zilongwang/ReadingBank huggingface dataset:
Any trend or set of circumstances relevant to a significant proportion of the population at large e.g. ageing population Diversification of business activity Use of social media by consumers Demographics Luxuries now seen as standard Health and fitness demands Technological – Any technological advance or changing use of technology that is having an impact on a significant proportion of a population e.g. online learning. Pace of innovation New products Internet Globalisation Marketing using IT Legal – New legislation affecting a significant proportion of a population e.g. employment law. Increased regulation – health and safety Mandatory registration Prevent agenda Implications of withdrawal from EU Environmental - Any trends or circumstances relating to matters to do with the physical world e.g. re-cycling. Globalisation ‘Green’ lobby Sustainability Water shortages Carbon neutrality The hair industry is, for the most part, populated by technical and skilled staff, with a justifiable pride in their professionalism. Although conventional stereotypes still exist (the barber on the corner of the street with a ‘first come, first served’ service model), the industry is now characterised by variety, complexity and commercialism. New technologies have heralded in new workforce skills, consumer demand has challenged employers to diversify and the training and qualifications landscape is evolving to cope with this. The sector is facing stiff challenges – not leased increased competition from outside traditional boundaries e.g. salons in supermarkets and hospitals etc. External drivers of change loom large in the form of legislation and environmental issues and the changing vocational educational system, presents serious food for thought for all stakeholders. This research has centred on the issue of whether or not a mandatory register would be welcome, effective and impactful. The following observations and recommendations highlight the primary findings:
Ensure a safe work environment. Identify and implement one important health, safety and salon policy which must be followed when carrying out a blow-drying service. Identify and implement two important health, safety and salon policies must be followed when carrying out a blow-drying service. Identify and implement three health, safety and salon policies that should be adhered to when blow-drying hair. Explain their importance. Prepare self for work Prepare oneself for carrying out the treatment to follow by identifying, selecting and wearing what PPE they may need for the treatment to follow. Prepare oneself for carrying out the treatment to follow by identifying, selecting and wearing the appropriate PPE for the treatment to follow and ensuring their own hair promotes a professional image. Prepare oneself for carrying out the treatment to follow identifying, selecting and wearing the appropriate PPE and ensuring their own hair and appearance promotes a professional image in line with salon policies. Set up work area Identify at least one piece of equipment they will need for their work area to be prepared for the treatment to follow. Learners will be able to set up their work area with at least one piece of equipment and one product they will need for the treatment to follow. Learners will independently be able to set up their work area with all tools, products and equipment they may need to use for the treatment to follow. Prepare client/model. Identify and use, if necessary, one piece of PPE to prepare their model for the treatment to follow. Identify and use, if necessary, two pieces of PPE to prepare their model for the treatment to follow. Identify and use independently all PPE needed to prepare their model for the treatment to follow. Blow-dry hair. Blow-dry one length hair into a finished style. Blow-dry long layered hair into a finished style. Blow-dry long layered hair or short layered hair into a finished style Dress, style and finish hair Dress the hair into the finished style. Apply a finishing product. Dress the hair into the finished style to create volume and movement. Apply a finishing product. Dress the hair into the finished style to create volume and movement with the aid of heated styling equipment. Apply a finishing product. A03
Check all that apply Notes Hair coat is a single mat that prevents normal movement and interferes with vision; complete clipdown required Yes___ No___ Substantial matting of hair coat with large sections of hair matted together; complete clipdown required Yes___ No___ Numerous mats, but animal can still be groomed without a total clipdown Yes___ No___ Hair coat is dirty and/or has a few mats Yes___ No___ Foreign material embedded in mats Yes___ No___ Visible feces on coat Yes___ No___ Fecal / urine staining of hair coat (check which applies): ___on legs ___on ventrum ___ on hind end ___ other Strong offensive odor coming from coat; will require one or more baths to resolve Yes___ No___ Pododermatitis Yes___ No___ Length of claws (check which applies): ___ extremely overgrown ___ long ___ normal length Claws penetrate pads (Describe; is there inflammation, pain?) Yes___ No___ Describe_____________ ____________________ ____________________ Claws interfere with normal gait Yes___ No___
Check all that apply Notes Hair coat is dirty Yes___ No___ Visible feces on coat Yes___ No___ Fecal / urine staining of hair coat (check which applies): ___on legs ___on ventrum ___ on hind end ___ other Strong offensive odor coming from coat; will require one or more baths to resolve Yes___ No___ Pododermatitis Yes___ No___ Length of claws (check which applies): ___ extremely overgrown ___ long ___ normal length Claws penetrate pads (describe any inflammation, pain) Yes___ No___ Describe_____________ ____________________ ____________________ Claws interfere with normal gait Yes___ No___
The judges’ decision is final. If you require further information please contact: For information specific to this regional competition, contact your regional competition lead: [Regional competition lead name] [Regional competition lead email address] [Tel:] For information about the content or technicalities of the competition, contact the national competition lead: Joanne Timms Tel: 07551125225 For general information about Inclusive Skills Competitions, contact the Projects & Partnerships Co-ordinator at Derwen College: Helen Edwards Tel: 01691 661234 ext 354
NHS BOARD REPORT CARD Staphylococcus aureus bacteraemia monthly case numbers Jan 15 Feb 15 Mar 15 Apr 15 May 15 Jun 15 Jul 15 Aug 15 Sept 15 Oct 15 Nov 15 Dec 15 MRSA 0 0 0 0 0 0 0 0 0 0 MSSA 0 0 1 2 1 1 1 1 1 0 1 1 Total SABS 0 0 1 2 1 1 1 1 1 0 1 1 Clostridium difficile infection monthly case numbers Jan 15 Feb 15 Mar 15 Apr 15 May 15 Jun 15 Jul 15 Aug 15 Sept 15 Oct 15 Nov 15 Dec 15 Ages15-64 0 0 0 0 0 0 0 0 0 0 0 0 Ages 65+ 0 0 0 0 0 0 0 0 0 0 0 0 Ages 15 + 0 0 0 0 0 0 0 0 0 0 0 0 Hand Hygiene Monitoring Compliance (%) Jan 15 Feb 15 Mar 15 Apr 15 May 15 Jun 15 Jul 15 Aug 15 Sept 15 Oct 15 Nov 15 Dec 15 AHP 98 97 95 100 97 Ancillary 100 100 100 88 100 Medical 100 95 92 99 96 Nurse 99 98 99 100 99 Board Total 97 97 97 99 98 Cleaning Compliance (%) Jan 15 Feb 15 Mar 15 Apr 15 May 15 Jun 15 Jul 15 Aug 15 Sept 15 Oct 15 Nov 15 Dec 15 Board Total 97.4 98.4 98.5 98.5 98.8 98.7 98.9 98.4 98.3 98.4 98.3 98.9 Estates Monitoring Compliance (%) Jan 15 Feb 15 Mar 15 Apr 15 May 15 Jun 15 Jul 15 Aug 15 Sept 15 Oct 15 Nov 15 Dec 15 Board Total 98.1 97.3 98.4 98.2 98.3 99.2 99.5 99.7 99.5 98.8 99.5 99.5
Habitat damage or loss Vegetation control activities (incl. slashing and mowing) Roadside slashing may result in accidental destruction, especially where plants are obscured by exotic species of similar appearance, such as Gorse and Hawthorn. In the Bendoc area many populations occur on roadsides. Soil erosion Erosion of road batters, especially in the Bendoc area, and stream banks, particularly to the west of Melbourne, may threaten plants growing in these habitats. Even though grazing in the Alpine National Park ceased in 2005, erosion caused by cattle grazing may still be affecting populations (Humphries 1993). Animals - domestic stock and introduced herbivores Trampling of plants may occur by large hoofed domestic animals, such as cattle, sheep and goats (Capra hircus), in association with grazing. Deer (Cervidea spp.), feral horses and feral goats also cause trampling. Herbivory Animals - domestic stock Populations are exposed to grazing and browsing by cattle, sheep and goats. In western Victoria, most populations occur on private land where livestock may be present or public water frontages which maybe grazed under licence. In parts of eastern Victoria, roadside grazing is common, especially over drought years. Grazing occurs in state forest and, although prohibited in the Alpine National Park, stock may wander in from the adjoining state forest. Animals - herbivores Introduced herbivores, including rabbits, hares, feral horses, goats and deer are known to graze Australian Anchor Plants. Rabbits pose a major threat to plants regenerating after fire along the Campaspe River. Animals - native herbivores Plants at Turpins Falls have been grazed by macropods, most likely Swamp wallaby (Wallabia bicolour) and Kangaroo (Macropus spp) (B. Smith pers. comm. 2015). Human disturbance chemicals / effluent Accidental destruction of populations of Australian Anchor Plant has occurred in some areas during weed eradication programs, following misidentification with similar looking weed species (in particular Gorse). Herbicide or pesticide spray drift may harm plants during weed or pest animal eradication programs. Construction/ maintenance - road, rail or utility Grading road verges and dumping of soil is a problem in the Bendoc area, where some populations have been destroyed. Weather Weather - extremes Plants have been severely burnt following unseasonable frosts, in the Bendoc area (A. Trumbull-Ward pers. comm. 2007).
8:00 – Breakfast at Narnia 9:00 – Pack Up 10:00 – Depart for Beach Resort Wednesday, June 27 9:00 – Depart for Airport 5:00 – Arrive for Airport Pickup Passports & Vaccinations Passport Information Bellow are the required materials you will need to obtain your passport Passport Application (U.S State Department Form DS-11). This form can be found on the state department’s website or in person at a passport agency’s office. Proof of Citizenship: acceptable materials include: birth certificate or naturalization paperwork, citizenship certificate. Proof of Identity: acceptable materials include: government-issued ID, naturalization certificate, military ID, or a drivers license. Passport Photo: 2in x 2in color photo taken within the last 6 months taken in front of a white background. Additional paperwork for children under 16 years old: Accompanied parents proof of ID Proof parent or guardians relationship (birth certificate, adoption decree, court order) If both parents not present, a notarized statement by absent parent granting permission, or a proof of sole guardianship is required Recommended Vaccinations: - Hepatits A - Typhoid - TDap - Malaria Pills It is recommended you visit your medical provider between 4-6 weeks from the start date of the trip. Hepatitis A is a dual vaccination that requires a
IB Geography – Hazards & Disasters Case Study Summary Sheet for Haiti Earthquake 2010 (LEDC) Where did it happen? Haiti is located in the Caribbean Sea, south east of Cuba and is part of the island originally called Hispaniola. It shares a border with the Dominican Republic and the capital city is Port au Prince. Haiti regularly suffers from considerable natural disasters being located on a major tectonic plate boundary but also in the path of some of the most violent hurricanes that sweep in from the Atlantic Ocean every year. In fact, in 2008, Hurricane Gustav ravaged the island destroying 3000 houses, damaging nearly 12,000 and killing nearly 80 people. Haiti was still re-building phase when it was hit by the great quake of 2010. The quake struck approximately 25 km WSW from Port-au-Prince at a depth of 13 km. Over 2 million Haitians live in Port au Prince and it is the most densely population area of the country. CIA Fact Box – Haiti Need To Know Indicator Values (2014 estimated) GDP per capita PPP $1300 People Living in Poverty (less than $2 per day) 80% of the population Access to Clean Water 46% of the population Life Expectancy 63 years Literacy Rate 48.7% People Per Doctor 0.25 doctors per 1000 people When did it happen? Date. Tuesday 12 January 2010 Time (local). 16.53 Duration. A matter of seconds but in the proceeding 12 days, a total of 52 aftershocks were recorded each further weakening and damaging infrastructure. The earthquake happened in the late afternoon meaning that populations were spread out in risky areas (workplace, home, transportation). No foreshocks had been recorded and no advanced warning had been given of the forthcoming earthquake event.
Lack of sanitation in days following the event also leads to a higher level of pollution. The Food and Agriculture Organisation (FAO) reports that hundreds of thousands of hectares of rice have been destroyed. Coconut plantations which are a big source of foreign currency were said to be “completely flattened” Fishing communities have also be severely affected with the storm destroying boats and associated equipment. A week after the typhoon had struck, President Benigno Aquino was under growing pressure to speed up the distribution of networks or food, water and medicine to desperate survivors and to get paralysed local governments functioning. The Tacloban city government was decimated, with just 70 workers in the immediate days after the disaster compared to 2,500 normally. Many were killed, injured, lost family or were simply too traumatised to work. The United Nations has admitted its response to the typhoon disaster in the Philippines had been too slow, amid reports of hunger and thirst among desperate survivors. What happened? *Leave this until we complete the next section on risk assessment and adjustments & responses to hazards Management of the typhoon hazard in the Philippines. Before the event During the event After the event -
barrier.by dividing the numerator by the denominator and then multiplying the resulting proportion by 100 Transmission based precautions Waste bag/waste container available at the barrier (Process measure) TBPP4 1. Determine the numerator: the number of Patients who are in contact isolation where a method for waste disposal is available at the barrier. 2. Determine the denominator: the total number of patients in contact isolation 3. Calculate the rate of isolated patients where a method for waste disposal is available at the barrier by dividing the numerator by the denominator and then multiplying the resulting proportion by 100 Sample of minimum 5 random data collections per week collect data on each part of the process for each identified patient. Transmission based precautions Alcohol rub or hand washing facilities are available at the barrier or in sight of the barrier (Process measure) TBPP5 1. Determine the numerator: the number of Patients who are in contact isolation where Alcohol rub or hand washing facilities are available at the barrier or in sight of the barrier 2. Determine the denominator: the total number of patients in contact isolation 3. Calculate the rate of isolated patients where Alcohol rub or hand washing facilities are available at the barrier or in sight of the barrier by dividing the numerator by the denominator and then multiplying the resulting proportion by 100 Sample of minimum 5 random data collections per week collect data on each part of the process for each identified patient. Transmission based precautions Isolated patient has all 5 components of TBP process in place (Outcome measure) TBPO1 1. Determine the numerator: the total number of observations where all 5 components (TBPP1 – TBPP5) are present. 2. Determine the denominator: the total number of patients in contact isolation. 3. Calculate the actual percent of patients in isolation with transmission based precautions in place by dividing the numerator by the denominator and then multiplying the resulting proportion by 100 The sample of patients for this measure will come from weekly observations of patient care. Data will be reported monthly, however it is collected weekly. Each week the data collector should visit areas of the hospital until a minimum of 5 isolated patients are identified
(1) What does the farmer do when he clicks his tongue? (1) What is a ‘sock’ (line 6)? (1) The word ‘mapping’ has a double function. Name it. (2) What does the words ‘hob-nailed’ refers to in line 13? (1) Write down an example of alliteration from this poem. (1) Quote a simile from this poem. (1) Dipping and rising (line 16) does not only refer to the man moving up and down as he walks in the furrow, it also refers to? (1) TOTAL 10 /50/
You can also stick some souvenirs like photos, flower petals or anything associated with what happened that day to be more creative. You might even want to tape in your ticket and your visa! Sticking an envelope into your diary can be a great way to safely keep photos, tickets, postcards, etc. Try something of your own. For example, you can write at the end of every day "The lesson I have learned is that when life gives you lemons..." and write a different ending to the sentence every day. Be creative. Board Game | Ḥajj Guide | Ḥajj Map We will give you information to find out more about the Ḥajj, its locations and its rites and rituals. Use your imagination for this one! Ḥajj Website Create a free website with , , or Ḥajj Through History Mansa Musa Youtube: Mansa Musa and Islam in Africa () Ibn Battuta Film: Journey to Mecca: In the Footsteps of Ibn Battuta ( or ) Book: The Travels of Ibn Battuta (Translated by H.A.R. Gibb) (Focus on Chapter 1) Ibn Jubayr Book: The Travels of Ibn Jubar (Translated by Roland Broadhurst) (Focus on pages 75 -212) Lady Evelyn Cobbald Article: ‘Mayfair to Makkah’ () Sir Richard Burton Book: ‘To the Holy Shrines’ (By Sir Richard Burton) Muḥammad Asad The Road to Mecca (by Muhammad Asad) Malcolm X Autobiography of Malcolm X - (Focus on Chapters 17 and 18) -Interview with Malcolm X After Return from Mecca (1964) () -Malcolm X Returns from Mecca: Complete Press Conference (1964) () -Malcolm X Letter from Mecca (Excerpt from Malcolm X Film) ()
Poetry Reading Wednesday, Oct. 27 3-4:30 p.m. • KCC Auditorium If you don’t know who you are, anybody can name you. – from Liberation Narratives For more information, e-mail Penelope Stickney: pstickney@kcc.edu
Importance language of the Qur’an Preservation of the Qur’an Corruption of other scriptures TEXT ANALYSIS Qur’an in Arabic Turat, injil, and Qur’an Qur’an announced in previous revelations Fabrication of revelations Qur’an made easy DISCUSSION BACKGROUND OVERVIEW IMPORTANCE LANGUAGE OF THE QUR’AN PRESERVATION OF THE QUR’AN CORRUPTION OF OTHER SCRIPTURES Revealed books are an authority. Books before the Qur’an were corrupted and some disappeared altogether. The Qur’an, being the last revelation, was scrupulously protected from any distortions.
Form SA Rule 5.02(1) IN THE COUNTY COURT OF VICTORIA AT MELBOURNE DAMAGES AND COMPENSATION LIST GENERAL DIVISION BETWEEN BRAD HALE and BELLVOIR FOOTBALL CLUB and SOUTH REGIONAL JUNIOR FOOTBALL LEAGUE and BEACHFRONT CITY COUNCIL Cl-14-98988 Plaintiff First Defendant Second Defendant Third Defendant WRIT Date of document: 24 July 2014 Filed on behalf of: The Plaintiff Prepared by: Moulds Inkley Lawyers Level 16 53 Swanson Street MELBOURNE VIC 3000 Solicitor's Code: 50 6974 DX: Tel: Fax: Ref: HBS: 568998 Attention: Email: reception@gcl.com.au TO THE DEFENDANT TAKE NOTICE that this proceeding has been brought against you by the plaintiff for the claim set out in this writ. IF YOU INTEND TO DEFEND the proceeding, or if you have a claim against the plaintiff which you wish to have taken into account at the trial, YOU MUST GIVE NOTICE of your intention by filing an appearance within the proper time for appearance stated below.
WARRANTY Special Manufacturer's Warranty: Standard form in which manufacturer agrees to repair or replace components of half height turnstiless that demonstrate deterioration or faulty operation due to defects in materials or workmanship under normal use within warranty period specified. Fabrication Warranty Period: One (1) year from date of Substantial Completion. PRODUCTS MANUFACTURERS Basis-of-Design Product: Provide half height turnstiles manufactured by dormakaba, NC; (844)-SPEC-NOW (844)773-2669; email: ;website: [Substitutions: Requests for substitution and product approval in compliance with the specification must be submitted in writing and in accordance with the procedures outlined in Division 1, Section “Substitution Procedures”. Approval of requests is at the discretion of the architect, owner, and their designated consultants.] [Substitutions Not Permitted] Source Limitations: Obtain half height turnstiles components through one source from a single manufacturer. HALF HEIGHT TURNSTILES Column: Shall be manufactured from #4 brushed stainless steel. Door Wing: thickness 10 mm glass with hand rails. Lateral barriers: #4 brushed stainless steel tubing in a curve. EQUIPMENT Turnstile is equipped with a servo positioning drive (low energy drive) and is electrically controlled in both directions. Rotary motion is started by manually pushing the turnstile. The rotating unit is then automatically turned by a motor to the next home position. Locking Device: The locking device is activated in the closed position and will withstand up to 55 lbs. (120 Nm) pushing force. Power Loss (Fail Safe): In the event of power loss, the half height turnstiles can rotate manually for egress.
Year Group: Year 1 Long Term Plan: Autumn 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Literacy How was your holiday? Stories with a familiar setting Stories with a familiar setting Poetry Poetry Grammar Instructions Assessment week Numeracy Counting and sequences Addition Money Time Addition and Subtraction Measure Sequences and Shapes Doubling and Halving Science (Ourselves) All about me Which body parts do you know? How are we different/similar to our friends? What are the 5 senses? How do we use our senses? What happens as we grow older? What do humans and animals need to stay alive? Which body parts can you name and label? R.E. (God’s Great Plan) What is the school’s mission? Why do you think God made the world? What makes our world so beautiful? How did God make the world? How can we look after God’s world? Who is Noah? What is God’s promise? What will you think of when you see a rainbow? History (Famous People) What makes someone famous? Who is Florence Nightingale? What did Florence Nightingale do? What were the main events in ’s life? What were the hospitals like in the past? What changes did make in hospitals? How is the work of nurses nowadays different to that of nurses in the past? Art (Drawing + Painting) Can you draw the things you see on your walk? Can you paint/use pastel to draw the natural objects you collected? Which colours will you use for your building? How do drawings make us feel? Which tools will you use to paint? Can you make a secondary colour from two primaries? Can you paint to match a sound? What is a regular pattern? P.E. Fundamental movement skills – Games I.C.T (We are Painters) What can I see in a picture? What do I want in my picture? Can I paint a picture? How do I save my work? Can I improve my picture? Can I turn my picture into an eBook? Music Charanga – Hey You! Tameside Music Services Big Write All about me My favourite famous person My lost toy. God’s Creation My 5 senses poem Who is Noah? Instructions I am good at… PSHE Who am I? How do we feel today? How does my friend feel? Who is special to me? How can I be kind? What makes me sad? Who are my friends? Who helps me??
Year Group: Year 1 Long Term Plan: Spring 2 2018 Week 1 Week 2 Week 3 Week 4 Week 5 Literacy Meerkat Mail Recount Traditional Tales – The Three Little Pigs Traditional Tales – The Three Little Pigs The Easter Story - Recount Retreat and Assessment week Numeracy Number and Place Value Lengths and subtraction Capacity and data Addition and Subtraction -money Science What do we know about materials? How can we group materials? What are the different uses of materials? What are the properties of different materials? R.E. (Following Jesus) Who do you think Jesus chose as his friends? What does the story about the Good Samaritan teach us? Why was Jesus going to Jerusalem? What do we know about the Easter story? History What type of house do you live in? What were homes like in the past? How are homes different now? How have houses changed? Art How is finger printing different than clay printing? Can you paint each print in your clay? Which fabric will you use to weave? Can you make a simple weaving picture from paper and fabric? P.E. Tameside Sports Coaches – Multiskills I.C.T (We are collectors) What will the title of your story be? Can you add illustrations to your story? What will the captions say? Can you turn your story into an Music Tameside Music coaches Charanga – Rhythm in the Way we walk Banana Rap Sing a story P.S.H.E. Being kind – Chicks Being fair – playing games Sharing and respecting different opinions Recognising and respecting similarities and differences Big Write Book reviews Three little pigs recount What makes a good friend? What happened in the Easter story?
Year Group : Nursery Long Term Plan Summer 2 Week 1 13/06 Week 2 20/06 Week 3 27/06 Week 4 4/07 Week 5 11/07 Week 6 18/07 R.E. The Church is the Church part of God’s Family? The Church – Where can we go to pray? The Church – Who looks after the church? The Church - What is the tabernacle? The Church –Why is the church is called God’s Family? The Church – Why is Sunday special? Literacy Postcards, Brochures, Maps, Cards, Journey planners, tickets, routes and guides Treasure maps, Design your own Pirate and ship. Transport, holidays and days out Key Texts Curious Clownfish, Don’t eat the teacher! The snail and the whale, Howie Razor-Tooth and the Shark Gang, Tiddler the story telling fish, Smiley Shark Pirate adventure, Pirate Pete and the Monster, Tim, Ted and the Pirates The train ride, Mr Gumpy’s outing, The yellow digger, Rosie’ Walk Maths Large and small numbers Counting forwards and backwards Sorting 3-d shapes by shape. Describe features Money pounds and pence Days of the week Counting and estimating Phonics Phase 1 and 2 Phase 1 and 2 Phase 1 and 2 Phase 1 and 2 Phase 1 and 2 Phase 1 and 2 Understanding The World What is under the sea? What can we find at the beach? What is a map ? What is a ship? How do we travel?
East Celebrity Elite All Star Program, I must hold the ideals and morals that the EAST CELEBRITY ELITE program abides by. I also agree to conduct myself in a mature and respectful manner when attending competitions and East Celebrity Elite functions. I understand that I am not able to participate in any practices or classes until this form has been signed and returned to the gym. NAME OF CHEERLEADER_______________________________________________ Signature of Cheerleader____________________________________________________ Parent/Guardian Signature__________________________________________________ Date Signed: ___________________________________ FINANCIAL OBLIGATION AGREEMENT 1. All parents/guardians must understand that they assume full responsibility for all costs incurred as a member of East Celebrity Elite including, but not limited to – gym registration/tryout fees, monthly tuition, practice outfits, uniforms, competition and travel expenses, camp fees, or any other item(s), reservations or services purchased or rendered to East Celebrity Elite and the payment in full of those items, regardless of any circumstances that may arise such as dismissal from the team, switching to a new team, etc.
2. a. b. c. d. i. ii. Athletics Underline the correct answer for question A and B. What are the starting commands of the 100m race? On your marks, Set, BANG! On your marks, get set, GO! On your marks, GO! 1,2,3, GO! What does an athlete do at the finish line of a 100m race? Jump over the finish line. Keep sprinting till the finish line. Put the torso out for the photo finish. Cross the lane to stop the other athletes from winning. Name TWO important points of the glide technique. ___________________________________________________________________________ ___________________________________________________________________________ What happens if the shot lands outside the sector? ___________________________________________________________________________ (1) (1) (1) (1) (1) 3. a. b. Handball Underline the correct answer in question A and B How many players, including goalkeeper, play in a handball game? 6 10 4 7 How long is a handball game? 2 halves of 30mins. 4 halves of 10mins. 45minutes. 20minutes. (1) (1)
To: Director-General of Singapore Customs Attn: Procedures & Systems Branch (Strategic Goods Control Unit) HALF-YEARLY REPORT ON BROKERING ACTIVITIES Report for the period: MMYYYY to MMYYYY Broker Registration No: Company: Name: Designation: Contact No: E-mail: Date: Information on Contract Initiation and Signing SN Contract Reference Contract Initiation Date Contract Signing Date Description of item Strategic Goods Product Code Quantity Value (SGD) Name & Address of Supplier Name & Address of Information on Transfer of Items SN Contract Reference Date of Transfer Air Waybill/ Bill of Lading Number Description of item Strategic Goods Product Code Quantity Value (SGD) Export Authorisation Reference (Issued by Authority of Exporting Country) Import Authorisation Reference (Issued by Authority of Importing Country)
Summary of comprehensive income Six months ending on 2nd quarter for the period ending on 30 June 30.06.2012 30.06.2011 30.06.2012 30.06.2011 kEUR kEUR kEUR kEUR (unaudited) (unaudited) (unaudited) (unaudited) Profit/(loss) for the period 229 50 125 36 Other comprehensive income - - - - Translation differences - - - - Revaluation of the real value of 'financial fixed assets available for sale' - - - - Cash flow hedges - - - - Taxes on other comprehensive income - - - - Other comprehensive income (net of taxes) - - - - Total comprehensive income of the period 229 50 125 36 Profit/(loss) for the period attributable to: Owners of the parent company 229 50 125 36 Non-controlling interests - - - - Total of the other comprehensive income of the period attributable to: Owners of the parent company - - - - Non-controlling interests - - - - Weighted average number of issued ordinary shares 16,808,279 16,780,862 16,808,279 16,780,862 Weighted average number of shares for the diluted result 18,635,085 18,481,725 18,635,085 18,481,725 Profit/(loss) per share from the continuing and discontinued operations Profit/ (loss) per share 0.0136 0.0030 0.0074 0.0021 Profit/ (loss) per diluted share 0.0123 0.0027 0.0067 0.0019 Condensed consolidated statement of financial position 30.06.2012 31.12.2011 30.06.2011 Consolidated statement of financial position kEUR kEUR kEUR
Amounts in kEUR 30.06.2012 30.06.2012 30.06.2012 30.06.2012 kEUR kEUR kEUR kEUR Segment Information Terminals Corporate (unaudited) (unaudited) (unaudited) (unaudited) Continuing operations Turnover (internal and external) 4,210 158 - 4,368 Turnover (internal compared to other segment) 9 - - 9 Net turnover 4,201 158 - 4,359 Other profits and losses 46 4 5 55 Raw materials and consumables (1,122) (29) - (1,151) Salaries and employee benefits (542) (58) (30) (630) Depreciation (7) (21) (66) (94) Net impairment of current assets (601) - - (601) Other operating expenses (1,176) (108) (436) (1,720) Operating profit /(operating loss) 799 (54) (527) 218 Financial income 395 - - 395 Financial expenses (287) (1) (96) (384) Profit/(loss) before taxes 907 (55) (623) 229 Taxes on the result - - - - Profit/(loss) for the period from continuing operations 907 (55) (623) 229 Profit/(loss) for the period from discontinued operations - - - - Profit/(loss) for the period 907 (55) (623) 229 Information on business segments on 30 June 2012 can be specified as follows: Amounts in kEUR 30.06.2011 30.06.2011 30.06.2011 30.06.2011 kEUR kEUR kEUR kEUR
Not Pre-Registered –---- At-the-door Registration Name _________________________ Address ________________________ City __________________________ State _WA______ Zip ______________ Phone ________________ Email _________________________ Legislative District ________________ Not Pre-Registered –---- At-the-door Registration Name _________________________ Address ________________________ City __________________________ State _WA______ Zip ______________ Phone ________________ Email _________________________ Legislative District ________________
Position ____________________ City, District, Other ________________ Name _____________________ Position ____________________ City, District, Other ________________ Name _____________________ Position ____________________ City, District, Other ________________ Name _____________________ Position ____________________ City, District, Other ________________ Position ____________________ City, District, Other ________________ Name _____________________ Position ____________________ City, District, Other ________________ Name _____________________ Position ____________________ City, District, Other ________________
Email ________________Distr.___ Phone ________________Chair? _ Email ________________Distr.___ Phone ________________Chair? _
b. CH3CH2CH3 < CH3CH2OH < CH3CH2OCH3 < CH3CH2CH2OH c. CH3CH2CH3 < CH3CH2OCH3 < CH3CH2OH < CH3CH2CH2OH d. CH3CH2CH3 < CH3CH2OH < CH3CH2CH2OH < CH3CH2OCH3 For questions 10 through 13, assume the following molecules are in a closed container. Which would you predict which will have the highest vapor pressure? 10. HF or HBr a. HF b. HBr 11. F2, or I2 a. F2 b. I2 12. PH3, or CO2, a. PH3 b. CO2 13. C4H10, or C8H18, a. C4H10 b. C8H18 14. Freezing has a -H +H 15. Deposition has a -H +H For the following 3 questions, answer with true or false. A liquid with strong intermolecular forces will have …. 16. a low ΔHvap a. True b. False 17. a high normal boiling point a. True b. False 18. a high surface tension a. True b. False 19. A beaker has 300mL of C4H10 (l) and 600mL of C6H10 (l). Which of the following best describes what is in the beaker? A solution is formed because the two liquids are immiscible; C6H10 is the solute and C4H10 is the solvent. A solution is formed because the two liquids are miscible; C4H10 is the solute and C6H10 is the solvent. A solution is formed because the two liquids are immiscible; C4H10 is the solute and C6H10 is the solvent. A solution is formed because the two liquids are miscible; C6H10 is the solute and C4H10 is the solvent. A heterogeneous mixture is formed because the two liquids are miscible. A heterogeneous mixture is formed because the two liquids are immiscible. Are the following 4 questions true or false? 20. Condensation is endothermic a. True b. False 21. Sublimation is the conversion of a solid to a gas
1) Create a presentation on one of the six types of culture: High culture, Popular culture, Mass culture, Folk culture, Subculture, Global culture. 2) Answer these questions: Define culture [2] Explain what is meant by ‘folk’ culture [2] Explain the difference between ‘high’ and ‘low’ culture [4] Explain three features of popular culture [6] Suggest three characteristics of the globalisation of culture [6] Describe the different types of cultures [6] 3) Card sort – it’s all jumbled up! Copy column 1 and put the definitions next to the correct label. Culture Global availability of cultural products - food, music, clothing. Tends and fashions in large cities spread quickly to other cities Global media corporations - Sky, Disney, Apple The internet - WWW, facebook, Twitter Global advertising campaigns – McDonalds, Pepsi, Disney, Nike International tourism. Subculture Reflects the norms, values, institutions and activities of the majority Culture of the working class rather than the ruling class It assumes its consumers are active not passive Challenges mainstream ideas. High culture Created by commercial organisations Passive – consumers lack critical judgement of the society in which they live Often ‘dumbed down’ with simple ‘goodies’ and ‘baddies’ stereotypes Associated with industrial societies Is produced for profit – false needs are created through advertising Inauthenticity. Popular culture Associated with the elites of society - wealthy and educated people To understand it requires a particular kind of education Separate/set apart Intellectual Found in special places Superior Mass / Low culture This refers to a shared way of life of a group of people of society whose customs and norms of behaviour are passed on from one generation to another. These include language, beliefs, customs, dress, diet, knowledge and skills. Folk culture A group of people who a make up a minority within a wider mainstream culture. Members have something in common with each other (shared interests, lifestyle) which distinguishes them from the wider, mainstream culture. They are usually based around ethnicity, social class and age.
Foreword 1. c. 2. b. 3. a. 4. c. 5. b. 6. b. 7. d. 8. d. 9. a. 10. a. 11. b. 12. a. 13. b. 14. d. 15. d. 16. c. 17. a. 18. a. Freshman Year 1994 1. d. 2. a. 3. d. 4. a. 5. a. 6. d. 7. d. 8. a. 9. b. 10. c. 11. d. 12. c. 13. c. 14. c. 15. c. 16. a. 17. a. 18. a. Freshman Year 1995 b. 2. d. 3. a. 4. d. 5. c. 6. c. 7. a. 8. a. 9. a. 10. a. 11. c. 12. b. 13. c. 14. c. 15. a. 16. c. 17. d. 18. c.
Halifax Clinic Schedule Monday Tuesday Wednesday Thursday Friday WIC (8:00-4:30) Immun. Clinic (8:30-11:00) FP clinic (8:30-12:00) STD /EWL (1:00 until finished) WIC (8:00-4:30) Depo & Preg. testing clinic (1:00-3:30) WIC (7:30-4:30) Immun. Clinic (8:30-11:00) FP clinic (8:30-12:00) STD /EWL (1:00 until finished) WIC (9:00-3:00) Depo & Preg. testing clinic (1:00-3:30) WIC (8:00-2:00) WIC (8:00-4:30) Immun. Clinic (8:30-11:00) FP clinic (8:30-12:00) STD /EWL (1:00 until finished) WIC (8:00-4:30) FP / EWL clinic (8:30-12:00) & (1:00-4:00) WIC District meeting in Mecklenburg WIC (12:00-6:00) Immun. Clinic (8:30-11:00) FP clinic (8:30-12:00) STD /EWL (1:00 until finished) WIC (10:00-5:00) Depo & Preg. testing clinic (1:00-3:30) WIC (8:00-2:00) WIC (8:00-4:30) Immun. Clinic (8:30-11:00) FP clinic (8:30-12:00) STD /EWL (1:00 until finished) WIC (8:00-4:30) Depo & Preg. testing clinic (1:00-3:30) Potential for a 5th day for FP clinic if needed
Reflecting on Reflective Practice: a Coach’s Action Research Narratives. Reflection is now advocated by coach education programmes around the world as a framework for coaches to learn from their experience. Yet, there is a paucity of empirical and critical work focussed on coaches’ experiences of reflective practice. Consequently, we lack understanding as to the utility of reflection in the messy realities of practice, and of what is meaningful to those who engage in such a personally involving, emotive and challenging process. This article presents a series of narratives that evoke the dilemmas I (the lead author) experienced reflecting on my reflective practice within an action research process. The narratives tell a highly personal tale about the temporal, emotional and contextual qualities of reflective practice, a tale that counters traditional presentations of the coach as a calculated, dispassionate and rational being who operates as if in a social vacuum. By providing insight that befits the problematic nature of practice, we hope to contribute to a more authentic and holistic epistemology in sports coaching. Keywords: sports coaching; coach learning; coach development; reflection; narrative research.
knowledge and improving future practice. In doing so, reflection promises the individual a way to monitor their situated performance in order to raise self-awareness and identify relevant opportunities for professional development (Moon, 2004). Thus, in the context of coach learning and development, reflective practice has been portrayed as key to becoming an effective practitioner (Cushion, 2016). Within the coaching literature, several researchers have conceptualised reflection (Gilbert and Trudel, 2006a). Most notably, Gilbert and Trudel (2001) explored the reflective practice of six Canadian youth coaches from ice hockey and soccer. The authors identified a six-stage cyclical process that the coaches used to learn from their experience, which included coaching issues, role frame, issue setting, strategy generation, experimentation and evaluation. Gilbert and Trudel’s (2001) work has subsequently stimulated further inquiry focussed, for example, on the use of systematic behavioural observation and other technological support for coach reflection (e.g. Carson, 2008; Partington, Cushion, Cope and Harvey, 2015). However, while their model offers a useful heuristic of reflective practice, as with much of the literature (Cushion, 2016), it does not operationlise the more complex, social and cultural processes involved, for instance, in how coaches set issues to reflect upon (Abraham and Collins, 2011). Indeed, casting a critical eye over current understanding in this area, Cushion (2016) recently highlighted the uncritical acceptance of reflective practice in coaching and coach education, simultaneously calling attention to the need for studies that recognise the “discursive complexities of reflection” (p. 3). If we are to understand how best to promote and support the development of reflective practice in coaching, then we must first understand the problematic real-world experiences of coaches who reflect.
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American Legion Post 117 Buffets One main entrée/ one starch/ one vegetable/ one accompaniment Prices based on exact counts of guests and entrée preference $9.50 per person Baked Ham Roasted Chicken Breast BBQ Chicken Meatloaf Salisbury Steak Roasted Pork Chops $11.00 per person Oven Fried Chicken Baked Cod Roast Turkey Breast with Stuffing Chicken Marsala $12.50 per person Roast Beef Stuffed Chicken Breast Stuffed Pork Chops Comes with one accompaniment side salad, coleslaw One Starch Parsley Potatoes Mashed Potatoes Meatless Rigatoni Red Skin Potatoes Scalloped Potatoes Au Grain Potatoes Potato Salad Macaroni Salad One Vegetable Green Beans Buttered corn Peas Carrots Broccoli Baked Beans All buffets come with coffee, tea, bread and butter
Rosanna Cubs HALLOWEEN NIGHT Tuesday, 30th of October 2018 NO UNIFORM: Come dressed as a Wizard, Witch, Ghost, Ghoul or Spook or a Leader (now THAT’s Scary!) Be prepared for a night of Tricks and Treats, Games, Pumpkins & Ghost Stories!
(journal) The students will write about and illustrate a short story about a skeleton. (journal) CCS: L.K.1f, SL.K.5 THEME (science) The teacher will play and sing THE BODY PART SONG (my head bone is connected to my jawbone...). The students will then discuss the bones in the human body. They will identify the importance of bones and ways to keep their bones healthy. The students will then make a q-tip skeleton. The q-tips will be glued onto black paper. (, 10 cut/14 whole q-tips per child, sm bags, lg black paper, skeleton head, x-ray) CCS: SCI-K-LS1-1 A/H 3.4.1 HALLOWEEN HAPPENINGS – Monsters 10-22-2014 MORNING MESSAGE PROJECT READ UNIT 2 Lesson 2(j) DAY 3 Letter of the Day: Jj (TM p2-17-2-20) VAKT INPUT - STATIONS *Sky Write (Snap – Aim – Press – Do & Say) 1. Tactile Letters 2. Felt Forms 3. Memory Box 4. Dry Erase Boards CHECK FOR UNDERSTANDING (p2-19) 1. Place words in Jewel Box that students have mastered: [jam] [job] [Jan] [jab] 2. Spell Tabs 3. Sentence Dictation: The cat has jam. **Check dictation with students STUDENT PRACTICE 1. Word Find (j2) 2. Review (Jj) – p94 STAR STORY Title: The Very Busy Spider DAY 2 EAGER TO READ Title: Dress Up DAY 2
Did Halloween Originate? Halloween ، ، لا ، ، ، ، لا هذه ، لا ، " " ، و " " و " " ، و " " و " " ، ؟ ؟ : daruliftaa.com; islamonline.net ، له زوجي
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With a sign that says “Pick your own punpkin,” one animal says to the other: “That’s a zucchini!” The other animal says back: “I went for the third party candidate.” (Patrick McDonnell, in Mutts comic strip) ******************************************************************