zilongwang/ReadingBank huggingface dataset:
The Catchment and Land Protection Act 1994 (CaLP Act) directs the VCMC to prepare a Catchment Condition and Management Report at five-yearly intervals (next report due in 2017). This includes an assessment of the condition and management of land and water resources within catchments. Catchment Management Authorities CMAs report annually in response to their requirements under the CaLP Act to report on the condition and management of land and water resources in their regions, and the carrying out of their functions. These functions also include their responsibilities to develop, coordinate and monitor the implementation of Regional Catchment Strategies (RCS). Reporting on the management of land and water resources includes reporting on the broad range of activities delivered through government investment across a range of catchment agencies. Figure 2: How reporting responsibilities are shared across natural resource management agencies. A summary of statewide and regional reporting requirements Five-yearly State of the Environment Reporting Commissioner for Environmental Sustainability Five-yearly statewide reporting on the condition and management of land and water resources in Victoria Victorian Catchment Management Council Reporting on management outcomes from plans and strategies Department of Environment, Land, Water and Planning Parks Victoria Catchment Management Authorities Annual reporting on the condition and management of land and water resources in the region Catchment Management Authorities Annual reporting on activity and outcomes from investment programs Department of Environment Land, Water and Planning Parks Victoria Catchment Management Authorities Trust for Nature Department of Environment, Land, Water and Planning DELWP develops environmental policies, strategies and programs, and invests in the management of the environment through its regional partners such as CMAs. DELWP also undertakes statewide monitoring (e.g. the Index of Stream Condition, which provides an integrated measure of river health) and provides information and data to the VCMC, CMAs and the CfES to assist with the production of their reports. Parks Victoria Parks Victoria is a statutory authority created under the Parks Victoria Act 1998 and reports to the Minister for Environment, Climate Change and Water. Parks Victoria delivers on a range of activities across Victoria’s parks network to protect and enhance park values. Management responsibilities and activities are reported in its annual report.
monitoring of resource condition uses three specifically developed Indices of Condition: the Index of Stream Condition (ISC) the Index of Wetland Condition (IWC) the pilot Index of Estuary Condition (IEC). Intervention monitoring Knowledge about the relationships between outputs, management outcomes and long-term resource condition outcomes is communicated in program logic models. In some cases, this knowledge is incomplete or uncertain. Intervention monitoring focuses on collecting data about the short and long-term effects of management activities, which will improve our program logic models. This information feeds back into intervention planning and is a vital component of the adaptive management approach. Reporting Reporting is an important tool to provide accountability for investors in waterway management and to deliver information to stakeholders and the community. Annual management reporting focuses on the outputs achieved in each region for the financial year. Resource condition reporting provides information on the condition of waterways through the Indices of Condition. Statewide reporting of the targets outlined in the VWMS will be done through the ‘Report Card’ series. Key partners in waterway management The following state agencies, statutory bodies and other regional bodies are key partners with roles and responsibilities in Victorian waterway management. CMAs and Melbourne Water Commissioner for Environmental Sustainability Committees of management Department of Economic Development, Jobs, Transport and Resources Department of Environment, Land, Water and Planning Essential Services Commission Environment Protection Authority Victoria Gippsland Lakes Coordinating Committee Local government Marine Safety Act waterway managers Murray-Darling Basin Authority Parks Victoria Regional Coastal Boards Traditional Owner Land Management Boards Transport Safety Victoria Victorian Catchment Management Council Victorian Coastal Council Victorian Environment Assessment Council Victorian Environmental Water Holder Water corporations
Raising Awareness of Falls & Frailty Thursday, 23rd March 2017, 10.00am – 2.00pm Age UK London, Ground Floor, Tavis House, 1-6 Tavistock Square, London, WC1H 9NA (Refreshments and lunch will be provided) The aims of the workshop are for older people and their organisations to: Increase awareness of the incidence of falls across London Increase understanding of falls prevention and support for those with a history of falls Be aware of the signs and symptoms of frailty Programme (Event chair: June Davis, Director, Allied Health Solutions) Time Activity Lead 10.00am Registration and refreshments 10.30am Welcome and introduction Aims and Objectives Paul Goulden, Chief Executive, Age UK London 10.40am Incidence of Falls across London Ian Bullamore - Acting Governance Manager, London Ambulance Service 11.00am Case scenario Falls and Frailty including Discussion and questions and answers on case scenario What is a fall? Why do people fall? Why do we care about falls? How can we identify people at high risk of falls? Dr Claire Kaye, GP, Shopwick Surgery, Elstree Charlotte Ames, Senior Physiotherapist, West Middlesex University Hospital Savi Jhala, Team Lead - Community Adult Rehabilitation Service, CNWL NHS Foundation Trust 12.00pm Tea/Coffee 12.15pm An overview of frailty Dr Tony Burch, Primary Care Adviser, Health education England, North West London 12:35 Small Group discussion How can we raise awareness of falls and frailty and promote good practice in falls prevention? June Davis, Director, Allied Health Solutions Dr Suni Perera, GP, H’low 1:00pm Feedback Small Groups ALL 1:20 Lunch Over lunch Prevention & Management of Falls Practical session including exercise, backward chaining Charlotte Ames, Senior Physiotherapist, West Middlesex University Hospital Savi Jhala, Community Adult Rehabilitation Service, CNWL NHS Foundation Trust 2:00 Close Places are limited – Please book early! To book a place please contact Zara Ghods on Or 0207 820 6781
4:00pm Session 4: Observations for Climate Forecasting Chair: James Risbey Ocean Observations for Climate Forecasting and Verification (20 Mins) Bernadette Sloyan 4:20pm Discussion Lead: Terry O’Kane 5:00pm Close 7:00pm Dinner Notes:
41 Middle estuary Up to 350 Redshank dependant on tides. RK (350) 42 Middle estuary Depending on tide, Black-tailed Godwits (up to c.3000) roost along upper shore in winter. BW (<c.3000) 44 Middle estuary ABP data (no additional information provided by the consultee but assumed to be in relation to Immingham Outer Harbour works) Not provided 52 Middle estuary No high tide roosts. Curlew used fields but not as regularly as the Patrington roost. CU 53 Middle estuary Occasional high tide roost for Dunlin, Curlew, Grey Plover and Golden Plover. The area is used during the inundation of the Cherry Cobb saltmarsh. DN, CU, GV, GP 54 Middle estuary Consultee has no knowledge of this area (so not an absence of potential use). N/A 55 Middle estuary Key regular high tide roost for wading birds. In particular Dunlin, Redshank, Bar-tailed Godwit and Grey Plover. The inundation of Cherry Cobb saltmarsh during high spring tide conditions leads to the dispersion of birds inland of flood defences. DN, RK, BA, GP Only disturbance is by raptors. 56 Middle estuary 'old saltmarsh' used less than previously as roost on intertidal saltmarsh now favoured. (R) 108 Middle estuary Remnants of old barge provide roosting platform on higher tides for occasional Knot, Dunlin and Turnstone. Also, regular use by large numbers of Redshank e.g. regularly between 50 and 100 peaking at 184 in Jan 2013. Not used on neap tides. KN (R), DN (R), TT (R), RK (<184R) This roost is prone to indirect disturbance because it is close to the footpath thought there is no direct access to it.
104 Inner estuary Curlew CU 105 Inner estuary Roosting/ feeding medium size flocks of both Lapwing and Golden Plover. L. (R/F), GP (R/F) 106 Inner estuary Curlew loafing / feeding. Winter/early spring before arable crops grow too high. CU (L/F) 110 Inner estuary Important for Mallard (up to 150 Autumn/winter). MA (<150) 111 Inner estuary Important for Mallard (up to 150 Autumn/winter). MA (<150) 112 Inner estuary N/A N/A Breeding utilisation noted 113 Inner estuary Fields for Golden Plover <1000 and Lapwing <500. GP (<1000), L. (<500) 114 Inner estuary Fields hold Lapwing, Golden Plover, up to several 100 Greylag Geese and small numbers of Pink-footed Geese. L., GP, GJ (c.200-300), PG 115 Inner estuary Most important area on this stretch for Mallard up to 250. MA (<250) 116 Inner estuary Lapwing and Golden Plover loaf in this area at low tide. Mallard loaf at high tide. L. (L), GP (L), MA (L) 117 Inner estuary Loafing flocks of Golden Plovers and Lapwing at low tide. Wildfowl also particularly include Wigeon, Teal and Mallard. GP (L), L. (L), WN, T., MA 118 Inner estuary Roosting Hen Harriers and Marsh Harriers HH (R), MR (R) 119 Inner estuary Bunded lagoons - wildfowl such as Wigeon, Teal are present through winter. Used by waders in the spring including Godwit and Avocet. In summer/autumn Black-tailed Godwit, Ruff, Redshank, Spotted Redshank etc and wildfowl are present. WN, T., BW, AV, BW, RU, RK, DR.
. Scoring Rubric Each response to the questions will be scored on an equal 7-point scale using the following statements to identify high (H), medium (M), and low (L) scoring proposals. Questions Student Benefits H – Discusses specific benefits and principles of FIRST programs as well as opportunities for informal and formal growth in knowledge of STEM subjects. M – Discusses benefits to students that are consistent with FIRST programs and STEM education. L – Discusses benefits to students that are inconsistent with FIRST programs. Underserved Students H – Specific activities for serving/recruiting students are identified and are focused on targeting underserved students. M – Specific activities for serving/recruiting students are identified and are focused on targeting the general school population including underserved students. L – Specific activities for serving/recruiting students are not clearly identified. Volunteer Mentors H – Outside mentors identified along with the expertise that the mentors bring to the development of the team. Strategies for recruiting mentors are identified. M – Outside mentors have been identified. Plans for recruiting mentors are not clear. L – No indication that specific outside mentors have been identified and no plan for recruiting outside mentors. Evaluation H – Proposed evaluation uses multiple data sources collected through formal process (surveys, interviews, etc.). M – Proposed evaluation combines anecdotal evidence of success with some supporting data. L – Proposed evaluation is informal and relies heavily on selected anecdotes. Program Timeline H – Timeline addresses required events as well as local activity such as team meetings, parent meetings, etc. M – Timeline addresses required events such as a competitions, registration, or available training. L – Minimal timeline that is missing key FIRST events such as competitions, registration, or available training events. Facilities H – Facilities for building and storing robots provide access to equipment and workspace that will enhance the design and building of the robot. M – Facilities for building and storing robots are identified and appear to be adequate. L – Facilities for building and storing robots are identified, but may not be adequate.
10 june 2017 deacons’ retreat day A quiet day for distinctive deacons and diaconal enquirers Deacons are busy people and it’s important to make time to think and pray, and talk with other deacons. Join us in the beautiful surroundings of Mill House for a quiet morning with Revs Michael and Sharon Simpson, who have a background in retreats and spiritual direction. The afternoon is deacon-dedicated, to share news and pray together. Cost: £20 for those not part of Exeter College of Deacons, including morning coffee, lunch and afternoon tea. Please book in advance with Mill House by 3 June. For more details contact Deacon Gill Kimber RECHARGE YOUR SPIRITUAL BATTERIES! A Quiet Day for Busy Deacons 10 JUNE 2017 10AM – 3.30PM with REVS MICHAEL AND SHARON SIMPSON Retreat guides AT MILL HOUSE RETREATS EX16 7ES http://millhouseretreats.co.uk/
A Chinese (中文)： Have you been there? I have been to Beijing many times. B English （英文） B Chinese（中文）： It has about 22 million people. B 上海比北京多两百万人。 English (英文) Separate dialogue: A English (英文) B Chinese （中文）： Ok. Good bye. Don’t forget to send me email when you get there. Have fun. Make a sentence with the given words (6%) Create a sentence using a question pronoun as indefinite reference (whoever, whatever, etc.)—》You can use this grammar to show how flexible and accommodating you are with your friend. Create three different complete sentences using 的，得，地 的： 得：
a child who has been referred by Child Protection to Child FIRST. A child’s eligibility can be advised by: a parent or carer who self-identify their child is currently supported by Child Protection or Child FIRST services or has been supported in the past, or a Child Protection or Child FIRST professional. Advice about eligibility may be either verbal (from a parent or carer) or written from a Child Protection or Child FIRST professional. Children of City of Melton residents with additional needs, defined as: children who have an identified specific disability or developmental delay children who require additional assistance in order to fully participate in the Kindergarten program children of City of Melton residents currently waiting on an assessment or a diagnosis (not yet been diagnosed with a specific disability or developmental delay). Referred by services, such as: Early Childhood Intervention Service Pre-School Field Officer Maternal and Child Health Nurse General Practitioner Or evidenced by: Child Disability Health Care Card Children of City of Melton residents who have Asylum Seeker and/or Refugee Status. Appropriate visa that identifies the child and/or parents as a refugee or asylum seeker or referral letter from case worker. Children of City of Melton residents where the parent or child has a life threatening or debilitating illness or disease. Copy of a signed letter from a General Practitioner. Children of City of Melton residents where a parent has a disability. One of the following: Copy of a signed letter from a General Practitioner. Copy of a signed letter from a disability support agency. Children of City of Melton residents where a parent or child has a diagnosed mental illness. One of the following: Copy of a signed letter from a case worker/manager from a mental health or other relevant agency or mental health practitioner stating that the child or parent has a mental illness. Copy of a signed letter from a General Practitioner, stating that the child or parent has a mental illness. Children of City of Melton residents where Court Orders limit choices for Kindergarten. Copy of related Court Order.
1.2 Experience of working in a specialist area e.g. employability, training, education, careers, substance misuse, health and social care D A/I 1.3 Experience of working in a multi-agency setting D A/I 1.4 Experience of working in partnership with a network of agencies D A/I 1.5 Experience of strengths based assessments E A/I Skills and Abilities 2.1 Ability to actively listen to and communicate well with clients and important others involved in their lives E A/I 2.2 Ability to positively engage and connect clients with appropriate opportunities which will enable them to achieve their goals E I 2.3 Skills to motivate and enable person centred planning and review E A/I 2.4 Ability to support delivery of City & Guilds Employability Skills and other accredited and non-accredited learning E A/I 2.5 Demonstrates excellent organisational skills with the ability to plan development activity and take responsibility within own remit E A/I 2.6 Good level of IT skills E A/I 2.7 Good partnership working skills E A/I Knowledge 3.1 Understanding of the ways that people can recognise and achieve their ambitions through seeking and developing their skills and talents E I 3.2 Understanding of Recovery Orientated Systems of Care and the associated quality standards E A/I 3.4 Understand the benefits of wellbeing and how this impacts on the journey towards employment, education and training 3.5 Understanding and knowledge of prevocational, vocational, educational and employability opportunities E A/I 3.6 Awareness of activities which promote positive social interaction building confidence and skills for employment, training or education E A/I 3.7 Understand the local service provision which may support the achievement of people’s hopes and ambitions E A/I Commitment
4.1 Commitment to working with others in a positive manner to achieve outcomes that support Aberdeen Foyer’s mission E I 4.2 Commitment to person centered working practices E A/I 4.3 Commitment to Recovery Orientated Systems of Care Qualifications 5.1 SVQ Level 3 or equivalent in a relevant field or significant work experience in a related field. E A Personal Qualities 6.1 Willingness to be flexible, versatile, willing to engage with change when necessary and contribute to a committed, dynamic staff team E I 6.2 Demonstrable belief that recovery is possible and achievable E I 6.3 Ensures that engagement with all stakeholders is based on respect and openness, demonstrates that they value other’s opinions and contributions 6.4 Membership of the PVG scheme for Adults is required for this post E A 6.5 Full UK driving license E A 6.6 Required to work at different locations in Aberdeenshire and Aberdeen City E I E – Essential D - Desirable A – Application I - Interview
Cultural entitlement To be a first choice destination for tourism. Increase number of world class venues in the city centre Doubling of visits to cultural assets Measuring the number of hours spent by children in cultural venues More advert free locations within the city centre. Increase traffic free areas in central zones (e.g. Northern Quarter) Political and democratic engagement Doubling of voting rate (turnout) for elections in GM Decrease in average age of councillors Ability of residents to vote on-line Everyone has the opportunity to contribute to and influence decisions about their life Increase in volunteering Changing lifestyles Infrastructure – A thriving and principal town centre in each GM district 100% broadband coverage across GM Doubling in number of house husbands Access to gym/fitness opportunities for free or at a subsidised cost Equality and inclusion Halve number of people feeling excluded from society Reduce number of children growing up in poverty Narrowing gap in life expectancy by 50% Accessible jobs/skills for all- deprived communities/areas furthest away from labour market Achievements and aspirations of young people Support to all young people so they can reach their potential Average national level of qualification for all young people as a minimum Link curriculum to local history, political landscape, local community. Will raise aspirations and instil pride Early years and careers advice – engagement at an earlier age in careers advice/labour market intelligence for schools to determine curriculum for 14+ Reduce by 85% the number of young people not engage in work or learning. Young people = 16-24 % re-education in NEETs Embracing the ageing population Percentage reduction in the number of people living in isolation. 95% of over 70s are able to make an ongoing positive contribution to society/community Suitable jobs for older people as retirement age increases Suitable housing and access to healthcare for older people 95% of over 70s are able to make an on-going positive contribution to community/society Percentage reduction of people living in isolation (defined as not seeing someone as a daily basis). Figure 12: Exemplaries – Environment & Energy Group Exemplaries – Group 3 – Environment & Energy Sustainable lifestyle There should be no people in fuel poverty Everyone knows 5 other people on their street (this was a comment about social isolation and a concern to try and address that) Everyone should know how to contact/influence their local councillor 95% skilled 18+ target
Sample Resources Publications: Charlotte’s Web by E.B. White Sarah, Plain and Tall by Patricia MacLachlan Just So Stories by Kipling Paul Bunyan/ Pecos Bill by Steven Kellogg Collection of rags to riches stories, fractured fairy tales, tall tales, Aesop’s fables Videos: How the Rhinoceros Got Its Skin Paul Bunyan (Reading Rainbow) Storyline Online” and other internet resources such as Youtube, Discovery Education
Essential Understandings Extensive reading of stories, drama, poems, and myths from diverse cultures and different time periods, provides literary and cultural knowledge as well as familiarity with various text structures and elements. Essential Questions How do readers construct meaning? How do stylistic and structural differences affect the theme and tone of various literary genres? Essential Knowledge Major stylistic and structural differences between poetry, drama and prose (e.g. verse, rhythm, meter, scenes, stage directions) can be identified. Similar themes can be determined in stories from diverse cultures. Specific text evidence supports the description of characters, settings and events. Author’s choice of narration and vocabulary affects the story. Literary responses and collaborative discussions deepen enjoyment and understanding of text. Proficient reading incorporates comprehension, accuracy, fluency, expanded vocabulary and reading with purpose. Vocabulary/Content plot, problem, setting, climax, resolution, theme, tone, main idea, text, compare/contrast, summarize, evidence, retell, vocabulary, narrator, point of view, drama, prose, stanza, cast, scene, culture, first-person/ third – person, figurative language, character traits Essential Skills Identify the stylistic and structural differences between poetry, drama and prose. Determine the theme of a story, drama or poem. Compare and contrast similar themes and topics found in literature from diverse cultures. Use specific text evidence to support thinking/responses. Identify, compare and contrast the narrative point of view (first person/third person) of a piece of literature. Appropriately use and understand the literal and figurative vocabulary in genre specific text. Engage in peer book discussions while summarizing, making connections, and using literary vocabulary. Demonstrate command of the conventions of standard English grammar and usage when responding to reading in a variety of ways. (writing, presentation, etc.) Respond critically to audio recordings of stories and poems. Read grade-level text with independent levels of accuracy, fluency, and comprehension. Related Maine Learning Results Reading Literature – Grade Four RL4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
the district governor within 15 days of the last meeting of the month; collect and remit RI official magazine subscriptions; and perform other duties as usually pertain to the office of secretary. Section 5 – Treasurer. It shall be the duty of the treasurer to have custody of all funds, accounting for it to the club annually and at any other time upon demand by the board, and to perform other duties as pertains to the office of treasurer. Upon retirement from office, the treasurer shall turn over to the incoming treasurer or to the president all funds, books of accounts, or any other club property. Article 5 Membership Section 1 — General Qualifications. This club shall be composed of adult persons who demonstrate good character, integrity, and leadership; possess good reputation within their business, profession, and/or community; and are willing to serve in their community and/or around the world. Section 2 — Kinds. This club shall have five kinds of membership: individual, family, corporate, satellite, and honorary. Section 3 — Individual Membership. A person possessing the qualifications set forth in article 5, section 2 of the RI constitution may be elected to individual membership in this club. Section 4 — Satellite Club Membership. Members of a satellite club shall also be members of this club until such time as the satellite club shall be admitted into membership of RI as a Rotary club. Section 5- Corporate Membership. Corporate membership may be offered pursuant to the terms and procedures developed and approved by the board. Section 6- Honorary Membership. Honorary membership may be offered pursuant to the provisions in the club’s Constitution.
What we are unable to support We are unable to support the following: Profit making organisations Individuals Religious activities or the promotion of religious beliefs Political activities Financing or spending which has already taken place Statutory organisations - including schools Trips abroad Building costs, including access adaptions to buildings Buses, minibuses or other community transport schemes (not including transport costs forming part of a proposal) The application All applications are considered on their own merit and considered in line with the Equality Act 2010. All innovation fund application material will be available on the CCG website. NHS South Tees CCG is not liable for any of the costs incurred by prospective applicants in the preparation of their applications. Applications for recurrent funding will be refused outright. All innovation funding is to support non recurrent schemes only.
I. REQUESTING A REASONABLE ACCOMMODATION 1. What is a “reasonable accommodation” pursuant to the Fair Housing Act (hereinafter “FHA”)? The FHA does not expressly define “reasonable accommodation”. Instead, the statute provides that “discrimination includes. . .a refusal to make reasonable accommodations in rules, policies, practices, or services, when such accommodations may be necessary to afford such person equal opportunity to use and enjoy a dwelling”. The courts have interpreted this prohibition to mean that individuals with a disability may submit a request “to accommodate the needs of the disabled. . .to protect the right of handicapped persons to live in the residence of their choice in the community [and] to end the unnecessary exclusion of persons with handicaps from the American mainstream.” Whenever a person submits a request that a rule, a policy, a practice or a service be changed or modified in some way in order to accommodate that person’s (or someone residing or associated with that person’s) disability, such a request is a reasonable accommodation request. The Courts have held that a reasonable accommodation is not “reasonable” if it imposes a fundamental alteration in the nature of the program or an undue financial or administrative burden on the party to whom it is submitted. However, the courts have further held that a proposed accommodation may entail “some financial burden” on the party to whom it is submitted. 2. Who can request a reasonable accommodation in housing? The FHA provides that persons who are “handicapped” (the terms “handicapped” and “disabled” have the same legal meaning) may request a reasonable accommodation in housing. The FHA defines “handicap” as:
Spring 2016-Spring 2017 Christina Sewoo Lee Wellesley College, College of Arts and Science, MA Spring 2015 Christina Sewoo Lee Harvard University, School of Education, MA Fall 2016, Spring 2017 Foreign Languages Fluent in Korean Computer Skills Statistical programs including SAS, SPSS, STATA, AMOS, NVivo Community Service 2015- Present Board member, Korean Science Engineering Association. 2013-2015 Co-President of Parent-Teacher Organization (PTO) at F.A. Day Middle School, Newton, MA. Fund-raising more than $50,000 for the school. 2012-Present Fundraiser for Korean Parents at Pierce (KPP). Pierce Elementary School. Newton, MA. 2012-Present Simultaneous Translator/Interpreter for Korean and English at Cambridge Korean Church 2000-2001 Mental Health Columnist for major Korean newspapers (The Central Korean Newspaper, The Korean Newspaper), published in NY, national circulation. Writing bi-weekly regarding various types of mental illnesses, coping strategies, and community education for Korean immigrants
An ability to think strategically and translate strategies into achievable goals Ability to build strong cases for support Strong monitoring, reporting, forecasting and budget management skills (financial planning, target setting, reforecasting) Strong leadership and teambuilding skills. Able to manage, motivate, and inspire a team to achieve business objectives and targets Ability to represent and advocate on behalf of Refuge at the highest level Professional, self-assured manner and gravitas to inspire confidence within Refuge and across donor audiences Flexible and proactive approach to working E E E E E E E I I I I I I I General A commitment to the feminist principles of empowerment and equality which underpin Refuge’s work E I *Assessment method: A: Application I: Interview T: Test Notes Occupational Requirement under Schedule 9 (part 1) of the Equality Act 2010 applies. The post holder is able to respond flexibly to changes in the requirements of this post. This job description is therefore a guide and not an exhaustive list of all responsibilities the post holder may have over time.
6.0 Glossary AKI – Acute Kidney Injury ATO – Assistant Technical Officer CCG – Clinical Commissioning Group CQC – Care Quality Commission CQRM – Care Quality Review Meeting HAMU – Homerton Ambulatory Monitoring Unit HIDPG – Homerton Improving Discharge for Patient’s Group HWH – Healthwatch Hackney HUH – Homerton University Hospital HUHT – Homerton University Hospital Trust HUHFT – Homerton University Hospital Foundation Trust ITU – Intensive Treatment Unit PALS – Patient Advice and Liaison Services SLA – Service Level Agreement WTE – Whole Time Equivalent
11th August 2017 MC: Ms Vuyolwethu Dubese – Thomson Reuters TIME GROUPS TOPICS SPEAKER/S VENUE 08:30 – 9:15 ALL WELCOME Why are we here? School Dance Off Dr M. Jantjies UWC Library Auditorium 9:15 – 9:30 ALL SETTING UP GROUPS Assignment of groups to student mentor Student mentors UWC Library Auditorium 9:30 – 10:00 ALL Presentation 1 Reaching for your dreams Ms Madge du Preez MTAconnection UWC Library Auditorium 10:00 – 10:30 COFFEE BREAK 10:30 – 11:30 Presentation 2 A day in the life of a Process Engineer: Being a geeky girl Ms Robyn Goff Process Engineer at MMI UWC Library Auditorium 11:30 – 12:00 ALL Presentation 3 My life journey: Opportunities and challenges in the technology industry Ms Jeanne Fredericks Change Management and Project Management Professional at BP UWC Library Auditorium 12:00-12:30 ALL Presentation 4 A global technology citizen, the journey of Girl Hype Ms Baratang Miya Founder of Girl Hype UWC Library Auditorium 13:00 – 13:30 ALL LUNCH and Company Exhibition EMS Foyer/UWC Library Auditorium 13:30 – 16:00 ALL Workshop 1 – Learning to program finch robots Workshop 2 – Learning how to develop a website KRS Mr Ruchen Wayngaard FOSS Lab Cassinga Lab 16:00 – 16:30 ALL CLOSING ADDRESS Prof Kobus Visser Dean of EMS Library Auditorium
SECTION 10 Amends G.L. c. 40R, §3 to provide for adoption of a 40R district by simple majority vote. SECTION 11 Technical correction, substituting the word “buildings” for the word “properties” to conform to language used later in the same paragraph. SECTION 12 Technical correction to definition of “smart growth zoning district”, clarifying that for purposes of G.L. c. 40S that term also includes starter home zoning districts as authorized under G.L. c. 40R.
Key Elements: Maintaining a strong partnership with the local worshipping community and the Education Department of the Diocese of Bath & Wells Contributing to and ensuring the school is prepared for its church school inspection (SIAMS) Ensuring that within the school’s ethos everyone (people of all faiths, and none) is valued, welcomed and included Embodying the Christian ethos in all aspects of the school’s life Providing effective organisation and management of the school The Headteacher is responsible for improving organisational structures and functions based on rigorous self-evaluation in order to provide an efficient, effective and safe learning environment. Key Elements: Embedding an organisational structure which reflects the school’s values, and enables the management systems, structures and processes to work effectively in line with legal requirements Producing and implementing clear, evidence-based improvement plans and policies for the development of the school and its facilities Ensuring that, within the Multi Academy Trust structure, policies and practices take account of national and local circumstances Managing the school’s financial and human resources effectively and efficiently to achieve the school’s educational goals and priorities Recruiting, retaining and deploying staff appropriately and managing their workload to achieve the vision and goals of the school Implementing successful performance management processes with all staff with a strong commitment to staff CPD Managing and organising the school environment efficiently and effectively to ensure that it meets the needs of the curriculum and health and safety regulations Ensuring that the range, quality and use of all available resources is monitored, evaluated and reviewed to improve the quality of education for all pupils and provide value for money Using and integrating a range of technologies effectively and efficiently to manage the school Accounting for the Efficiency and Effectiveness of the School The Headteacher is accountable for ensuring that pupils benefit from and enjoy a high quality education. The Headteacher is legally and contractually accountable to the governing body for the school, its environment and all its work. Key Elements:
Purpose of this Appendix The Australian Government is pleased to present this Appendix to Australia’s fifth report under articles 16 and 17 of the International Covenant on Economic, Social and Cultural Rights (ICESCR). This Appendix provides general information and statistics about Australia’s population (including indigenous peoples and migration), cultural and linguist diversity, economy, health systems and media. The purpose of this Appendix is to provide the committee with additional context on contemporary Australia. Population A national Census of Population and Housing is conducted every five years, with the last census conducted in 2011. At the end of June 2014, Australia had a population of approximately 23,490,700 people. Australia’s population is concentrated along the southern and eastern coastal region from Adelaide to Cairns, with an additional concentration in Perth in Western Australia. The most populous states are New South Wales and Victoria, and their respective capitals, Sydney and Melbourne, the largest cities in Australia. At June 2013, close to two-thirds of Australia’s population resided in a greater capital city region. Indigenous Australians The estimated resident Aboriginal and Torres Strait Islander population of Australia at 30 June 2011 was 669,881 people or 3% of the total population. Since 2006, there has been a 30% increase in the estimated resident population for Aboriginal and Torres Strait Islander people, reflecting both demographic changes and a growing propensity to identify Indigenous status in the census. In 2011, around 79% of Indigenous Australians lived in regional and metropolitan areas, and 21% in remote and very remote areas. While only 14% of Indigenous Australians lived in very remote areas, they made up a large proportion of Australians living in very remote areas (45%). New South Wales and Queensland have the largest Aboriginal and Torres Strait Islander populations.
Quality Arts services and facilities that enhance the creation, performance, participation, experience and enjoyment of the arts, by: Promoting artistic excellence, innovation and leadership in creative programming, education, participation and collaboration; and Providing an efficient, effective and value for money service. Sustainable Arts that develop and strengthen creative partnerships in order to promote and deliver innovative thinking, concepts and projects, by: Facilitating access to finance, training, networking and showcasing opportunities for established and emerging artistic talent; Promoting the importance of the arts for community development, to enhance quality of life, nurture a shared civic identity and sense of belonging throughout the Council area; Working in partnership to maximise economic growth and vitality of the Council area in order to attract corporate and visitor investment. Accessible Arts that seek to reach out, include and positively impact upon those who would benefit most, by: Improving access to the arts and create opportunities for individuals, groups and communities regardless of experience and ability, to participate in and enjoy a diverse range of arts activity; and Ensuring people-centred arts services, communication and delivery, based on the needs of the arts, cultural, education, business, health, community and voluntary sectors. Quality Arts services and facilities that enhance the creation, performance, participation, experience and enjoyment of the arts, by: Promoting artistic excellence, innovation and leadership in creative programming, education, participation and collaboration; and
County Postcode Email Daytime phone number Mobile phone number 5. Please give the name of the nominee’s learning provider or place of learning: 6. Please describe the nominee’s gender identity. Female (including male-to-female trans women) X Male (including female-to-male trans men) Other Prefer not to say 7. Please give the nominee’s age 16 – 24 50 – 54 25 – 29 55 – 59 30 – 34 60 – 64 35 – 39 65 – 69 40 – 44 70 – 74 45 – 49 75+ Prefer not to say 8. Please describe the nominee’s employment status (please tick those that apply)
Sample Budget Outline Expense Category Total Airfare Cost per ticket for ticket(s) $ - for ticket(s) $ - for ticket(s) $ - for ticket(s) $ - Hotel Cost per night for night(s) $ - Cost per night for night(s) $ - Cost per night for night(s) $ - Food Cost per day for day(s) $ - Ground Transportation Cost per day for day(s) $ - Program Expenses* $ - Miscellaneous* Amount $ - *Please define program expenses and miscellaneous items. Total amount requested $ - 4. Grant Application Submission Address:
Clause Obligation Customer Particulars of alleged contraventions Date of contraventions Clause 8.2.1(a)(ix) of the TCP Code Advise the consumer or former customer of any delays to promised timeframes. Customer A On 26 May 2016, FuzeNet advised Customer A that a senior technician would be on site on 27 May 2016, to fix the network fault. However, between 28 May and 1 June 2016, Customer A continued to have no internet service and had no status update from FuzeNet despite repeated phone enquiries on 30 May and 1 June, and an email on 2 June 2016. In an email sent to FuzeNet on 2 June 2016, Customer A stated there had been no status update by FuzeNet on the delays in fixing the service which had been faulty for two weeks. On 2 June 2016, FuzeNet advised Customer A that the senior technician would be sent and that the technician would call Customer A before visiting the site. The ACMA has not been provided with information on the delay in deploying the senior technician to the customer’s site on 27 May 2016 or any communication of the delay to the promised timeframe from 28 May to 1 June 2016 to Customer A. 28 May – 1 June 2016 Clause 8.2.1(a)(xi) of the TCP Code Advise the consumer or former customer of the resolution of the Complaint, as soon as Customer B On 22 March 2016, Customer B emailed FuzeNet Accounts a billing query to confirm correct charges for the account based on information provided by FuzeNet’s Sales Manager. In the email, Customer B indicated this query was raised a few weeks ago. On 31 March 2016, FuzeNet Accounts closed the case with notes “Account credited and paid”. The ACMA has not been provided with information that Customer B was advised of the resolution of the Complaint. 22 – 31 March 2016
A directive to proceed from the Chancellor begins the implementation process. The recommendation of the CIO is that the Board be presented with a resolution or policy as follows: The Board of Trustees endorses the Chancellor’s multi-year action plan to redesign IT service delivery and authorizes him to immediately begin implementation and provide regular progress reports at Board meetings. Appendix 1 Initial Charter, May 2012 (pulled from presentation to Board of Trustees) Information Technology Across UMS Evaluating and improving the effectiveness, efficiency and affordability of IT General Administrative Review Project Presented to: UMS Board of Trustees Administrative Review Steering Committee James Page, Chancellor Rebecca Wyke, Vice Chancellor Approach to Administrative Review IT Review Includes Analyze management structure and senior staff model Recommend/Implement best practice structure Evaluate/act upon redundant services Customer Support Services Advanced Computing Strategy with UMaine Telecommunications/network/wireless management Individual campus datacenters Procurement/Acquisition processes Video Conferencing Learning Management/Classroom Tech Tools Web Services Application acquisition, development, operations Device/Computer lab provisioning (BYOD) Evaluate systems/applications/assigned resources Enterprise system strategy
Be fully conversant with business ICT and have been involved in change management projects which introduced new operating systems. E Application form and interview Skilled in dealing with conflict and challenging situations and supporting staff in this area of work. E Interview Skilled in dealing with anti-social behaviour and providing safe sustainable communities. E Interview Full driving licence and use of a car for business purposes E Application form Available to work outside normal office hours including evenings and weekends in response to incidents and evening work when required. E Application form
Solar Energy Business PowerPoint Presentation rubric: Student’s Name ________________________ Class Period _____ Max # of points Total Points Given Student Project: Spelling/Grammar Accuracy of Project – did the participant accurately depict the Marketing Mix? Thoroughness of project—did the participant include all the required information about the Solar Company? 10 30 20 Public Speaking – Presentation Extent to which presentation was sincere, interesting, clear, creative, convincing, and concise Confidence Appropriate gestures, eye contact Voice quality, delivery 10 10 10 10 Comments:
Module 2 Wave propagation in Lossless and Conducting Media, Conductors &Dielectrics-Characterization, Wave propagation in Good conductors and Good Dielectrics, polarization. 4 1 Matthew N.O.Sadiku B1-Pages Module 3 Reflection and Refraction of Plane Waves Normal and Oblique Incidences for both Perfect Conductor and Perfect Dielectrics, Brewster Angle, Critical Angle and Total Internal Reflection 4 1 Matthew N.O.Sadiku B1-Pages Module 4 Surface Impedance, Poynting Vector and Poynting Theorem – Applications, Power Loss in a Plane Conductor, Illustrative Problems 4 1 Matthew N.O.Sadiku B1-Pages UNIT V Module 1 Types, Parameters, Transmission Line Equations, Primary & Secondary Constants, Expressions for Characteristic Impedance, Propagation Constant, Phase and Group Velocities 4 1 Matthew N.O.Sadiku B1-Pages 495-502. Module 2 Infinite Line Concepts, Lossless / Low Loss Characterization, Distortion – Condition for Distortion less and Minimum Attenuation, Loading Types of Loading, Illustrative Problems. 4 1 Matthew N.O.Sadiku B1-Pages 495-502 Module 3 Input Impedance Relations, SC and OC Lines, Reflection Coefficient, VSWR, UHF Lines as Circuit Elements, ; 3 Matthew N.O.Sadiku B1-Pages Module 4 λ/4, λ/2, λ/8 Lines – Impedance Transformations, Significance of Zmin and Zmax, Smith Chart – Configuration and Applications, Single and Double Stub Matching, Illustrative Problems. 4 1 Matthew N.O.Sadiku TOTAL 66 14 S. No Name of the book Author B1: Elements of Electromagnetics Matthew N.O. Sadiku B2: Engineering Electromagnetics William H. Hayt Jr. and John A. Buck.
Nombre del recurso Dirección (Calle, Ciudad, Estado, Código Postal) Información de contacto Plan de acción de corto plazo: Plan de acción de largo plazo: NECESIDAD IDENTIFICADA: Recursos de la comunidad Nombre del recurso Dirección (Calle, Ciudad, Estado, Código Postal) Información de contacto Plan de acción de corto plazo: Plan de acción de largo plazo: NECESIDAD IDENTIFICADA: Recursos de la comunidad Nombre del recurso Dirección (Calle, Ciudad, Estado, Código Postal) Información de contacto Plan de acción de corto plazo: Plan de acción de largo plazo: NECESIDAD IDENTIFICADA: Recursos de la comunidad Nombre del recurso Dirección (Calle, Ciudad, Estado, Código Postal) Información de contacto Plan de acción de corto plazo: Plan de acción de largo plazo: NECESIDAD IDENTIFICADA:
EDUCATION 2018-2019 Linda Youngbluth, Chairman 29671 391st Ave. Wagner, SD 57380 605-384-3543 The Education Program promotes the American Legion Auxiliary’s role in providing quality education for children and adults through classroom activities, literacy programs, scholarship promotion and support of education beyond high school, especially for military children. Things that your unit can do to promote the Education Program: Enhance respect for the sacrifices of our military heroes among school children by scheduling Veterans in the Classroom programs at local schools. Collaborate with your local American Legion post to present Veterans in the Classroom within your local schools. Volunteer to provide transportation to and from the school for the veteran speaking. Promote your Veterans in the Classroom event through local media and on your own social medial accounts. Wear your American Legion Auxiliary apparel when you visit schools. Promote American Legion Auxiliary scholarships and award local scholarships at the Department and unit levels. Your unit Education Chairman should contact your school guidance counselor or teacher who handles scholarship opportunities. Make copies of any scholarship applications (unit, department and national) and provide them to the schools. Please refer to the application rules and deadlines. Form a scholarship selection committee. Send your scholarship winners for department and national scholarships to the Department Education Chairman. Publicize the winners of ALA scholarships at a school presentation and in the medial. Please keep track of the total number of applications received for any National Scholarship and send that information to your Department Education Chairman. Department Scholarships: Applications forms were in a previous mailing. Deadline for these is March 1, 2019. Thelma Foster Scholarship for Junior Members - $300 Thelma Foster Scholarship for Senior Members - $300 Senior Members Scholarship - $400 Scholarship for College/University or Technical School -$500 National Scholarships: Applications are available at . Deadline for these is March 1, 2019. Children of Warriors National Presidents’ Scholarship - $3500, $3000, and $2500 scholarships awarded in each division. Awarded to children of veterans. The applicant must complete 50 hours of community service during his/her high school years. Non-Traditional Student Scholarship – One $2000 scholarship will be awarded in each division. The applicant must be a member of the Legion, Auxiliary, or Sons for two years.