá bheirte an inné. Bhí na phaistí ag cleactadh an dramaí rith an seachtaine. Sa ceachtanna seo, déanfaidh muid an comhrá na maidin, comhrá bheirte, an Léitheoireacht, an gníomhaíocht Éisteacht agus an cluiche ‘Deir an Múinteoir’. Rinne muid an scéal as Sin É 4&6 inné agus d’fhreagair na páistí na ceisteanna. Bhí muid ag sugradh ‘Chuaigh mé go dtí an siopa agus cheannaigh mé…’ Forbairt – Na Trí Thréimhse Ceachta (1) An tréimhse réamhchumarsáide: Dheanfaidh muid an comhrá ginearálta ar dtús. Cén sort lá ata ann? An raibh tú sa scoil inné? Cén lá ata ann? Cén lá a bhí ann inné? Cád a d’ith tú le haghaidh an bricfeasta? Cád ata í do bhosca lón? Cád a dhéarna tú sa mhaidin? Cén t-ám a d’éirigh tú? Luaschártaí: Úsaidfidh mé na luaschártaí ag baint leis an scéal as Sin É.
Plean Gnímh: Dáta: Am: 9:30-10:10 Ábhar: Gaeilge Rang: 4th, 5th, 6th Fad an Cheachta: _40 _nóiméad Téama: _____Bia__________ Fo-théama: ___An__Bhialann________ Snáitheanna: Éisteacht, Labhairt, Léitheoireacht Snáithaonaid: Ag cothú spéise, Ag tuiscint teanga, Ag úsáid teanga Cuspóirí Foghlama Difreáilte: 1. Ba chóir go gcuirfí ar chumas na bpáistí go léir: bia eagsula a aithint agus a ainmniú 2. Ba chóir go gcuirfí ar chumas fhórmhór na bpáistí: an comhrá bheirte a dheanamh. 3. Ba chóir go gcuirfí ar chumas cuid de na bpáistí: an scéal nua a leamh agus a thuiscint í ‘Sin é 4&6. Feidhmeanna Teanga agus Eiseamláirí: Ar mhaith leat? Ceard ba mhaith leat? An mhaith leat? Ba mhaith liom, níor mhaith liom, is maith liom, ni mhaith liom. Agus a n-ólann? An bhfuil gach rud ceart go leor? Cén sort bia is fearr leat?
Cuntas an Mheasúnaithe: Plean Gnímh: Dáta: 02-10-13 Ábhar: Gaeilge Am: 1:45-2:25 Rang: 4th, 5th, 6th Fad an Cheachta: 40__nóiméad Téama: _________Bia______ Fo-théama: ____Bialann_________ Snáitheanna: Éisteacht, Labhairt, léitheoireacht Snáithaonaid: Ag cothú spéise; Ag tuiscint teanga ; Ag úsáid teanga Cuspóirí Foghlama Difreáilte: 1. Ba chóir go gcuirfí ar chumas na bpáistí go léir: an bia le hagahiadh bricfeasta, lón agus dinnéar a ainmniú. 2. Ba chóir go gcuirfí ar chumas fhórmhór na bpáistí: an agallamh bheirte a dheanamh ag bunaithe ar an bialann. 3. Ba chóir go gcuirfí ar chumas cuid de na bpáistí: an píosa bhéag faoi bricfeasta a leamh agus a thuiscint. Feidhmeanna Teanga agus Eiseamláirí: An mhaith leat? Is maith liom/ni maith liom. Ar mhaith leat? Ba mhaith liom/ níor mhaith liom. Ceard ba mhaith leat le haghaidh bricfeasta/lón bricfeasta? Go raibh maith agat Tá failte romhat Sín é Ceart go leor
Parliament, Gaelic arts showcases, and at festivals across the world. Digital Communications Creative Scotland is very active online in terms of our website and social media content with significant and growing traffic through our websites and with followers and interactions on social media. We provide Gaelic content via our website and use Gaelic on social media where appropriate and in circumstances where we are promoting Gaelic arts, language or content. Our Opportunities website (the most popular site that we operate) accepts and publishes bilingual job advertising. Our corporate biographies on digital channels are bilingual. While we provide key corporate content and publications online in Gaelic, we aim to provide more such content in the future once our Gaelic language and translation skills develop. In particular, we aim to communicate more frequently in Gaelic via social media. More web content is provided in Gaelic and we will make more frequent use of Gaelic via social media. Ongoing. We will report on the use of Gaelic in our digital communications on an annual basis. Operations Our commitment to support Gaelic through our operations runs across a number of areas including staffing an training, guidance and forms, and interaction with our staff. Each of these is dealt with in turn below: Current Practice Areas for Development Measures of success Timing Staffing and Training Creative Scotland recognises the value of Gaelic language skills for our staff, as a national body and as a funder and We will continue to promote Gaelic awareness for Staff and to promote and support Gaelic learning. More Creative Scotland Staff learn Gaelic. Ongoing. We will report on this annually, demonstrating
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This is my friend. (Alexander) Hi, Alex. What is your friend’s name? (Sarita) Hello, Sarita. My name is Sina. (Sina) Frame 13 What is your son’s name? (Sina) His name is Randall. (Sarita) Hello, Randall. (Sina) Frame 14 How old is he? (Sina) He is four years old. (Sarita) Frame 15 Goodbye, Sarita. Have a good day. Goodbye, Randall! (Sina) Frame 16 Hi, Leader. (Randall) [page 7] Frame 17 Hey [boy], Reuben. What are you doing tonight? (Alexander) I am playing rugby. Do you want to play? (Reuben) Frame 18 No, I don’t like rugby. I like soccer. (Alexander) Hey [girl], Sina. What are you doing tonight? (Alexander) I am playing rugby with Reuben. (Sina) Sina, you’re the best! (Reuben – laughing) [page 8] Frame 19 Hello, Alexander and Sina. How are you two? (Mr Tomasi) Hello, Mr Tomasi. Well, thank you. (Sina) Hello, teacher. Very well, thank you. (Alexander) Frame 20 Hello, children. Sit down, please. (Mr Tomasi to the whole class) Let’s start our day. (Mr Tomasi) Frame 21 Hello, dog! Sit down, please! (Mr Tomasi) ‘O Lea e iai a‘u Mea ia e Fai na tūsia e Marisa Maepu
Gabriella Melis Title: Modelling Social Attitudes: the influence of family background for an intergenerational perspective Duration: Sept 2012 – Sept 2015 Funding: Economic and Social Research Council +3 Studentship PhD summary: I propose to investigate the intergenerational transmission of social attitudes from individuals’ families of origin to their adulthood, whilst also looking at how attitudes relate to other sets of theoretically relevant covariates over time, such as socio-economic status (SES), social participation and cognitive abilities (Heath et al., 1993; Schoon et al., 2010). The research would track how specific latent constructs such as attitudes toward gender equality and racism are defined and measured; how attitudes might link to one another; how these relate to sociological concepts such as family background and social class. Therefore, the primary research questions are as follows: 1) Which sets of opinions and beliefs could be defined as part of an attitude structure that hypothetically shapes individuals’ worldviews? 2) Does this structure change over time and, if so, to what extent and how? 3) Can a mechanism of intergenerational transmission of attitudes be identified? That is, is there a correspondence between the attitude structure of family of origin, children and adults? 4) What is the relationship between attitudes, SES, social participation and cognitive abilities? Both cross-sectional and longitudinal analyses will be carried out by using the British Cohort Study 1970. In particular, the availability of longitudinal data on social attitudes for cohort members and their family of origin will enhance the analysis and assessment of the process of intergenerational transmission. The intended methods are based on longitudinal structural equation models, with integration between factor analysis and Rasch models (Bollen & Curran, 2006; Muthén & Muthén, 1998-2012). Biography: Prior to joining CCSR I obtained a BA in Sociology and an MSc in Methods and Techniques for Social Research at The University of Rome “La Sapienza”, where I also worked in the field of attitude research as a research assistant from 2005 to 2009. In September 2012 I completed the MSc in Social Research Methods and Statistics at The University of Manchester and then enrolled in the PhD in Social Statistics, both in CCSR. Supervisors: Dr. Mark Elliot and Dr. Maria Pampaka Contact Details:
Bloom Level Definition Verbs Frequency Knowledge Remember/recall previous learning. Arrange, Define, Describe, Duplicate, Identify, Label, List, Match, Memorize, Name, Order, Outline, Recognize, Relate, Recall, Repeat, Reproduce, Select, State Comprehension Demonstrate an understanding of the facts. Classify, Convert, Defend, Describe, Discuss, Distinguish, Estimate, Explain, Express, Extend, Generalized, Give example(s), Identify, Indicate, Infer, Locate, Paraphrase, Predict, Recognize, Rewrite, Review, Select, Summarize, Translate Application Apply knowledge to actual situations. Apply, Change, Choose, Compute, Demonstrate, Discover, Dramatize, Employ, Illustrate, Interpret, Manipulate, Modify, Operate, Practice, Predict, Prepare, Produce, Relate, Schedule, Show, Sketch, Solve, Use, Write Analysis Break down objects or ideas into simpler parts and find evidence to support generalizations. Analyze, Appraise, Breakdown , Calculate, Categorize, Compare, Contrast, Criticize, Diagram, Differentiate, Discriminate, Distinguish, Examine, Experiment, Identify, Illustrate, Infer, Model, Outline, Point out, Question, Relate, Select, Separate , Subdivide, Test Synthesis Compile component ideas into a new whole or propose alternative solutions. Arrange, Assemble, Categorize, Collect, Combine, Comply, Compose, Construct, Create, Design, Develop, Devise, Explain, Formulate, Generate, Plan, Prepare, Rearrange, Reconstruct, Relate, Reorganize, Revise, Rewrite, Set up, Summarize, Synthesize, Tell, Write Evaluation Make and defend judgments based on internal evidence or external criteria Appraise, Argue, Assess, Attach, Choose, Compare, Conclude, Contrast, Defend, Describe, Discriminate, Estimate, Evaluate, Explain, Judge, Justify, Interpret, Relate, Predict, Rate, Select, Summarize, Support, Value Referring to the frequency table above, what are the strengths of the lesson/assessment in terms of Bloom’s Taxonomy? Referring to the frequency table above, how could the lesson/assessment be improved in terms of Bloom’s Taxonomy? Formative Evaluation: Verbatim During the student/apprentice teacher’s lesson, record questions and/or directions word for word. The aim of this evaluation form is to help improve the quality of questioning and/or directions provided throughout a lesson.
Board Meeting June 1, 2018 8:30am - 10:00am Conference Call Tim Slocum(present) Mary Germann (not present) Callie Andrews (present) Bryant Cornett (not present) Jay Dennard (present) Karen Manno (present) John Henson, MD (not present) Craig Honaman (present) Matt Jernigan (present) Ty Bozkurt (not present) Marlene Sidon(present) Larry Tyler (present) Bobby Ryan (present) Lynn Scroggins (present) Doug Gregory (present) Sepi Browning (not present) Sonja McLendon(not present) Agenda Items Time Responsible Party Welcome & Roll Call 8:30am Tim Slocum Approval of Minutes, Matt first motion of approval, Bobby second motion of approval 8:33am Marlene Sidon Treasurer’s Report Books are current, working through a audit. No detail report this month. Bill pay issue a few weeks ago, account cross reference by the bank. This has been resolved. Action: Bryant providing documentation Moving away from SunTrust. Still working through this. Added member of finance committee- Johnathan Skaggs, time Bryant, CFO at Navicent Mark Lovell 8:35am Bryant Cornett Regent’s Report – no report at this meeting 8:40am Jay Dennard Administrator’s Report Monitor registration for events this week. 8:45am Karen Manno
Grocers AgainstHunger a Philabundance program DONATION HANDLING & STORAGE GUIDELINES Dairy & Eggs Meat & Soy Products YES Refrigerated See table below for guidelines Refrigerated At least 80-90% of the product usable for an additional 3-7 days after pick-up Date coded items.* Frozen within 24 hours of sell-by date Accepted up to 60 days after sell-by date Frozen within 24 hours of sell-by date Accepted up to 60 days after sell-by date Frozen Accepted up to 60 days after sell-by date Room temperature Accepted up to 60 days after sell-by date NO Damaged or compromised packaging Off odor or Mold Off odor or discoloration Mold, fungus, insects, or significant decay Defrosted Severe freezer burn Off odor or discoloration Bloated package Non-food grade packaging in contact with food Mold Severe freezer burn Seriously damaged Open, punctured, bulging, leaking or seriously damaged Broken or chipped glass *Date coded produce items can be donated past date on package Maximize produce when culling donations by using a 3 box system: 1 box for waste/compost 1 box for soft items like berries and bananas 1 box for hard or heavier items like melons and apples HOW MANY DAYS AFTER THE DATE CAN I DONATE DAIRY PRODUCTS & EGGS? 3 9 21 25 60 Fluid dairy (milk, half and half, etc) Yogurt, sour cream, cottage cheese Pasta salad, potato salad, coleslaw Hummus Refrigerated juice, perishable beverages Soy milk Cream cheese Soft cheese Eggs Butter Margarine Hard cheese Shelf stable milk Frozen butter Frozen cream cheese Frozen hard cheese
Grocers AgainstHunger a Philabundance program DONATION HANDLING & STORAGE GUIDELINES YES Paper products (diapers, paper towels, etc.) Personal items (toothpaste, shampoo, etc.) Cleaning supplies (hand soap, Windex, etc) Laundry supplies (detergent, etc.) Actual product intact NO Baby food/ formula Health products (vitamins, medicine, etc.) Pet products (food, litter, etc.) Cosmetics Clothing items Decorations Household items (cookware, appliances, etc.) Seasonal items (flip flops, greeting cards, etc.) Actual product damaged or leaking Protective seal of actual product breached Open or partially used product Store non-food items in separate boxes from food items - Box Note: Banana boxes are ideal, USDA boxes can not be used! If possible, put non-food items on a separate pallet from food items If boxes of food and non-food items must share a pallet, put non-food items at the bottom of the pallet to avoid leaking and cross-contamination CONTACT Melissa: 215.339.0900 ext. 2050 Devin: 215.339.0900 ext. 2707 Steve: 215.339.0900 ext. 2060
Equipment involved (Table 2): [Made a table for equipment needed] Equipment used for rinsing (A) Equipment used in spin coating (B) Equipment used in surface treatment (C) Equipment used in Electrodeposition Equipment used in Doping Ultrasonic Bath Spin Coater Hot Plate Metrohm series 300 Drying vacuum oven OML Glasscutter Fume hood/Glove box Glove box Ice bath Centrifuge Spin Coater Rotary evaporator Vacuum pump Weighing scale hot plate Nitrogen cylinder Weighing scale Weighing Scale
Science a pathway to God The permanence of science, the fact that it belongs to the next world, not this, gives intellectual activities the highest rank; indeed, Bahá’u’lláh makes teachers one of the seven classes of heirs to whom Bahá’ís are recommended to leave their property. “The virtues of humanity are many, but science is the most noble of them all. … It is a bestowal of God; it is not material; it is divine. Science is an effulgence of the Sun of Reality, the power of investigating and discovering the verities of the universe, the means by which man finds a pathway to God. All the powers and attributes of man are human and hereditary in ori- gin—outcomes of nature’s processes—except the intellect, which is supernatural. … “… God has … deposited this love of reality in man. The development and progress of a nation is according to the measure and degree of that nation’s scientific attainments. Through this means its greatness is continually increased, and day by day the welfare and prosperity of its people are assured. “… this power of intellectual investigation and research … is an eternal gift producing fruits of unending delight. … All other blessings are temporary; this is an everlasting possession. … it is an eternal blessing and divine bestowal, the supreme gift of God to man. Therefore, you should put forward your most earnest efforts toward the acquisition of science and arts. … The man of science is perceiving and endowed with vision, whereas he who is ignorant and neglectful of this development is blind. The investigating mind is attentive, alive; the callous and indifferent mind is deaf and dead. A scientific man is a true index and representative of humanity, for through processes of inductive reasoning and research he is informed of all that appertains to humanity, its status, conditions and happenings. He studies the human body politic, understands social problems and weaves the web and texture of civilization. … “… science or the attribute of scientific penetration is supernatural and that all other blessings of God are within the
Gaines Center Goals, 2017-18 Enhance the fellows’ experience Enhance our ability to provide funding for valuable summer experiences between the junior and senior years (upon return from the China trip). We’d like to make this a target for fundraising, in conjunction with UK’s capital campaign. Try to make last May’s China trip a recurring possibility. We’ve been able to take this trip 3 years in a row, and we’re working with UK’s Confucius Institute to try to make this a fixture of our program. Ensure widespread Gaines participation in established UK venues, notably the Showcase of Undergraduate Scholars and and regular participation in national meetings (such as the National Conference on Undergraduate Research). Work closely with the Office of Nationally Competitive Awards to optimize opportunities for Gaines fellows. Take a targeted approach, in close consultation with Dr. Pat Whitlow (UK Director of Nationally-Competitive Awards). This fall, Gaines fellows are competing for campus nominations for the Rhodes, Marshall, and Fulbright Scholarships. Continue to closely superintend the thesis advising process. Orientation meeting for thesis chairs, regular schedule of thesis workshops with series of deadlines (incl. extensive peer review). A coordinated approach to thesis advising has yielded excellent results over the last 3 years. Get interested Board members involved in informal mentorship of individual fellows. Work with the Board to think up more informal ways to develop fellows’ cultural capital Enhance alumni and current fellow relations Keep alumni well informed. I have endeavored to send a director’s message 3 times per year (August/September, December, May). Alumni have let me know their appreciation. Targeted solicitation of alumni cohorts for summer-experience fundraising for rising seniors.
children. There is potential for developing Messy Church in the parish. There is a small group called JAM (Jesus and Me) which meets in the Vestry during Sunday morning worship. There are a number of retirement and nursing homes in the Parish and this is an area of ministry that could be further developed. The John Coupland Hospital and the St. Barnabas Hospice Daycare Centre are also situated in the Parish. Although there is a hospital chaplain, parish clergy are occasionally called upon to assist in an emergency. There are two church primary schools within the parish which welcome their relationship with the church and clergy. There are particularly close relationships between All Saints Church and the Parish School next door and between St Paul’s Church and Morton Trentside County Primary School. Clergy and Readers take assemblies and lead special services for other schools in Gainsborough as requested. The parish is fully supportive of the ordination of women, is committed to inclusive ministry in its corporate life and would welcome interest from women or men who share this vision. Our aims as a Team To provide Christian Worship that is dignified, welcoming to all and is relevant to the people God has placed us among. To continue to grow our vibrant and flourishing church congregations in size and maturity. To mobilise, develop and encourage Lay and ordained local ministry. In recent years we have grown two OLM’s who have gone on to stipendiary ministry elsewhere. To network with all those who work for the improvement of life in our town, and reflect on the connections between our faith and the life of the community and to celebrate when possible that which is good within the community. To baptize, after due preparation, those who come to us seeking baptism. We have an open baptism policy.
Contact information for Health and Social Care Trust Audit Departments Health & Social Care Trust Address Belfast Health & Social Care Trust Standards, Quality & Audit Department, 4th Floor, Bostock House, Royal Victoria Hospital, Grosvenor Road BELFAST, BT12 6BA Telephone: (028) 9063 6378 or (028) 9063 6379 Northern Health & Social Care Trust Governance Department Antrim Hospital Bush House, Bush Road, ANTRIM, BT41 2QB Telephone: (028) 9442 4676 Southern Health & Social Care Trust Effectiveness & Evaluation Unit The Rowans, Craigavon Area Hospital, 68 Lurgan Road CRAIGAVON, BT63 5QQ Telephone: (028) 3861 2456 Effectiveness & Evaluation Unit Daisy Hill Hospital 5 Hospital Road, NEWRY BT35 8DR Telephone: (028) 3083 5000 Ext 2010 Western Health & Social Care Trust Professional Audit Department Room 23 Level 5 Offices Altnagelvin Hospital LONDONDERRY, BT47 6SB Telephone: (028) 7134 5171 Ext: 214180 Professional Audit Department South West Acute Hospital 124 Irvinestown Road ENNISKILLEN, BT74 6DN Telephone: (028) 66382000 Ext: 252702 or 252703 South Eastern Health & Social Care Trust Safe & Effective Care Department Office 6, Quality Improvement and Innovation Centre Ulster Hospital Dundonald, BT16 1RH Telephone: (028) 9041 3710 Ext 89710 or 89666 Please return completed forms to: GAIN 9th Floor, Riverside Tower 5 Lanyon Place BELFAST BT1 3BT Tel: 028 9051 7465 (direct line) Fax: 028 9051 7501 Email: Web: