zilongwang/ReadingBank huggingface dataset:
Literacy Lesson 1 – Monday 26th September WALT: investigate language Success Criteria/Steps to Success: * Listening skills * write pirate phrases * create own language following a pattern * read aloud work LAP MAP HAP Mental Oral Starter: look at sentence and improve with dialogue and description together. TA support to support Kate, Alfie and Patryk in small group with simpler sentence. Introduction: Investigating language for a purpose. Eg Pirate sayings and language. Read the book ‘Pirate Pete’s Talk like a pirate’ – ask children to focus on language and dialogue as Teacher reads it slowly pointing out repetition of words, eg ‘Walk the plank’. TA – help those who struggle to focus to attend to the teaching (Kate and James, Noah D and Betty ). Main Activity: Teacher to talk children through language in the book. Put an example on the board of what we might say and how this could be turned into Pirate speech! Then all class make a list of sayings that a pirate might say and focus on dialogue. Speech bubbles for Year 2 as needed. Ask TA to focus on drawing bubbles but not put what goes inside needs to be their own ideas. Plenary: Perform their pirate work with the rest of the class. Invite comments from class to each group Teacher support. Children write sentences and phrases like a pirate. Encourage children to come up with own ideas and write in speech bubble as needed. TA support Children write sentences and phrases like a pirate. Encourage children to read back through their work – noticed from last week before showing to teacher… is it really making sense or have they missed a letter or word out that effects their meaning ? Children write sentences and phrases like a pirate and place into separate paragraphs. Not a story just separate ideas. Independent group. Encourage children to consider audience when writing their sentences.
Numeracy Lesson 1– Monday 12th September WALT: compare numbers Success Criteria/Steps to Success: *Identify the tens numbers *If the same, look at the units number *identify symbols LAP MAP HAP Mental Oral Starter: mental addition and subtraction to 100 (2-digit and 1-digit number) TA – HAP – mental addition and subtraction to 100 (two numbers, not crossing tens barrier). Introduction: look at ordering groups of numbers by looking first at the tens number and then, if needed, the units number. Extend to comparing numbers using the < and > signs. TA – HAP – revise using < and > to compare numbers to 1000. Look also at ordering numbers in a variety of contexts, e.g. £.p , litres/ml, kg/g etc. Main Activity: order numbers. Plenary: Discuss what they have found out Teacher support Order groups of numbers to 100. Use < and > signs to compare numbers. Order groups of numbers to 100. Use < and > signs to compare numbers. TA support Compare numbers using < and > and = signs. Order numbers in a variety of contexts (number to 1000).
GPS Lesson 1 – Monday 6th June WALT: use possessive apostrophes Success Criteria/Steps to Success: * * * LAP Ben Billy Oran Henry Betty MAP Ropa, Jenocha, Wiki – EAL needs HAP Valentin - punctuation work. Samuel - presentation Amelie - openers and connectives Mental Oral Starter: Introduction: Main Activity: Plenary: Children to traffic light their WALT Discuss the rules of possessive apostrophes, reminding children of how to use it for singular and proper nouns. Then explain that it is a bit different for a plural - ensure children know what a plural is! Go through the rules for adding an apostrophe for plural nouns. Make it clear that it doesn’t show it is more than one!! GPS Lesson 2 – Tuesday 7th June WALT: use possessive apostrophes Success Criteria/Steps to Success: * * * LAP Ben Billy Oran Henry Betty MAP Ropa, Jenocha, Wiki – EAL needs HAP Valentin - punctuation work. Samuel - presentation Amelie - openers and connectives Mental Oral Starter: Introduction: Main Activity: Plenary: Children to traffic light their WALT Revisit yesterday’s teaching, and address any misconceptions in a small group with those that need it to be revisited. Other children - write some sentences using possessive apostrophes (dictated by Mrs T). GPS Lesson 3 – Wednesday 8th June WALT: use nouns and pronouns Success Criteria/Steps to Success: * * * LAP Ben Billy Oran Henry MAP Ropa, Jenocha, Wiki – EAL needs HAP Valentin - punctuation work. Samuel -
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(only in conjunction with merchant education or Law Enforcement related activities) Safer Prescriber Training X X PDMP Registration/ Utilization/Policy change X X X Lockbox Distribution X X X Locking cabinet installation X X X Intervention/Strategy Intervening Variables Substance Easy Retail Access Easy Social Access Permissive Social Norms Low Perceived Risk Extensive Promotion/ Marketing Alcohol Tobacco Marijuana Prescription Drugs Communication Campaign-Social Norms X X X X X X X Communication Campaign-Support for Prevention (Policy, Media Advocacy) X X X X X X X X Communication Campaign-Lock Your Meds X X X Permanent medication drop box and Medication Take Back Events X X X
Worksheet for Prioritizing Events and Programs Goal/Program Impact Effort/Cost Rating or Score In this column list the program/event being considered. Rate with a “1”, “2”, or “3”. “1” being very low impact and “3” being very high impact. Rate with a “1”, “2”, or “3”. “1” being very high effort/cost and “3” being very low effort/cost. For scoring, multiply the impact rating times the effort/cost rating. A high score designates a good program. A low score might not be a good event/program to have.
REMEMBER: Always insist that children use the target word in every answer they give you at every stage of the session. 1. 1 min. Display word. I say: diverse We say: diverse You say: diverse Say it in a squeaky voice. Say it quickly. Say it really, really slowly. Say it and clap it (di-verse). 2. 1 min. Display COBUILD definition. ‘If a group or of things is diverse, it is made up of a variety of things.’ 3. 2 min. Connections and word mapping. Perfect opportunity for making spelling and meaning links with other words. How is our school diverse? How is our community diverse? Is it good for a community to be diverse? Challenge: how does ‘affluent’ relate to ‘diverse’? 4. 3 mins. Image analysis. What connects all three images? Is each picture diverse? How do you know? What is the same in each picture? Are there any differences? This would present a great opportunity to talk about diversity within either your own community, or on the wider scale of the UK. Diversity doesn’t just mean race. As the pictures show, it means a wide variety of things. 5. 3 mins. Discussion: Idea substitution. Say each sentence aloud. Each sentence has something to do with the target word. Children need to revise each sentence in a way that includes the target word. The cake shop had lots of different cakes on display in the shop window. (diverse) The cake shop had a diverse range of cakes on display in the shop window. The shoppers scurried from shop to shop in the really crowded shopping centre. (bustling) The shoppers scurried from shop to shop in the bustling shopping centre. The event was a celebration of the variety of faiths and beliefs present in our community. (diverse) The event was a celebration of our diverse community. 6. 4 mins. The 4-minute show me showdown!
REMEMBER: Always insist that children use the target word in every answer they give you at every stage of the session. 1. Display word. I say: bloodshot We say: bloodshot You say: bloodshot Whisper it. Say it and clap it. Say it in a tired voice. Say it whilst yawning. 2. Display COBUILD definition. ‘If your eyes are bloodshot, the parts that are usually white are red or pink.’ 3. Images, connections, and word mapping. Cycle through the images and say the word ‘bloodshot’ for each one. Perfect opportunity for making spelling and meaning links with other words. 4. Use the template provided, or, more simply, have the children draw their own eyes and draw what a pair of bloodshot eyes would look like. 5. Writing. Ask the children to explore their new understanding using these sentence stems. The teenager’s eyes were bloodshot because … The teacher gave a bloodshot stare because … The police officer looked closely at his bloodshot eyeballs because … 6. The Show-Me Showdown! To independently show their understanding of the new word, children must choose one of the listed options. Encourage children to pick a different option each day. drama: act out a scene where you have just woken up after one hour’s sleep and you look in the mirror.
Shoppes of Greenbrier, SW Clyborne Sign Variance | Final PUD Location: 5948 Snider Road Requested by: Scott Schmidt, Looking Glass Hospitality Group Current Zoning: B-PUD, Business Planned Unit Development PC 2017-065 FD Subjects: A: Recognition of Visitors B: Next Meeting | December 5, 2017 Adjourn.
23 PLANNING DECISIONS App. No. Address Applicant Proposed Development Comments PAP/2016/0041 The Cottage Maxstoke Lane, B46 3DG Ms Kerry Cursley Change of use from garage to hair salon. Temporary permission PAP/2016/0513 Mrs Emma Fisher Works to trees in a Conservation Area Pending PAP/2017/0157 Blythways Blythe Road Coleshill B46 1AH Mr Daniel Hatcher Outline application for the erection of up to 50 no: dwellings (class C3) following demolition of existing residential development and outbuildings; to include details of layout and access off Church Hill and Blythe Road, with all matters reserved Pending PAP/2017/0209 Chantry House High Street Coleshill B46 3BP F B Architecture Limited Construction of new additional parking for Chantry House and De Montfort House Granted PAP/2017/0215 42 Parkfield Road Coleshill B46 3LE Mr Matthew Jolley Variation with condition no's 2 & 13 of planning permission PAP/2016/0408 relating to incorporate provision of a detached garage into the development and elevational treatments; in respect of demolition of existing bungalow and the construction of 1 no: 4 bed detached dwelling and 2 no: 3 bed semi-detached houses and parking Pending PAP/2017/0228 80 Wingfield Road Coleshill B46 3LJ Mr & Mrs Richards Erection of first floor extension and new porch to front of property. Granted PAP/2017/0239 41 Blythe Road Coleshill B46 1AF Mr & Mrs Attridge Raise height of roof by one metre, extension to front elevation and existing garage and associated external works Granted St Andrews 37 Blythe Road B46 1AF PJ Planning Mr John Jowitt Reinstate St Andrews to a single dwelling with residential annex, and construct 10 no: 2 bed dwellings, comprised of a building replacing the original coach house as two dwellings, and 8 dormer bungalows, plus LBC Granted PAP/2017/0214 The Arches 1,2,3 & 16 High Street Coleshill B46 1AZ Ms Maxine Palmer Change of use to residential dwelling Granted
The grounds for this are its historic presence for generations as a bank, its iconic appearance in the streetscene, its unique architecture and fine interior wood panelling. 16 PLANNING DECISIONS Appl. No. Address Applicant Proposed Development Comment PAP/2016/0041 The Cottage Maxstoke Lane, B46 3DG Ms Kerry Cursley Change of use from garage to hair salon. Temporary permission PAP/2016/0399 Former B Station Site Faraday Avenue Hams Hall, Coleshill Delta Planning Mr David Green Demolition of existing buildings and redevelopment of site for industrial/ distribution uses (Use Class B2/B8) including ancillary offices and associated parking, highway infrastructure, ground engineering, drainage and landscaping. Granted PAP/2016/0513 Mrs Emma Fisher Works to trees in a Conservation Area Pending St Andrews Home 37 Blythe Road B46 1AF P J Planning Mr John Jowitt Reinstate St Andrews to a single dwelling house with residential annex, and construction of 10No. 2 bedroom dwelling consisting of replacing coach house with two dwelling and 8 dormer bungalows, associated parking /landscaping. New access point off Chestnut Grove. Plus Listed Building consent. Do Not Determine PAP/2016/0723 Hallmark House Lichfield Road Grimstock Hill B46 1LE Mr Mark Harvey Demolition of existing buildings and erection of 9 no: residential dwellings, with associated parking, access and landscaping Granted PAP/2017/0157 Blythways Blythe Road Coleshill B46 1AH Mr Daniel Hatcher Outline application for the erection of up to 50 no: dwellings (class C3) following demolition of existing residential development and outbuildings; to include details of layout and access off Church Hill and Blythe Road, with all matters reserved Pending PAP/2017/0206 43 Chestnut Grove Coleshill B46 1AD Mr Derek Griffiths Two Story rear Extension Granted PAP/2017/0209 Chantry House High Street F B Architecture Limited Construction of new additional parking for Chantry House and De Montfort House Pending
in relation to visibility for one of the neighbouring properties. PAP/2018/0094 St Andrews Home Blythe Road Coleshill B46 1AF P J Planning Mr John Jowitt Removal of condition No.3 of PAP/2017/0267 relating to the occupation of the eight bungalows prior to the completion of the refurbishment works to St Andrews House No objections. PAP/2018/0100 148 High Street Coleshill B46 3BG Mr John Kenelm Wingfield Digby Listed Building Consent for repainting of front elevation, windows and doors No objection and the improvements are welcomed. PAP/2017/0688 Blythways Blythe Road Coleshill B46 1AH Mr Joe Murphy Approval of reserved matters for 38 residential units including affordable housing, formation of estate roads; and discharge of condition 1 (appearance, landscaping and scale), condition 8 (levels) and condition 12 (hedgehog fencing) attached to outline planning permission PAP/2017/0157. There is no objection to the discharge of the conditions subject to the Borough Planning Department being able to ensure that the proposals on condition 8 (levels) and condition 12 (hedgehog fencing) are monitored in order to be actually provided. PAP/2017/0346 Coleshill Fuel Express High Street Coleshill B46 1AY Miss Grace Cunningham Retrospective application for signage No objections. PAP/2018/0116 44 Parkfield Road Coleshill B46 3LE Mr Kevin Maher Demolition and extension to form kitchen/utility room and erection of detached garage. No objections. 67 PLANNING DECISIONS App. No. Address Applicant Proposed Development Status PAP/2017/0438 2 Birmingham Road Land opp Green Man Mr A Watkins Works to trees in Conservation to fell four trees Pending PAP/2017/0642 130 High Street Coleshill B46 3BJ Mr George Abuaita Variation of condition no: 4 of planning permission PAP/2017/0305 relating to delivery hours; in respect of change of use from A2 (former bank) to 1 no: mixed-use coffee shop & 1 no: commercial unit (A1/A3). Pending DOC/2017/0115 Blythways Blythe Road B46 1AH Mr Joe Murphy, Crest Nicholson Approval of details required by conditions no:6 of planning permission PAP/2017/0157 dated 02/10/2017 relating to construction traffic management. Pending
uncover our strengths, individually and as a planning council contributes to shaping the work, noticing patterns together, and discovering local solutions. Clarity of Purpose Define and shape purpose 9 Whys Rapidly clarify for individuals and a group what is essentially important in their work. Our Stumbling Blocks Figure out what gets in our way Wise Crowds Tap the expertise and inventiveness of everyone in the group simultaneously. Our Possibilities Make room for innovation TRIZ Clear space for innovation by helping a group let go of what it knows (but rarely admits) limits its success and by inviting creative destruction. Our Partners Data Presentation From data day, from survey How are we working together; where are our strengths; where are our silos; Our Work Defining the future goals Open Space Includes everybody in constructing agendas and addressing issues that are important to them. Having co-created the agenda and free to follow their passion, people will take responsibility very quickly for solving problems and moving into action. Action Planning Making changes that matter 25/10 A serious and valid way to generate an uncensored set of bold ideas and then to tap the wisdom of the whole group to identify the top ten. Evaluation and Closing Room; lunch; format; What stood out? What will we do differently in our work? What are you feeling about the Planning Council? Vote by moving your feet; Circle Our Successes and Strengths Welcome Celebrate our past successes; form as a group; get settled Stars on Display Impromptu Networking Loose yet powerful connections are formed in 20 minutes by asking engaging questions. Everyone contributes to shaping the work, noticing patterns together, and discovering local solutions.
Useful Planning documents This document was developed as a direct follow-up to the workshop “The role of Planning for the future of Oxfordshire” on 2nd July 2015 Topic Oxfordshire specific* national Neighbourhood Plans (ORCC, Jan 2014) (Berks, Bucks and Oxon WT, Oxfordshire CC & Thames Valley ERC, 2012 – guide on neighbourhood planning (TCPA March 2011) Local Plans 2004 new to be adopted summer 2016 Strategic Housing Market Assessment, , March 2014 ), March 2012; HM Government] Development Management , (Berks, Bucks and Oxon WT, Oxfordshire CC & Thames Valley ERC, 2014) , Defra, 2012 (Environmental Audit Committee, Nov 2013) Green Infrastructure (partnership production including Natural England, 2010) (Natural England, June 2014) (Defra and Natural England, July 2013) Green Belt (Oxford City Council, April 2014) (HM Government planning portal webpage, 2015) – statutory guidance for Local Planning Authorities; section 9: Protecting Green Belt Land (DCLG, March 2012) (Natural England & CPRE, 2010) Other (Feb 2015) (Feb 2015) Conservation Target Areas [] (Green Alliance, June 2015) , July 2015 – value of ecosystem services , guidance for local authorities (TCPA April 2012) *Including material related to Kingsbrook development, Aylesbury (there is lots more information – we deliberately kept it to one side of A4)
4. Delivers lessons where pupils feel safe, using a variety of teaching approaches to enable them to take part 5. Is based on reliable sources of information, including about the law and legal rights, distinguishing between fact and opinion 6. Promotes safe, equal, caring and enjoyable relationships and discusses real age-appropriate issues such as friendships, families, consent, relationship abuse, sexual exploitation and safe relationships online 7. Gives a positive view of human sexuality, with honest and medically accurate information, so that pupils can learn about their bodies and sexual and reproductive health in ways that are appropriate to their age and maturity 8. Gives pupils opportunities to reflect on values and influences that may shape their attitudes to relationships and sex, nurturing respect for different views 9. Includes learning about how to get help and information from a range of reliable sources 10. Fosters gender equality and LGBT+ equality and challenges all forms of discrimination in lessons and in every-day school life 11. Meets the needs of all pupils with their diverse experiences - including those with special educational needs and disabilities 12. Seeks pupils’ views about RSE so that teaching can be made relevant to their real lives and assessed and adapted as their needs change The principles require that RSE gives a positive view of human sexuality, delivered by properly trained staff, working in partnership with parents. The subject must present reliable, medically-correct information relevant to all pupils, including those with disabilities, special educational needs and must foster LGBT+ equality and gender equality. High quality, inclusive RSE is an essential safeguarding tool that can help pupils stay safe. Hence it is important that it begins in Primary School, delivered through a whole-school approach, in an age-appropriate way. Recommendations Schools are asked to consider whether the 12 principles of good quality RSE are embedded in their current curriculum. In addition, schools are urged to start planning for statutory relationships and sex education as soon as possible; considering any barriers and training/support they may need. There are frameworks, toolkits, and guidance for primary, secondary and special schools available, for example, through the Sex Education Forum, . BMBC Public Health may also be able to provide support to schools. In addition, Barnsley Secondary Schools can access a free comprehensive RSE programme delivered by Spectrum Integrated Sexual Health Service (a Public Health commissioned service). Please use the contact details below if you would like further information. Officer: Dr Amy Booth (Public Health Senior Practitioner) Contact: 01226 747464 Email:
Aspects of the existing practice that need to be addressed Partnerships Sustaining Partnerships is a significant barrier Practitioners looking in the wrong direction - partner ships will help with contemporary context Technology Children accessing mobile technology has given rise to a generation of photographers and film makers Lack of equipment and software in secondary, less clear as an issue in primary Parental Engagement Raise parents awareness of the wider impacts and values Art & Design can bring to the lives of young people Skills Learners not using their creative thinking skills Diminution in skills through the contemporary child's world being more 'cluttered.' Transferable skills not being transferred Raise awareness of developmental stages Practitioner confidence and capacity Barrier to the delivery of learners entitlements Barrier to learner progress
Volunteer involvement: Are there methods to communicate & inform volunteers? 6.1 Are volunteers involved in decision making and given opportunities to contribute ideas? 6.1 Are there opportunities for volunteers to meet to discuss work issues? 6.1 Is information collected & analysed regarding volunteer’s satisfaction, challenges, etc? 8.4 Risk management: Have you identified and assessed risks for your organisation? 1.3 Are strategies in place to address risks (eg adequate insurances, security, etc)? 6.2 Are workspace facilities & resources adequate & safe for staff? 2.3 Does the workplace comply with WH&S requirements? 6.2 Are there grievance procedures in place for volunteers? 6.3 Do you have procedures for Identifying hazards Recording injuries Operating equipment General workplace health practices (breaks, etc) 1.3 Volunteer Management – Service Delivery & Performance Management Are activities generally being completed in a simple & effective manner? Are service standards for volunteers derived from: Customer’s requirements Industry standards Volunteer input? 3.2 Does the organisation monitor outcomes of services provided? 8.2, 8.3 Is there a process to review performance & provide feedback on a regular basis? Is this documented? 8.4
Planning HMBS342 Principles of Cancer Biology (October 25 - November 15) Date Time subject lecturer place Oct 25 9h-10h What is cancer? ula hibner IGMM seminar room an overview of oncogenes and tumour supressor genes serge roche IGMM seminar room Oct 27 9h-10h30 How deregulated cell cycles trigger cancer dan fisher IGMM seminar room 11h-12h Telomere maintenance underlies cellular immortality, a hallmark of cancer jerome dejardin IGMM seminar room Nov 6 Chronic inflammation in cancer : Too much of a good thing ? nadine laguette IGMM seminar room Tracking down the origin of cancer : replication stress and genomic instability philippe pasero IGMM seminar room 17h-18h30h article presentations IGMM seminar room nov 7 14h-16h Physiological and pathological properties of EMT-associated plasticity stéphane ansieau IGMM seminar room article presentations IGMM seminar room 17h-18h Developmental pathways in cancer: when cooperation turns into addiction antonio maraver IGMM seminar room nov 8 13h30- 16h30 Liquid Biopsy: A paradigm shift in personalized cancer medicine klaus pantel/ catherine panabières IGMM seminar room article presentations IGMM seminar room nov 9 13h30-15h Inter & intra-tumour heterogeneity: causes & consequences damien grégoire IGMM seminar room 16h15
Diaper Changing Maintain eye contact Use child-directed-speech Pair touch with language Talk about what the child is doing Talk about what you are doing Sing songs or say nursery rhymes, in English and in children’s home languages Use a few words in the child’s home language Indoor Activities: Tummy Time Play time Center Time Small groups Build conversations around children’s interests and join in their play: Tune in to children and talk about what they are interested in Honor all attempts to communicate Use child-directed speech and pauses between sentences Use touch accompanied with talk Use gestures to accompany talk Focus conversation on what child is interested (adults and infants/toddlers talk about the same object) Join in children’s play, become part of their world Accept children’s use and mixing of their home language and English Sit with the children and guide and support their interests and
is no remainder the meaning of the word ‘cognition’ Display the title of the and examine the associated questions that focus on what metacognition is and how it could help when solving problems. strategy you would use. Demonstrate how reasonable your answer is Another student must complete your problem without assistance an appropriate strategy? Do students apply multiplication and/or division appropriately to their problem-solving? Do they demonstrate an understanding of equal groups? Repeated addition? Are they able to identify and apply appropriate calculations from selected information? TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 4.4.10 Units of Time ACMMG085 and using the correct operation for converting units of time ACMMG086 am and pm notation and solve simple time problems Students can find it difficult to conceptualise the progression of time on a round clock face or with digital clacks. Unwinding the clock to a straight line provide a different perspective on how to show the progress of time and reinforce understanding of key concepts. Brainstorm student knowledge about time. Use a number line to show your working out 1. Ben’s cricket game started at 11:52 am and ended at 4:11pm. How long did it take before a team was declared a winner? Use two different methods to work out 2. What is the elapsed time from 11:30am to 11:35pm Ten Green Bottles If the first bottle fell at ten past five in the morning (5.10 a.m.) and the others fell down at 5 minute intervals, what would the time be when the last bottle fell down? FISH problem solving kit ●large teacher clock ●small individual clocks (class set) ●number line (teacher and student)
FCCLA Planning Process Summary Page Template (This template may be modified, but all headings must be used in the correct order. The FCCLA logo, STAR Events logo, and Planning Process graphics are encouraged but not required.) IDENTIFY CONCERNS SET A GOAL FORM A PLAN (WHO, WHAT, WHEN, WHERE, HOW, COST, RESOURCES, AND EVALUATION) ACT FOLLOW UP
just the electric power system and (b) environmental impacts. Table 4 summarizes. Table 4 NEMS MARKAL/TIMES WASP-IV Output Alternative energy assessment Optimal investment plan Optimal investment plan Optimization model Objective function Single objective Single objective Single objective Stochastic events √ √ √ Formulation Modular Generalized network Generalized network, modular Forecast horizon 20-25 years Unconstrained 30 years Sustainability Greenhouse gases √ √ √ Other emissions √ √ √ Resiliency Loss of load Energy represented Primary energy sources √ √ Electricity √ √ √ Liquid fuels √ Transportation Freight √ ? Only fuel demand Passenger ? ? Probability models 4.1 Load duration curves
17th November 2008 Dear Professor??? Re: AGNC Spring Meeting 31st March – 1St April 2009 Thank you again for agreeing to speak at our Spring Meeting. I have enclosed a speaker’s form, an up to date programme, including a map for the venue. I would be grateful if you could complete the speaker’s form and return it to me. You are of course welcome to attend for the whole day. Lunch will be provided. If you have any problems please do not hesitate to get in touch with me. Please ensure that you register on line at following the links to the Spring Meeting Registration. Registration is required for insurance purposes and the registration fees are waived for invited guest speakers. We look forward to meeting you. With best wishes, Yours sincerely Carolyn Owen On behalf of AGNC Organising Committee Example (s) 3 Call for abstracts Association of Genetic Nurses and Counsellors SPRING MEETING
Be sure to color in your map when finished. The final step will be plotting the coordinates of important locations. This step’s instructions will be given at a later date as it will require me to photocopy your map onto grid paper. You will be given 4 class periods to finish this assignment. If more time is needed, you will need to work on it after school. Below is the grading rubric for the Reading and Social Studies part of the assignment. 4 - ADVANCED 3- PROFICIENT 2-DEVELOPING 1-BASIC Map Elements The map includes clearly labeled title, compass rose, key, and appropriate labels. The map includes most standard map elements; most are accurate and easy to read The map is missing several standard map elements The map is missing most standard map elements Physical Features/Content All labels are included and are carefully placed. Physical features are carefully drawn and are colored appropriately All labels are included and most are accurately placed. Physical features are carefully drawn and are colored appropriately. All but one or two labels are included, several inaccurately placed placed Several labels are not included, most are inaccurately placed Accuracy of map The map represents the intended area well. All the objects are placed in correct proportion and approximation. The map represents the intended area well with the exception of a few missing objects. The map represents the intended area with a few errors of placement. The map does not represent the intended area at all. Neatness of map The map is neat and readable. The map is easily identifiable to the reader. The map is readable; some help is needed to distinguish 1-2 things The map is somewhat readable; some help is needed to distinguish 3-4 things The map is difficult to read or understand. Gives the reader no clues or ideas of what it is. Visual Appeal Very colorful and clean looking; labels are easy to read Some color is used; most labels are easy to read Limited use of color; labels are somewhat difficult to read Limited or no use of color; labels are very difficult to read
a fee, exempting home occupations, agricultural uses, or the extraction of minerals. If your business is a commercial, industrial or commercial/Industrial requiring a Town, County, State or Federal license or permit or any business then these are the steps to follow: Get a commercial application at the Town Office. PRINT CLEARLY, except where a signature is required. If you decide to answer any questions on a separate page, number the attached pages and note it in the space for an answer. Examples: List of Abutters are on attached pages 1-2. Question d. is answer in detail on attached page 4. Complete all questions to the best of your ability. Note: N/A is not an acceptable response. If the question does not apply explain why you think it does not apply. Provide a list of all abutters and their addresses. This information is available at the Town Office. The Tax Maps and Commitment Books will provide you with the necessary information. Include a site map. This may be hand drawn. Indicate all significant buildings, structures, driveways, roads, parking areas, wells, septic, wetlands, stonewalls, etc. The Board may require a physical site walk. Questions d. and e. must provide a copy of the plan for handling the issues addressed or a letter from the Code Enforcement Officer w . Attach current copies of all local, state and/or federal licenses or permits pertaining to your business. Note the status of any pending license and/or permits that will be required for your business. If you have a Corporation, S Corp, Corp Online, LLC,
REPORT Planning Applications: Application/ enforcement # Site Address Description of proposal Ingleside, Barnett Leasowes, Ironbridge Rd, TF8 7NB Replacement of front windows and door and the installation of cladding to existing dormer No comment Kiln Lodge Woodlands Farm Beech Rd Ironbridge TF8 7PA Division of existing single dwelling to form two dwellings Comment – insufficient detail for additional parking The Finney, 13 Burroughs Bank, Lightmoor, TF4 3QS Demolition of existing dilapidated dwelling and erection of a replacement three storey dwelling (Retrospective) and a six-bay garage with gym, cinema, office and storage above No comment Glendawn, The Knowle, Jackfield, TF8 7LF Felling of 1no. Scots Pine tree and 6no. Leylandii trees No comment Land adjacent Sunny Ridge, Buildwas Road, Ironbridge Erection of a two-storey dwelling and detached garage with associated retaining wall ***Amended Description/Plans*** Support – the design is now more sympathetic to the houses in the Gorge Decisions: Site address Description of proposal Telecommunications Mast, Ironbridge Rd TF8 7NB Felling of multiple trees Trees in Conservation Area Granted N/C 12 Darby Road, Coalbrookdale TF8 7EL Reduction of height by up to 5m on 1no. Silver Birch tree Trees in Conservation Area Granted N/C Site of Severn Garage, Wharfage Erection of 2no. two storey semi-detached dwellings with associated external works, access and landscaping following demolition of existing garage premises Full Granted Comment – clerk to express ongoing concern The Finney, 13 Burroughs Bank, Lightmoor TF4 3QS Erection of a six-bay garage with gym, cinema, office and storage above Withdrawn N/C Site of Lincoln Grange Nursing Home Lincoln Hill Subdivision of 1 no. residential unit into 2 no. residential units with minor alterations to the fabric of the building (Full planning application) (Listed Building application) Full Granted/ Listed Building Granted N/C 39 The Lloyds, Ironbridge TF8 7HH Felling of 1no. Sycamore tree Trees in Conservation Area Granted N/C Mount Pleasant, Hodge Bower, Ironbridge TF8 7QE Tree works Trees in Conservation Area Granted N/C Land adj 6 Chapel Rd Jackfield Felling of 2no Silver Birches Trees and 1no. Sycamore Tree Trees in Conservation Area Granted N/C
Patterned sheet flooring The drawing below shows a floor covering plan of the same room used in the sample calculation in the Learner Guide. This time the seam is running lengthwise. Calculate the lineal metreage of floor covering required. Show all your workings. Allowing for angles Calculate the lineal metreage of sheet flooring required for the floor shown below. You will be using a roll of 300 cm wide vinyl sheeting with an ‘all-over’ pattern (that is, no pattern repeats). Show all your workings.
Assignment 2 Your trainer will ask you to develop three separate floor covering plans for three different flooring installation projects. Each floor covering plan will include: A scale drawing of the area, showing all required measurements, positioning of seams and joins, and the direction of the pile (where relevant) Subfloor preparations required Descriptions of the floor covering and underlay to be used Descriptions of accessories and other information needed to complete the installation. You may be asked to measure up actual floor areas or work from building plans, or a combination of both. Use separate pages for this assignment or create electronic documents on a computer.
Vision The Mesa Neighborhood Planning Study strives to think boldly to identify and implement creative solutions for the future. Transform an campus neighborhood into a unique destination. Deliver rich experiences. Connect to the UC San Diego campus and larger community. Establish places to engage. Create unique experiences. Build community. The Challenge: Identify the site's maximum development potential while maintaining a walkable neighborhood and high quality of life Integrate the existing Mesa landscape • Sustain a vibrant community based on innovation, collaboration and inspiration Build a community where students, faculty, spouses, significant others, children, parents can co-exist and thrive Transform an entire neighborhood into a walkable destination Create a place that links to the greater surrounding community The Mesa Neighborhood Planning Study incorporates the bold vision outlined in the UC San Diego 2014 Strategic Plan which calls to align all efforts to be a student-centered, research-focused, service-oriented public university. The Opportunity The Mesa Neighborhood will be a dynamic place combining residential life with community, recreation, retail, commercial and cultural life. Guiding the vision throughout the planning study was the need to create valuable communities at all scales. Defined by the Planning Advisory Committee (PAC), the themes below are woven throughout the development of the neighborhood plan. What makes a housing complex a community? People Inclusion Shared values Something in common Diversity Access Trust Time Sense of place Identity Social interaction Gathering spaces Support services Community events Planning Principles
Planning District 1& 2 5 & 12 6 & 7 8 9 & 10 11 13 & 19 14 15 16 & 17 20 21 & 22 Member Localities Bland Bristol Buchanan Carroll Dickenson Galax Grayson Lee Norton Pulaski Radford Russell Scott Smyth SWVSHI Tazewell Washington Wise Wythe Botetourt Craig Danville Floyd Franklin (County) Giles Henry/Martinsville Montgomery Patrick Pittsylvania Roanoke (County) Roanoke (City) Alleghany Bath Clarke Frederick Harrisonburg/Rockingham Highland Page Rockbridge Shenandoah Shenandoah Valley Warren Winchester Alexandria Arlington Fairfax Loudoun Manassas Manassas Park Prince William Albemarle Charlottesville Culpeper Fauquier Fluvanna Greene Louisa Madison Nelson Orange Rappahannock Amherst Appomattox Bedford Campbell Lynchburg Brunswick Dinwiddie Greensville/Emporia Halifax Hopewell Mecklenburg Petersburg Prince George Surry Sussex Amelia Buckingham Charlotte Cumberland Lunenburg Nottoway Prince Edward Charles City Chesterfield Colonial Heights Goochland Hanover Henrico King and Queen New Kent King William Powhatan Richmond (City) Caroline Essex Fredericksburg King George Lancaster Northumberland Richmond (County) Spotsylvania Stafford Westmoreland Chesapeake Franklin (City) Isle of Wight Norfolk Portsmouth Southampton Suffolk Virginia Beach Accomack Gloucester Hampton James City Mathews Middlesex Newport News Northampton York/Poquoson Williamsburg
Deployment of adults Include information on the following points: Who will be supporting? What will their role be? Adult interaction? Support for vulnerable groups, resources required Assessment Opportunities How will I know whether children have learnt something new? What have they learnt? How can I evidence this? Include strategies Evaluation and reflection of your practice What does this tell you about your performance as a teacher? Next steps for children’s learning Next steps for practice Trainees based within the EYFS, please see additional guidance on completing the planning format.
Appendix A: National Objective Information Maps (in color) Boundaries of jurisdiction shown Project area shown as well as service area Detailed map of service area (including street names) Service area corresponds to survey area Floodplain map if located in 100-year flood plain Income Survey Information (if applicable) Detailed description of survey methodology Copy of sample survey form Copies of written survey material Map of survey area Survey results analysis form Certification form Certification letter Appendix B: Project Description Documentation Scope of Work Appendix C: Project Need Documentation Relevant letters of need and other evidence of community need (Limited to seven letters; no page limit on the letters) Photos in color with dates and captions explaining relevancy Letter of justification for repeated plan type (if applicable) Appendix D: Fiscal Impact Documentation Applicant fiscal impact documentation Cash & Investment Combined Statement Tax sheet Clerk/Treasurer’s Debt Report Ending balances of discretionary funds with explanations of the future use of those funds If applicable, sub-recipient fiscal documentation Income & Expenses Report Annual operating budget Appendix E: Readiness Information (no supplementary letter required) Municipal resolution authorized by governing body committing the total amount of local match, indicating source and amount of match Written statement from Chief Financial Officer stating funds are available and dedicated to project Correspondence from bank, not-for-profit or other funding source (If applicable- Must be with original signature on letterhead) Appendix F: Infrastructure Documentation Copy of most recent water and sewer rate ordinance (Utility Plans only) Appendix G: Procurement Documentation Original legal ad announcing Request for Proposals/Qualifications and publisher’s affidavit Copies of certified mail receipts
The increase in height and FSR will not reduce the safety, efficiency, and ongoing operation of the classified road. Further detail on design and location to ameliorate potential traffic noise or vehicle emissions within the precinct of the development will be provided at DA stage. Q6. Is the planning proposal consistent with applicable Ministerial Directions (s.117 directions)? The Planning Proposal is consistent with the Ministerial Directions as described in the table below. Consistency with Ministerial directions Ministerial Direction Comment 1 Employment and Resources 1.1 Business and Industrial Zones Consistent. The proposal is consistent with this direction. The planning proposal introduces the potential for additional Floor Space for non-residential development. This is expected to encourage additional employment uses at the precinct. 1.2 Rural Zones Not applicable. 1.3 Mining, Petroleum Production and Extractive Industries Not applicable. 1.4 Oyster Aquaculture Not applicable. 1.5 Rural Lands Not applicable. 2 Environment and Heritage 2.1 Environment Protection zones Not applicable. 2.2 Coastal Protection Not applicable. 2.3 Heritage Conservation Consistent. The area has a strong heritage context. The planning proposal sets height controls to respect heritage items and transition to the adjoining conservation area. The property at 255 Broadway is recommended as an additional listed item in Schedule 5 of the LEP as
Planning Policy Manager PERSON SPECIFICATION QUALITIES ESSENTIAL DESIRABLE EDUCATION AND PROFESSIONAL QUALIFICATIONS Degree or equivalent planning related qualification Corporate member (or studying towards) Royal Town Planning Institute Masters in Housing Management qualification EXPERIENCE At least 3 years experience of working in planning Experience in dealing sensitively with the public Experience of supervising, managing and appraising staff Working knowledge of the planning acts Experience of working within local authority planning policy service Policy review and development Experience of project management Experience of Duty to PERSONAL COMPETENCIES Up to date knowledge of the Town and Country Planning Act 1990, the Planning & Compulsory Purchase Act 2004 and the Localism Act 2011 IT skills Able to work under pressure and make sound decisions Able to work on own initiative Analytical and numerate Highly motivated Good communication and presentation skills Enthusiasm and commitment Excellent customer care skills Experienced in liaising with partner agencies in the voluntary, private and public sectors Able to agree targets for and monitor and review performance of others’ work programmes Experience of using Microsoft Office products including Word, Excel, Access Understanding of housing finance and development Research skills Ability to represent the Authority Up to date knowledge of planning legislation OTHER REQUIREMENTS Smart and professional appearance and conduct Full driving licence and use of a vehicle Occasional need to work outside
For example, the Glasgow & Clyde Valley HNDA (March 2016) notes and expected shortfall of 5,600 to 5,900 wheelchair accessible units. At the time of its writing the HNDA there were 3 operational Gypsy/ Traveller sites across the 8 partner local authorities accommodating 149 of the estimated 1, 410 Gypsy Travellers living in the area at the time of the 2011 census. The problem with the current planning system in Scotland is that if need or demand is not expressed in the HNDA and translated into the Local Plan then Planning Committees can rightfully reject applications on the basis that they fall outside of planned need. However as we have shown above there appear to be weaknesses in the approach to planning which may result in either underestimates of the true demand or inaccuracies in demand due to the use of old data. The proposed system On paper the new approach to planning set out in the Bill is to be welcomed as it offers the potential for previously overlooked groups to have their needs prioritised in the National Planning Framework and Scottish Planning Policy. Under the new regime Local Development Plans which are based on poorly researched data, or ones which respond poorly to evident need can be sent back to the Local Authority for further examination. They have the potential for central government to essentially adjust local plans which do not set out plans to deliver Gypsy/ Traveller sites, or have lower than expected projections of the need for adapted and accessible housing. In principle the Commission strongly supports this move to greater national planning as we believe that both accessible housing and site provision are elements of national infrastructure essential if we are to meet the challenges set out above. However, having considered the likely timescale for the introduction and implementation of the Bill into law, we do not expect this Bill to result in any new sites being established before 2024. The picture is less clear for disabled people but we are concerned by recent Scottish Government announcements about negotiating and establishing targets with Local Authorities. The Commission believes that only by adopting a system of quotas for new build housing, similar to that in place in London, will make any meaningful impact on provision in Scotland.