zilongwang/ReadingBank huggingface dataset:
2018-2019 Transfer Degree Map: Department of Business and Economics School of Business and Information Systems | York College | CUNY Room AC-2B06 | (718) 262-2502 The following is a suggested plan of study for completion of this degree program. The goal of a Transfer Degree Map is to ensure that students who completed an Associate’s Degree (AA or AS) graduate with no more than 120 credits and within a minimum of two years. All students should speak with an academic advisor about their academic programs. This document is not a substitute for academic advisement. Students are encouraged to take Winter and Summer courses to facilitate their progress towards graduation. This plan requires transfer credit for the following courses: ENG 125 (English Composition I); ECON 102 (Microeconomics) Course Credit Course Credit THIRD YEAR – FALL 15 THIRD YEAR – SPRING 15 College Option: Writing Intensive (WI) or Writing 300 Level 3 ECON 220: Introduction to Economic Statistics 3 ECON 103: Introduction to Macroeconomics 3 BUS 283: Business Law I 3 ACC 101: Principles of Accounting I 3 BUS 301: Management Theory and Practice 3 BUS 201: Computer Applications in Business 3 ACC 102 or ACC 103: Principles of Accounting II or Principles of Managerial Accounting 3 MKT 341: Introduction to Marketing 3 Marketing Elective 3 Course Credit Course Credit FOURTH YEAR – FALL 15 FOURTH YEAR – SPRING 15 BUS 302: International Business 3 MKT 347: Consumer Behavior 3 MKT 342: Marketing Research 3 MKT 355: Digital Marketing 3 MKT 346: International Marketing 3 MKT 483 (WI): Marketing Management 3 FINC 321: Principles of Finance 3 BUS 430: Ethics, Government & Accountability 3 BUS 348: Production/Operation Management 3 BUS 481 (WI): Strategic Management 3 York students are required to complete (pass) three (3) Writing intensive (WI) courses: two (2) in the lower division (100-200 level) and one (1) in the upper division (300-400 level).
Name of Shared Lives carer Names of people who have used or lived in Shared Lives arrangements supported by the Shared Lives carer Was this a long (LT), short term (ST), or day support (DS) arrangement Number of questions answered yes (score) Is this a high or low support Shared Lives arrangement
8:10 – 9:10 Whole Group Reading (Objectives are covered in small group, whole group, & Intervention - Targeted Skills are highlighted.) Science & Social Studies objectives are integrated into reading. ELA.3.2 Vocabulary Words ELA.5 High-Frequency Words ELA.1.0 Word Families ELA.2 Dipthongs ou, ow ELA .4 Compare & Contrast ELA. 8 Graphic Organizer ELA.5 Fluency with complex sentences ELA. 10.1 Adjectives SC.2 Sound SC 6 Animals SC.7 Geological features SS.7 Environments Monday: Frogs Skills & WB pages from TE pp.66l-67b Slides 8-73 Frogs Skills & WB pages from TE 88a-89b Slides 106-130 Frogs Skills & WB pages from TE pp.90a-93d Slides 131-154 Frogs Skills & WB pages from TE pp. 94a-95b Slides 155-170 Tests: Selection Test AR Test Vocabulary/Amazing Words Test Running Record Spelling Test Grammar Test Tuesday: Frogs Skills & WB pages from TE pp. pp. Slides 74-105 9:45 – 10:45 Small Groups Below Level On & Above Level Decodable Reader #18 Jen’s Garden Read story orally & discuss, pp 46-59 Read & Discuss Below Level Reader Worksheet for Below Level Reader Vocabulary Dominoes Finish any unfinished group work. Decodable Reader #18 Jen’s Garden Read story orally & discuss, pp. 46-59 Read & Discuss Below Level & On Level Readers Worksheet for On Level Reader Vocabulary Dominoes Finish any unfinished group work.
PROCEDURE Clamp a metre stick horizontally in a stand. Allow the laser beam to hit the metre stick normally (at 90°). Move the metre stick sideways until the spot is on the 50 cm mark. Place the grating between the laser and the metre stick, at right angles to the beam. Observe the interference pattern on the metre stick – a series of bright spots. Calculate the mean distance x between the centre (n=0) bright spot and the first (n =1) bright spot on both sides of centre. Measure the distance D from the grating to the metre stick. Calculate θ using tan θ = x/D. Calculate the distance d between the slits, using d =1/N, where N is the number of lines per metre on the grating. Calculate the wavelength λ using nλ = dsinθ. Repeat this procedure for different values of n and get the average value for λ. RESULTS n x (m) D (m) θ λ CONCLUSION We got a value of 7.10 × 10-7 m, which sits nicely in the accepted range of 620 – 750 nm for red light. Job is oxo SOURCES OF ERROR / PRECAUTIONS The diffraction grating may not have been exactly at right angles to the beam of light; x should be the same on both sides. Measure x on both sides of the n = 0 position and take the average of the two readings. To reduce the percentage error further just measure the total distance between both points and divide by 2 Determining the exact middle of the dot on the screen was difficult (repeat and get an average) NOTE A nice variation on this is to take a school laser into a large darkened room (e.g. a gym) and get very large distances for D and x on either side. Leaving Cert Physics Syllabus Content Depth of Treatment Activities STS 1. Diffraction and interference Use of diffraction grating formula: n = d Sin Derivation of formula Suitable method of demonstrating the wave nature of light. Appropriate calculations. Interference colours Petrol film, soap bubbles. 2. Light as a transverse wave motion Polarisation Demonstration of polarisation using polaroids or other method. Stress polarisation. Polaroid sungalsses. 3. Dispersion Dispersion by a prism and Demonstration. Rainbows, polished
learning in order to narrow the gap. Please see note below the Spending Plan for information regarding organisation of interventions £26,044.00 Proportion of salary of 4 L3 Teaching £7500 Third Space Learning Intervention for 15 chn Assistants with their peers. This will be a planned intervention for a set amount of time which will support them in moving from vulnerable to on track. Post teaching Children with pupil premium with receive immediate support in between lessons to ensure they can keep up with the rest of the class. These will be done daily to support their progress over the week. Third Space Learning Children will pupil premium in Y6 will use Third Space Learning as an intervention for Maths Other interventions that can be implemented as and when required, according to children’s needs, are: Write Dance Better Reading Write Away Together Numicon Pre and Post Teaching Specific CPD programme for TAs will include sessions on delivering quality interventions. there is no mobility or other changes in the classes) More PP are on track in writing The Keep Up Programme and Post Teaching support pupil progress. Impact of Third Space Learning can be seen in Maths outcomes in Y6 (4 x a year with SLT) To provide opportunities for those children entitled to Pupil Premium who may need further Proportion of salary from 3 x learning mentors and 1 x pastoral manager £24, 960 Evidence from EEF toolkit shows that Behaviour interventions show moderate impact for moderate cost +4 and extending school time shows A needs analysis grid for PP children has been completed for the previous academic year, with the outcomes being used to inform specific interventions the children access according to their need. Children have made progress in their specific area of need due to intervention being targeted more appropriately. Attendance figures for PP children in KS2 has improved from this year Impact will be monitored half termly by Pastoral Manager and Vice Principal.
on behalf of [ _ ] _______________ [***] on behalf of [ _ ] _______________ [***] on behalf of [ _ ] _______________ [***] on behalf of [ _ ] _______________ [***] on behalf of [ _ ] _______________ [***] on behalf of [ _ ] _______________ [***]
a professional supervisor (name): a non-professional supervisor (name): The dates and times of supervised contact will be: as shown in the Residential Schedule (Sections 10 – 15) below. as follows (specify): (Specific rules for supervision, if any): Other limitations or conditions during parenting time (specify): 5. DECISION-MAKING. A. Day-to-Day Decisions Each parent shall make decisions regarding the day-to-day care and control of each child while the child is residing with that parent. Regardless of the allocation of decision-making in this Parenting Plan, either parent may make emergency decisions affecting the health or safety of the children. B. Major Decisions Major decisions regarding each child shall be made as follows: Type of Major Decision Joint (parents make these decisions together) Limited (only the parent named below has authority to make these decisions) School / Educational (name): Non-emergency health care (name): Religious upbringing (name): Other: (name): Other: (name): Other: (name): Other: (name): C. Restrictions in Major Decision-making (if any): There are no reasons to limit major decision-making. Major decision-making must be limited because one of the parents has problems as described in Section 3 Basis for Restrictions on a Parent above.
If you reach an agreement, it must be put into writing, signed, and both parents must get a copy. If the Court finds that a parent has used or frustrated the dispute resolution process without good reason, the Court shall award attorney’s fees and financial sanctions to the other parent. The parties have the right of review from the dispute resolution process to the Tulalip Tribal Court of Appeals. 7. DESIGNATION OF CUSTODIAN. The custodian is (name): _____________________________________ solely for the purpose of all Tulalip Tribes, state, and federal statutes that require a designation or determination of custody. Even though one parent is called the custodian, this does not change the parenting rights and responsibilities described in this Parenting Plan. 8. CHILDREN’S PER-CAPITA AND BONUS FUNDS. Does not apply. No children receive Per-capita/Bonus funds. (skip to Section 9) Children receiving Per-capita/ Bonus funds are listed below: Child’s Name Date of Birth 1. 2. 3. 4. 5. (check one): Parent/Guardian to receive: Per-capita for the children listed above is (name): _______________________________ Bonus funds for the children listed above is (name): _____________________________ Enrollment shall hold per-capita of the following children until further order: Child’s Name Date of Birth 1. 2. 3. 4. 5.
Working temperature: -40 ° C to +50 ° C 6 Cable CU / XLPE / PVC / LSF / SWA / PVC type Un = 6/10 kV Umax = 12kV Size: 3x70 mm2 İEC 60502-2 meter 400 7 Wire Aluminum-steel Isolation (AC-35 type) Wire aluminum 2.8mm2 - 6 pieces Wire steel 2.8mm2 - 1 piece GOST 839-80 kg 1 000 8 Wire Aluminum-steel Insulation (AS-50 type) Wire aluminum 3.2mm2 - 6 pieces Wire steel 3.2mm2 - 1 piece GOST 839-80 kg 2 000 9 Wire Aluminum-steel Insulation (AS-50 type) Wire aluminum 3.8mm2 - 6 pieces Wire steel 3.8mm2 - 1 piece GOST 839-80 kg 300 LOT-3 1 Winding wire 0,10 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 10 2 Winding wire 0,17 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 20 3 Winding wire 0,20 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 70 4 Winding wire 0,25 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 30 5 Winding wire 0,31 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 10 6 Winding wire 0,35 mm (PETV-2) GOST 21428-75, kg 15
İEC 60317-0-2:1997, İEC 60264, İEC 60851 7 Winding wire 0,40 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 15 8 Winding wire 0,45 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 15 9 Winding wire 0,56 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 20 10 Winding wire 0,6mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 30 11 Winding wire 0,63 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 15 12 Winding wire 0,75 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 5 13 Winding wire 0,8 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 120 14 Winding wire 0,85 mm (PETV-2) GOST 21428-75, kg 10
İEC 60317-0-2:1997, İEC 60264, İEC 60851 15 Winding wire 0,90 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 205 16 Winding wire 0,95 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 30 17 Winding wire 1,0 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 935 18 Winding wire 1,12 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 1200 19 Winding wire 1,18 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 715 20 Winding wire 1,3 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 100 21 Winding wire 1,32 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 575 22 Winding wire 1,40mm (PETV-2) GOST 21428-75, kg 710
Bath Clinic's Annual Oncology Education Day This meeting has been organised by BMI Bath Clinic in collaboration with BGPERT Dorothy House Hospice Care, Winsley, Bradford on Avon BA15 2LE Friday 26th January 2018 8.30am Arrival, registration and refreshments 9.00am Welcome & Introduction 9.10am Current concepts in Haematological Malignancy for Primary Care Dr Chris Knechtli, Consultant Haematologist 10.00am Upper GI Cancer – All About Oesophageal, Stomach, Pancreas, Liver and IDA Dr Ben Colleypriest, Consultant Gastroenterologist 10.45am Refreshment break 11.15am Bowel cancer – What You Need to Know Dr John Saunders, Consultant Gastroenterologist 12.00pm Cases illustrating symptom control, medications and discussions for patients coming to the end of their lives Dr Simon Brooks, Associate Specialist, Dorothy House 12.45pm Lunch and Tour of Dorothy House 1.30pm Managing Patients on Systemic Anti-Cancer Treatment - Acute and Long-Term Issues Dr Mark Beresford, Consultant Clinical Oncologist and Dorothy House Nurses 2.30pm Cancer and Frailty: Walking the Tightrope Dr Christopher Dyer, Consultant Geriatrician 3.15pm Summary and questions 3.30pm Meeting close If you book a place for this event and later find you cannot attend please let us know by phone or email as we may be able to offer your place to someone else. This meeting is partly sponsored and funded by pharmaceutical companies. Exhibition stands are provided for those sponsoring, assisting BGPERT to cover their costs incurred for this meeting. For more information about BGPERT including additional details about meetings visit This meeting has been accredited by BGPERT, 5 CPD credits will be awarded to attendees of this session This meeting has been organised by the Bath Clinic in collaboration with BGPERT
Overall programme performance impacted by poor performance of the Major transport Projects LGF programme does not realise its economic growth targets due to nature of focus of Department of Transport objectives versus LGF outputs/outcomes. Achievement of the aims and objectives of the programme adversely affected by any significant issue or risk in any one of the projects. Reputation of CWLEP to deliver is adversely affected due to the scale of the transport scheme projects. - Agreement with DfT and grant recipients on monitoring and reporting requirements against LGF targets. - Work with DfT to understand the funding conditions and any conditions/clawback if the non-transport outputs are not achieved. - Explore to tie in stronger penalties to of outputs to the funding offer. 4 3 12 Lack of suitable projects and/or appropriate match funding to form ESIF programme pipeline to meet eligible criteria including meeting cross cutting thematic objectives and revised Treasury deadline of March 2018 for final project submissions. Flexibility or delay in decisions to use of LGF3 as match. Lack of partner support to deploy remaining funds and sources of match funding particularly under the European Social Fund. ESIF programme does not meet its outputs/outcomes which could result in loss of funding for the sub region. Damage to LEP reputation and credibility both locally and nationally as well as with Government which could impact on consideration for future funding rounds i.e. the future prosperity fund. Loss of funding to the Sub Region to support delivery of growth, jobs and businesses in Cheshire and Warrington and delivery of SEP. Consider more long term staffing arrangements. 4 3 12 Failure to implement the seven recommendations of the ABR Review of FE has a detrimental effect on the delivery of FE skills provision across Cheshire and Warrington.. The benefits to employers, learners, the colleges and the economy more generally will not be achieved. The Strategic Forum will work to achieve the political buy-in to the implementation 3 3 9
NAME (PRINT) …………………………………………. CAPACITY …………………………………………. SIGNATURE …………………………………………. NAME OF FIRM …………………………………………. DATE …………………………………………. MBD 7.1 CONTRACT FORM - PURCHASE OF GOODS/WORKS PART 2 (TO BE FILLED IN BY THE PURCHASER) I……………………………………… in my capacity as…………………………………………………...….. accept your bid under reference number ………………dated………………………for the supply of goods/works indicated hereunder and/or further specified in the annexure(s). An official order indicating delivery instructions is forthcoming. I undertake to make payment for the goods/works delivered in accordance with the terms and conditions of the contract, within 30 (thirty) days after receipt of an invoice accompanied by the delivery note. ITEM NO. PRICE (ALL APPLICABLE TAXES INCLUDED) BRAND DELIVERY PERIOD B-BBEE STATUS LEVEL OF CONTRIBUTION MINIMUM THRESHOLD FOR LOCAL PRODUCTION AND CONTENT (if applicable) 4. I confirm that I am duly authorized to sign this contract. SIGNED AT ………………………………………ON……………………………….. NAME (PRINT) …………………………………….
With these criteria, each entry may receive a total of no more than 40 points from each judge. Have judges record their points for each entry on a score card. Add together the points from each judge and rank the artwork accordingly. If two entries are tied, the entry with the higher score for interpretation of theme receives more recognition. 5. Celebrate Your Student Participants 5.1 Celebrate Student Achievement By promoting the State PTA Reflections Awards Program, you can advance arts education throughout your state. The importance of arts in education is promoted when you are recruiting PTAs to participate, as well as when you are celebrating participants and winners. The Reflections Program has the potential to enhance PTA visibility throughout the year. There are many ways that Local PTAs, PTA Councils, Districts and Regions and State PTAs celebrate Reflections participants and winners in their communities. Some examples include school awards nights, exhibits at community arts galleries or other public spaces and features in local newspapers or television broadcasts. To increase visibility and support of the State PTA Reflections Program, promote the celebrations happening across your State! Use your social media channels such as Twitter or Facebook to share artwork and family photos, links, quotes or anecdotes from these events. Use the template media advisory and press release to make it easier for you to promote awards and events. 5.2 Opportunities for National Recognition All state finalists advancing to the national round must be entered online at by March 1, 2019. All state finalists must come from PTAs in ‘good standing’ status according to your State PTA. For step by step instructions, please reference “Student Entry Portal – State Admin. Instructions.” 5.3 National Awards and Events The National PTA award recipients are typically announced via news release and on pta.org at the beginning of May. State PTA Reflections Chairs and national round participants are notified via email. National PTA will notify the Outstanding Interpretation Award recipients and coordinate their travel to the National PTA Convention to be recognized. National PTA mails awards and certificates to students who receive Awards of Excellence, Awards of Merit and Honorable Mentions following the National PTA Convention at the end of July. For a complete list of national awards and prizes, please visit the student’s page at .
1972-1973 Reflections: This is Our Country 1973-1974 From Sea to Shining Sea 1974-1975 Our Heritage—Our Hopes 1975-1976 Spirit of ’76—Miracle of America 1976-1977 What the World Needs Now 1977-1978 Love Is… 1978-1979 Look Out Your Window 1979-1980 Behind the Gates of Tomorrow 1980-1981 What a Family Means to Me 1981-1982 What Makes Me Smile 1982-1983 Life in These United States 1983-1984 I Have a Dream 1984-1985 What Sparks My Imagination 1985-1986 From Liberty’s View 1986-1987 In Celebration: A Past to Remember, a Future to Mold 1987-1988 Wonders of the World 1988-1989 Proud Experiences 1989-1990 Where Does the Sky End? 1990-1991 If I Had a Wish 1991-1992 Exploring New Beginnings 1992-1993 Imagine That 1993-1994 If I Could Give the World a Gift 1994-1995 Dare to Discover 1995-1996 Just Open Your Eyes and See 1996-1997 It Could Happen 1997-1998 Wouldn’t It Be Great If… 1998-1999 Suddenly You Turn Around And... 1999-2000 Anything is Possible… 2000-2001 It Would be Really Strange If… 2001-2002 I Hold in My Hand… 2002-2003 Signs of Courage 2003-2004 I Am Really Happy When… 2004-2005 A Different Kind of Hero 2005-2006 I Wonder Why… 2006-2007 My Favorite Place 2007-2008 I Can Make a Difference By… 2008-2009 Wow! 2009-2010 Beauty Is… 2010-2011 Together We Can… 2011-2012 Diversity Means… 2012-2013 The Magic of a Moment… 2013-2014 Believe, Dream, Inspire 2014-2015 The World Would Be a Better Place If 2015-2016 Let Your Imagination Fly 2016-2017 What Is Your Story? 2017-2018 Within Reach 2018-2019 Heroes Around Me 2019-2020 Look Within
The outputs achieved to date and contracted are: Outputs BEIS Target Contracted on projects Achieved to date Percentage achieved New Commercial Floorspace (sqm) 184,272 6,913 4% Renovated Commercial Floorspace (sqm) 3671 3367 92% Businesses receiving investment 29 11 38% Jobs created 12000 24,464 77 0% Private sector Leverage 280 284 14 5% Public Sector Leverage 55 28 50% New homes completed 5000 11,584 2,217 19% New home starts 8,242 0 0% GVA 20 3.91 20% Space occupied at Alderley Park (sqft) 18580 1077 6% Learners benefitting 471 49 10%
29 Loss of core funding/ Uncertainty about funding from year to year impacts on staff retention. Staff don't feel secure in their jobs which could lead to a higher than expected staff turnover, loss of expertise and increase in recruitment costs Look at developing other funding streams and developing an operational surplus to provide a contingency. Funding now confirmed for two years. Build up EZ reserves to give provide appropriate cushion. 3 3 9 27 Not delivering programme level outputs Reputational damage and impact of future awards of funding. Clawback/repayment of grants Ongoing monitoring and early identification of any slippage. Consider how projects are contracted robustly. 3 3 9
3 Lack of suitable projects and/or appropriate match funding to form ESIF programme pipeline to meet eligible criteria including meeting cross cutting thematic objectives and revised Treasury deadline of March 2018 for final project submissions. Flexibility or delay in decisions to use of LGF3 as match. Lack of partner support to deploy remaining funds and sources of match funding particularly under the European Social Fund. ESIF programme does not meet its outputs/outcomes which could result in loss of funding for the sub region. Damage to LEP reputation and credibility both locally and nationally as well as with Government which could impact on consideration for future funding rounds i.e. the future prosperity fund. Loss of funding to the Sub Region to support delivery of growth, jobs and businesses in Cheshire and Warrington and delivery of SEP. Consider more long term staffing arrangements. 4 3 12 7 Failure to implement the seven recommendations of the ABR Review of FE has a detrimental effect on the delivery of FE skills provision across Cheshire and Warrington.. The benefits to employers, learners, the colleges and the economy more generally will not be achieved. The Strategic Forum will work to achieve the political buy-in to the implementation 3 3 9 31 Ellesmere Port Estate project significantly delayed and or reduced in scale Would need to find another project to take up spend, which will get increasingly harder as time passes. Potentially need to find new "off the shelf" project that could achieve spend and necessary outputs within LGF timescales 3 3 9 33 Fragility of current government means that there is a risk the government could change and lead to a change in policy regarding LEPs. Change in funding and support for LEPs Continue to promote the work of the LEP and engage counsellors and MPs from all parties. 3 3 9
Risks The top operational and programme risks are shown below. Operational Risks RISK REF RISK SCENARIO FUTURE CONTROLS / MITIGATION MEASURES Residual risk rating RISK IMPACT IMPACT {1-5} LIKELIHOOD {1-5} TOTAL 20 Current political landscape and lack of clear support for LEPs from opposition creates risks to delivery of economic development projects in Cheshire and Warrington. May take significant time to transfer delivery to another body. LEP potentially would have to be wound up and delivery of projects and realisation of benefits could be delayed. Promote the LEP achievements and its effectiveness at delivering regeneration. 5 3 15 48 Criticism of credit card transactions Reputational damage to the company and questions over transparency of process and impropriety could be raised. Clear policy on the purchase of Alcohol and corporate entertainment. Add notes to credit card statements with details of event attended and who was present when there are transactions for hospitality. 4 3 12
Peter Johnson Colvonen, Ph.D. Center of Excellence for Stress and Mental Health Assistant Clinical Professor San Diego VA Hospital (116 B) University of California, San Diego (858) 552-8585 x2468 PColvonen@ucsd.edu San Diego, CA CA License: PSY 28197 Peter.Colvonen@VA.gov Education 2011 - 2013 Ph.D., Clinical Psychology, University of Illinois at Chicago APA Accredited, Accredited member of the Academy of Psychological Clinical Science Dissertation: Patterns of Anxiety, Stress, and Substance Use Through Adolescence 2012 - 2013 Internship, San Diego VA/University of California San Diego APA Accredited OEF/OIF/OND PTSD and Substance Abuse/Mental Illness Clinic Chief Intern Representative 2011 Completion of Preliminary Paper Title: Examining the Direct and Indirect Influence of Temperament on Adolescent Smoking Trajectories: Is this Relationship Mediated by Deviant Peer Group Affiliation? 2009 M.A., Clinical Psychology, University of Illinois at Chicago Thesis: Adolescents’ Acute Emotional Responses Following Smoking: Examining the Role of Expectancies 2001 B.A., Wesleyan University, Middletown, CT Major: College of Social Studies - Government, History, Economics, and Social Theory Thesis: Examining the Relationship between Gender and Violence Research Interests Developing and evaluating interventions for PTSD, sleep disorders, and substance use Safety learning and REM consolidation as a moderator to PTSD outcomes Decreasing rates of attrition in PTSD and SUD treatment Funded Grants Title: The Impact of Integrated CBT-I and PE on Sleep and PTSD Outcomes Role: PI (10/01/2016 - 09/31/2021) Granting Agency: Veterans Affairs RR&D CDA Total: $950,687.00 Grant Number: 1lK2Rx002120-01 Goal: Randomized controlled trial comparing CBT-I Integrated with PE (CBTI-PE) compared to sleep hygiene and PE (Hygiene-PE) in Veterans with PTSD and insomnia Title: Piloting Cognitive Behavioral Therapy for Insomnia Integrated with Prolonged Exposure Therapy Role: PI (5/01/15 – 4/30/16) Granting Agency: CESAMH Pilot Grant Total: $7345.00 Goal: Further demonstrate that Veterans can tolerate and engage in CBTI integrated with PE
Scriveners Company Peter Esslemont Prize for Calligraphy and Illumination 2016 Previous winners of the Scriveners’ prize include Felicity Hollis, Anthea Power, Lu Guthrie, Helen Scholes, Sally Mangum and Ann Bowen. Entries for the 2016 prize are now being accepted. It will be awarded in the form of a certificate, a cheque for £500, and an opportunity to exhibit examples of the winner’s work at a livery event in the City of London. The works may also be featured on the Scriveners Company website. Entries should consist of two to four pieces of original work by the entrant, which will be judged by the Master Scrivener and a panel of Scriveners Company and College of Arms experts. There is no restriction on style or content but illumination as well as calligraphic skills will be taken into account. Entries should be received in the Clerk’s office (address below) by Friday 14 October 2016. The decision of the judges will be final. There are no age restrictions, but it is anticipated that the winner is more likely to be someone closer to the start of their career than a well-established practitioner, although the latter is by no means ruled out. The only requirement is that entrants should live and/or work in the UK. Giles H C Cole Clerk of the Worshipful Company of Scriveners HQS Wellington, Temple Stairs, London WC2R 2PN Office (Mon - Thurs): 020 7240 0529 Mobile: 07957 135570 Email: Web: Scriveners Company Peter Esslemont Prize for Calligraphy and Illumination 2016 Entry Form Name ……………………………………………………………………………………………..……….………..………….. Address …………………………………………………………………………………………………………..…..………… ………………………………………………………………………………………………………..………….
Part of a team tasked with the running and support or a large IT infrastructure (75 sites) providing 1st to 3rd line IT support. And the running IT projects within the Trust. February 1987 – September 2001 Army (Royal Engineers) Position: Corporal RE Deployed as a Royal Engineer: Germany, UK Mainland, Cyprus, Kenya, Canada, Bosnia, Northern Ireland. Certifications CCNP: Cisco Certified Networking Professional (Security) CCNA: Certified Cisco Network Associate CISS: Certifies Information Security Specialist MCSE: Microsoft Certified Solutions Expert MCSA: Microsoft Certified Solutions Associate MCTS: Microsoft Certified Technology Specialist MCP: Microsoft Certified Professional MVP: Microsoft Most Valuable Professional (Since 2004) VCP: VMware Certified Professional (versions 3-6) VCP-DT: VMware Certified Professional (Desktop/VDI) VSP: VMware Sales Professional VTSP: VMware Technical Sales Professional Hobbies/Interests Running and Publishing IT Community Participation at Playing Guitar References Kevin Almond Head of PSD IT Professional Services Unit 2B Waterside Drive Tyne and Wear NE11 9HU David Simpson Managing Director Coniston IT Solutions 38 Holywell Avenue Whitley Bay Tyne and Wear NE26 3AA Mark Grover Director Infosec Consulting 19 Harvester Close Seaton Carew Hartlepool TS25 1GD Tel: 0191 519 8300 Tel: 0191 519 7300 Tel: 01429 272759
Key Contacts Key Contact list for Safeguarding in Peterborough Music Hub and Peterborough Centre for Young Musicians Name Telephone contact email Designated – Music Hub Kirsten Barr 01733 452384 Kirsten.barr@peterborough.gov.uk Designated Safeguarding Lead – Peterborough Centre for Young Musicians Kirsten Barr 01733 452384 Kirsten.barr@peterborough.gov.uk Safeguarding Director – PHACE/ Peterborough Music Hub Lisa Roberts Land Line 01733 452386 Mobile 07984 647148 Lisa.roberts@peterborough.gov.uk Key local contacts Children's Services Peterborough City Council 3rd Floor Bayard Place Broadway Peterborough PE1 1FB
PETER. It is isn’t that kind of pain. Wendy, you are wrong about mothers. I thought like you about the window, so I stayed away for moons and moons, and then I flew back, but the window was barred, for my mother had forgotten all about me and there as another little boy sleeping in my bed. (This is a general damper.) JOHN. Wendy, let us go back! WENDY. Are you sure mothers are like that? PETER. Yes. WENDY. John, Michael! (She clasps them to her.) FIRST TWIN (alarmed). You are not to leave us, Wendy? WENDY. I must. NIBS. Not to-night? WENDY. At once. Perhaps mother is in half-mourning by this time! Peter, will you make the necessary arrangements? (She asks it in the steely tones women adopt when they are prepared secretly for opposition.) PETER (coolly). If you wish it. (He ascends his tree to give the redskins their instructions. The lost boys gather threateningly round WENDY.) CURLY. We won’t let you go! WENDY (with one of those inspirations women have, in an emergency, to make use of some male who need otherwise have no hope). Tootles, I appeal to you. TOOTLES (leaping to his death if necessary). I am just Tootles and nobody minds me, but the first who does not behave to Wendy I will blood him severely. (PETER returns.) PETER (with awful serenity). Wendy, I told the braves to guide you through the wood as flying tires you so. Then Tinker Bell will take you across the sea. (A shrill tinkle from the boudoir probably means ‘and drop her into it.’) NIBS (fingering the curtain which he is not allowed to open). Tink, you are to get up and take Wendy on a journey. (Star-eyed) She says she won’t!
PROFESSOR PETER P. MULLEN Peter Mullen is a native-born Kentuckian and a graduate of the University of Louisville and Western Kentucky University currently living in Callahan, Florida where he is a professor at Florida State College at Jacksonville. He is a member of the Speakers Bureau for the Georgia Historical Society, Sons of Confederate Veterans, and Florida State College, and lectures to professional and historical societies all over the country in observance of the Sesquicentennial Commemoration of the Civil War. Professor Mullen was commissioned by Governor Steven L. Beshear of the Commonwealth of Kentucky as a Kentucky Colonel on September 20, 2011 in the 220th year of the Commonwealth. PROGRAMS CIVIL WAR MEDICINE: INFECTIOUS DISEASE & IMMUNITY One hundred fifty years ago, this nation inflected upon itself four horrendous years of civil war, terrorism, and murders that lead us down the path of self-destruction. This program features science and medicine of the 19th Century blended with history and culture of the period providing a panoramic view of the suffering endured by both military and civilians between 1861 and 1865. CIVIL WAR FEUDS: A FAMILY TRADITION Numerous feuds arose during these troubled times pitting neighbor against neighbor, family against family and brother against brother resulting in conflicts lasting well into the 20th Century. The program focuses on notorious feuds that occurred in Kentucky, Virginia, West Virginia, Tennessee, Georgia, and Florida with a blend of 19th Century historical, political, and cultural aspects of each area. Contact: Peter P. Mulllen at or by telephone at 904-879-4931
2012-13 Birkhead-Burkhead Research Apprenticeship Award, Syracuse University 2012 Summer Project Assistantship Award, Syracuse University 2010-11 U.S. National Institutes of Health, Ruth L. Kirschstein National Research Service Award (Institutional Research Training Grant, Brown University) 2010 Graduate Fellowship, Pembroke Center, Brown University 2005-10 Jacob K. Javits Fellowship, U.S. Department of Education 2008-9 Fulbright Fellowship to Angola, International Institute of Education 2008 Joukowsky Summer Travel and Research Fellowship, Brown University 2008 Mellon Dissertation Fieldwork Grant, Population Studies and Training Center, Brown University 2007 Mellon Pre-Dissertation Fieldwork Grant, Population Studies and Training Center, Brown University 2007 Research Travel Grant, Graduate School, Brown University 2006 Mellon Pre-Dissertation Fieldwork Grant, Population Studies and Training Center, Brown University 2006 Research Travel Grant, Graduate School, Brown University 2005 Graduate Program in Development Summer Research Grant, Watson Institute for International Studies, Brown University 2005 Summer Research Grant, Department of Anthropology, Brown University 2005 Graduate Program in Development Fellowship, Watson Institute for International Studies, Brown University (declined) 2004-5 Graduate Fellowship, Department of Anthropology, Brown University 2004 Luso-American Foundation Scholarship, Center for Portuguese Studies and Culture, University of Massachusetts at Dartmouth 2003 Gangarosa Scholarship and Transcultural Experience Award, Emory University 2002-4 Merit Scholarship, Rollins School of Public Health, Emory University HONORS 2013 Faculty Excellence in Teaching Award, Master’s Program in International Relations, Syracuse University 2012 Faculty Excellence in Teaching Award, Master’s Program in International Relations, Syracuse University
(ii) Staff will seek the Service User's consent to pass on relevant information if requested by the transfer organisation i.e. where appropriate and with the approval of the Assistant Director. Staff will liaise with the referral agent/key worker/GP/carer or other support services as requested. Staff will provide support to the Service User during the transfer process. 34. Record Keeping Record-keeping will ensure that requirements of Niamh standards are met. There will be a separate book or files on the following: a) Finance E.g. Petty cash book File for monthly statements Lodgement book House-keeping ledger Individual records for Service Users monies Transport book b) Service User’s Service User’s Personal File Each Service User will have a Personal Record File. The file will be kept confidentially in a locked cabinet to which there is restricted access. Each file will be identified with the Service User’s name clearly displayed on the outer cover both on the front and side. Files when closed should be retained for a period of five years after which they will be shredded. Closed files to have appropriate closure forms, stored securely and dated for disposal. Access restricted to: Scheme Manager/Assistant, Person authorised by Scheme Manager, Service User (see Access to Files Policy), Referral Agent/Key Worker, Landlord/Housing Officers, NIAMH/HSSB Senior Officers, Mental Health Commission Representatives, External Audit – with letter of authorisation from Service User Files for Service Users will be organized in line with the following:
Table 1: Program Access and Reimbursement Category Findings Certification and Benefit Issuance NO FINDINGS Details: Verification NO FINDINGS Details: Meal Counting and Claiming NO FINDINGS Details: Table 2: Meal Patterns and Nutritional Quality Category Findings Meal Components and Quantities NO FINDINGS Details: Offer versus Serve FINDINGS IDENTIFIED Details: Required meal components on students’ trays were not met. Eight students did not select the required fruit or vegetable component as part of their breakfast meal. Dietary Specifications and Nutrient Analysis NO FINDINGS Details: Table 3: School Nutrition Environment and Civil Rights Category Findings Food Safety NO FINDINGS Details: Local School Wellness Policy NO FINDINGS Details: Competitive Foods FINDINGS IDENTIFIED
(a) To minimize the adverse effects of human activities on the other components of resource protection areas, state waters, and aquatic life, a 100-foot buffer area of vegetation that is effective in retarding runoff, preventing erosion, and filtering nonpoint source pollution from runoff shall be retained if present and established where it does not exist if erosion problems are evident. (b) The buffer area shall be located adjacent to and landward of other RPA component and along both sides of any water bodies with perennial flow. The full buffer area shall be designated as the landward component of the RPA, in accordance with section 122-51 and subdivision III of this division. (c) The 100-foot buffer area shall be deemed to achieve a 75 percent reduction of sediments and a 40 percent reduction of nutrients. (d) The buffer area shall be maintained to meet the following additional performance standards: (1) In order to maintain the functional value of the buffer area, indigenous vegetation may be removed, subject to local approval by the director of public works, only to provide for reasonable sight lines, access paths, general woodlot management, and BMPs, including those that prevent upland erosion and concentrated flows of stormwater, as follows: a. Trees may be pruned or removed as necessary to provide for sight lines and vistas, provided that where removed, they shall be replaced with other vegetation that is equally effective in retarding runoff, preventing erosion, and filtering nonpoint source pollution from runoff. b. Any path shall be constructed and surfaced so as to effectively control erosion. c. Dead, diseased, or dying trees or shrubbery may be removed and thinning of trees may be allowed, pursuant to sound horticultural practice incorporated into locally adopted standards; d. For shoreline erosion control projects, trees and woody vegetation may be removed, necessary control techniques employed, and appropriate vegetation established to protect or stabilize the shoreline in accordance with the best available technical advice and applicable permit conditions or requirements. … (Code 1981, § 9.5-11(c); Ord. No. 04-51, 6-15-2004)
We are now taking bookings for 06/0917 – 21/12/17 (INSET days accounted for). Completed booking forms can be returned to the happy hut, school office or to Active8 Minds by post. All completed and signed forms must be received before 17th July 2017. Please ensure your child has a change of clothing suitable to the activity, a refillable water bottle and a snack (no nuts please). Day Wake Up Club (0730-0845) Club Active8 (1515-1630) Club Cre8ive (1515-1630) Double Session (1515-1800) Monday Games & Crafts £49 Football Skills £63 Arts and crafts £63 Includes Club Active8 or Club Cre8ive followed by team games & crafts £133 Tuesday Games & Crafts £49 Handball £63 Arts and crafts £63 Includes Club Active8 or Club Cre8ive followed by team games & crafts £133 Wednesday Games & Crafts £52.50 Kwik Cricket £67.5 Arts and crafts £67.5 Includes Club Active8 or Club Cre8ive followed by team games & crafts £142.50 Thursday Games & Crafts £52.50 Mini Hockey £67.5 Arts and crafts £67.5 Includes Club Active8 or Club Cre8ive followed by team games & crafts £142.50 Friday Games & Crafts £49 Multi Skills £63 Arts and crafts £63 Includes Club Active8 or Club Cre8ive followed by team games & crafts £133 Please complete the form overleaf and return to the school office or Active8 Minds no later than the 17th July 2017 Please clearly highlight which sessions your child will be attending. Ad hoc sessions: £4.00 Wake up club, £5.00 single afternoon, £10.00 double afternoon.
RESIDENTIAL ACCOMMODATION DIVISION:- Petersfield 3 venues VENUE:- Petersfield Guide Headquarters, Alderfield, Petersfield GU32 2LH SUITABILITY:- Sleepovers, Short breaks, Week holidays. All sections Max no 24 18 18 members + leaders CONTACT:- Mrs Dawn Clay, Tel No 07941076353 Home:- 01730 267787 Email HALL KITCHEN TOILETS/SHOWER AMENITIES Large hall good heating, lighting and ventilation. Also used for dining and activities. Good size kitchen with lots of work surfaces. 3 sinks includes handwash facilities. 1 Fridge and 1 Freezer, Ranger Coker Gas Cooker, Microwave, Food storage. Semi equipped, Rubbish collection. 2 female toilets and 2 washbasins with hot and cold water. 1 male toilet. 1 Shower Disabled toilet. Chairs 24 tables 9 all stackable. CCTV on site Access for members with disabilities.
VENUE:- Rogate Village Hall North Street, Rogate, Petersfield GU31 5BH SUITABILITY:- Sleepovers, Short breaks, Week holiday, all sections. Maximum no:- 30 24 18 CONTACT:- email Phone 01730 821347 Visit HALL KITCHEN TOILET/SHOWER AMENITIES Large spacious hall with stage has direct access to pavilion which can be used as dining room or for smaller groups can use pavilion and kitchen. Oven, hob, microwave oven, dishwasher, water heaters, serving hatch, crockery and cutlery. Toilets and wash basins, showers and changing facilities. Disabled toilet. Recreation ground on site. Good parking facilities, plenty of tables and chairs. Wi-fi.
citizens. The contested delimitation of ‘constitutional justice’, ‘cosmopolitan justice’, ‘commutative justice’ and ‘equity’ in the current EU crises measures illustrates – like the WTO guarantees of ‘violation complaints’ ‘non-violation complaints’ and ‘situation complaints’ (cf. Articles XXIII GATT and GATS) – the constitutional tasks of citizens, parliaments and courts of justice to further clarify competing ‘principles of justice’ and to take more seriously the customary law requirements of interpreting treaties, and settling related disputes, ‘in conformity with principles of justice’ and human rights and fundamental freedoms for all. As illustrated by the financial crises since 2008, also questions of private ordering raise constitutional issues requiring legal limitations of both ‘market failures’ as well as of ‘governance failures’ in conformity with ‘cosmopolitan constitutionalism’ and more limited international agreements on ‘multilevel constitutionalism’. As limitations of the ‘dogmatic slumber of self-congratulatory hybris’ (Kumm) of constitutional nationalists and ‘international realists’ require citizens, parliaments and courts of justice to engage in ‘struggles for justice’ and for ‘cosmopolitan public reason’, pragmatic incremental constitutional reforms justified by ‘multilevel constitutional pluralism’ are no less important than ‘purist insistence’ on ‘cosmopolitan constitutionalism’ vis-à-vis the ubiquity of abuses of public and private power in IEL.-
2006, V.A. Employee Incentive Award “In Recognition of Dissemination of Research” 2003, Dayton Educator Magazine, University of Dayton Alumni Profile Article 2003, V.A. Special Contribution Award “For Exceptional Responsiveness to a Customer” 2003, University of and Department of Health and Sport Science “Spotlight Graduate” 2002, V.A. Employee Incentive Award “In Recognition of High Level Performance” 2001, of Excellence Award for Senior Health Programming (Gerofit Program) PROFESSIONAL MEMBERSHIPS: Gerontological Society of American College of Sports Medicine American Geriatrics Society
Senn, J. (2013). Peplau’s Theory of Interpersonal Relations: Application in Emergency and Rural Nursing. SAGE Publications. Nursing Science Quarterly, 26(1), 31–35. doi:10.1177/0894318412466744 Tourville, C., & Ingalls, K. (2003). The Living Tree of Nursing Theories. Nursing Forum, 38(3), 21–30, 36.
1.5 TC plans strategies for tracking student progress and communicating results that reflect student achievement. (5.3) InTASC 6 SCTS 4.0 Planning (Instructional Plans; Assessment) TC plans strategies for tracking student progress; however, communication to students is limited to the use of report cards. Strategies for tracking student progress include plans for communicating achievement results to students in an appropriate manner. Strategies for tracking student progress include well-organized plans for communicating achievement results on a regular basis to students in an appropriate manner.
Petition 1323/2015 by Mariano Chiusano (Italian) on the obligation of professional training in Italy for engineers CM-PE 587,762 FdR 1103241 Petition 1342/2015 by C.A.G. (Irish) on serious deficiencies in a fishing vessel that were discovered after purchase CM-PE 587,764 FdR 1103243 Petition 1346/2015 by S.P. (Greek) on banks and investment companies and the rights of the citizen related to investments CM-PE 587,765 FdR 1103244 Petition 1363/2015 by Michael Uhlig (German) on building in nature reserves by the City of Hamburg CM-PE 587,767 FdR 1103246 Petition 1380/2015 by Wolfgang Thomas (German) on behalf of Lustige 7 Pötzscha e.V., bearing 282 signatures, on insufficient anti-flooding safeguards on the upper Elbe CM-PE 587,769 FdR 1103248 Petition 1393/2015 by Α.Μ.Β (German) bearing one signature, on his concern about the financial aid the EU gives to African countries and the possible funding of corruption in those countries CM-PE 587,771 FdR 1103251 Petition 1394/2015 by Pia Matihaldi (Finnish) on behalf of Service Foundation for People with an Intellectual Disability and approximately 10 signatures, on the European Union’s Procurement Directive and its national implementation which causes discrimination based on disability CM-PE 587,772 FdR 1103252 Petition 0005/2016 by G.I. (Italian) on Directive 2014/59/EU (the Bank Recovery and Resolution Directive) CM-PE 587,775 FdR 1103256 o O o Date and place of next meeting 28.11.2016 , 15.00 – 18.30 29.11.2016 , 9.00 – 12.30