zilongwang/ReadingBank huggingface dataset:
Existing buildings or structures are not wholly or partially demolished or removed, unless one of more of the following circumstances apply:- the building or structure is not from the Victorian, Federation or Interwar period; the building or structure is not capable of structural repair; repair is not feasible having regard to economic, safety and health considerations; or the building or structure does not contribute to the historical or architectural character of the area. Modifications to character buildings PO14 Modifications to buildings, including associated landscaping and fencing:- do not interfere with the integrity of the façade and continuity of the streetscape; utilise traditional materials and design elements consistent with other character buildings in the area and the period or characteristics of significance; complement the form and proportions of the existing building; and where located in a commercial neighbourhood character area, complement the features of the existing building, including:- (i) ornamentation on the existing façade; (ii) windows; (iii) verandahs; (iv) awnings. AO14.1 Where located in a commercial neighbourhood character area:- development retains, reuses and refurbishes existing facades; any repair or restoration of buildings constructed of masonry is undertaken using materials, mortar composition and colours that closely match the original; windows and doors are of similar style to those of existing buildings with heritage character; finials, where missing on gable ends, are reinstated to re-establish original building skylines; new shopfronts are designed and constructed in compatible heritage style to existing examples in the streetscape; shopfronts and windows comprise materials with similar profiles and incorporate splayed recessed entrance and timber framed windows; renovations of buildings which exhibit a heritage character are designed with appropriate detailing for the period of the building; building facades are compatible in height to existing adjacent buildings and incorporate any repetitive architectural accent common both along the streetscape and the horizontal or vertical accents. Click and provide your representations.
Zephaniah we read that the people of Israel were warned that because of their sins they would “walk like the blind”2. In Isaiah we discover that “We grope like blind men along a wall, feeling our way like those whose sight has gone3.” Neither does it improve when we approach the New Testament. In the Acts of the Apostles, we find Elymas, who opposed the gospel, is punished with blindness4 and the question and answer, “How can the blind lead the blind? They would both fall into a ditch!” that we find quoted in St Matthew’s Gospel5. Particularly distressing though is Matthew 23 where Jesus is reported to have used expressions such as blind guides, blind Pharisees and blind fools6. The final example is particularly pertinent. It leads me to wonder if we should not translate the text as ‘stupid fools’ or ‘ridiculous fools’ or ‘silly fools’ rather than to have Jesus use the term ‘blind fools’ which turns a particular impairment into a term of abuse. The Theology of Disability came into being as a response against the alignment of disability with sin, unbelief and lack of faith. It is a liberation theology to be placed alongside the feminist and black liberation theologies of the second half of the 20th century and truly found its voice in response to the demand by many in society that those who returned home mentally and physically shattered by the ravages of two world wars were not hidden from view in institutions, but fully integrated and welcomed back totally into society. Thus over the intervening seventy years or so the hermeneutical approaches of Western theologians, rooted in an economically and socially dominant culture, have come to be challenged by feminist theologians, black theologians and disability theologians regarding the West’s engagement with scripture from a primarily Western patriarchal affluent viewpoint. The concern being that through this dominant viewpoint disabled people have come to be viewed as less valued, less important and less worthy in the eyes of the church than those who are viewed as able; something we also see emphasised in the poorly thought through theologies of healing that result, where churches and evangelists desire to cure disabled people in the often misguided understanding that disabled people are less than perfect in God’s eyes. This particular 2 Zephaniah 1:17 3 Isaiah 59:10 4 Acts 13:6-11 5 Matthew 15:14 6 Matthew 23: 16, 17, 24 and 26
78 NBS 79 Prior Loan Balance 80 CLOSE DT Figure 1: New MLR fields The field Monthly Set-Aside “MO. SET-ASIDE” in the Monthly Lender Reconciliation (MLR) file has been updated to display all Tax and Insurance (T&I) monthly set aside amounts. Previously, the field was present but displayed zero for all loans. Figure 2: Loan Balance > Monthly T&I Withheld Refer to HERMIT System & Resources page for updated Monthly Lender Reconciliation File Layout: Standardize HERMIT search screens to include City, State, ZIP, and County Previously, HERMIT search screens included the “Property State” field but only some search screens included “Property County” and none included “Property City” and “Property Zip”. An update was made to search screen pages, Loan Search Results, and Export to Excel results to include all four of the filters. Figure 3: City, State, Zip, County added to Search Screens Figure 4: City, State, Zip, County added to Loan Search Results Figure 5: City, State, Zip, County added to Export to Excel results 3rd Party FCL Terminate Transaction Code Changes Transaction code 2880 “Terminate - REO/3rd Party/FCL Sale (PIF)” has been renamed to “Terminate - 3rd Party FCL Sale(PIF)”. Functionality of this transaction code remains the same as before. Figure 6: Selecting Renamed Transaction Code Figure 7: Example of Renamed Transaction There is no change to the case sub-status description “Terminate – REO/3rd Party/FCL Sale (PIF)”.
If you have any questions regarding the functionality of the software release, please contact the HERMIT Help Desk at 561-899-2610 or at . If you have any policy related questions, please send an email to HUD at . 1.0 – D & P D & P w/HUD Approval timeline changes: There are several changes to the D&P w/HUD Approval timeline to include: 1) new default reasons, 2) new timeline steps, 3) new document types, and 4) new timeline steps that are dependent on a specific default reason. Highlights include reporting “Missed Property Charges”, “Mailed Missed Payment Notice to Borrower” and “Missed Payment Notice” letter which will require upload of the actual PDF letter sent to the borrower. 1.1 Due & Payable w/HUD Approval new “Default Reasons” and Categorization HERMIT has added new “Default Reasons” to Due & Payable w/HUD Approval Timeline. In addition, the Default Reasons are categorized to determine if the default reason is applicable to “Missed Property Charges”. When applicable to “Missed Property Charges”, additional steps are required to be completed. Default Reasons for D&P w/HUD Approval Default Reason New or Existing Categorized as “Missed Property Charges” Unpaid Ground Rents New YES Unpaid Condo Fees New YES Unpaid PUD’s New YES Unpaid HOA Fees New YES Unpaid Special Assessments New YES End of Deferral Period New NO Residency Existing NO Repairs & Upkeep Existing NO Occupancy Compliance Existing NO Unpaid Insurance Existing YES Unpaid Taxes Existing YES Unpaid Taxes & Unpaid Insurance Existing YES
7:00am-7:30am Conference and Exhibit Setup 7:30am-8:30am Registration- Exhibit viewing , Continental Breakfast provided 8:30am-8:35am Welcome Robert Brawley M.D., M.P.H., FSHEA 8:35am-9:45am Keynote Speaker- Hepatitis Overview- Prevention of Hepatitis: Where do we start? John Ward, M.D. 9:45am-10:30am Response to hepatitis among people who inject drugs: Is infection inevitable? Chris Taylor, BA Social Work 10:30am-10:45am Break-Exhibit Viewing/ Light snack provided 10:45am-11:30am Perinatal Hepatitis- Infants Claudia Espinosa, M.D., M.Sc. 11:30am-12:30pm Hepatitis in Children Case studies John Stutts, MD 12:30pm-1:45pm Working Lunch: Diagnosis & Prevention of Hepatitis A Robert Brawley M.D., M.P.H., FSHEA 1:45pm-2:30pm Hepatitis B & C Diagnosis & Treatment Case Studies Jens Rosenau, MD 2:30pm-3:30pm HIV/ HCV Co-infection Novel Approaches to Care and Treatment Pharmaceutical Assistant Programs Matthew Cave, MD Barb Goshko, MSN, APRN, FNP-BC 3:30pm-3:45pm Break-Exhibit viewing/ Light snack provided Takako S. Schaninger, MD 3:45pm-4:15pm. Incorporating Hepatitis, Tele health into Primary Care Settings 4:15pm-4:45pm. Addiction and Treatment Regional Data on Addiction and Treatment Mark Fisher, M.S. 4:45pm-5:00pm. Questions, Evaluation & Closing 5:00pm-6:00pm Exhibit viewing
Guidelines Worksheet, Florida Family Law Rules of Procedure Form 12.902(e), is, or will be filed. Such support should be ordered retroactive to the date of the filing of this petition. Petitioner requests that medical/dental insurance for the minor children be provided by Father. Petitioner requests that uninsured medical/dental expenses for the children be paid by Father and Mother [each pay one-half]. Petitioner requests that life insurance to secure child support be provided by both the Father and the Mother. SECTION VI. OTHER The Wife wants to be known by her former name, which was ALICE SMITH. Other relief: Premarital agreement remains in effect as per judicial reviewed and adjudicated on February 24, 2015. SECTION VII. NOTICE TO DEFENDANT A RESPONSE TO THE PETITION OBJECTING TO THE RELOCATION MUST BE MADE IN WRITING, FILED WITH THE COURT, AND SERVED ON THE SPOUSE SEEKING TO RELOCATE WITHIN 20 DAYS AFTER SERVICE OF THIS PETITION TO RELOCATE. IF YOU FAIL TO TIMELY OBJECT TO THE RELOCATION, THE RELOCATION WILL BE ALLOWED, UNLESS IT IS NOT IN THE BEST INTERESTS OF THE CHILD, WITHOUT FURTHER NOTICE AND WITHOUT A HEARING. WHEREFORE, the Plaintiff respectfully requests this Court to enter an order dissolving the marriage and: 1. Permit relocation in accordance with Section III of this petition;
Signature ________________________________________________________________________
Work-related issues – Off work/missed work/ unable to work because of hernia Domestic activities Carer responsibilities Please provide details of the impact: Is the patient currently asymptomatic but works in a heavy manual occupation and has an increased risk of strangulation and further complications? Please provide details: YES NO If appropriate, please confirm the patient has completed the Patient Decision Aid for Inguinal hernia and it is included as clinical evidence. YES NO Patient’s Body Mass Index: Is the patient a non-smoker? YES NO SIGNATURE OF CLINICIAN ……………………………………………………………. DATE: ………………………………………………….. Please email the completed form to for consideration.
HERO PROJECT – GLOBAL STUDIES – GROUP COMPETITION – *Winning group takes the Middle East Test together* Friday 4/12/13- Watch “Children of Heaven,” and respond to the following prompts: What are characteristics of a hero and how does Ali demonstrate them throughout the film? Who is your hero (must know/interact with this person) and why? Tuesday 4/16/13 - In groups make and present a poster– Develop a “Social Super Hero!” Fulfill the following elements: 10 body parts/clothing/or jewelry that represent qualities/characteristics of a hero Integrate 5 Global Studies terms into what this hero can accomplish or represents – (Ex. The hero can control weather so he/she can interrupt drought in the Sahel) 1 Super-power to be used in a way that benefits society A name Winner gets 10 group points Thursday 4/18/13 - Write a story within which your hero solves the Arab/Israeli conflict – The teacher will provide lecture and readings/timeline of the conflict and each group must collaborate and write (on the back of their poster) a fictional story whose outcome is permanent and lasting peace between the Israelis and Palestinians. (10 group points). Stories must include the 10 of the following terms and be “set” in the Middle East. Setting must appeal to the senses of the reader. Diaspora Zionism Intifada UN Partition 1948 Six Day War Hezbollah 1973 Yom Kippur Attacks Camp David Accords PLO Intifada Hamas Occupied Territories: Sinai Peninsula, Golan Heights, Gaza Strip, West bank) Review Games – Pictionary and Charades – Who is going to be the Hero of their group?
Venom Weird alien ectoplasm, infects to body and tries to kill everything. Copied Spider-man once and wears a black version of his costume ever sense. Kind of like a weird, creepy homage. Gross. Conflict Scenarios Can’t Decide Where to Eat for Lunch They Can’t Decide Which Movie to See Friday Night Both Want to Buy the Last Pair of Shoes in the Store Both Want the Solo Act in the School Choir The Hero Cut the Lunch Line in Front of the Villain The Villain Wants to Copy the Hero’s Homework Both Hero and Villain Wore the Same Costume to a Halloween Party The Hero Wants to Borrow Lunch Money from the Villain The Villain Tries to Convince the Hero to Sneak Out After Curfew Both Asked Out the Same Person to the Homecoming Dance One Wants to Borrow the Other’s Special Mechanical Pencil As Roommates, They Have to Decide Who Will Wash the Dishes As Roommates, They Have to Decide Who Will Prepare Dinner Both Want to Read the Last Copy of a Book from the Library As Roommates, The Villain Wants to Go to Sleep but the Hero Is Playing Loud Video Games The Hero is Dating the Villain’s Sibling and the Villain Tries to Tell The Hero to Stop The Hero and Villain Both Want the Last Seat on the Bus As Roommates, Both the Hero and Villain Want to Play the Same Video Game Both are Competing for First Place During a Spirit Week Competition Both are Finalists for the Student of the Month and Must Convince Their Teacher to Pick Them
Student name: Year group: 8 Subject: English Milestone: (please circle below) 1 2 3 4 5 6 At the end of KS3, my target in this subject in relation to what is expected in the National Curriculum is: (circle or highlight below) Secure Beyond Secure Excelling Topic title- Heroes Main focus- Reading and Writing Personal Learning Checklist Through my learning this half term I aim to develop the following Knowledge and Skills. Assessment of attainment (circle below: - =working toward, 0= achieved, + = strength) Student Student Teacher Reading: ORANGE 3- To make inferences about layers of meaning in a text - 0 + - 0 + - 0 + ORANGE 4- To comment on language and structural devices in detail, referring to effects - 0 + - 0 + - 0 + ORANGE 6- To analyse the impact of context - 0 + - 0 + - 0 + Writing: ORANGE 2- To show imaginative and generally successful adaptations of form and structure across a piece of writing - 0 + - 0 + - 0 + ORANGE 3- To craft sentences using a full range of punctuation, to achieve specific effects - 0 + - 0 + - 0 + ORANGE 5- To choose language skilfully to achieve intended purpose - 0 + - 0 + - 0 + ORANGE 6- To plan efficiently and edit thoroughly with confidence - 0 + - 0 + - 0 + Stretch criteria- Reading: RED 3- To confidently deduce and infer sub-textual meaning RED 4- To concisely comment on and evaluate choices in grammar, structure and language Writing: RED 6- To plan confidently and make astute editing choices The assessment boxes below are to be completed at the end of the milestone by your teacher: Overall your progress this half term has been: Slow Steady Good Rapid Overall your attainment this half term has been: Emerging Approaching Secure Secure Beyond Secure Excelling Attitude to learning: 1 2 3 4 WWW: EBI:
Trading Card Rubric Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Conventions Poor grammar, punctuation and spelling (More than 10 errors) Good grammar, punctuation and spelling (7-9 errors) Very good grammar, punctuation and spelling (4-6 errors) Proficient grammar, punctuation and spelling (3 or fewer errors) 1 2 3 4 Appearance, creativity, and quality of trading card Not authentic looking, sloppy, an obvious lack of creativity and effort, of low quality Attempt to make product authentic, some creativity and demonstration of effort, average quality Mostly demonstrates basic creativity and effort, above average quality Very authentic-looking, demonstrates strong creativity and effort, is of high quality 1 2 3 4 Superhero Creates a superhero that does not follow the superhero planning sheet Creates a superhero that minimally follows the superhero planning sheet Creates a superhero Following most of the superhero planning sheet Creates a superhero following the superhero planning sheet 1 2 3 4 Text with trading card Very unclear, vague, and provides little or no information about superhero Unclear, lacks details, and provides minimal information about superhero Mostly clear, detailed, and provides useful information about superhero Clear, detailed, and provides useful information about superhero 1 2 3 4 Follows assignment Does not meet the requirements of the assignment. Minimally meets the requirements of the assignment. Mostly meets the requirements of the assignment. Meets the requirements of the assignment. 1 2 3 4 Overall Score ______ /20p = ______
Provide details of the Heroic Act (Date, Time and Location). Please be sure to include all pertinent information such as the nature of the emergency, actions taken and individuals involved. 2. Communication, creative and execution – Approximately 200 words Describe how the heroic act exhibited courage in averting serious injury or saving or attempting to save life at minimum risk to self. How was it communicated to the authorities? 3. Evaluation and results – Approximately 150 words Describe the results and impact of the heroic act. 4. Is there any additional information about this nomination you would like us to know? – Approximately 50 words 5. Has this achievement been recognized by any other organization? Describe where and how – Approximately 50 words 6. Supporting documents. To submit your supporting documents, please use CUTA’s DropBox at . Upload the file you want to share (maximum size 2GB). The DropBox only accepts one file at a time, but multiple files can be sent using a ZIP file. Please include your submission’s reference name, using the naming convention mentioned above, as the title of your file(s) or your zip file.
Race/ Ethnicity White, non- Hispanic 856 0.34 Black, non- Hispanic 356 0.94 Hispanic 136 0.43 Asian/Pacific Islander 421 2.95 American Indian/Alaskan Native 17 0.73 Sex Male 1,256 0.85 1,345 0.88 1,315 0.85 1,267 0.80 1,316 0.81 Female 449 0.27 470 0.28 473 0.27 430 0.24 476 0.27 Overall 1,705 0.54 1,815 0.56 1,788 0.54 1,697 0.51 1,792 0.52 * Rates for race, sex, and overall total are age-adjusted per 100,000 U.S. standard population. †Cause of death is defined as the underlying cause of death or one of the multiple causes of death and is based on the International Classification of Diseases, 10th Revision (ICD-10) codes B16, B17.0, B18.0, and B18.1(hepatitis B). §Included white, non-Hispanic and white Hispanic. ¶Included black, non-Hispanic and black Hispanic. **Included all other racial/ethnic groups. Source: CDC. National Vital Statistics System. Distribution of Hepatitis B Host Characteristics In many low risk regions of the world, the highest incidence of HBV is seen in teenagers and young adults. In endemic areas of Africa and Asia, most infections occur in infants and
Heron Botanicals is Currently hiring. Please see below for full job description. Please send cover letter and resume to office@heronbotanicals.com. Job Title: Quality Affairs Manager Primary Purpose Oversight of staff and tasks associated with quality control of data, records, procedures, and processes at Heron Botanicals, in order to ensure quality of all finished products. Immediate Supervisor: General Manager Schedule Flexible within typical office hours, depending on availability, employment status, and labor needs. Weekends and holidays off. Employment status: Part- or full-time; permanent. May be FLSA non-exempt, hourly, or salary, as negotiated at hire. Performance Review Schedule: 3 mos., 6 mos., and annually thereafter. Wage review annually. Compensation Package Pay Range: $16-19/hr, or salary equivalent, DOE. Healthcare: Medical and dental insurance per company policy. Paid Leave: vacation and sick leave per company policy. Paid Holidays: New Year’s Day, Memorial Day, July 4, Labor Day, Thanksgiving, Christmas, New Year’s Eve, and birthday. Employee Discounts: HB Emp./F&F, bulk-herb supplier, buying club discounts. Job Requirements Education: Bachelors degree or higher in an applicable field. Prior knowledge of dietary supplement industry and GMP procedures, herbal products and processes, laboratory processes, and/or botanical identification using analytical methods. Skills: Rigorous attention to detail. Strong organizational and communications skills.
funding to emergency responders that have the largest burden. The department reviewed several years of overdose data and noted increases from year to year. The most current full year of data was utilized to identify the burden among Florida counties. Overdose counts ranged from the highest in Palm Beach County at 5,789 to zero in Calhoun County. The department will use this data as part of the grant scoring criteria to identify the burden of Florida’s emergency responders. 2017 EMS Overdose Count by County County 2017 OD Count Count Per 10k Pop Percent of Total Burden Palm Beach 5789 42.19 12.6% Pinellas 5227 56.26 11.4% Orange 4815 39.3 10.5% Hillsborough 3611 27.96 7.9% Volusia 2508 50.08 5.5% Miami-Dade 2468 9.43 5.4% Broward 2364 12.86 5.1% Collier 2113 62.21 4.6% Manatee 1701 49.72 3.7% Lee 1616 24.44 3.5% Alachua 1505 59.38 3.3% Seminole 1182 27.11 2.6% Pasco 940 19.77 2.0% St. Lucie 822 28.66 1.8% Polk 716 11.49 1.6% Osceola 697 23.35 1.5% Clay 695 35.39 1.5% Citrus 568 40.78 1.2% Escambia 423 13.83 0.9% Brevard 409 7.43 0.9% Sumter 397 37.08 0.9% Martin 386 25.52 0.8% Leon 377 13.38 0.8% Monroe 330 43.22 0.7% St. Johns 293 13.98 0.6% Indian River 288 20.28 0.6% Flagler 278 27.81 0.6% Santa Rosa 257 15.95 0.6% Bay 250 14.29 0.5% Hernando 248 14.22 0.5% Okaloosa 233 12.02 0.5% Walton 215 35.95 0.5%
Oedipus Definition: What is the definition of a hero that this group uses? Pro-Arguments: What reasons does this group provide for their hero being the best? Write down textual evidence when possible. Con-Arguments: What reasons do the other groups (including your group) give as to why this hero is not the best? Write down textual evidence when possible. Counterarguments: How does this group try to counter the arguments that were given against their hero?
V. ASSESSMENT Anogenital herpesviral infection V. TREATMENT PLAN Per agency protocol following current CDC STD Treatment Guidelines Refer to STD Clinic or for treatment VI. SPECIAL CONSIDERATIONS Pregnancy HIV infection VII CLIENT EDUCATION/COUNSELING Provide Medication Information Sheet Provide STD education and information Offer other STD testing Provide current educational information on HSV Provide contraceptive information, if indicated Encourage consistent and correct condom use to reduce STD exposure Clients should inform current sex partner(s) Educate partners, if possible, about symptoms and encourage partners to seek clinical evaluation FOLLOW-UP- as recommended by provider REFERRAL Pregnancy - refer to prenatal provider HIV/Immunosurpressed Client with multiple reinfections X. REPORTING Mandated state reporting is not required. References: CDC: Sexually Transmitted Disease Treatment Guidelines, 2015 Reportable Diseases in Michigan: A Guide for Physicians, Health Care Providers and Laboratories, 2017 Reviewed/Revised: 2018
Health and Safety Representatives (HSR) The function of the Health and Safety Representative (HSR) can include: reporting any issues or concerns raised by employees in their Designated Work Group (DWG) or students in relation to an infectious disease to the Workplace Manager and/or Management OHS Nominee for resolution. First Aid Officers First Aid Officers are responsible for: using appropriate infection prevention controls when providing first aid to students or employees adopting recommended hygiene practices treating all students and employees regardless of their health status attending educational sessions to ensure their skills and knowledge are updated regularly. Employees Employees are responsible for: following the recommended infection prevention and control procedures for prevention of the transmission of infectious diseases, e.g. standard precautions and use of PPE attending appropriate awareness education/training courses in order to implement these guidelines ensuring non-discriminatory practices and confidentiality requirements are maintained where an employee is aware of a student’s or fellow employee’s health status. Parents and Guardians Parents and Guardians are responsible for in the case of Hepatitis A: providing a medical certificate to the Principal or person in charge stating that the child is in the acute phase of the infection and keeping the child away from the school until the acute phase has passed presenting a medical certificate to the Workplace Manager and/or Management OHS Nominee stating that the acute phase of Hepatitis A has passed before the child re-enters the school educating the child regarding the prevention of transmission. 4. Hepatitis Prevention and Control 4.1 Preventing Infection and Cleaning and Sanitising Adequate infection prevention and control must be practiced at all times when administering first aid and cleaning up blood or bodily fluids. See,
dates] [give details e.g. wedding, and dates] E.1. Sliced/pre-prepared fresh fruit (Prompt: pomegranate, melon, mangos, pineapple, mixed fruit salad etc) (If mixed please list types of fruit in the product) E.2. Canned/ bottled fruit in juices/syrup (Prompt: mixed fruit salad, peaches, cherries etc) (If mixed please list types of fruit in the product) E.3. Dried fruit (Prompt: mixed fruit and nuts dates, figs, raisins, chocolates, cakes, breakfast cereals, cereal/snack bars etc) (If mixed please list types of dried fruit in the product) E.4. Fresh dates E.5. Fresh berries (Prompt: raspberries, strawberries, blueberries, mixed berries etc) (If mixed please list types of berries in the product) E.6. Frozen Berries (Prompt: raspberries, strawberries, blueberries, mixed berries etc) (If mixed please list types of berries in the product) (If mixed please list types of berries in the E.7. Food containing frozen berries (Prompt: cakes, desserts – summer pudding, cheesecake, yoghurt, ice-cream, frozen yoghurt, smoothies, syrups, danishes) E.8. Foods containing pomegranate (Prompt: salads, museli, grenadine/other syrups, Persian or Pakistani curries) E.9. Cakes, Pastries, Desserts or Puddings (Prompt: fresh cream or custard filled cakes/pastries etc) E.10. Fruit Juice (Prompt: cranberry, mango, guava, mixed) (If mixed please list types of fruit in the product) E.11. Fruit smoothies (If mixed please list types of fruit in the product)
None one dose two doses Not known Chronic liver disease: Yes No NK Pre-existing chronic HepB or HepC infection: Yes No NK Immunosuppression or immune deficiency: Yes No NK Yes No Not known Date of dose 1: ….…/…..…../………… Not known Date of dose 2: ..…../…..…../………… Not known None one dose two doses Not known Chronic liver disease: Yes No NK Pre-existing chronic HepB or HepC infection: Yes No NK Immunosuppression or immune deficiency: Yes No NK Yes No Not known Date of dose 1: ….…/…..…../………… Not known Date of dose 2: ..…../…..…../………… Not known F.14. Should it be necessary, please may we contact you again? Yes No
with Hermannsburg Mission, as it represents the introduction of Lutheran missionaries and Christianity to Central Australia, in the face of harsh and violent conditions. The Finke River Mission in Alice Springs continues to manage one of the supermarkets at Ntaria, and undertakes pastoral work amongst Aboriginal communities. The Lutherans continue to work with Aboriginal people on language translations in Central Australia. The importance of Hermannsburg to the wider German Lutheran community is unknown. H Significant people Albert Namatjira AT Hermannsburg Historic Precinct tradition. lies in his of a school of Central in He was the first artist to be and internationally. Namatjiras’ work became widely acclaimed and a national symbol for Aboriginal achievement. Namtajira grew up at Hermannsburg Mission, and the mission was pivotal to Namatjira’s development as an artist. His first experience in art for commercial return occurred at the mission, and in the early 1930s Namatjira was introduced to European style watercolour painting during artist Rex Battarbee’s visit to Hermannsburg Mission. The Lutheran missionaries at Hermannsburg played an important part in supporting and promoting Namatjira’s early artwork, and managing his affairs. Namatjira maintained a close association with Hermannsburg Mission throughout his later artistic career, frequently returning to the mission for periods of time. Aboriginal artists from other family groups in this area continue to paint in the watercolour tradition today. Carl T. G. Strehlow and Theodore G. H. Strehlow Lutheran missionaries based at Hermannsburg Mission have made a singular contribution to the record of Aboriginal traditions through their work in this region. Pastor Carl Strehlow was a scholar and skilled linguist whose early research with the Western Arrernte and Luritja people in Central Australia over a 30 year period made a landmark contribution to the development of anthropology as a comparative discipline. His main work Die Aranda – und Lorita-Stamme in Zentral Australien adds to the early anthropological work of W. B. Spencer and F. J. Gillen on the Arrernte. Disagreements between the Lutheran Strehlow and the secular anthropologists set the scene for conflict over the interpretation of Aboriginal beliefs and traditions and over Aboriginal policy throughout the later twentieth century. Carl Strehlow’s missionary posting at Hermannsburg Mission and the relationships he formed with Aboriginal people in the region were fundamental to his work, and key elements in the enduring Lutheran perspective on Aboriginal affairs.
Feedback from key stakeholders (indirect evidence) Proxy signs that students are probably learning Stakeholders Students – fundamental source of assessment information Faculty – continually observe and reflect on student learning Field experience supervisors – can be a fountain of information on how well students are demonstrating key goals, including knowledge, skills, attitudes, and dispositions Alumni – can describe their post-graduation experiences and their views of their education Employers – can provide valuable information about employer needs and how well a program or college prepares students for careers in their businesses Techniques Surveys – elicit information about people’s beliefs, experiences, or attitudes Interviews – provide an opportunity for interaction between interviewer and interviewee Focus groups – planned discussions among small groups of participants who are asked a series of carefully constructed questions about their beliefs, attitudes, and experiences Reflective essays – invite students to reflect on some aspect of their university experience Others Retention and graduation rates Quality and reputation of graduate programs Placement rates Student participation rates Honors, awards, and scholarships Feedback mechanisms and response (use of the results) Who is involved – Chairperson/Director (or Assistant/Associate), Program Coordinator, Faculty (individuals or committees) Where it is done – Department/School meetings, retreat (general or assessment), informal conversations Examining the data Rubric – a scoring guide; a list or chart that describes the criteria used to evaluate completed student assignments Content analysis – summarize common themes and the extent of consensus concerning those themes Establishing standards – can set expectations based on the relative performance of their students Summarizing the results Frequency table – a visual depiction of data that shows how often each value occurred Measures of central tendency Mean – arithmetic average Median – 50th percentile Mode – most common score Qualitative summary
A typed, up-to-date resume. An official transcript. A typed statement of your educational and career goals. A typed, one page description of school, community, or service activities participated in and awards received. Three letters of recommendation. Completed application and other documents due by March 1. Applicant’s Signature Date Deadline: March 1 Send this completed form and supporting material to: The Herscher High School Agriculture Advisor.
CONTENTS Foreword ouncil ……………………………………. 4 Cllr Fiona Thomson, Welwyn Hatfield Council …………………………………………... 5 ……………................................... 6 The partnerships ………………………………………………………… 8 ……………………………………………………. 13 ……………………………………………. 17 ………………………………………………………………………… 21 …………………………………………… 25 ………………………………….. 29 …………………………………………………… 33 …………………………………………………... 37 ……………………………………………………..... 41 …………………………………………….. 45
Do you have a young family, have a long-term health condition or are over 75? Know someone who does? Make sure you keep warm this winter. Cold homes can affect anyone but older people, children under 5 and those with long-term health conditions can be especially vulnerable. The Hertfordshire Warmer Homes scheme is offering free or discounted energy improvements to eligible households such as loft insulation or heating repair which could make your home easier and cheaper to heat. Contact HertsHelp today on 0300 123 4044 (local rate) or email to find out more. Calling health and care professionals to help residents keep warm this winter Cold homes can affect anyone but can have a particular impact on older people, young families, those with a long-term health condition or who have a low income. The Hertfordshire Warmer Homes scheme is here to help. A partnership between District and Borough Councils and Hertfordshire County Council, it offers free or discounted energy efficiency improvements such as loft insulation or heating repair to eligible households. Know someone who could benefit? Contact HertsHelp today on 0300 123 4044 (local rate) or email for more information. Social media – Twitter Hertfordshire County Council will be regularly tweeting so it would be great if you could retweet our messages if you see them. It would be great if you could tweet about the scheme too. We will be using #hertswarmerhomes. Examples are: Text Link Winter is coming – get ready with Hertfordshire Warmer Homes which is offering energy improvements for eligible households. Find out more WEBLINK Don’t be left out in the cold. Hertfordshire Warmer Homes is offering energy home improvements to eligible households. Find out more WEBLINK Calling all health and care professionals – help residents keep warm this winter with better energy efficiency. Find out more WEBLINK Energy bills hard to manage? Hertfordshire Warmer Homes can improve your energy efficiency. Find out more WEBLINK A cold snap might be forecast this week but that’s no reason to be left out in the cold - find out about Hertfordshire Warmer Homes WEBLINK ) Did you know staying warm is particularly important for older people, young families and those with long-term health conditions? Find out about support WEBLINK Better home energy efficiency reduces carbon emissions too – find out more about the Hertfordshire Warmer Homes scheme WEBLINK Home heating could do with improvement but not sure how? Find out more about the Hertfordshire Warmer Homes scheme
HERTFORDSHIRE HEALTHY CHILDREN CENTRE PROGRAMME CAMPAIGN CALENDAR 2017 CAMPAIGN DATE STANDARD OCTOBER October 2017 6. Tobacco Control 1st October 2017 1. Healthy Weight; Healthy Lives 10th October 2017 3. Improving Mental Health and Emotional Wellbeing 14th October 2017 3. Improving Mental Health and Emotional Wellbeing NOVEMBER 13th November 2017 5. Reducing alcohol and substance misuse 13th -17th November 2017 1. Healthy Weight; Healthy Lives 20th – 26th November 2017 8. Child, Family and Centre Safety JANUARY January 2018 5. Reducing alcohol and substance misuse NATIONAL OBESITY AWARENESS WEEK 9th – 15th January 2018 1. Healthy Weight; Healthy Lives
Reporting Form for Professionals Child Sexual Exploitation WHEN TO USE THIS FORM: Refer using this form should a non-urgent response be required or to submit information about Child Sexual Exploitation. HALO will acknowledge receipt of the referral via e-mail. If there is no immediate risk to life or property but a police response is required as soon as practicable due to the seriousness of the incident and/or potential loss of evidence, dial 101. If there is an immediate danger to life, risk of injury or crime being committed please dial 999. This form should be used to refer children and young persons and/or suspects and perpetrators. This form should also be used in cases where no victim is known but a person is exhibiting CSE perpetrator behaviours. A separate referral must be completed for each child who is vulnerable to, or a victim of, Child Sexual Exploitation. On completion of the form please e-mail it to Part 1: Referrer’s Details Name Agency Address Telephone E-mail (if not secure please seek guidance from your safeguarding lead) Date Completed Part 2: Child / Young Person’s Details (under the age of 18 years) Family Name Forenames Alternative Names (include nicknames) Date of Birth Address Telephone Parent / Guardian (please provide address if different from above and include date of birth) Ethnicity (see codes at end of referral) School/Education (please include school year if known) Health Worker
REFERRAL FORM FOR THE YOUNG PEOPLE’S HEALTH TRANSITIONAL SERVICE Surname: Forename: Sex Date of Birth NHS No: Name(s): Address: Contact number: Siblings: GP and Surgery: Contact number: Diagnosis: Parental Responsibility Child Looked After (CLA): Significant Others Tel: First language if not English Is an interpreter required? Where is child/young person now? Home Respite Hospital Other Social care professionals involved with child /young person & Family Tel Health and Social Care Tel Connexions Tel Occupational Therapist Tel Planned Reviews: Health professionals involved with child/young person Health Visitor Tel Children Community Nurse Tel School Nurse Tel Physio / Tel CAMHS Hospice Accessed Tel Named Nurse Tel Other Respite Care Received Key worker Tel Referrers Name Signature
Plan should be developed with Parents/carers, Headteacher or Senior Member of staff, Health Professional and student especially from year 5 and above. The Head Teacher will arrange for the teaching and non-teaching staff in the school/nursery to be briefed about ‘X’s condition and about other arrangements contained in this document. It will be the responsibility of the head teacher / deputy to: Arrange for relevant school staff to be briefed on ‘X’ condition. To organise training sessions for key school staff, facilitated by a member of the School Nursing/Health Visiting team. Further advice and support will be available from the School Nursing/Health Visiting team as required The protocol will be reviewed at the beginning of each academic school year when staff training will be updated unless otherwise indicated or advised. Form copied to AGREED AND SIGNED: Parent Date Print Name Head Teacher / Deputy Date Print Name
Unit wise Teaching and Resident Staff: Unit _________ Bed Strength _________________: S. No. Designation Name with Date of Birth Nature of employment Full time/part time/Hon. PAN Number TDS deducted PG AND SUPERSPECIALITY QUALIFICATION Experience Date wise teaching experience with designation & Institution Signature of Faculty Member Subject with Year of passing Institution University Designation Mentioning subject Institution From To Total Period * Benefit of publications given in promotion Yes/No, if yes List publications here (no annexures) Note: 1. Unit wise teaching / Resident staff should be shown separately for each Unit in the Proforma. 2. Use only the Format provided. DO NOT devise your own format otherwise the information will not be considered. Fill up all columns 3. *Publications: Give only full articles in indexed Journals published during the period of promotion and list them here only. No Annexure will be seen. 4. Incase of DNB qualification name of the institution/hospital from where DNB training was done and year of passing must be provided. Simply saying National Board of Examinations, New Delhi is not enough. Without these details DNB qualification holder will be summarily rejected. 5. Experience of Defence services must be supported by certificate from competent authority of the office of DGAFM without which it will not be considered. I have verified the eligibility of all faculty members for the post they are holding (based on experience certificates issued by competent authority of the place of working). Their experience details in different Designations and unitwise distribution is given the faculty table above.
Medications Girl’s Name: ________________________________________________ Date: __________________________ Please list the name(s) of any medications that should be taken on an as needed basis: Name of Medication Dose Take with Food Other Instructions Example: Advil 400 mg No Not more than 4 times a day
Higher Education Studies – CILT Application Form Please complete in full and email this form to Name: Email address: Telephone number: Place a tick in the appropriate box: I wish to enrol for the PG Diploma in Higher Education Studies I wish to enrol for the Master’s in Higher Education Studies I wish to enrol as an occasional student In the 2017 academic year, I intend to register for: EDN4504F – Learning and Teaching in Higher Education EDN4510S – Curriculum and Course Design in Higher Education EDN5511F – Researching Higher Education EDN5514F – Knowledge and Curriculum in Higher Education EDN5520S – Academic Literacies EDN5500W – MEd/MPhil Full thesis Please provide a brief description of your teaching and course development responsibilities (“teaching” includes lecturing, tutoring, practicals, demonstrations, supervision): Please provide a brief description of your reason/s for doing the course/programme: Please list your highest academic qualifications and discipline (e.g. Honours, B Tech, Masters, PhD)
4. University Setup: Year Number of campus of the University University offers distance learning programs Yes/No Number of Affiliated Colleges of the University Public Sector Private Sector Male Female Male Female 2016-17 5. University Wise Facilities: Total Number of Books available in the University Library (Excluding electronic books) (All Campuses) Number of computers for students use in the University? (Excluding Prime Minister and Chief Minister Laptop Schemes) ( All Campuses) Number of computers for faculty use in the University? (Excluding Chief Minister Laptop Scheme) ( All Campuses) *Details to be provided in Part II Proforma University Wise information for Year 2016-17. Parameters Bachelor 14 Yrs. of education Bachelor 15 Yrs. of education Bachelor 16 Yrs. of education Bachelor 17 Yrs. of education Master 16 Yrs. of education Master 17 Yrs. of education MS/MPhil 18 Yrs. of education PhD PGD Total Total Number of Available Seats ( All Campuses) Total Number of Applicants ( All Campuses) Total Number of Student Succeeded in Getting Admission in First Year ( Fresh Intake) All campuses *Details to be provided in Part II Proforma
7. University Wise Total Active Enrollment (Students Studying) including Distance Education Programs (If any) All Campuses during 2016-17. Parameter Bach 14 Yrs of Edu (M) Bach 14 Yrs of Edu (F) Bach 15 Yrs of Edu (M) Bach 15 Yrs of Edu (F) Bach 16 Yrs of Edu (M) Bach 16 Yrs of Edu (F) Bach 17 Yrs of Edu (M) Bach 17 Yrs of Edu (F) Master 16 Yrs of Edu (M) Master 16 Yrs of Edu (F) Master 17 Yrs of Edu (M) Master 17 Yrs of Edu (F) MS/ MPhil 18 Yrs of Edu (M) MS/ MPhil1 18 Yrs of Edu (F) PhD (M) PhD (F) PGD (M) PGD (F) Total (M) Total (F) Grant Total Total Enrollment (Pakistani + Foreign + Distance Learning) Enrollment Foreign Students only Enrollment Distance Learning only *Maximum upto 5 year enrollment for PhD students studying Note: Campus wise/Subject details to be provided in soft form in Part II Proforma
4. University Setup: Year Number of campus of the University University offers distance learning programs Yes/No Number of Affiliated Colleges of the University Public Sector Private Sector Male Female Male Female 2015-16 5. University Wise Facilities: Total Number of Books available in the University Library (Excluding electronic books) (All Campuses) Number of computers for students use in the University? (Excluding Prime Minister and Chief Minister Laptop Schemes) ( All Campuses) Number of computers for faculty use in the University? (Excluding Chief Minister Laptop Scheme) ( All Campuses) *Details to be provided in Part II Proforma University Wise information for Year 2015-16. Parameters Bachelor 14 Yrs. of education Bachelor 15 Yrs. of education Bachelor 16 Yrs. of education Bachelor 17 Yrs. of education Master 16 Yrs. of education Master 17 Yrs. of education MS/MPhil 18 Yrs. of education PhD PGD Total Total Number of Available Seats ( All Campuses) Total Number of Applicants ( All Campuses) Total Number of Student Succeeded in Getting Admission in First Year ( Fresh Intake) All campuses *Details to be provided in Part II Proforma
7. University Wise Total Active Enrollment (Students Studying) including Distance Education Programs (If any) All Campuses during 2015-16. Parameter Bach 14 Yrs of Edu (M) Bach 14 Yrs of Edu (F) Bach 15 Yrs of Edu (M) Bach 15 Yrs of Edu (F) Bach 16 Yrs of Edu (M) Bach 16 Yrs of Edu (F) Bach 17 Yrs of Edu (M) Bach 17 Yrs of Edu (F) Master 16 Yrs of Edu (M) Master 16 Yrs of Edu (F) Master 17 Yrs of Edu (M) Master 17 Yrs of Edu (F) MS/ MPhil 18 Yrs of Edu (M) MS/ MPhil1 18 Yrs of Edu (F) PhD (M) PhD (F) PGD (M) PGD (F) Total (M) Total (F) Grant Total Total Enrollment (Pakistani + Foreign + Distance Learning) Enrollment Foreign Students only Enrollment Distance Learning only *Maximum upto 5 year enrollment for PhD students studying Note: Campus wise/Subject details to be provided in soft form in Part II Proforma
8. Total Pass out Students (Degree Completed) including Distance Education Programs ( If any) All Campuses during 2015-16. Parameter Bach 14 Yrs of Edu (M) Bach 14 Yrs of Edu (F) Bach 15 Yrs of Edu (M) Bach 15 Yrs of Edu (F) Bach 16 Yrs of Edu (M) Bach 16 Yrs of Edu (F) Bach 17 Yrs of Edu (M) Bach 17 Yrs of Edu (F) Master 16 Yrs of Edu (M) Master 16 Yrs of Edu (F) Master 17 Yrs of Edu (M) Master 17 Yrs of Edu (F) MS/ MPhil 18 Yrs of Edu (M) MS/ MPhil 18 Yrs of Edu (F) PhD (M) PhD (F) PGD (M) PGD (F) Total (M) Total (F) Grant Total Total Output (Degree Completed ) (Pakistani + Foreign + Distance Learning) Output ( Degree Completed ) Foreign Students only Output (Degree Completed) Distance Learning only Note: Campus wise/Subject details to be provided in soft form in Part II Proforma