zilongwang/ReadingBank huggingface dataset:
3. Use this option only for clean, high contrast documents for which colour is either not present or not essential for understanding the document and any graphics are line art. Agencies should produce images conforming to the following specifications or higher: • Format: PDF (PDF/A encouraged); JPEG 2000, PNG or TIFF • Resolution: 300 dpi • Scanning ratio: 100% • Colour profile: bi-tonal • Bit depth: 1 bit • Searchability: OCR encouraged (PDF or PDF/A complies) Testing of the images that the minimum requirements listed in these technical specifications have been met. For a guide to suitable quality assurance checks see AS/NZS ISO 13028: 2012, Information and documentation - Implementation guidelines for digitization of records.
2. Items left on bus 3. Vandalism / New damage POST-TRIP INSPECTION INSIDE BUS 1. Secure bus (Brake, neutral) 2. Keep foot on brake while engine is running 3. Idle (2 minutes – turn off switches, check gauges) 4. Turn off ignition (Remove key) 5. Check bus interior (Check for students & damage, cleanliness, empty trash & remove broom) 6. Sweep bus 7. Empty trash 8. Remove broom OUTSIDE BUS 1. Open air (vertical position) (drain air tanks) 2. Check for new damage 3. Check for leaks 4. Prepare maintenance report (if required) 5. Sweep rear windows, lights and reflectors Stop Line Event Maximum Score: 25 Points Purpose of Test: To determine contestant’s depth perception, ability to use cross view mirrors and ability to bring the bus to a smooth, complete stop. Instructions: The contestant will be expected to bring his/her bus to a complete stop as close to the stop line as possible without the face of the front bumper breaking the plane of the leading edge of the 2” wide stop line. No part of the front bumper can be over or on the 2” wide stop line. Only one stop can be made. Contestant will set parking brake and sound horn when ready for measurement. The measurement will be made from the center of the front bumper. Scoring: The contestant has a perfect score if he/she stops within 2” of the leading edge of the 2” wide stop line. 0” – 2” No point deduction Over 2” to 4” 3 point deduction Over 4” to 6” 6 point deduction Over 6” to 8” 9 point deduction Over 8” to 10” 12 deduction Over 10” to 12” 15 point deduction Over 12” to 14” 18 point deduction Over 14” to 16” 21 point deduction Over 16” 25 point deduction Stops with bumper beyond the stop line 25 point deduction Failure to complete event 25 point deduction Backing up during the event 25 point deduction
Patient Perspective 12 When appropriate the patient should share their perspective on the treatments they received. Informed Consent 13 Did the patient give informed consent for publication? Please provide if requested by the journal/editor. If not given by the patient, explain why e.g. death of patient and consent provided by next of kin or if patient/family untraceable then document efforts to trace them and who within the hospital is acting as a guarantor of the case report. Additional Information 14 Conflicts of Interest, sources of funding, institutional review board or ethical committee approval where required.
2017 Scarecrow Contest Winners 1st place Elaine Gordman – Hope, NJ 2nd place Mark Quick – Blairstown, NJ 3rd place Lily Snyder – Pohatcong, NJ 4th place Eddy Kiss – Columbia, NJ 5th place Samantha Quick – Knowlton, NJ
DIRECTIONS: Below is a list of sentences that describe how people feel. Read each phrase and decide if it is “Not True or Hardly Ever True” or “Somewhat True or Sometimes True” or “Very True or Often True” for your child. Then for each sentence, circle the number that describes your child best during the past 3 months. Not True or Hardly Ever True Somewhat True or Sometimes True Very True or Often True 1. When my child feels frightened, it is hard for him/her to breathe. 0 1 2 2. My child gets headaches when he/she is at school. 0 1 2 3. My child doesn’t like to be with people he/she doesn’t know well. 0 1 2 4. My child gets scared if he/she sleeps away from home. 0 1 2 5. My child worries about other people liking him/her. 0 1 2 6. When my child gets frightened, my child feels like passing out. 0 1 2 7. My is nervous. 0 1 2 8. My child follow me wherever I go. 0 1 2 9. People tell me that my child looks nervous. 0 1 2 10. My child feels nervous with people he/she doesn’t know well. 0 1 2 11. My child gets stomachaches at school. 0 1 2 12. When my child gets frightened, he/she feels like he/she is going crazy. 0 1 2 13. My child worries about sleeping alone. 0 1 2 14. My child worries about being as good as other kids. 0 1 2 15. When my child gets frightened, my child feel like things are not real. 0 1 2 16. My child has nightmares about something bad happening to his/her parents. 0 1 2 17. My child worries about going to school. 0 1 2 18. When my child gets frightened, his/her heart beats fast. 0 1 2 19. My child gets shaky. 0 1 2 20. My child has nightmares about something bad happening to him/her. 0 1 2 21. My child worries about things working out for him/her. 0 1 2
topic sentences whereas a topic sentence is narrow and only fits information on one paragraph. THESIS = subject + opinion + blueprint THESIS TOPIC SENTENCE Broad statement that can include several topic sentences Statement for one paragraph Last sentence of introduction & first sentence in conclusion First sentence in body paragraphs THESIS TOPIC SENTENCE In “Priscilla and the Wimps,” Priscilla is brave and loyal because she stands up to the Kobras and protects her friend Melvin. In “Priscilla and the Wimps,” Priscilla is brave because she stands up to the Kobras. In “Priscilla and the Wimps,” Priscilla is loyal because she protects her friend Melvin. In “The Interlopers,” both Georg and Ulrich get what they deserve because they focus on revenge. In “The Interlopers,” Georg gets what he deserves because he focuses on revenge. In “The Interlopers,” Ulrich gets what he deserves because he focuses on revenge. In “The Most Dangerous Game,” Rainsford changes from a moral person to an immoral person due to his experience with General Zaroff. In “The Most Dangerous Game,” Rainsford is a moral person. In “The Most Dangerous Game,” Rainsford changes to an immoral person. In “The Necklace,” Madame Loisel behaves selfishly and causes her husband’s ruin. In “The Necklace,” Madame Loisel is selfish. In “The Necklace,” Madame Loisel causes her husband’s ruin. Thesis Practice THESIS TOPIC SENTENCES In “The Scarlet Ibis” by James Hurst, Brother treats Doodle cruelly both physically and mentally. Brother treats Doodle cruelly physically. Brother treats Doodle cruelly mentally. In “The Scarlet Ibis” by James Hurst, Brother treats Doodle cruelly through his thoughts and actions. Brother treats Doodle cruelly in his thoughts. Brother treats Doodle cruelly in his actions.
finally besides first second Time earlier while, meanwhile after, later, soon after during now, until now next, then, following once simultaneously so far this time subsequently Exemplification to illustrate, to demonstrate, specifically, for instance, for example, Comparison in the same way by the same token similarly in like manner likewise in similar fashion Contrast yet nonetheless after all but however though although otherwise on the contrary in contrast notwithstanding on the other hand Summary/Conclusion to summarize in brief in summary in conclusion to conclude finally Write the Intro and Conclusion (Step Four) IMPORTANT: Write the intro and the conclusion AFTER everything else has been figured out (the thesis, claims, and body paragraphs should be finished first). BEFORE YOU BEGIN THE INTRO/CONCLUSION… Re-read your body paragraphs; check to make sure they clearly help prove the thesis. If they don’t, ask the teacher for help! Intro Hook > Introduction of Subject > Thesis Necessities: Suggestions:
Activity 3 Cost-Benefit Analysis of Economic Choices – FICTIONAL Weighted Fictional Choice: NOTE: Consider and long-term as you brainstorm below. SCALE: 1=not very important 5=very important BEFORE CHOICE WAS MADE – “Assumed” Cost-Benefit Analysis COSTS (things you give up) Scale 1 – 5 BENEFITS (positive things you gain) Scale 1 – 5 Total Total What choice did the character make? ___________________________________________ CHOICE OUTCOME – Actual Intended vs. Unintended Consequences INTENDED Consequences (thought would happen and actually did) UNINTENDED Consequences (did not know would happen) Activity 4
Choice: _ NOTE: Consider short-term and long-term as you brainstorm below. Cost-Benefit Analysis COSTS (things you give up) Scale 1 – 5 BENEFITS (positive things you gain) Scale 1 – 5 Total Total What will you do? ____________________________________________________________
The octopus and the unity of consciousness Sidney Carls-Diamante ; Philosophy, School of Humanities University of Auckland (to appear in Biology and Philosophy) Abstract If the octopus were conscious, what would its consciousness be like? This paper investigates the structure octopus consciousness, if existent, is likely to exhibit. Presupposing that the configuration of an organism’s consciousness is correlated with that of its nervous system, it is unlikely that the structure of the sort of conscious experience that would arise from the highly decentralized octopus nervous system would bear much resemblance to those of vertebrates. In particular, octopus consciousness may not exhibit unity, which has long been assumed to be the normal or default structure of consciousness. The octopus nervous system is characterized by the following features: its three anatomically distinct components have extensive functional autonomy and little intercommunication; much of the sensory processing and motor control routines—that in vertebrates are localized in the brain—take place within the peripheral arm nervous system; and proprioception and somatotopic representation (point-for-point mapping of the body) are significantly downplayed. In this paper, I present the octopus as a highly successful biological organism in which it is plausible that the unified model of consciousness does not hold. Keywords Octopus; Octopus consciousness; Unity of Consciousness; Disunified Consciousness Introduction: Consciousness, the nervous system, and the octopus This presents the octopus as a counterexample to the established notion that where consciousness exists, it is unified. While the octopus is among the non-human animals in which consciousness (in the sense of subjective experience) is believed to be present, it is a highly atypical inclusion due to its being an invertebrate with a functionally decentralized nervous system—the very features that have brought it to the attention of the philosophical community. The most prominent philosophical works on octopuses are those of Peter Godfrey-Smith (2013; 2016), who presents the octopus as a point of reference for tracing the evolutionary history and cladistic distribution of
Scary Invertebrate Poster Assignment You have been as a zoologist for the NSA (National Security Agency) and been charged with warning the public about a possible invasion of 1 of the evil invertebrates listed below. Your assignment is to create a poster educating the general public about your chosen invertebrate. To be included on your poster: An image of your fatal invertebrate. Where it is found. Why it should be avoided. What makes it so scary. Be specific about the pathology of what the invertebrate could do to a living thing. Which classification of invertebrate is it? (mollusc, arthropod,isopod, cnidarian, etc.) Creativity and scariness along with legibility and proper spelling should be paid attention to. Aficanized Bees (Killer) Bot Army Ants (Eciton Burchelli) Tapeworm Bullet Ants White Tail Spiders Mantis Shrimp Box Jellyfish African Assasin Bugs Japanese Spider Crab Mosquitos (Diseases) Bathynomous (Giant Isopod) Goliath Bird Eating Spider Asian Giant Hornet Centipede Colossal Squid Death Stalker Scorpion Marbled Cone Blue Ringed Octopus Mongolian Death Worm Brazilian Wandering Spider Siafu Ants Kissing Bugs (Diseases) Portuguese Man o’ war Crown of thorns starfish
Application for the post of Assistant Principal at All Saints National C.E. Primary Academy Closing Date: Friday 18 May 2018 at 12:00 noon. SECTION 1 – PERSONAL DETAILS Surname (Title: Dr/ Mr/ Mrs/ Miss/ Ms) Forename(s)
Public figures The non-sporty 14-16 year olds tended to cite a much wider range of people that they looked up or saw to be role models. These included people that were highly regarded in an area that the young person had a hobby or interest (eg musicians), but also included: Nelson Mandela Bill Gates Movie stars Stephen Fry David Attenborough Sir Alan Sugar Andy John Cleese Michael Palin Young people spoke a lot about the intelligence of these people, and their ability to ‘bring new things’ to the masses and to do the things that other people couldn’t or wouldn’t do. In some cases it was the dedication of these people, being committed to a cause or to achieve what they set out to achieve. Impressed, but not inspired Interestingly, the 17-21 year old males did not necessarily have anyone that they looked up to or aspired to be like. They reported that, although they could respect the achievements, skills, intelligence and work ethic of people they saw as being at the ‘top of their field’, they did not necessarily view them as role models. Why do young people drop out of sport? Our research suggests that the vast majority of people have a positive experience of sports and PE in their earlier years (i.e. .primary school). Their comments suggest that there was a strong onus on the fun and play aspects of sports and that it was more inclusive, regardless of ability. A bad experience at secondary school The experience of PE and school sports clubs at secondary school had a very strong influence on continued sport participation, with the early years at secondary school being a key point for some in terms of from sports. We describe this further in section 3.5, but a number of non-sporty young people told us that the difference between primary and secondary school sports had put them off, when they had been very sporty up until then. Many of the non-sporty 14-16 year olds reported that they had never tried a sports club outside of school and this was largely influenced by their experience of sports at school. I don’t enjoy doing sports at school so why would I try to find a club to join to do it in my free time? (male, non-sporty, 14-16) engaging
9. What letters do we use in English that the Romans did NOT use? List: 10. How do you say “hello” and “goodbye” to one person in Latin? 11. How do you say “hello” and “goodbye” to 2 or more people in Latin? 12. Put the 7 Kings of Rome in chronological order in the right margin: Ancus Marcius (Martius) 1. Numa 2. Romulus 3. Servius Tullius 4. Tarquinius Priscus 5. Tarquinius Superbus 6. Tullius Hostilius 7. 13. Which king is said to have been married to forest spirit named Egeria? Which king once was a slave?
If utility failure occurs during regular hours, Monday through Friday, 8 AM to 4:30 PM, notify Facility Operations Ext. 4514 or 6678 Always notify Campus Security 206.235.5860 & ext 4499, if is potential danger or if failure occurs after hours. PLUMBING FAILURE / FLOODING Stop using all electrical equipment immediately. Vacate the area if necessary. Notify Facility Operations Ext. 4514 or 6678. SERIOUS GAS LEAK Stop all operations. Do not use phone, light switches, or ANY electrical equipment. Get out of the building. Electrical arcing can trigger an explosion! Call Facility Operations at ext. 4514. VENTILATION PROBLEM If smoke odors come from the ventilation system, notify Facility Operations Ext. 4514 or 6678 as instructed above. If necessary, vacate the area. If visible smoke comes through, Call 9-1-1 and Campus Security ELEVATOR FAILURE If you are trapped in the elevator, notify Campus Security using the Emergency Call Box located on the front panel, which will signal for help. HOT WATER LINE FAILURE Immediately notify Facility Operations. If necessary, vacate the area. ELECTRICAL/LIGHT FAILURE Campus building lighting may not provide sufficient illumination for safe exiting. Keep flashlight and portable available for emergencies. POWER OUTAGE ALL STAFF Stay calm
Name Program Email Mitchell Woods Bachelor of Science/Bachelor of IT mitchell.woods@uq.net.au Ngaire Howard Bachelor of Electrical Engineering Ahmad Mohit BE (Hons) Elec / BSc ahmad.mohit@uq.net.au Chloe King Bachelors of Commerce /Information Technology chloe.king@uq.net.au Glen javier BE Software glen.javier@uq.net.au Aiden Carey BE Elec / BPhys aiden.carey@uqconnect.edu.au Evan Burns BE evan.burns@uqconnect.edu.au Ronakraj Gosalia BE (Elec) ronakraj.gosalia@uq.net.au Katrina Lo Surdo BE / BSc katrina.lo.surdo@gmail.com Gabriel Tuntomo BE Elec / Bcom Rhea Bachelor of Engineering (Hon) and Information Technology Lachlan Fitzpatrick Mechatronics/Physics 4th Year Mitchell McDermott 3rd Year Bachelor of Engineering (Electrical and Computer Engineering) / Bachelor of Information Technology (Human Computer Interactions) Shireesh Shrivastava Master of Computer Science (Management) Amy Phan 3rd Year Bachelor of Electrical Engineering (BE) Dean Penfold Bachelor of Electrical Engineering – 4th year Joshua Darryl Bitossi Graduate Certificate of Information Technology Guoxiang Li BE (Mechatronics) / Bsc (Physics) - 1st yr Mitchell Tucker BEng First year student Sam Gray Electrical and Computer Engineering – 1st year Ishfar Jashim Bachelor of Engineering – 1st year Scott Whittington Bachelor of engineering, first year Phoebe Duncombe Bachelor of Engineering(Software) and of Science
All long term absences (10 or more working days) Unacceptable patterns of absence (e.g. regular Friday and/or Monday absences) Representation Employees have the to be represented by a trade union official or fellow worker at all formal meetings to discuss their absence. It is the responsibility of the employee to arrange for her/his representation. Legal representation (i.e. a solicitor) is not allowed. Further information Advice and guidance can be obtained from the on mySCC, , and Toolkits. and training courses are also available on . The employee assistance programme is a free confidential service that offers you advice, support and counselling on many of life’s challenges. Managers Assist provides information and support on any subject which is impacting on you, an individual or your team. Freephone: 0800 1164368 or Email: Other useful links
Club and Team Coaching Accreditation Offensive Philosophy Defensive Philosophy In the space provided, explain your offensive philosophy - what is it predicated on? What kind of shots are you looking for your players to shoot? Where does your philosophy come from? In the provided, explain the one element of the defensive side of the ball that you believe has the greatest influence on your team’s ability to get stops. Why do you believe so? How do you teach it? Basketball Victoria Experience Working with Children Program Dates WWCC# BV Expiry Date SCC NITP State Teams Applications close October 20, 2017 Please email your completed application to:
Briefly respond to the two questions listed below (200 words or less for each question). You may write below, or attach a response. Why are you interested in working in the Mental Health Field? The driving philosophy to transform the Public Mental Health System is based on concepts of “Wellness and Recovery.” Consumers learn to live and manage their mental health through a strength-based, self-directed and peer supported approach. What is your opinion and/or experience about the ability of consumers to develop meaningful roles in life with the use of this model? I certify that the answers I have given in my application are true and correct to the best of my knowledge, and that I have not knowingly withheld any facts or circumstances. I understand that all responses are subject to verification and any incorrect information will result in my application being disqualified. Signature: _____________________________________________________________ Date: ________________ (Your email address will be considered as your electronic signature) Applicants must submit the following information: Agency Staff Only Application with approval by agency for internship program Score: ____________ Agency Name: _____________________________ Contact Person: __________________________________
Appendix 1: Summary of Leave and Pay Entitlements Length of service* Ordinary Maternity Leave Additional Maternity Leave Statutory Maternity Pay Occupational Maternity Pay Less than 26 at 15 weeks prior to the expected week of childbirth matching date Up to 26 weeks Up to 26 weeks (52 total with ordinary leave) x x At least 26 weeks but less than 1 year at 15 weeks prior to the expected week of childbirth matching date. Also meets the weekly earnings/ National Insurance criteria. Up to 26 weeks Up to 26 weeks (52 total with ordinary leave) 6 weeks at 90% of pay plus 33 weeks’ standard rate SMP x More than 1 year at 11 before the expected week of childbirth matching date. Also meets the weekly earnings/ National Insurance criteria. Up to 26 weeks Up to 26 weeks (52 total with ordinary leave) 6 weeks at 90% of pay plus 33 weeks’ standard rate SMP 12 weeks half pay (unless half pay plus standard rate SMP exceeds normal pay). Must return to work for at least 13 weeks, or else will be repayable. Note that if the normal earnings are lower than the standard rate of SMP, the 33 weeks will be paid at 90% of normal earnings. If your baby is born or late then please refer to the Maternity Guidance for information on your leave and pay entitlements. *NB: due to statutory requirements, the length of service for the purposes of SMP is based on continuous service with the current employer (SCC) only; for the contractual benefit of OMP, all local government continuous service applies.
Appendix 1: Summary of Leave and Pay Entitlements Length of service* Statutory Paternity Leave Statutory Paternity Pay Maternity or Adoption Support Leave and Pay Less than 26 weeks at 15 weeks prior to the expected week of childbirth or the week they were matched with the child for adoption x x Up to 1 week on full pay At least 26 weeks but less than 1 year at 15 weeks prior to the expected week of childbirth or the week they were matched with the child for adoption. Also meets the weekly earnings/ National Insurance criteria. Up to 2 weeks (up to an additional 50 weeks are available to eligible employees under Shared Parental Leave) Up to 2 weeks’ standard rate SPP (see Shared Parental Leave and Pay Policy for entitlements to pay after the 2nd week) Employees eligible for both paternity and maternity/adoption support leave are eligible for up to 2 weeks’ total leave (not 3), but their statutory paternity pay will be topped up to full pay for the first week More than 1 year at 11 weeks before the expected week of childbirth or the week they were matched with the child for adoption. Also meets the weekly earnings/ National Insurance criteria. Up to 2 (up to an additional 50 weeks are available to eligible employees under Shared Parental Leave) Up to 2 standard rate SPP (see Shared Parental Leave and Pay Policy for entitlements to pay after the 2nd week) Employees eligible for both paternity leave and maternity/adoption support leave are eligible for up to 2 weeks’ total leave (not 3), but their statutory paternity pay will be topped up to full pay for the first week Please to the Shared Parental Leave and Pay Policy for the relevant entitlements and criteria that have replaced Additional Paternity Leave and Occupational Paternity Pay. *NB: due to statutory requirements, the length of service for the purposes of SPP is based on continuous service with the current employer (SCC) only.
25136 Montezuma Creek EL $9,699 $1,326 $2,000 $233 $0 $0 $5,599 $0 $6,511 $0 $0 $0 25140 Monticello EL $29,128 $2,412 $0 $0 $0 $0 $0 $0 $0 $0 $5,933 $0 25704 Monticello HI $18,130 $6,447 $0 $0 $0 $0 $0 $0 $0 $0 $0 $4,484 25706 Monument Valley HI $15,078 $1,251 $0 $0 $0 $0 $0 $0 $0 $0 $2,376 $3,698 25712 Navajo Mountain HI $0 $0 $1,781 $0 $0 $2,525 $386 $0 $0 $0 $0 $0 25708 San Juan HI $8,199 $5,147 $2,025 $0 $0 $3,117 $2,598 $0 $0 $0 $0 $24,429 25132 Tsebii nidzisgai EL $22,153 $2,534 $0 $0 $0 $0 $18,295 $0 $0 $0 $0 $0 25710 Whitehorse HI $6,433 $715 $6,189 $0 $0 $177 $19,459 $0 $0 $0 $0 $0 Bottom of Form Top of Form Summary By School FY: 2017
School Carry over to FY2017 Distribution to Schools FY2017 Total Available FY2017 Total Expended FY2017 Carry over to FY2018 Adjusted Carry over to FY2018 FY2018 Distribution Totals: $116,779 $315,584 $432,363 $344,557 $87,806 $0 $403,079 25104 Blanding EL $6,112 $53,888 $60,000 $60,000 $0 $0 $70,333 25108 Bluff EL $5,064 $12,411 $17,475 $9,858 $7,617 $0 $14,670 25124 La Sal EL $14 $1,273 $1,287 $1,273 $14 $0 $1,234 25308 Lyman MD $0 $35,006 $35,006 $32,959 $2,047 $0 $45,655 25136 Montezuma Creek EL $8,676 $25,989 $34,665 $25,368 $9,297 $0 $35,372 25140 Monticello EL $11,983 $27,368 $39,351 $37,473 $1,878 $0 $36,880 25704 Monticello HI $3,918 $29,490 $33,408 $29,061 $4,347 $0 $36,743 25706 Monument Valley HI $0 $24,398 $24,398 $22,403 $1,995 $0 $29,066 25712 Navajo Mountain HI $3,357 $3,288 $6,645 $4,692 $1,953 $0 $4,250 25708 San Juan HI $13,783 $42,007 $55,790 $45,515 $10,275 $0 $56,897 25132 Tsebii nidzisgai EL $22,350 $28,960 $51,310 $42,982 $8,328 $0 $33,453 25710 Whitehorse HI $41,522 $31,506 $73,028 $32,973 $40,055 $0 $38,526 Bottom of Form
Flexible working application form It is recommended that you read the prior to completing this form. The summarised flexible working application process is as follows: Full details of the process including time scales can be in section 3.2 of the . Part 1 – to be completed by the employee Name: Payroll number: Manager: Date: Suffolk County Council allows all employees to make flexible working applications. However, unless are exceptional circumstances, employees should not submit more than one application in any 12 month period. Have you made another application to work flexibly in the previous 12 months? Yes No If yes, please provide more information: (This will not mean that your application will be automatically be refused, but will be important contextual information) Describe your current working pattern (days / hours / times worked) Describe the working pattern you would like to work (days / hours / times worked) NB: If your first preference of working pattern is declined, you will have a right of appeal. However, it is helpful to provide your manager with a second or third preference as some negotiation may be necessary in order to meet business needs. trial
WEEK 4 solitude: STUDYING & MEDITATING ON GOD’S WORD Ephesians 5:22-33 (ESV): DID GOD REALLY SAY THIS IS HOW MARRIAGE SHOULD WORK? 22 (A)Wives, (B)submit to your own husbands, (C)as to the Lord. 23 For (D)the husband is the head of the wife even as (E)Christ is the head of the church, his body, and is (F)himself its Savior. 24 Now as the church submits to Christ, so also wives should submit (G)in everything to their husbands. 25 (H)Husbands, love your wives, as Christ loved the church and (I)gave himself up for her,26 that he might sanctify her, having cleansed her by (J)the washing of water (K)with the word, 27 so (L)that he might present the church to himself in splendor, (M)without spot or wrinkle or any such thing, that she might be holy and without blemish.[a] 28 In the same way (N)husbands
DW Luke 1:71 : Ps. 106:10 DX Luke 1:72 : Mic. 7:20 DY Luke 1:72 : Lev. 26:42; Ps. 105:8, 9; [ver. 54, 55] DZ Luke 1:72 : See Rom. 9:4 EA Luke 1:73 : Gen. 22:16-18; 26:3; Heb. 6:13, 14 EB Luke 1:74 : Zeph. 3:15 EC Luke 1:75 : Eph. 4:24; [1 Thess. 2:10; Titus 2:12] ED Luke 1:75 : [Jer. 32:39 (Heb.); Matt. 28:20 (Gk.)] EE Luke 1:76 : ch. 7:26; 20:6; Matt. 11:9; 14:5 EF Luke 1:76 : See ver. 32 EG Luke 1:76 : ver. 17; ch. 3:4; 7:27; Mal. 3:1; Matt. 3:3; Mark 1:2, 3 EH Luke 1:77 : [Matt. 26:28; Mark 1:4] EI Luke 1:78 : Col. 3:12 (Gk.) EJ Luke 1:78 : Mal. 4:2; Eph. 5:14; 2 Pet. 1:19 EK Luke 1:78 : See ver. 68 EL Luke 1:78 : ch. 24:49 EM Luke 1:79 : Isa. 9:2; Matt. 4:16; [Acts 26:18]; See John 8:12 EN Luke 1:79 : Ps. 107:10; Isa. 42:7 EO Luke 1:79 : Rom. 3:17 EP Luke 1:79 : See ch. 2:14 EQ Luke 1:80 : ch. 2:40 ER Luke 1:80 : Matt. 3:1; 11:7 WEEK 14 solitude: journaling
WEEK 14 cell group meeting: RESPONSIVE ACCOUNTABILITY PERSONAL REFLECTION (5 MINUTES) Prayerfully consider your practice of Solitude over the previous week, as well as how God spoke to you as you lived the SCC lifestyle. Is God inviting you to...... Focus on your practice of “Loving God in Solitude”? Take a step of obedience? Repent from a sin? and rest in a truth? Or something else? This coming week God is inviting me to..... / My response to God’s invitation is to.... How I did with last week’s accountability item... GROUP ACCOUNTABILITY & PRAYER (30-45 MINUTES) Group Members’ Accountability Items (& Other Items) to Pray For:
No shows and cancellations with less than 2 weekdays’ notice are a significant problem for our practice. Many practices overbook on purpose so that no-shows and cancellations won’t limit access for other patients as well as cause a financial hardship for the practice. Patients who arrive on time are seen at their appointment time. Patients who have arrived on time will be seen ahead of those who arrive late. If you arrive late, we may need to abbreviate or reschedule your visit. Call ahead if you are late or unable to make your appointment time. We will do all that we can to accommodate your appointment and to minimize the need to reschedule your appointment. Due to the high number of patients requiring cardiology care and disease management, waiting times for appointments can be long. Because of this, Southeastern Cardiology Consultants, PC has a low tolerance for missed appointments that waste resources and prevent other patients from receiving care in a timely manner. Southeastern Cardiology Consultants, PC will charge a missed appointment fee for each appointment that is missed without adequate notice (“no showed”). A no show is an appointment that is: missed without notice missed with less than one day’s notice missed due to arriving 15 minutes or more beyond the scheduled appointment time If you must miss a scheduled appointment, please notify our office by the day before the appointment or 3 days before a New Patient appointment. Messages are acceptable and can be left during normal business hours. For new appointments (evaluations), we request 3 days notice in to have adequate time to reschedule the appointment time. The fees for No Shows are as follows: New Patient appointment $ 50.00 Return appointment $ 35.00 Nuclear Stress Test appointment $ Ultrasound/Echocardiogram $ 50.00 You will be notified by mail of no show fees. These fees must be paid prior to being seen at your next visit. You are responsible for any no show fees you are charged; your insurance company will not be billed. If you no show 3 times in a consecutive 12 month period, you may be discharged from the practice. You may appeal your no show fee by completing an appeal form within 30 days of the missed appointment. The fee(s) may be only waived by the Clinic Manager or Medical Director and are decided on a case by case basis. It is required that you sign and date this form and return it to us to being scheduled for a new appointment. This acknowledges that you have read and understand our policy.
Signed_______________________________________________ Date___________________
Mileage and Travel All journeys must be discussed with line management beforehand. Where pre-approval is not sought claims may be rejected. When making a claim a receipt needs to be shown to the manager and submitted to HR for audit purposes. Personal – Car Use In the that employees need to use their own car on business, it is the responsibility of the line manager to check business insurance and driving licenses. Please see the for more information. Accommodation To reduce the need for claims to be made, overnight accommodation and related expenditure must ordinarily be approved and arranged beforehand. Employees should not normally stay overnight at the council’s expense. Where it is possible to travel on the day of the meeting/conference etc. an overnight stay should not be claimed. Where an overnight stay is unavoidable, arrangements should, wherever possible, be made for accommodation and food prior to departure. Reasonable adjustments should be taken into account for disabled staff. Accommodation should be booked in line with procurement guidance. This can be found on the booking pages on . Where food is not available at the accommodation (i.e. Travelodge) any reimbursement of expenditure will be subject to Director or nominated delegate approval, and should be agreed in advance. Before authorising overnight accommodation the line manager must satisfy themselves that the overnight stay is necessary in performing SCC business, and that the most cost effective accommodation has been obtained. Meals and refreshments Reasonable costs for meals and refreshments will only be paid in exceptional circumstances. A claim can be made for actual expenditure up to the subsistence limits where: You are away from your home or normal place of work. You incur an unavoidable additional cost. You are on SCC business when you incur the expense. Claims for meals and refreshments will not be payable to employees who would normally be expected to be out of the office on a regular basis to perform their duties. In these circumstances employees are expected to make their own arrangements for meals. Where an employee would normally purchase food or a meal, or bring food with them to work, subsistence will not apply as no additional cost is incurred. This includes all situations where an
Type of check (and link to further information) Applies to all external applicants including existing temporary workers? Applies to existing Suffolk County Council employees applying for a new role? Am I required to provide documentation to HR complete the Yes No No this is completed in the application form Yes No Yes – see information Yes No Yes – see information Yes Only where the requirements of the new role are different and therefore qualifications/registrations would not have been previously checked Yes – see information Yes One internal reference can be requested at the discretion of the recruiting manager No this is captured in the application form Yes No No – this is done through an online link that you set up for the successful applicant Only roles where driving is an essential requirement of the role Only where driving is an essential requirement and where this was not a requirement of the previous role Yes – see information (where this is a requirement of the role) Only roles where a DBS check is a requirement of the role. Information is available in the criminal records check policy on with regard to those moving roles internally Yes – see information Only roles where additional police vetting is an essential requirement of the role. Only roles where additional police vetting is an essential requirement of the role.
The table below shows the different protections for different types of worker. Rights of employees, workers and the self-employed Statutory right Qualifying period Employees Worker Self-employed Unfair dismissal. 2 years*  Right to a Statutory redundancy payment. 2 years  Right to 26 weeks ordinary maternity leave and 26 weeks additional maternity leave. None  not to suffer detriment in relation to pregnancy, maternity leave, paternity leave or paternal leave. None  Claims under the national minimum wage act. None   Protection from detriment done on the grounds that the worker has made a protected disclosure about working time or whistle blowing. None   Claims under the Working Times Regulations (including right to annual leave, right to pay during annual leave and right to payment in lieu of holiday or termination of employment). None   Unlawful deduction of wages. None   Protection from discrimination on grounds of sex, race, disability, age, sexual orientations or religion and belief. None    Equal pay. None   * For contracts starting on or after the 6 April 2012. How to tell if someone is an employee, a worker or is self-employed? Employee The 'employee' status applies to the largest group of people in the workplace. All employees are workers (see below), but employees have a wider range of employment rights and responsibilities to and from the employer. For example, they need to give a minimum notice period if they wish to leave their employment.
5 6 What is the purpose of the Maryland State STEM Standards of Practice? To lay a foundation of STEM Education for all students in Maryland. 6 7 How many STEM Standards of Practice are included in this document? There are seven STEM Standards of Practice. 7 7 What is listed in the instructional notes and examples? Instructional examples and clarification for educators 8 7 What do the following colors represent: blue? purple? Blue: glossary terms Purple: Maryland state curriculum documents 9 7 What does the abbreviation CCSS RST.11-12 stand for? Common Core State Standards for Reading in Science and Technical Subjects Grades 11-12 10 8 Where can one find a comparison of Practices and Capacities? Appendix C 11 8 Who is responsible for the implementation of the STEM Standards of Practice Framework? All classroom teachers, supporting teaching staff, and special area teachers 12 8 How can educators implement STEM Standards of Practice Frameworks? infusion Projects/themes that span multiple disciplines
13 9-11 each STEM Standard of Practice title is a STEM proficient student statement. How does each statement begin? STEM proficient students will…. 14 9-11 Below each STEM Standard of Practice title is a STEM proficient student statement. How does each statement end? ….to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems. 15 28 What are some examples of subject matter experts as identified in the Framework? A subject matter expert could take a content role such as a statistician, historian, biologist, or take the role of a stakeholder, such as a government official, special interest group, entrepreneur or environmentalist. 16 36 What is the definition for complex question? An open question that promotes higher order thinking skills and requires students to synthesize information from multiple sources to develop answers. 17 38 What is the definition of researchable question? A clear and concise question that has a means of which to be answered through investigation. Researchable questions include questions that aid in specifying and prioritizing requirements and/or constraints of a problem or challenge. Researchable questions include questions that help to generate a problem statement
Evidence to be submitted at each stage of planning Appendix B SuDS Treatment Train Discharge Hierarchy Sustainability Hierarchy DISCHARGE CHOICE SUSTAINABILITY CHOICE Discharge Hierarchy SuDS Type Sustainability Level SuDS Technique Flood Reduction Pollution Reduction Wildlife & Landscape Benefit MUST BE CONSIDERED FIRST ONLY IF ALL OPTIONS ARE UNVIABLE Source Control MOST SUSTAINABLE (PREFERRED) LEAST SUSTAINABLE Roofs & Walls    OPTION 1 Infiltration To Ground Infiltration: Infiltration trenches & basins Soakaways: (standard or crate system)    OPTION 2 Attenuation and Discharge: To Pond, Ordinary Watercourse or Main River Filter strips and Swales    Basins and ponds: Wetlands Balancing Ponds Detention Basins Retention Basins Conveyance swales    OPTION 3 Attenuation and Discharge a) To Surface Water Sewer b) To Combined Sewer Permeable Surfaces & filter drains: Gravelled areas Porous paving   OPTION 4 Attenuation and Discharge To Foul or Highways (only in exceptional circumstances) Tanks & Piped Systems: Crated Attenuation Tanks Oversize pipes  Dickie, S, McKay, G, Ions, L, Shaffer, P (2010) Planning for SuDS – making it happen, C687, CIRIA, London (ISBN: 978-0-86017-687-9). Appendix C Climate change allowances In February 2016 there was a change to the EA climate change advice to modify the allowance levels for rainfall when designing surface water drainage: to 20% CC allowance for 1 in 100 year events but with a 40% sensitivity test. (please note the advice for river flow levels also changed – please contact the Environment Agency for more details) Applicants should design the discharge rates and attenuation on site to accommodate the 1:100 year +20% CC event and understand the flooding implications for the +40% CC event. If the implications are significant i.e. the site contains “highly vulnerable” or “critical infrastructure” receptors, could flood another development or put people at risk then a view should be taken to provide more attenuation to meet the 40% CC event. This will tie into designing for exceedance principles.
5. Redundancy Not all organisational change will result in redundancy. Employees are only dismissed as redundant if their dismissal is entirely or mainly because: The Council has or will cease carrying out the service/business for which the employee was employed; The Council has or will cease carrying out the service/business in the place where the employee was employed; The Council’s need for employees carrying out work of a particular kind has or will cease or diminish; or The need for employees to carry out work of a particular kind in the place where they are employed has or will cease or diminish. In practice redundancies occur where a re-organisation of a department, section or job results in a reduction in the number of employees required to do that work, or in a significant change to the nature of the work performed by the affected employees. Redundancy may also occur when a fixed term contract, or a series of temporary contracts, expires without renewal. 6. Selection for redundancy It may on occasions be necessary to reduce the numbers of a particular type of job, or where many employees have similar skills. In such cases it will be necessary to select which employees are to be made redundant. When selecting staff for redundancy, the Council will take the steps set out below. Not all the steps will be applied in every case. This will depend upon the most appropriate application according to the circumstances of the redundancy situation. Employees in schools and centrally employed teachers have a separate consultation timetable and selection procedure. Ask for Volunteers Whilst this seem the most reasonable way to select employees for redundancy, there are a number of disadvantages that must be taken into account. Volunteers may be the very employees the employer would most like to keep in terms of skill and experience; Voluntary redundancy can be expensive, because longer-serving employees are likely to volunteer thus attracting higher redundancy payments; If more employees volunteer than are required, the selection procedure applied amongst the pool of volunteers must also be fair. Assess according to Skills, Qualifications or Competencies It is essential that a balance of skills, qualification or competencies remain within the workforce to satisfy future business needs. As regards selection criteria for redundancy, it is not feasible to use Performance Development Review outcomes for this purpose. There is an element of subjectivity and possible inconsistency between different managers’ assessments that make it difficult to rely on Performance Development Review scores.
Concessionary Seat Application Form 2017-18 PLEASE COMPLETE THIS FORM IN BLOCK CAPITALS AND IN BLACK INK BUS APPLICATION – to be completed by all applicants 1.1 Pupil Details First child First Name: Surname: Male: □ Female: □ Date of Year Group: (2017/18) Second child First Name: Surname: Male: □ Female: □ Date of Birth: Year Group: (2017/18) Third child First Name: Surname: Male: □ Female: □ Date of Birth: Year Group: (2017/18) Please continue and attach an additional sheet where necessary Pupils’ Home Address: Postcode: School Date: Please provide details on the reverse if your child is not travelling from their home address. 1.2 Type of Pass □ Standard Return Fare □ Single Journey Fare (am) □ Single Journey Fare (pm) 1.3 Preferred Bus Route Your Preferred Bus Route(s) if known - see school website: First preference: Second preference: 1.4 Payment Details Name of person to receive invoice (this person must be over 18 years of age) Title: First Name: Surname: Home Address: (if different from above) Post Code: Relationship to pupil: Telephone: Email: 1.5 Conditions of the Sedgefield Community College Seat Scheme (1) Applications must be made on the official form.
(It is acknowledged that data sets in scope may change following the public consultation. This list will be amended accordingly prior to the SCCI Requirements meeting.) Prevalence of Consistent Identification Data Items when NHS Number is Missing by National Data Sets, 2014-15 (%) The following table provides evidence that there is relatively good completeness of CIDIs when NHS Number is not present in a national flow: Consistent Identification Data Items Admitted Patient Care % Outpatients % A&E % Withheld Identity Reason Withheld Identity Reason 20.1 Withheld Identity Reason 11.2 Withheld Identity Reason 21.1 Patient Identifier Patient ID 58.3 Local Patient ID 84.2 Patient ID 75.4 Activity Date Episode Start Date 100.0 Appointment Date 100.0 Arrival Date 100.0 Age at Activity Date Age at CDS Activity Date 100.0 Age at CDS Activity Date 100.0 Age at CDS Activity Date 100.0 Person Stated Gender Code Sex 100.0 Sex 99.2 Sex 100.0 General Medical Practice Code (Patient Registration) GP Practice Code 99.7 GP Practice Code 99.6 GP Practice Code 97.6 Organisation Code (Code of Provider) Provider Code 100.0 Provider Code 100.0 Provider Code 100.0 Organisation Code (Code of Commissioner) Commissioner Code 100.0 Commissioner Code 100.0 Commissioner Code 100.0 Organisation Code (Residence Responsibility) Org Code Res Resp 96.7 Org Code Residence Responsibility 96.0 Org Code Residence Responsibility 92.2 Organisation Code (GP Practice Responsibility) GP CCG Code 64.3 GP CCG Code 56.1 GP CCG Code 48.4 Organisation Code (Local Patient Identifier) Org Code Local Patient ID 76.0 Org Code Local Patient ID 86.1 Org Code Local Patient ID 74.5
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Extended Go Kit Purpose: Additional items for fully independent operation over an extended period of time. Used in situations where returning home after shift is not possible or not ideal. As Needed or Required Power Source: - Regulated DC power supply - Battery charger - batteries (for charging while operating) - 12 VDC -to- 120 VAC Power Inverter - Solar power system - Portable generator and fuel Clothing: - Rain gear - Jacket - Warm clothing (preferably in layers) - garments (3 sets) - Socks (3 sets) - Pants (3) - Belt - Shirts (3) - Alternate boots or shoes - Sleepwear - Cold water laundry soap Food and Water: - MREs (self-heating) or other non-perishable meals - (1 gal/day recommended, depending on conditions) - Water purification tablets or devices - Can opener - Cooler or ice - Bowl and eating utensils - Coffee cup Shower Items: - Washcloth and towel - Soap and shampoo - Razor and shaving cream - Toothbrush and toothpaste - Comb and/or brush - Deodorant/antiperspirant - Wash basin (in case of no sink) Shelter: - Sleeping pad - Sleeping bag/blanket - Pillow - Blanket - Tent - Alarm clock Personal Go Kit Items/Notes: