zilongwang/ReadingBank huggingface dataset:
Club has the option of requesting State Referee assistance with running of Invitation events, where it might be felt a larger number of entrants warrants additional support. Discuss with committee/president in weeks preceding event. When using State Referees, complete the “Events Details Required by Referees” form (Sections 7), and send to Chief Referee by the Wednesday prior to the race. Starters/time keepers, Line Judges and Camera Operator (normally Sue and Mary). Timing system operator (key contact is Bob Seymour). Contact and confirm rostered (non-racing) First Aider. For Club events, it has been agreed that the Race Co-ordinator cannot be the Race Referee at the same event. So long as all is in order, the Race is quite capable of racing if they so wish. 1.4 Liaise with Safety Officer (Stuart Hesseltine) Ensure marshals are organized. Ensure you have the marshal’s phone numbers and they have yours. Ensure course will be checked prior to race. 1.5 Contact any sponsors Nature of sponsorhip (cash, in kind). Allocation of sponsorship in any specific way (suggest to them). Promotion of sponsor – flyer, webpage, banner. Would sponsor like to attend on the day. Arrange to collect sponsorship. 1.6 Use of Community Club room (larger room) in addition to Trophy room (normal Club room) on days where large numbers are expected should be confirmed with the SDVLCC Club Secretary. 1.7 Purchase after race food Including milk for tea/coffee – usually 2 litres each of light & full. Check supplies of tea/coffee/sugar and soft drinks, other consumables previous week – liaise with Geoff Bate. For larger events, ie Opens / Championships / Invitations, it is common to send an email to committee members to ask people to provide a plate. Keep receipts and arrange to be reimbursed via the Club Treasurer. 2. Pre race on race day Arrive at club rooms approx 1.5 hours prior to scheduled race start 2.1 Open club rooms (black dot key) and deactivate alarm Open door with key. Enter PIN (use 62007 if you don’t have your own). Press ‘OK’. Display will say “Good morning name. Alarm is ON press OFF”.
APPENDIX A Equipment, Facilities and Services A prestigious venue for the Opening Ceremony, for approximately 500 people, equipped for electronic projection and audio-visual equipment. At least three meeting rooms for technical sessions with a school-room-setup capacity of approximately 100 persons in each room, equipped for electronic projection and equipment. Ample poster space to allow for 50 poster presentations per session. A hall to accommodate a commercial exhibition of about 1000 m2 in the same building or in buildings contiguous to the meeting rooms. Free of charge adequate internet access in all rooms and in all areas throughout the Geospatial Week venue. Registration and information desk. Banking facilities providing international currency exchange, on-site or within a five minutes’ walk from the Geospatial Week center. A rendezvous point. Signs for each session room listing in detail the sessions and presenting authors, and signs, with individual names for the Opening Ceremony, Workshop and Poster Session rooms, Local Organizing Committee Office. Staff The Host shall provide: A designated individual to serve as Geospatial Week Director, who will have final responsibility for all aspects of the Geospatial Week operation. The Geospatial Week Director will establish a Geospatial Week Committee which will organize the technical programme in coordination with the International Science Committee and the Workshop organisers, all financial aspects, the secretarial work, the commercial exhibition, the technical tours, the social events and attend to special tasks such as press relations, travel bureau relations, etc. Adequate English speaking staff to ensure the smooth operation of the registration and information desks on a daily basis throughout the Geospatial Week.
Annex-3 APPLICATION FORM FOR EMPANELMENT OF DSA / DMA To The Manager, Can Fin Homes Ltd (Address) Sub: APPLICATION FOR EMPANELMENT AS DIRECT SELLING AGENT (DSA) / DIRECT Marketing agent (DMA) WITH CAN FIN HOMES LTD. I submit herewith my application for the empanelment a Direct Selling Agent (DSA) / Direct Marketing Agent (DMA) for Can Fin Homes Ltd. I have read the terms and conditions relating to the service and I undertake that those are acceptable to me. 1 Full name (in block letters) (Name of the individual/Proprietorship Firm/Partnership/Company 2 Father’s / Husband’s Name 3 Constitution (tick appropriate option) Individual Proprietorship Partnership Company 4 Date of birth / incorporation (DD/MM/YYYY) 5 Age Years Months 6 Address 7 Mobile number 8 Alternate contact number 9 E-mail id 10 i) PAN card no. ii) Aadhar card no. 11 Present occupation 12 Income (Proof to be provided) 13 No. of years in employment 14 Qualification 15 Languages known
Faculty of Science and Engineering AY 2018 WISE Senior Scholarship Application Incentive Scholarship for Young Researchers Name (Last, First): Katakana spelling: Date of Birth (Age): (DD/MM/YYYY) (Age ) Student Number: e-mail: Department / Field of Specialization: Faculty Supervisor: Education Graduate School (Waseda Univ.): Master’s Degree Program: Expected Date of Completion (Mo., Yr.): Undergraduate School: Department: Graduation Date (Mo., Yr.): Work Experience Research Theme (Brief Description) Participation in Faculty of Science and Engineering project institutes: □Yes □ No Research and Academic Activities Indicate the appropriate number for each itemized category below. Also, fill out the section, “Research and Academic Activities.” ① No. of academic papers that have been published or have been submitted to journals or periodicals to be published by academic societies, etc: ② No. of academic papers that have been published or have been submitted to be published in the proceedings of international conferences, etc: ③ No. of academic papers presented at national conferences, symposia, colloquia, etc. that have been published or have been submitted to be published in event proceedings, etc.: ④ No. of presentations made at national conferences, symposia, colloquia, etc. This number includes participation in panel discussions, poster sessions, as well as presentations which have not been published in event proceedings: ⑤ No. of presentations given at public and private organizations:______ ⑥ No. of presentations and lectures (including commemorative lectures, special lectures, etc.) given at the request of national conferences, symposia, and colloquia: ⑦ No. of awards and citations received from academic societies, professional organizations,
PROJECT NAME ARTIST NAME DATE PREPARED RISK ASSESSMENT TEMPLATE Critical steps in this job List the work tasks in a logical order. Potential hazard Identify the hazards and risks that may cause harm to workers or the public. Safety control Describe what will be done to control the risk. I.e., What will you do to make the activity as safe as possible? Responsibility Who is responsible for implementing and monitoring the controls?
Consultation Response Form Your name: Organisation (if applicable): email / telephone number: Your address: Clean Air Zone Framework for Wales You can find out how we will use the information you provide by reading the privacy notice in the consultation document at https://beta.gov.wales/ Question 1 - Do you agree that CAZs would provide an effective way of addressing air quality challenges in Wales? Question 2 - Should Welsh Government direct local authorities to introduce a Clean Air Zone, and, if so, under what circumstances should it do so? Question 3 - Do you consider the options/advice at section 5 to be suitable and effective elements of a CAZ?
Question 9 - Should local authorities have full flexibility to determine the level of any access charges they may apply, or should Welsh Government establish national criteria for local authorities to refer to? Question 10 - Do you agree with the proposed vehicles and categories of drivers that should be exempt from meeting published access requirements within a CAZ? Question 11 - Do you think sufficient consideration has been given to non-road sources of air pollution in the Framework?
National Standards and Frameworks, for example the Australian National Drug Strategy 2010-2015. Work with evaluation frameworks that monitor, assess and review the implementation and delivery of responsive models of counselling and associated treatment and care for Aboriginal individuals and families. Develop and maintain strong collaborative partnerships with key stakeholders and service providers in the Barkly Region with a focus on adopting an holistic approach to ensure agencies are working together to address the key responsibilities of this position. Maintain high quality of practice knowledge, skills and expertise through active participation in professional development including current registration with AHPRA, meeting the continuing professional development standards set by AHPRA, and meeting any other Mandatory Registration Standards. Participate in supervision, both externally and internally, and performance appraisal and development processes established within Anyinginyi, including the development of a personal plan in line with the ‘worry model’. Actively contribute to strengthening the level of access to programs and service delivery for individuals and families across the Barkly Region through effective planning, development and implementation of activities, including identifying trends, gaps, needs and issues to support the key statement and key responsibilities of this position. Undertake administrative duties as directed in accordance with program and organisational expectations including senior level report writing and the timely management of electronic client data records and registers to ensure compliance against funding obligations. Adhere to Anyinginyi’s policies and procedures, particularly as they relate to the safe and secure storage of client information and confidentiality, working within the limits of confidentiality and privacy appropriate to the responsibilities of this position. Initiate, coordinate and/or participate in quality improvement activities in collaboration with staff and clients to ensure best practice and the continuous improvement of systems that support culturally safe and responsive service delivery. Uphold the vision, mission and priorities of the organisation as determined by the Board of Directors and outlined in its Strategic Plan. Identify and manage risk or potential risk to staff and clients in order to reduce immediate concerns. Foster a professional and culturally safe work environment. Promote an alcohol, tobacco and other drugs free workplace strategies and exemplify aligned behaviours. Participate in staff training and development, organisation-wide, site based team meetings, collaborative planning activities and other meetings or activities relevant to this position or as directed by the Section Manager. Travel to remote communities. Undertake other duties as required.
CONSULTATION RESPONSE FORM National Development Framework: Issues, Options and Preferred Option This consultation seeks your views on the emerging National Development Framework (NDF). The NDF will not be published in draft form until 2019 but the issues it should address, the Vision, the objectives and the Preferred Option for achieving these are set out in this consultation. These will shape how the NDF is prepared. If you have any queries on this consultation, please email: or telephone 0300 025 3261. Data Protection The Welsh Government will be data controller for any personal data you provide as part of your response to the consultation. Welsh Ministers have statutory powers they will rely on to process this personal data which will enable them to make informed decisions about how they exercise their public functions. Any response you send us will be seen in full by Welsh Government staff dealing with the issues which this consultation is about or planning future consultations. In order to show that the consultation was carried out properly, the Welsh Government intends to publish a summary of the responses to this document. We may also publish responses in full. Normally, the name and address (or part of the address) of the person or organisation who sent the response are published with the response. If you do not want your name or address published, please tell us this in writing when you send your response. We will then redact them before publishing. . Names or addresses we redact might still get published later, though we do not think this would happen very often. The Freedom of Information Act 2000 and the Environmental Information Regulations 2004 allow the public to ask to see information held by many public bodies, including the Welsh Government. This includes information which has not been published. However, the law also allows us to withhold information in some circumstances. If anyone asks to see information we have withheld, we will have to decide whether to release it or not. If someone has asked for their name and address not to be published, that is an important fact we would take into account. However, there might sometimes be important reasons why we would have to reveal someone’s name and address, even though they have asked for them not to be published. We would get in touch with the person and ask their views before we finally decided to reveal the information. Your data will be kept for no more than three years. Under the data protection legislation, you have the right: • to access the personal data the Welsh Government holds on you; • to require us to rectify inaccuracies in that data
TV, sports, and advertising industries — all of whom rely on Wazee Digital for managing content that fuels their business. Product or service names mentioned herein are the trademarks of their respective owners. Link to Word Doc: Photo Link: Photo Caption: Formula-E Championship, Champagne Blast Photo Link: Photo Caption: Formula-E Electric Street Racing Flag Agency Contact: Sunny Branson Wall Street Communications Tel: +1 801 582-0581 Email: Web: Wazee Digital Contact: Ashley Bailey Marketing Manager Tel: +1 720 382-2849 Email: Web: Follow Wazee Digital:
12 years and under on 1st January 2018 CLASS 2. MINI-JUMPING PAIRS £14.00 per pair Jumps 60-70cms For two riders on two ponies/horses. Timed One after another with a whip hand-over. CLASS 3. MINI-MAJOR JUMPING £8.00 Jumps 80-90cms – with jump off for clear rounds Class 4a) 12 years and under on 1st January 2018 Class 4b) 13 years and over on 1st January 2018 CLASS 4. NOVICE JUMPING £8.00 Jumps 90cms CLASS 5. INTERMEDIATE JUMPING £8.00 Jumps 1m CLASS 6. CHASE ME CHARLIE £8.00 RING 1 LATE ENTRIES £12 (£20 FOR PAIRS) Competitors in Class 6 must NOT jump in Ring 2 RING 2 8.30am-11.30am CLEAR ROUND JUMPING Jumps start at 30cms cross pole and increase throughout the morning to match the classes in Ring 1. Entries on the day: £3 per round/£5 for 2 rounds. 11.30am- onwards
Regulatory and legal considerations The Government (both Federal and State) and local councils will all have laws and regulations that you’ll have to comply with. List all the regulatory requirements for your industry and the steps you’ve taken to comply with them. Sole trader: I have carried out the following: Applied for an Australian Business Number (ABN) – if applicable. Registered my business name – if applicable. Registered for GST – if applicable. Registered for PAYG withholding – if applicable. Register your domain name – if doing business online. Trademarked my business name and brand. Applied for the required licenses and permits. Partnership: I have carried out the following:
Technical Committee on Finance – Heads of Treasuries and National Treasury Budget Council Meetings – MECs of Finances (Provinces) and Minister of Finance CFO Forums PT evaluates the budget submission of municipalities as part of the PT’s Benchmark exercise with them Approach to Integrating Planning and Budgeting: SIPs Applicable to the Eastern Cape Province
Practices to be replaced by this document Maximum summer water level at Picnic Point of 2.6m - Within the operational discretion of the Authority (Practice 47). Yarrawonga Weir flood operation - Within the operational discretion of the Authority (Practice 44). Maximum drawdown level of Yarrawonga Weir - Within the operational discretion of the Authority (Practice 48). Minimum release of 1,800 ML/day from Yarrawonga Weir - Within the operational discretion of the Authority (Practice 46).
Photos of The Holladay Cinema: And, The Holladay Haven: Luxul Contact: Mike Grubb VP of Marketing Tel: +1 (801) 822-5475 Email: Web: Media Contact: Veronica Esbona InGear Tel: +1 (954) 629-3302 Email: Tym Contact: Brad Montgomery Public Relations/Creative Director Tel: 801-783-2339 Email: Web: Follow Luxul: Facebook: LinkedIn: Twitter: YouTube:
STUDENTS LIVING WITH DISABILITY AND STUDENTS WITH CARER RESPONSIBILTIES Version Date Revision Description Author Version 11 July 2008 A review and update of this policy. Jan Edwards, approved by Executive Group 1 May 2014 Revised from a “Policy and procedure” document into a “Process” document Anthony Gartner, approved by Andrew McFarland 2 Dec 2014 Revised Anthony Gartner 3 March 2016 Revised Anthony Gartner 4 May 2018 Revised Anthony Gartner 5 Additional information including provision of feedback on this procedure, amendment history and record retention time is available from the Process Owner or Delivery Area. Scope This procedure applies to all Swinburne students. Exclusions This procedure excludes the Sarawak campus. Related Policy & Documentation Name Legislative Context Name Location Disability Discrimination Act 1992 (Commonwealth) Disability Act 2006 (Victorian) Disability Standards for Education 2005 (Commonwealth) Equal Opportunity Act (Vic) 1995 Carer Recognition Act 2010 (Commonwealth) http://www.comlaw.gov.au/Details/c2010a00123 Internal Related Material Name Location Document Type Service Charter Rights and Responsibilities Within these operational guidelines
Annex 12: Size and cost standard Size and Cost Standards for new build schools under the 21st Century Schools and Education Programme Size To ensure that funds are distributed fairly and that our schools offer a consistent standard across Wales, we advise that schools are designed according to the maximum of BB98 (secondary) and BB99 (primary). Table 1 below provides the minimum and maximum size ranges specified within each bulletin. Table 1 Primary Schools Nursery (FTE) Size of School BB98/99 Max M2per pupil /Max 210 1 form entry 1,306 6.2 210 15 1 form entry with nursery 1,364 6.1 315 1.5 form entry 1,778 5.6 420 2 form entry 2,250 5.4 420 30 2 form entry with nursery 2,385 5.3 630 3 form entry 3,194 5.1 630 45 3 form entry with nursery 3,397 5.1 Secondary Schools Sixth Form 600 200 4 FE plus 200 sixth form 8,062 10.1 900 100 5 FE plus 100 sixth form 9,280 9.3 1050 150 7FE plus 150 sixth form 10,716 8.9 1350 150 9FE plus 150 sixth form 12,760 8.5 1500 200 10FE plus 200 sixth form 14,196 8.4 600 0 4 form entry (FE) 5,974 9.9 900 0 5 FE 8,019 8.9 1050 0 7FE 9,041 8.6 1350 0 9FE 11,085 8.2 1500 0 10FE 12,108 8.1 Cost Once the size of school is established, standardised costs are to be applied to as many of the elements of the build as possible. This will result in a maximum value for a school that can be benchmarked and inflated year on year to provide a maximum funding envelope. There are a number of different elements to this: Proposed standard price per m² Furniture, fitting and Equipment ICT 2.1 Cost per m² Using construction price indices, the cost per m² will be fixed at £1,400 m² from 2016 and increased with inflation to £1,554 in 2019 (this includes both standardised and bespoke builds). Inflation will be calculated on an annual basis in April using the BCIS all-in tender index.
Annex 8: School project benefits table What are the main priorities of the project? (Delete as appropriate): Condition, Reducing surplus places, increasing places, increasing Welsh provision, reducing running costs, other (please specify) Option (Please provide brief description) Status Quo Do Minimum: Do Intermediate: Preferred: Do Maximum: Cost (£m) N/A £ £ £ £ Affected schools by Condition (number) Affected schools by Suitability (number) Change to capacity (more detail on next page) N/A (Delete as appropriate): increase by x/decrease by x/unchanged (Delete as appropriate): increase by x/decrease by x/unchanged (Delete as appropriate): increase by x/decrease by x/unchanged (Delete as appropriate): increase by x/decrease by x/unchanged Backlog maintenance costs (£m) £ £ £ £ £ Reduction in revenue costs (£) N/A £ £ £ £ Community benefits Facilities available: Space (m2): Revenue (£ per month/year): Facilities available : Space (m2): Potential Revenue (£ per month/year): Facilities available : Space (m2): Potential Revenue (£ per month/year): Facilities available : Space (m2): Potential Revenue (£ per month/year): Facilities available : Space (m2): Potential Revenue (£ per month/year): Status Quo Welsh Mixed English Nursery Capacity NOR % surplus
Primary Capacity NOR % surplus 11-16 Capacity NOR % surplus Post 16 Capacity NOR % surplus Do Minimum Welsh Mixed English Nursery Capacity NOR % surplus Primary Capacity NOR % surplus 11-16 Capacity NOR % surplus Post 16 Capacity NOR % surplus Do Intermediate Welsh Mixed English Nursery Capacity NOR % surplus Primary Capacity NOR % surplus 11-16 Capacity NOR % surplus Post 16 Capacity NOR % surplus Preferred Welsh Mixed English Nursery Capacity NOR % surplus Primary Capacity NOR % surplus 11-16 Capacity NOR % surplus Post 16 Capacity NOR % surplus Do Maximum Welsh Mixed English Nursery Capacity NOR % surplus Primary Capacity NOR % surplus 11-16 Capacity NOR % surplus Post 16 Capacity NOR % surplus Spare option Welsh Mixed English Nursery Capacity NOR % surplus Primary Capacity NOR % surplus 11-16 Capacity NOR % surplus Post 16 Capacity NOR % surplus
All the water of the sea will fly away. Because without oxygen, water will turn into hydrogen gas and it is the lightest gas, so it is obvious to fly in space. With sudden loss of oxygen, the ground will slide down and go down 10-15 kilometers….. So, Grow Some Trees In Your Lifetime…….. Do not let go monsoon unnoticed…… Save trees save Earth….. COMPILED BY PREETI SINGH, TGT (SOCIAL STUDIES) MüÌuÉiÉÉ WûqÉ WæÇû ÌWûlSÒxiÉÉlÉÏ WûqÉ WæÇû ÌWûlSÒxiÉÉlÉÏ, WûqÉ WæÇû ÌWûlSÒxiÉÉlÉÏ, xÉoÉ sÉÉåaÉÉåÇ MüÐ U¤ÉÉ Wæû WûqÉÉUÉ MüÉqÉç | WûqÉ WæÇû ÌWûlSÒxiÉÉlÉÏ, WûqÉ WæÇû ÌWûlSÒxiÉÉlÉÏ, SÒÌlÉrÉÉ Wæû WûqÉÉUÉ eÉÏuÉç eÉaÉiÉ SåzÉ qÉåÇ lÉWûÏÇ ÌaÉUlÉå SÕÇaÉÉ MüpÉÏ AÉÄTüiÉ | WûqÉ WæÇû ÌWûlSÒxiÉÉlÉÏ, WûqÉ WæÇû ÌWûlSÒxiÉÉlÉÏ, ÌWûlSÒxiÉÉlÉÏ | lÉWÒûwÉÉ pÉÔwÉhÉ (iÉÏxÉUÏ Mü¤ÉÉ ) qÉæÇ AÉFÆaÉÉ ÌiÉiÉsÉÏ oÉlÉMüU ÄTÔüsÉÉåÇ MüÉå NÕûMüU qÉæÇ AÉFÆaÉÉ| qÉkÉÑqÉYZÉÏ oÉlÉMüU ÄTÔüsÉÉåÇ MüÉå cÉÔqÉMüU qÉæÇ AÉFÆaÉÉ | ÍcÉÌÄQûrÉÉ oÉlÉMüU EÄQûiÉå EÄQûiÉå AÉxÉqÉÉlÉ qÉåÇ qÉæÇ AÉFÆaÉÉ |
Outgoing Class X 2017-18 *********************************************************
Specific Objective 2 of the Youth Priority. Existing Qualification Level* None; Below CQFW level 1; CQFW level 1; CQFW level 2; CQFW level 3; CQFW level 4; CQFW level 5; CQFW level 6; CQFW level 7; or CQFW level 8 A qualification would be defined as being with the Credit and Qualification Framework for Wales (CQFW). Single adult household* Yes; No A single adult household is where the household includes only one adult (individual aged 18 or above), irrespective of their employment status. Jobless Household* Yes; No A Jobless household is where no household member is in employment, i.e. all members are either unemployed or inactive, including full time education or training. Note: the indicator refers to all household members irrespective of age so that a young
• The Advisory Committee on Business Appointments to allow the Committee to provide advice under the UK Government’s Business Appointments Rules. • The Office of the Commissioner for Public Appointments to allow the Commissioner to process case work in compliance with the Governance Code for Public Appointments. Your rights in relation to your information You have the right: To access the personal data we are processing about you. To require us to rectify inaccuracies in that data. To object to processing (in certain circumstances). For your data to be ‘erased’ (in certain circumstances). To lodge a complaint with the Information Commissioner’s Office (ICO) who is the independent regulator for data protection. For further information about the information that the Welsh Government holds and its use, or if you wish to exercise your rights under GDPR, please contact: Data Protection Officer Welsh Government Cathays Park Cardiff CF10 3NQ Email: The contact details for the Information Commissioner’s Office are: Wycliffe House Water Lane Wilmslow Cheshire SK9 5AF Telephone: 0165 545 745 or 0303 123 1113 Website:
Message We Respond To God’s Word The Offertory * Presentation of our gifts and singing And when the ways we learn and grow are not the ways that others know, we thank you, God, that we have learned your love’s a gift, and never earned. Dedication Prayer (unison) Creator of our hearts, Christ of our lives, Spirit of each moment; guide us as we live our part and give our portion. In Christ’s name, we ask it. Amen. Prayers of the People * Closing Hymn “Lift High The Cross” # 151 * Commissioning and Benediction * Sung Blessing & Amen “Go Now In Peace” (see inside cover of Voices United) Postlude Welcome! We enjoy open seating so please, sit where you feel comfortable, and meet a new friend. We are happy you have chosen to worship with us. Please sign our guest book located in the narthex, and we invite you to join us again. Newcastle United Church
Today, Sunday, May 27 – Congregational Meeting following lunch to discuss and make decisions regarding the redevelopment and building plans for the church hall. Information for the meeting was sent out via e-mail. Some hard copies are available from the tables in the narthex if you haven’t received or needed printing out. Stewards’ Cheese Fundraiser – order forms have been inserted in your bulletin with extra copies available in the narthex for family & friends. Prices are indicated on the forms, however they are comparable to those in grocery stores. Completed forms can be returned to the so-marked box in the narthex by June 10. Delivery is June 20. Faith In Motion Outdoor Service & Picnic – Please note that this year our service is the third Sunday in June, the 17th, and not the second Sunday. Mark your calendars so you don’t miss out. We will be sharing communion in the great outdoors. Picnic follows! If anyone has a golf cart we might borrow for that day to assist in folks getting down by the water please speak to Lorna. Monday, June 4 – the Session meets 7PM in the hall. Friday, June 8 – Stewards host Euchre Night in the hall at 7PM. $5/person includes refreshments. All are welcome. Monday, June 11 – the U.C.W. luncheon will be at The Snug at Noon. Please let Janet O’Neill or Laurel Bell know if you would like to attend. All ladies are welcome.
While we already have several co-sponsors on board, if you, your company or one of your business contacts mighty be interested in also co-sponsoring this event, please contact Peter Barkhurst ASAP at Please be sure to save the date – Saturday, 2nd June - Further specifics will be communicated in the very near future. Guest information 18-hole golf course Tegernbach - A golf club membership card showing your handicap is required. VcG players are allowed. Special Conditions: Soft spikes required. Dogs allowed on leash. Handy allowed on the pitch. GPS devices allowed. Difficulty: Moderate - Challenging Scorecard tea par CR Slope length White (Men) 73 72.4 133 6077 m Yellow (Men) 73 71.6 132 5931 m Blue (Women) 73 75.5 128 5498 m Red (Women) 73 72.7 128 5121 m
(mix or use manufacturer-prepared chlorine based solutions or wipes) Never use undiluted bleach on these instruments. Iodophors Mix per manufacturer’s directions for use as a hard surface disinfectant. Phenols Mix or use manufacturer prepared wipes per manufacturer’s directions for use as a hard surface disinfectant Quaternary Ammonium Compounds Mix or use manufacturer-prepared wipes per manufacturer’s directions for use as a hard surface disinfectant. Suction regulators should be sent for processing as soon as possible if gross contamination is evident. Soiled and potentially contaminated suction regulators should be removed from service and transported separate from non-contaminated devices, in a container that minimizes the potential to spread contamination. Suction regulators should be transported in an upright orientation. If there is evidence of gross contamination the following procedures must be followed: Disassemble the unit (refer to the device’s user manual for detailed instruction on disassembling the suction regulator). The instructions are available on our website . = After the suction regulator is fully disassembled, all regulator components should soak for a minimum of 10 minutes in a solution of warm water and pH neutral detergent such as MetriZyme®. Refer to the detergent manufacturer’s instructions for concentration recommendation. After soaking, thoroughly rinse components with warm tap water. Regulator components should be placed in a fresh solution of warm tap water and pH neutral detergent such as MetriZyme® and scrubbed with a soft bristle brush to remove deposits. Refer to the detergent manufacturer’s instructions for concentration recommendation. The components should then be removed from the solution and rinsed with warm tap water. Components should be placed in an ultrasonic cleaner and completely submerged for a minimum of 10 minutes. Rinse components thoroughly with warm tap water. Inspect regulator components for visible soil. Repeat cleaning process again if visible soil is observed.
Lain, D. 2015. Work beyond age 65 in England and the USA. In Scherger, S. (ed.) Paid Work Beyond Pension Age: Comparative Perspectives. Palgrave Macmillan, Basingstoke, pp. 31–56. Larsen, M. and Pedersen, P.J. 2013. To work, to retire – or both? Labor market activity after 60. IZA Journal of European Labor Studies. 2, 1, 21. Levy, H. and Jenkins, S. 2012. Documentation for Derived Current and Annual Net Household Income Variables, BHPS waves 1–18. Institute for Social and Economic Research, Colchester. Lin, E.Y. 2005. Health insurance coverage and reemployment outcomes among older displaced workers. Contemporary Economic Policy. 23, 4, 529–44. Loretto, W. and Vickerstaff, S. 2013. The domestic and gendered context for retirement. Human Relations. 66, 1, 65–86. Macnicol, J. 2015. Neoliberalising Old Age. Cambridge University Press, Cambridge. Maestas, N. 2010. Back to work: Expectations and realizations of work after retirement. Journal of Human Resources. 45, 3, 718–48. McDonald, L. 1997. The link between social research and social policy outcomes: Reverse retirement as a case in point. Canadian Journal on Aging/La Revue canadienne du vieillissement. 16, Supplement, 90–113. Meghir, C. and Whitehouse, E. 1997. Labour market transitions and retirement of men in the UK. Journal of Econometrics. 79, 2, 327–54.
Schuring, M., Robroek, S.J.W., Otten, F.W.J., Arts, C.H. and Burdorf, A. 2013. The effect of ill health and socioeconomic status on labor force exit and re-employment: A prospective study with ten years follow-up in the Netherlands. Scandinavian Journal of Work, Environment & Health. 39, 2, 134–43. Sieber, S.D. 1974. Toward a theory of role accumulation. American Sociological Review. 39, 4, 567–78. Singer, J.D. and Willett, J.B. 2003. Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence. Oxford University Press, Oxford. Taylor, P. 2008. Sing if you’re glad to be grey. Working towards a happier older age in the United Kingdom. In Ageing Labour Forces: Promises and Prospects. Edward Elgar Publishing, Cheltenham, pp. 84–110. Thurley, D. 2011. Pension age: Occupational and private pensions. House of Commons Library, London. University of Essex. Institute for Social and Economic Research and National Centre for Social Research 2010. British Household Panel Survey: Waves 1–18, 1991–2009 [Computer File]. SN: 5151. 7th edition. [Online]. UK Data Service. University of Essex. Institute for Social and Economic Research, NatCen Social Research and Kantar Public 2016. Understanding Society: Waves 1-6, 2009-2015 [Computer File]. SN: 6614. SN: 6614. 8th edition. UK Data Service [distributor], Colchester, Essex. Warner, D.F., Hayward, M.D. and Hardy, M.A. 2010. The retirement life course in America at the dawn of the twenty-first century. Population Research and Policy Review. 29, 6, 893–919.
-Vector: Snail -Host: Human -Symptoms: Vary with species and phase of infection. Heavy infection produces fever, chills, lymph node and spleen enlargement. -Treatment: Praziquantel, which is primarily given to school-age children and populations at risk.
PerStat Medical Systems, Inc. is proud to announce a new Autologous physiologic glue, which will assist the surgeon to … Gain hemostasis Seal wound surfaces Potentially increase rate of wound healing Surgeons are all too familiar with the fact that … Postoperative loss of critical body fluids can defeat an otherwise successful surgical outcome Serous fluid exudates can slow the healing of wounds and serve as a culture medium for infection Highly vascular tissue, once cut, will bleed even through the eschar of electrocautery, and continue to produce exudates for long periods, after frank blood loss ceases Cryoprecipitate and fibrin glue is costly, difficult to obtain, and may be a source of HIV transmission This autologous procedure … Is safe: No opportunity for clerical error No need for predonation No fear of viral transmission (HIV), hepatitis, etc.) Is reliable and immediately available: Rapid setup time (needs an IV of 16 Ga or larger) Rapid processing time Is efficacious: Healing time improved due to control of bleeding and potential of increased wound healing rate Is performed once the patient is under anesthesia on the OR table Takes only a few minutes to prepare approximately 100 cc of platelet gel (glue) Can be used in conjunction with perfusion, or autotransfusion procedures, improving cost reduction PerStat Medical Systems, Inc. 11514 Orchard Mountain Dr. Houston, TX 77059 T: 281-744-0323 F: 281-486-2691 b.parrish@perstat.com www.perstat.com Platelet Gel: Faster Healing, Faster Recovery, Cost Reduction Occasionally, a truly revolutionary concept enters surgery …
List the policies, plans, and procedures that should be reviewed, revised, or developed. Indicate the priority level for each. Item for Review Priority Part II: Assessment of Exercise Design and Conduct Please rate, on a scale of 1 to 5, your overall assessment of the exercise relative to the statements provided below, with 1 indicating strong disagreement with the statement and 5 indicating strong agreement. Assessment Factor Strongly Disagree Strongly Agree The exercise was well structured and organized. 1 2 3 4 5 The exercise scenario was plausible and realistic. 1 2 3 4 5 The multimedia presentation helped the participants understand and become engaged in the scenario. 1 2 3 4 5 The facilitator(s) was knowledgeable about the material, kept the exercise on target, and was sensitive to group dynamics. 1 2 3 4 5 The Situation Manual used during the exercise was a valuable tool throughout the exercise. 1 2 3 4 5 Participation in the exercise was appropriate for someone in my position. 1 2 3 4 5 The participants included the right people in terms of level and mix of disciplines. 1 2 3 4 5 Part III: Participant Feedback What changes would you make to this exercise? Please provide any recommendations on how this exercise or future exercises could be improved or enhanced.
Name: _______________________________ Play by the Rules-Worksheet 11-2: Civil or Criminal Law? Directions: Read each of the following actions and determine if it is a criminal or civil violation, both or neither. Provide a reason for your answer. Use your textbook for support. __________ 1. Randy accidentally threw his softball through his neighbor’s kitchen window. __________ 2. Stephanie took five CDs from a store without paying for them. __________ 3. Lee snatched Mary’s purse, knocking her down and breaking her arm. __________ 4. On Friday night, Derrick and Sam made a prank phone call to annoy a neighbor. __________ 5. While babysitting, Margaret was distracted when her boyfriend called. The baby fell, cutting his lip, and required stitches. __________ 6. Jamie agreed to sell his MP3 player to Ron and said it was “like brand new.” Ron paid Jamie and received a damaged and heavily used product. __________ 7.Donna borrowed her sister’s car without permission and drove around town with her friends. She wrecked the car on the way home. Texas Teacher Guide © 2009 Alabama Center for Law & Civic Education
Name: __________________________________ Section: Literature English Period: ____ Due Date: ___________ ACT II Questions Directions: Using your play, answer the following questions. Make sure you fully answer each question. This packet will serve as your review packet for the test. SCENE 1 QUESTIONS: 1. Who are the “brothers” of the Ghost of Christmas Present, and why hasn’t Scrooge “walked forth” with them? 2. What is the significance of this quote? “ ‘Spirit, conduct me where you will. I went forth last night on compulsion and learnt a lesson which is working now. Tonight, if you have aught to teach me, let me profit by it.’” 3. How is Scrooge’s attitude toward this ghost different than the attitude he had with Marley at first and the Ghost of Christmas Past? SCENE 2 QUESTIONS: 4. What does the Ghost of Christmas Present symbolically sprinkle from his torch? On whom does he sprinkle that and why do they need it the most?
The school uniform and Pullover will be available at the School Canteen. Parents are requested to write the name of the students on the cover page of text books, exercise books, water-pot, school bag etc. Text Books of Play to Class IX (except NCTB books) are available in the prescribed library. JESSORE ENGLISH SCHOOL & COLLEGE (JESC) JESSORE CANTONMENT STD-V BOOK LIST & STATIONARY FOR – 2017 TEXT BOOKS ENGLISH PAPER-I 1. English for Today Book-5 (NCTB) ENGLISH PAPER-II (OPTIONAL BOOKS) 1. Advanced Learner’s Communicative Grammar and Composition for Class-VI by Chowdhury & Hossain (Advanced Publications) 2. A potential English Grammar and Composition for Class-VI by Md Khalil Ullah (Shupti Prokashani) BANGLA 1. Avgvi evsjv eB (cÂg ‡kÖwY) - (NCTB) 2. mnR fvlv wk¶v evsjv e¨vKiY I iPbv bZzb ms¯‹iY - KvRx b~iæj Bmjvg MATHEMATICS 1. Elementary Mathematics for class-5 (NCTB) SCIENCE 1. Elementary Science, Class-5 (NCTB) BANGLADESH & GLOBAL STUDIES 1. Bangladesh & Global Studies, Book-5 (NCTB) RELIGION 1. Islam and Moral Education/ Hindu/ Christian/ Buddhist Moral Education for class 5 (NCTB) COMPUTER STUDIES 1. Computers Ahead-5 (Windows 7, MS Office 2007 edition) by Anjana Jain (Orient Black Swan) ART
What do I need to do to be successful? You are required to satisfactorily complete all assessments listed in the table below to be receive a ‘Competency Achieved’ result for the Unit(s) of Competency. You are responsible for complying with TAFE Queensland’s assessment rules and complete assessment tasks honestly. You need to follow all assessment instructions, including submission details and retain a copy of all assessment items. You must submit assessment on or by the due date, unless an extension has been granted. Failure to submit or complete assessment on or by the due date will result in a “did not submit/sit” (DNS) being recorded (unless there are exceptional circumstances) and you will have five (5) days to submit your second and final attempt. Refer to the TAFE Queensland Student Rules for details. Assessment Task Assessment Type and Name Due Date Related Unit/s of Competency AT1 Quiz Part A, B, C.D 18/8/17 CHCECE009 CHCECE010 CHCECE011 CHCECE013 AT2 Assessment 2 20/10/17 CHCECE009 CHCECE010 CHCECE011 CHCECE013 Logbook 27/10/17
“I’ve heard: ‘Don’t go near that child, she’s poorly’ – no, she isn’t!” The negative attitudes parents experienced were seen to stem from a lack of understanding and awareness of disability, including how different impairments can affect children’s behaviours. Particular issues were raised around children with learning disabilities and difficulties, who may have challenging or unusual behaviours. In such cases, other parents tended to assume that these children were ‘naughty’ and, as such, objected to them attending play sessions alongside other children. One parent said: “If there is not a ‘visible impairment’ other parents tend to suggest that your child has behavioural problems. Other parents look at me as if to say ‘you can’t control your child – you are a bad mother” It was clear from the evidence we collected that the reactions of other people often have a profound and lasting impact on the parents of children with multiple needs, and sometimes, sadly, on the children themselves. Parents we spoke to tended to respond to negative attitudes in one of two ways. Some developed a ‘thick skin’ and continued to attend play settings whilst seeking to reach out to the other children, parents and providers and explain the needs of their child. One mother told us: “I’ve had to grow up and become broad shouldered and become blind to the ignorance in the world” Other parents chose to stop attending mainstream play settings in favour of play at home or specialist play sessions for disabled children with other parents in the same situation. The following quote reflects the experiences of many parents we spoke to, who wanted to attend more inclusive settings but, in the absence of these, felt more comfortable attending specialist groups: “There needs to be more mixing of disabled and non-disabled children but this is difficult as if parents don’t feel welcome when they first access a setting, they are unlikely to go back to that setting again. When you have a disabled child it is much easier to mix with other families with disabled children who will understand the issues you are facing” Another parent told us:
Institute for Education, Cambridge University Jabadeo Julia House Children’s Hospice Kent Portage Association Kids Kids Active KIDS Adventure Play Hackney Leeds Beckett University Leeds Community Healthcare Trust Leeds Trinity University Mabis Inclusion Support Wales Margaret Wells-Furby Child Development Centre Medina House School Mencap Mudiad Meithrin National Association of Head Teachers (NAHT) Cymru National Day Nurseries Association National Deaf Children’s Society (NDCS) Cymru Noah’s Ark Hospice Paradise Park Parks 4 Play Pen Green Centre for Children Play England Play Wales Policy for Play Professional Association for Childcare and Early Years Rainbow Children’s Trust Charity Rainbows Hospice Scope SENDirect Sense
Rubbery Playdough 2 cups baking soda 1 1/2 cups water 1 cup cornflour Mix with a fork until smooth. Boil over medium heat until thick. Spoon onto plate or wax paper. Nature's Playdough 1 cup flour 1/2 cup salt 1 cup water 2 tablespoons oil 2 tablespoons cream of tartar beetroot, spinach, and carrot juice Mix flour, salt and oil, and slowly add the water. Cook over medium heat, stirring until dough becomes stiff. Turn out onto wax paper and let cool. Knead the playdough with your hands until of proper consistency. Use as is, or divide into balls and add a few drops of the vegetable juices to make green, pink, and orange. Baking powder Playdough 2 cups flour 1 cup salt 2 tablespoons baking powder 1 cup water 2 tablespoons oil liquid food colouring Pour dry ingredients into large pan. Stir together to mix. Stir oil and food colouring into the water. Pour liquid into the dry ingredients while mixing, squeezing and kneading the playdough. If too sticky, add more flour. Keeps best in the fridge. Just Like the Real Playdough
You will need: Water Flour Food Colouring Porridge oats Bowl Activity: To make the playdough pour a few drops of food colouring into a jug of water. Pour some flour into a bowl and gradually stir in the water, if the colour of the flour looks too pale add some more food colouring to the mixture. If the mixture is too dry and does not combine, add some more water, and if it is too wet or sticky add more flour. Kneed the mixture with your hands so that the playdough is fully coloured and no longer sticky, and you have a nice consistency to the dough. Once the dough has been made kneed the Porridge oats into the dough until you get the desired effect. The children can now play and mould their dough to make their own creations. How to Make Coffee Play Dough What's This? Instructions Things You'll Need: Baking sheet Waxed paper 2 cups used coffee grounds, dried Large wooden spoon 1 1/2 cup plain cornflour 1/2 cup salt Large mixing bowl Warm water to moisten Resealable plastic bag Line a baking sheet or tray with waxed paper for easy clean up. Lay the 2 cups of coffee grounds on on the waxed paper until they dry, stirring occasionally so that they dry evenly. Place the dry coffee grounds, 1 1/2 cups cornmeal and 1/2 cup salt in a large mixing bowl and stir the mixture with a wooden spoon until the ingredients are combined. Use your hands to mix, if necessary. Add warm water a little at a time and stir the mixture until your coffee play dough is the consistency you want. Use less water for a thicker dough, and more for a damper mixture. Once the play dough is made, store it in a re-sealable plastic bag.
Mount Rainier National Park Sister Mountain Project Playdough Topo Overview Students make a clay model volcano, and then create a topographic map of it. This lesson is adapted from the USGS Living with a Volcano in Your Backyard curriculum. Grade Level 5-12 Objectives Students will be able to: Recognize mountains and river valleys on a topographic map Visualize how a 2–dimensional topographic map represents 3–dimensional landscape Understand contour lines and contour interval Increase their spatial visualization skills Setting Classroom Timeframe 50-90 minutes, depending on the complexity of the model volcanoes Materials 3-D model extension supplies (16 disposable tray lids, sheets of craft foam or sheets of foam board and student copies of Mt Fuji and Mt Rainier topographic maps) Copies of “Play–Dough Topo” student page Copy of “Play–Dough Topo” teacher discussion questions. Soft modeling clay (pottery clay also works well but can be messy) You can substitute with homemade Play Dough made from flour and salt. See recipe below. Fishing line or clay cutting wire 1/4” dowel or a pencil Vocabulary Elevation, topography, topographic map, contour line, contour interval, map scale Skills Model, interpret, compare, demonstrate, visualize Benchmarks 1 – Uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth’s surface 1.1 – Use and construct maps, charts, and other resources to gather and interpret geographic information 1.1.2b – Uses data and a variety of symbols and colors to create thematic maps, mental maps, and graphs depicting geographic information 1.2 – Recognize spatial patterns on Earth’s surface and understand the processes that create these patterns 1.2.2b – Analyze how human spatial patterns emerge from natural processes and human activities 2 – Understands the complex physical and human characteristics of places and regions
Exercise play is limited to ____(describe intended participants). Scenario [Enter a brief synopsis of the scenario here] . Questions Direct questions regarding exercise play to the nearest __[describe controller or official contact]__. target capabilities and exercise objectives Describe target capabilities addressed and a brief discussion of associated objectives Assumptions and Artificialities Earnest effort has been made to create a plausible and realistic scenario to exercise and validate identified objectives. Exercise communication and coordination is limited to participating exercise organizations (county/tribal emergency managers and IDEOC Logistics Section staff members). Because the exercise is of limited duration and scope, certain details will need to be simulated. This simulation may require players to use their best judgment in response to requests for additional information. Communications [___ Describe specific communications methods, and issues related to communications___] All exercise transmissions must begin and end with the statement “This is an exercise.”