zilongwang/ReadingBank huggingface dataset:
Link roads Edge of seal drop off greater than 50mm for more than 10 per cent per kilometre length. Affected areas to be rectified within 4 weeks Collector and Access roads Edge of seal drop off greater than 50mm for more than 10 per cent per kilometre length. Affected to be rectified within 6 weeks Footpath This activity covers the intervention levels and response all concrete, sealed and footpaths and shared pathways. Footpath Category Vertical Displacement Defect Intervention Deformation Defect Intervention Pot Hole Defect intervention Response Time High Between 10 and 20 millimetres Between 40 and 75mm over 1 metre Greater than diameter and greater than 40mm deep annual High Between 20 and 40 millimetres Between 75 and 100mm over 1 metre Greater than 300mm diameter and greater than 75mm deep 1 month High Greater than 40 millimetres. Greater than 100mm over 1 metre Greater than 300mm diameter and greater than 100mm deep 3 weeks Medium Between 20 and 40 millimetres. Between 75 and 100mm over 1 metre Greater than 300mm diameter and greater than 75mm deep annual Medium Greater than 40 millimetres. Greater than 100mm over 1 metre Greater than diameter and greater than 100mm deep 3 months Low Between 20 and 40 millimetres. Between 75 and 100mm over 1 metre Greater than 300mm diameter and greater than 75mm deep annual
Hazard Description Hazard Intervention Level Response Time Missing stormwater pit lids in the road reserve Pit lid is dislodged or missing. Pit lid id damaged, having no pedestrian bearing capacity. 4 hours Road Obstruction A tree or part of a tree or any other obstruction resulting in a complete or partial lane or road blockage. 4 hours Footpath Obstruction A tree or part of a tree or any other obstruction resulting in a complete or partial blockage of the footpath forcing the pedestrian onto the road or an area unsafe for pedestrian movements. 24 hours Oil Spills Oil spills on the road pavement 4 hours Other An issue which is likely to create danger or serious inconvenience to users of the road or footpath network. 48 hours Inspection Types Inspection Type Purpose Who must perform inspection Reporting Requirements Hazard Hazard inspections are undertaken following a notification from a customer. Customers include community members as well as Council employees while undertaking their normal duties. Officer of the Council with some knowledge of road maintenance techniques who may Recording to identify specific hazard, time first reported, time inspected and by whom,
YMCA Youth & Government BRANCH YMCAS Arthur & Vera YMCA Buehler YMCA C. W. Avery Family YMCA Cahokia Area YMCA Camp Duncan YMCA Camp Independence YMCA Camp Winnebago Branch YMCA Central City YMCA CMT Center YMCA Community Outreach YMCA DeKalb Barb City YMCA Downtown Belleville YMCA Downtown Springfield YMCA East Belleville Center YMCA Elmhurst YMCA House Family YMCA Foglia YMCA Fox Valley Y Central Branch Fox Valley Y West Branch Fry Family YMCA Galowich Family YMCA Gilberts Family Branch YMCA Gilberts YMCA Greater LaGrange YMCA Gus & Kerasotes YMCA Hastings Lake YMCA High Ridge YMCA I.D. Pennock Family YMCA Indian Boundary YMCA Irving Park YMCA Hall YMCA Kroehler Family YMCA Lake View YMCA Lattof YMCA Leaning Tower YMCA Lisbon YMCA McCormick Tribune YMCA McGaw Y Child Care Center Mendota Area YMCA Meyer Center YMCA Monroe County Center YMCA Morris Community YMCA Mt. Sterling Community YMCA North Lawndale YMCA North Will Center Northeast Family YMCA O'Fallon Center YMCA Oswego Family YMCA Outdoor Center YMCA Plattville YMCA Rauner Family YMCA Roscoe-Rockton TNCA Sage YMCA Sonnenberg Center YMCA South Chicago YMCA South Side YMCA South Suburban YMCA St. Charles YMCA Sugar Grove Center YMCA Taylor YMCA Third Age Office YMCA Wabash YMCA West Communities YMCA Western Community YMCA YMCA Child Dev Center Yorkville Aquatic Center YMCA Youth Achievement YMCA Alliance Leadership & Structure STATE ALLIANCE LEADERSHIP: Andy Thornton, Chair Sterling-Rock Falls YMCA Paul Stanzione, Vice Decatur Family YMCA Meg Cooch, Executive Director IL State Alliance of YMCAs Town and Country: Gary Bublitz, Alfred Campanelli YMCA Andrew Bobbitt, Fox Valley YMCA Jim Watts, Greater Joliet Area YMCA *David Reed, McGaw YMCA Northwest: Rob Wilkinson, Kishwaukee Family YMCA Andy McFarlane, Dixon Family YMCA Andy Thornton, Sterling-Rock Falls YMCA PUBLIC POLICY COMMITTEE: *David Reed, Chair, McGaw YMCA Rob Wilkinson, Kishwaukee Family YMCA *Sue Brown, YMCA of SW Illinois Dan Chonowski, Greater Peoria YMCA Paul Nolley, YMCA of Rock River Valley Jill Edelblute, YMCA of Metropolitan Chicago Lynda Chott, BR Ryall YMCA Christy Filby, Two Rivers YMCA
Please note and prepare for the following Road Restrictions which will be in force for these two events: 11th November - Remembrance Parade Road Restrictions will be as follows: NO PARKING - West Street & New Street – NO PARKING from 00.01 through to 16.30 on the 11th Nov. CLOSED - Market Place, New Street & West Street - CLOSED from 13.00 through to 16.30. ___________________________________________________________________ 1st December – Christmas Market Road Restrictions will be as follows: ROADS CLOSED - North Street, Market Place, New Street, & West Street – CLOSED from 08.00 through to 21.00. NO PARKING – MILTON ROAD and BLACKPOT LANE – NO PARKING from 08.00 through to 21.00. TEMPORARY ONE-WAY SYSTEM in place – East Road, South Road, Mill Road, Stoke Hill, Benefield Road, Milton Road and Blackpot Lane from 08.00 through to 21.00. THANK YOU FOR YOUR HELP & COOPERATION!
ATTACHMENT 2 National Quality Standard linkages to road safety This document provides extracts from the NQS that relate to road safety and must be read in conjunction with the NQS. Quality area 2: Children’s health and safety Standard Element Assessment Guide 2.3 Each child is protected. Questions to guide reflection on practice: How do we ensure children are alerted to safety issues and encouraged to develop the skills to assess and minimise risks to their own safety? 2.3.1 Children are adequately supervised at all times. Guidance for children of all ages and all service types Assessors may observe: educators supervising children closely when they are in a situation that presents a higher risk of injury – for example, on an excursion near a road or 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury. Guidance for children of all ages and all service types Assessors may observe: educators and coordinators talking with children about safety issues and correct use of equipment and the environment and, where appropriate, involving children in setting safety rules. Assessors may sight: evidence of detailed information provided to families regarding excursions, including the destination, mode of transport, ratios and the number of adults in attendance, and written authorisation for children to be taken outside the service premises, including for excursions or routine outings (except in emergency situations)
6.3 The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing. 6.3.2 Continuity of learning and transitions for each are supported by sharing relevant information and clarifying responsibilities. Guidance for children of all ages and all service Assessors may observe: children being supported and appropriately supervised when being transported to or from the service by car, bus, train or tram or on foot. Assessors may discuss: the strategies and processes used to support: children with additional in their transition to school and to specialist services how road safety education and any active transport initiatives are incorporated into the program.
“kerb line” the boundary between the shoulder and the verge or, in the absence of a shoulder, the part between the edge of the roadway and the verge; “learner’s licence” means a learner’s licence referred to in Chapter 4; “licence inspector” means a licence inspector appointed under section 11; “local authority area” means a local authority area as defined in section 1 of the Local Authorities Act, 1992 (Act No. 23 of 1992); “local authority council” means a local authority council as defined in section 1 of the Local Authorities Act, 1992; “manufacturer” means a person who manufactures or assembles new motor vehicles for the purpose of sale or disposal otherwise commercially; “medical practitioner” means a person registered as a medical practitioner under the Medical and Dental Professions Act, 1993 (Act No. 21 of 1993); [The Medical and Dental Professions Act 21 of 1993 has been replaced by the Medical and Dental Act 10 of 2004.] “Minister” the Minister of Works, Transport and Communication; “Ministry” means the Ministry of Works, Transport and Communication; “motor vehicle” means any self-propelled vehicle and includes - (a) a trailer; (b) a vehicle the tare of which exceeds 30 kilograms and having pedals and an engine or an electric motor as an integral part thereof or attached thereto and that can be propelled by means of such pedals, engine or motor or both such pedals and engine or motor, but does not include - (i) a pedestrian controlled vehicle propelled by electrical power derived from storage batteries; (ii) a vehicle the tare of which is less than 230 kilograms and which is specially designed and constructed, and not merely adapted, for the use of a person suffering from a physical defect or disability and is used solely by such person; “number plate manufacturer” means a person who manufactures number plates for display on motor vehicles in accordance with the requirements of this Act; “operate on a public road”, in relation to a vehicle, means to use or drive a vehicle or to permit a vehicle to be used or driven on a public road, or to have or to permit a vehicle to be on a public road; “operator” means the person responsible for the use of a motor vehicle of any class contemplated in Chapter 6, and who is registered as the operator of such vehicle; “owner”, in relation to a vehicle, means -
Road Trip Itinerary Template Format Purpose: Trip Start: Destination: Trip End: DEPARTING FLIGHT Date Departs Airline Confirm # Departure Flight # Arrives Arrival More Info CAR RENTAL Date Time Confirm # Location Company More Info Pick Up Drop Off HOTEL Date Name Confirm # Street City Room Check-Out More Info MEETINGS AND EVENTS Date Start Venue Street Topic Room End RETURNING FLIGHT Date Departs Airline Confirm # Departure Flight # Arrives Arrival More Info
PINEWOOD NURSING HOME JOB DESCRIPTION FOR REGISTERED Position: Registered Nurse Responsible to: Registered Manager/ Proprietors Purpose of Position To provide high quality nursing care and to assist in identifying and addressing the health and social care and spiritual needs of service users. Principal Responsibilities Work within the NMC codes of conduct and Scope of Practice, retain active PIN and adhere to the home's policies and procedures. Make and work to The Social Care Commitment. Self-assess by reflecting upon nursing practices to develop new skills and knowledge through continuous professional development training that contributes to the enhancement of service provision. Assume responsibility for high standard direct nursing care to service users, based on the assessment of their care needs and in consultation with them, their relatives, the Manager and wider partners deploying and managing staff team to effect. Engage in care planning and continuity, reassessing the needs of the service users continuously in collaboration with partners and recording/disseminating to staff team to achieve planned goals/outcomes. Provide sympathetic accurate and timely information and support to resident’s their families and carers. Liaise by telephone and in person with resident’s GPs and healthcare professionals involved such as occupational therapists, physiotherapists, community nurses, etc ensuring optimum partnership working for service users. Keep records accurately and ensure all medications/master files maintained. Administer and order medicines/equipment as required by service user adhering to home’s policies and procedures. Guide, teach, deploy and assess care staff and manage their performance in line with Fundamental Standards of Care. Comply with the West Sussex multi agency policy and procedures for safeguarding adults at risk. Support the Quality Assurance review cycle as requested by the QA Supervisor/Manager. Hold direct responsibility for ensuring that safety and cleanliness standards are maintained throughout the shift, risk assessment and infection prevention controls are practiced. Maintain continuity among nursing team by documenting and communicating actions, irregularities and changings in service user’s needs. Uphold residents’ dignity at all times. Work in accordance with residents’ personal preferences at all times. Maintain service user confidentiality by keeping information confidential, share information about their needs only with their consent/next of kin. Respect confidentiality of the home, including the use of the social networking system. Comply with Pinewood’s policies and procedures as detailed in the staff handbook and Policies and Procedures Folder. Undertake mandatory training, any training necessary for the completion of your duty Attend a minimum of 2 staff meetings per year, one appraisal meeting and supervisions as requested Manage homes resources effectively. Signature Date
Roadkill Monitoring Report – July to September 2015 Tarkine Drive Upgrade October 2015 This report details the results of roadkill monitoring activities for the Tarkine Drive over the third period of 2015, and is the eighth report in total. The Commonwealth Government approved the project to proceed in line with a number of environmental conditions approved under the Environment Protection and Biodiversity Conservation Act 1999. Condition 11 of this approval requires that the Department of State Growth publish a roadkill monitoring report every three months, as part of the Draft Roadkill Monitoring Adaptive Management Plan (RMAMP), which details the results of monitoring activities. Tarkine a 92.7km road, is monitored weekly for signs of roadkill (see Image 1 below). All road upgrade works were completed in December 2014, with the road officially reopened in June 2015. Image 1. Map of project area. Data collected as part of these monitoring activities is based on pre-defined criteria outlined by the Approval. These criteria are:
Roadkill Counts EPBC species register: 1 January to 30 March 2017 Date Time Common Name Body Condition Decimal Degrees Eastings Northings GPS Error Impact Type 3/01/2017 12.36 pm Bare Nosed Wombat Moderate -41.1681 144.9176 325310.7740 5440490.2820 25 Vehicle impact 17/01/2017 1.10pm Bronze Winged Pigeon unable to be determined -41.1732 145.0835 339241.9500 5440247.3280 10 Vehicle impact 24/01/2017 2.02pm Bare Nosed Wombat healthy -41.1910 144.8644 320902.4210 5437843.4810 5 Vehicle impact 2/02/2017 12.54pm Tiger Snake unable to be determined -41.1507 144.6883 306018.8310 5441937.7510 5 Vehicle impact 14/02/2017 4.06 pm Bennetts Wallaby moderate -41.1053 144.6848 305591.0750 5446970.4480 10 Vehicle impact 14/02/2017 4.15pm Bennetts Wallaby Moderate -41.0591 144.6799 305043.0230 5452088.7910 10 Vehicle impact 5/03/2017 3.12pm Pademelon unable to be determined -41.1176 144.6865 305770.1120 5445608.6450 10 Vehicle impact TOTAL 7
Table of Results Roadkill Counts EPBC species register: 1 July to 30 September 2017 Date Time Common Name Body Condition Decimal Degrees Eastings Northings GPS Impact Type 11/07/2017 13.41 pm Red-Necked (Bennets Wallaby) healthy -41.10938009 144.6843454 305564.8630 5446516.3910 10 car TOTAL 1
Standard 6A Representations and Ordering 5% 6% -- 6% Standards 6B, 6C Computation, Operations, Estimation, and Properties 10% 9% -- 9% Standard 6D Ratios, Proportions, and Percents 5% 4% -- 4% Goal 7 – Measurement 15% 14% 1% 13% Standards 7A, 7B, 7C Tools, Estimation, and Applications 15% 14% 1% 13% State Goal 8 – Algebra 30% 32% 13% 19% Standard 8A Representations, Patterns, and Expressions 10% -- -- 7% Standard 8B Connections Using Tables, Graphs, and Symbols 10% -- -- 6% Standards 8C, 8D Writing, Interpreting, and Solving Equations 10% -- -- 6% State Goal 9 – Geometry 20% 18% 3% 15% Standard 9A Properties of Single Figures and Coordinate Geometry 10% -- -- 7% Standard 9B Relationships Between and Among Multiple Figures 10% -- -- 7% Standard 9C Justifications of Conjectures and Conclusions Standard 9C is not assessed in isolation. Standard 9D Trigonometry Standard 9D is not assessed until grade 11. State Goal 10 – Data Analysis, Statistics, and Probability 15% 16% 3% 13% Standards 10A, 10B Data Analysis and Statistics 8% -- -- 7% Standard 10C Probability 7% -- -- 6% 100% 100% 20% 80% **Due to rounding, sums may not be exact.
Bibliography D. Chabanet and A. H.Trechsel, EU Member States’ Consultation with Civil Society on European Policy Matters, Robert Schuman Centre for Advanced Studies, European University Institute, 10. 2011. For A Democratic Europe Now, Final Report of the “Real Civil Society Democracy in Europe” project led by Civil Society Organisations CSV (UK), Solidar (EU network), La Ligue de l’Enseignement (FR), Forum for International Cooperation Denmark (DK), IDEAS Institute (IR) and Confederazione Generale Italiana del Lavoro (IT), November 2014. 2013 CSO Sustainability Index for Central and Eastern Europe and Eurasia, 17th Edition, June 2014. A. Del Rio Rosello, “Updating Policymaking and Participation in Europe”, Thesis, University of Milan, July 2014. Annex 2 2.1. Civil dialogue in matters covered by the "Europe for citizens" programme 2014-2020 2.1.1. Description Following the adoption of the Council Regulation establishing the Europe for Citizens programme (2014-2020), a new Civil Dialogue group was convened in June 2014 to take over the "Structured Dialogue group" established in 2007 with the previous Europe for Citizens Programme. The tasks are: • To hold a regular dialogue on all matters relating to the Europe for Citizens programme, including “Remembrance” and “Democratic and civic engagement”, and to implement it. • To about exchanges of experiences and good practices in those fields. • To contribute to the dissemination of the programme’s results. • To contribute to preparation and implementation of any event or activities organised under the programme. • To monitor and discuss policy developments in related fields. There are usually two meetings per year, depending on the Europe for Citizens programme agenda and on the European political agenda, including the annual priorities of the European Union. The group, which may set up working groups to examine specific questions, is composed of 55 organisations: • Organisations selected to receive an operating grant under the "Europe for Citizens" Programme, under strand 1, “Remembrance”, and 2, “Democratic engagement and civic participation”.
DfT “Setting speed limits” says: 32. Different road users perceive risks and appropriate speeds differently, and drivers and riders of motor vehicles often do not have the same perception of the hazards of speed as do people on foot, on bicycles or on horseback. Fear of traffic can affect peoples’ quality of life and the needs of vulnerable road users must be fully taken into account in order to further encourage these modes of travel and improve their safety. Speed management strategies should seek to protect local community life. As explained above, currently the speed management strategies detrimentally affect community life. Options considered 20 mph limit DfT circular, “Setting local speed limits”, dated January 2013 gives a priority for action. 12. Traffic authorities are asked to: keep their speed limits under review with changing circumstances; consider the introduction of more 20 mph limits and zones, over time, in urban areas and village streets that are primarily residential, to ensure greater safety for pedestrians and cyclists … Residents feel that a 20 mph limit would be the most appropriate option for Shenington and Alkerton. Also, the circular states the following. 30. The following will be important factors when considering what is an appropriate speed limit: history of collisions, including frequency, severity, types and causes; road geometry and engineering (width, sightlines, bends, junctions, accesses and safety barriers etc.); road function (strategic, through traffic, local access etc.); composition of road users (including existing and potential levels of vulnerable road users); existing traffic speeds; road environment, including level of road-side development and possible impacts on residents (e.g. severance, noise, or air quality). Each of these factors has been considered above. The function of the main road through the villages is very clearly one of local access. The road users include vulnerable groups moving around the villages on foot. Others are discouraged from walking or riding because of the traffic, and road geometry and engineering; there are several hazardous points on the narrow, winding road with no footways. Average traffic speeds are about 25 mph through the villages with the exception of Shenington Hill. DfT “Setting local speed limits” says: 119. Fear of traffic can affect people's quality of life in villages and it is self-evident that villages should have comparable speed limits to similar roads in urban areas. It is therefore government policy that a 30 mph speed limit should be the norm in villages.
ATTACHMENT 2 National Quality Standard linkages to road safety This document provides extracts from the NQS that relate to road safety and must be read in conjunction with the NQS. Quality area 2: Children’s health and safety Standard Element Assessment Guide 2.3 Each child is protected. Questions to reflection on practice: How do we ensure children are alerted to safety issues and encouraged to develop the skills to assess and minimise risks to their own safety? 2.3.1 Children are adequately supervised at all times. Guidance for children of all ages and all service Assessors may observe: educators supervising children closely when they are in a situation that presents a higher risk of injury – for example, on an excursion near a road or water. 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury. Guidance for children of all ages and all service types Assessors may observe: educators and coordinators talking with children safety issues and correct use of equipment and the environment and, where appropriate, involving children in setting safety rules. Assessors may sight: evidence of detailed information provided to families regarding excursions, including the destination, mode of transport, ratios and the number of adults in attendance, and written authorisation for children to be taken outside the service premises, including for excursions or routine outings (except in emergency situations)
6.3 The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing. 6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities. Guidance for children of all ages and all service types Assessors may observe: children supported and appropriately supervised when being transported to or from the service by car, bus, train or tram or on foot. Assessors may discuss: the strategies and processes used to support: children with additional needs in their transition to school and to specialist services how road safety education and any active transport initiatives are incorporated into the program.
The Carers Road Show 2018 Booking & Confirmation Form Date Location Your Organisation May 15th Tuesday Mary Potters Health Centre Nottm NG7-5HY May 18th Friday Arnold Methodist Church Drop In NG5-7EL May 22nd Tuesday Stapleford Care Centre Notts NG9-8DB June 1st Friday Bulwell Riverside Health Centre Nottm NG6-8QJ June 8th Friday Worksop Market Bridge Street Notts June 15th Friday Cornerstone Health Centre NG11-8EW June 29th Friday Newark Market Place Notts NG24-1EA July 6th Friday Mansfield Market Place Notts NG18-1HZ July 13th Friday Valley Health Centre St; Annes Nottm NG3-3GG July 26th Thursday Retford Market Place, The Square Notts August 1st Wednesday Lark in the Park, Westbridgford NG2-6AT August 1st Wednesday Southglade Park Life Festival Nottm NG5-5GU August 9th Thursday Kings Mill Hospital Notts NG17-4JL This venue is FULL August 10th Friday Cornerstone Health Centre NG11-8EW August 14th Tuesday Mary Potter Health Centre Nottm NG7-5HY September 7th Friday Bulwell Riverside Health Centre Nottm NG6-8QJ September 13thThursday Kings Mill Hospital Notts NG17-4JL Confirmation of your booking is secured only when this form is returned to you signed by Trevor Clower
ROAD TEST INFORMATION The purpose of taking road test or drive test is the last part of driver license examination and our responsibility is to determine a person sure to be a safe driver and ready for self-operating a vehicle in public road with safety manner. there are no guarantee that you will be passed this time, most of drivers from other countries due to some mistake of driving style which is not cable in safety us roadway system drive test took place about 20 minutes time, parallel parking will be the first step within 2 minutes mandatory. We will not provide driving instruction unless you hire us to do prior time of test, to do that we will give you better advice. Four main components will be graded: CONTROL – OBSERVATION – POSITIONING – SIGNALS CONTROL, your vehicle controlled in traffic. OBSERVATION, your vision sees other traffic doing or creating problem in traffic. POSITIONING, your vehicle stay proper in the lane while travelling as well as turns. SIGNALS, required times of turning, change of lane, stopping or slowing. If you have any question, please ask the examiner before Drive Test start, no talking during the test. When you are done with the parallel parking, put your car in Park position and examiner will tell you what to do next. TEST PROCESS Vehicle inspection. Start and do the parallel parking. Drive to the streets and returning to the driving school. A. If passed, you will be given a sealed envelope containing the test certificate, you will bring it to DPS for processing your License. B. If being failed, you can reschedule another test after working out with your performance. SIGNED YOUR SIGNATURE:……………………………………………………………………………… DATE:….…...…/…….….……/…….……… YOUR NAME:………………………………………………………………………………………………………………………
(4) The Company is exempt from the payment of all fees chargeable in terms of the Companies Act which relate to the checking of documents, the reservation and registration of the name of a company or a shortened form thereof, the registration of its memorandum and articles and the issue of a certificate to commence business. (5) Sections 66, 174, 190 and 344(d) of the Companies Act not, while the State is a member of the Company and the total number of members of the Company is less than seven, apply to the Company. (6) The Minister shall, within a period of 28 days after the registration of the memorandum and articles, or any alteration or addition thereto, as the case may be, table such memorandum and articles, or such alteration or addition, as the case may be, in the National Assembly if the National Assembly is then in ordinary session or, if the National Assembly is not then in ordinary session, within a period of 28 days after the commencement of its next ensuing ordinary session. [subsection (6) amended by Act 2 of 2006 to delete the word “Shareholding”] Shareholding in Company 3. (1) The State shall, on the registration of the Company and subject to subsection (5), be the holder of the shares in the Company. (2) The Minister shall, on behalf of the State, exercise the rights attached to the shares of which the State is the holder. [subsection (2) substituted by Act 2 of 2006] (3) [subsection (3) deleted by Act 2 of 2006] (4) [subsection (4) deleted by Act 2 of 2006] (5) With the prior consent of the Cabinet - (a) the Minister may alienate shares held by; [paragraph (a) amended by Act 2 of 2006 to delete the word “Shareholding”] (b) the Company may issue shares in the Company to any person other than, the State. Object of Company 4. (1) Subject to the other provisions of this Act, the object of the Company is to undertake work relating to the construction or maintenance of roads or any other construction works in accordance with sound and generally accepted business principles. [subsection (1) substituted by Act 11 of 2002]
Step 5: Calculate the distance of each leg of your trip using the ratio you just found. Set up a proportion and cross multiply to find the distance in real life between each of the cities. ROUND TO THE NEAREST MILE. List 2 Cities and Distance in Inches Proportion Show Work Use extra paper if needed Distance in Miles Step 6: Find the total distance traveled during your road trip.
Road Trip Project : Part Two Number of Miles Traveled ______________________ Your family has decided to rent a vehicle for your road trip. It is your job to determine which vehicle you should rent. You have 6 choices. 2012 Ford Mustang 2012 Smart Car 2012 Dodge Ram 2012 Honda Odyssey 2012 Chevrolet Tahoe 2012 Jeep Wrangler 2012 Ford Mustang 2012 smart fortwo coupe 2012 Dodge Ram 1500 Pickup 4WD 2012 Honda Odyssey Cost to 25 Miles $4.26 $2.90 $6.75 $4.67 $5.76 $5.44 Fuel to Drive 25 Miles 1.09 gallons 0.69 gallons 1.67 gallons 1.19 gallons 1.47 gallons 1.39 gallons Step 9: Calculate the average gas mileage of each vehicle on the previous page. Show your Work! Calculated MPG ____________ ___________ ___________ ___________ ___________ __________ Step 10: Write a paragraph describing which vehicle you should rent and why. Describe how you used pre-algebra to help make this decision.
Option 1: Figure 7 – SCTP Multihoming (IP) – option 1 MTP/M3UA Routing in A: Destination B = Linkset A_B, Prio 1 Figure 8 – SCTP Multihoming (SPC) – option 1 Option 2 (more Reliability) Figure 9 – SCTP Multihoming (IP) – option 2 MTP/M3UA Routing in A: Destination B = Linkset A_B, Prio 1 Figure 10 – SCTP Multihoming (SPC) – option 2 Option 3 (Paranoia Mode) Figure 11 – SCTP Multihoming (IP) – option 3 Figure 12 – SCTP Multihoming (SPC) – option 3 MTP/M3UA Routing in A: Destination B = Linkset A_B, Prio 1 Destination B = Linkset A_D, Prio 2 Destination D = Linkset A_D, Prio 1 Destination D = Linkset A_B, Prio 2 MTP/M3UA Routing in C: Destination B = Linkset C_B, Prio 1 Destination B = Linkset C_D, Prio 2 Destination D = Linkset C_D, Prio 1
Ordinance 13 of 1931 Roads (Motor By-Passes) Ordinance, 1931 Ordinance 7 of 1937 Roads and Outspans Ordinance, 1937 Ordinance 8 of 1942 Roads and Outspans Amendment Ordinance, 1942 Ordinance 7 of 1945 Roads and Outspans Amendment Ordinance, 1945 SCHEDULE 2 LAWS REPEALED IN SO FAR AS THEY ARE STILL IN FORCE IN EASTERN CAPRIVI This heading appears to be in error; it should refer to Ovambo and Kavango to accord with section 4(1) of Act 5 of 1982, quoted above. No. and year of law Title Ordinance 28 of 1962 Ordinance, 1962 Ordinance 16 of 1963 Roads Amendment Ordinance, 1963 Ordinance 6 of 1964 Roads Amendment Ordinance, 1964 Ordinance 37 of 1965 Amendment Ordinance, 1965 Ordinance 6 of 1966 Roads Amendment Ordinance, 1966 Ordinance 4 of 1967 Roads Amendment Ordinance, 1967 Ordinance 21 of 1967 Roads Further Amendment Ordinance, 1967 Ordinance 12 of 1968 Amendment Ordinance, 1968
Opening Circle Movement Relaxation Transitions Closing Circle Welcome song & one other -SS Puppet Script Review daily schedule and rules now and throughout the day Transition: Question of the Day (QOTD): “How did you get to school (Car, bus, walking) Use visuals. Have children answer charting with whiteboard/pocket chart/etc. SS Song & one other Relaxation: Transition: SS Builder- Closing Circle: Review QOTD results with the full group, counting each column and writing the numeral. Goodbye song Welcome song & one other - Maps: Show children a few examples of different maps. (Suggestions: city maps, neighborhood maps, map of a zoo or museum, map of classroom, school or neighborhood street.) Talk about what do we use maps for? How can they help us? What do you see on these maps? Review daily schedule and rules now and throughout the day Transition: Music/Movement: : “Driver Song” and/or “Wheels on the Bus” Relaxation: Transition: Closing Circle: Goodbye song Welcome song & one other Review schedule and rules now and throughout the day Transition: QOTD: “Did you see a traffic light on your way to school today?” (Y/N) Provide a picture to aid with children’s comprehension. Music/Movement: : “Twinkle Twinkle Traffic Light” and/or “Wheels on the Bus” Relaxation: Transition: Choose a math transition Closing Circle: Goodbye song Welcome song & one other Review daily schedule and rules now and throughout the day SS Skill Activity Transition: QOTD: “Did you see a stop sign on your way to school today?” (Y/N) Provide a picture to aid with children’s comprehension. Music/Movement: SS Song & “Beanbag Toss” (see below) Relaxation: Transition: SS Brain Builder- Closing Circle: Goodbye song Group 1: Duck on a Bike Group 2: Trashy Town by Andrea Zimmerman (recall from “Neighborhood” theme) Group 1: Trashy Town by Andrea Zimmerman (recall from “Neighborhood” theme) Group 2: Duck on a Bike Group 1:SS Story and Discussion- Group 2: SS Book- Group 1: SS Book- Group 2: SS Story and Discussion-
Activity Group 1: Painting with Vehicles Group 2: Ramps Group 1: Ramps 2: Painting with Vehicles Group 1: SS Skill Activity- Group 2: Wheel/Circle Hunt Group 1: Wheel/Circle Hunt Group 2: SS Skill Activity- Special Activities Tangible Acknowledgement System: Play Yard Map (see activity Play Yard Map (see activity guide) Have children pass beanbag around the circle in various ways – over head, behind back, etc. Then have them pair up and toss beanbags to each other, then into a basket. (Provide multiple baskets to minimize wait time.) Outside Inclement Weather Plan: Individual Child Planning Form Center/Classroom: Teachers: Week of: Focus Date Child’s School Readiness Goal Focus Domain(s) Why Chosen? when
PHYS 1020 LECTURE/LABORATORY/TUTORIAL/TEST SCHEDULE, FALL 2016 Week Date Lecture Chapter Topic Laboratory/Tutorial/Test 1 F Sep. 8 1 1 Introduction NO LAB OR TUTORIAL 2 M 11 2 Uncertainties Lecture W 13 3 2 Kinematics in One Dimension F 15 4 3 M 18 5 TUTORIAL 1 W 20 6 3 Kinematics in Two Dimensions F 22 7 4 M 25 8 Experiment #1: Measurement of Length and Mass W 27 9 4 Forces and Newton’s Laws F 29 10 5 M Oct. 2 11 TUTORIAL 2 (MT) W 4 12 5 Uniform Circular Motion Th 5 NO LECTURE (Fall Break) NO LECTURE (Fall Break) F 6 6 M 9 NO LECTURE (Thanksgiving) W 11 13 TUTORIAL 2 (WTh) F 13 14 6 Work and Energy 7 M 16 15 Experiment #2: Measurement of g by Free Fall W 18 16 F 20 17 8 M 23 18 7 Impulse and Momentum NO LAB OR TUTORIAL W 24 19 Th 26 MID-TERM TEST (5:30 p.m. - 7:30 p.m.) F 27 20 9 M 30 21 8 (Sec. 1-3) Rotational Kinematics Experiment #3: Forces in Equilibrium W Nov. 1 22 F 3 23 9 (Sec. 1-3,6) Rotational Dynamics 10 M 6 24 TUTORIAL 3 W 8 25 10 (exclude Sec. 7-8) Simple Harmonic Motion F 10 26 11 M 13 NO LECTURE (Remembrance Day) NO LAB OR TUTORIAL W 15 27 F 17 28 11 (exclude Sec. 11) Fluids 12 M 20 29 Experiment #4: Centripetal Force W 22 30 F 24 31 13 M 27 32 12 (Sec. 1-8) 13 Temperature, Heat and Transfer of Heat (Thermal stress is excluded. Transfer of heat is a self-study topic only, but is required for the last lab. Chapter 13 IS examinable on the final.) TUTORIAL 4 W 29 33 F Dec. 1 34 14 M 4 35 Experiment #5: Thermal Conductivity of an Insulator W 6 36 14 Gas Law and Kinetic Theory F 8 37
There are always props and materials needed for classroom activities, and parents can be extremely helpful by donating or lending items. This week items include spools, buttons, dowels, or other items to make vehicle wheels. (B) Materials to Enhance Children’s Play Blocks Dramatic Play Toys and Games Add: Trains and train tracks Post pictures of trains, railways, train stations, subways, trams, etc. Add: “Train Station” or “Auto Repair” Train Station: Conductor hats or uniforms; tickets; train schedules; map of train routes; chairs set up as train seats; hole puncher to punch tickets; bell; railway signs; money, cash register Auto Repair: Medium-sized or large vehicles; tools; mechanic’s coverall or cap; toolbox; large blocks (to put cars up on for fixing); waiting room for customers Keep: Vehicle picture-word cards to sort and match Add train images (if you did not include them last week) – see Activities packet from week 1 Art Library/Writing Discovery/Science Keep any items from previous week(s) that children were particularly engaged with. Add: Spools, buttons Popsicle sticks Paper cut into triangle, hexagon and circle shapes (Children might make road signs, railroads, vehicles, etc.) Sand and Water Music and Movement Computers Keep any items from previous week(s) that children were particularly engaged with. Add: tambourines, triangles Add: Outdoors Cooking (C) Group Experiences Monday Tuesday Wednesday Thursday Friday Arrival Arrival: Attendance graph Arrival: Attendance graph Arrival: Attendance graph Arrival: Attendance graph
Name Focus TS GOLD Objective(s) NOTE: Children with similar needs may benefit from differentiated instruction (e.g. during small-group activity). You can use the “Small Group” column at right to make notes about possible groupings. Soc-Emotional Approaches to Learning Language & Literacy Cogn./ Gen. Knowledge Physical 1. 2. 3. 1. 2. 3. *Please review all IFSP plans including Speech Only to ensure implementation of all classroom goals. *For speech goals the what/who would be: Directed by the Speech Language Therapist *If you have additional goals, highlight the last row for that child, right click with mouse, scroll to Insert rows, scroll to insert row below. Do this as many times as needed.
Roasted Spring Vegetable Medley Ingredients 1 medium red peeled and chopped 3 carrots, peeled and chopped 1 bunch asparagus, trimmed and cut in thirds 2-3 medium potatoes, quartered (red, white, or sweet potatoes) 1 tablespoon olive oil 2 teaspoons garlic powder 2 teaspoons Italian seasoning blend Pinch of salt and pepper 1 tablespoon parmesan cheese Directions Preheat the oven to 425°F and spray a baking sheet with cooking spray. Spread chopped vegetables on the baking sheet and drizzle with oil. Toss lightly to combine. Sprinkle garlic powder, Italian seasoning, and salt and pepper evenly over the veggies. Toss lightly to combine. Bake for 30 minutes, stirring occasionally, until vegetables are browned. Let cool, top with parmesan cheese, and serve. Serves: 6-8 ● Serving Size: 1 cup ● Prep Time: 15 minutes ● Cook Time: 30 minutes
SS Puppet Script Review QOTD results with the full group, counting each column and writing the numeral. Review daily schedule and rules now and throughout the day Transition: Music/Movement: SS Song & one other Relaxation: Transition: Closing Circle: Goodbye song passengers down the river…) Review daily schedule and rules now and throughout the day Transition: Music/Movement: : “Row, Row, Row Your Boat” & one other Relaxation: Transition: Mighty Minute #47 Step Up Closing Circle: Goodbye song Transition: Music/Movement: Choose 2 Relaxation: Transition: Mighty Minute #48 Feely Box Closing Circle: Goodbye song -SS Activity Transition: Music/Movement: SS Song &“Row, Row, Row Your Boat” Relaxation: Transition: SS Brain Builder- Closing Circle: Goodbye song 1: Scuffy the Tugboat by Gertrude Crampton (first read-through; summarize parts as needed or read first half only) Group 2: The Three Billy Goats Gruff by Paul Galdone, Carol Ottolenghi or other version Group 1: The Three Billy Goats Gruff by Paul Galdone, Carol Ottolenghi or other version Group 2: Scuffy the Tugboat by Gertrude Crampton (first read-through; summarize parts as needed or read first half only) Group 1:SS Story and Discussion- 2: SS Book- Group 1: SS Book- 2: SS Story and Discussion-
Activity Group 1: Road/Vehicle Math (See Activity Guide) TS Gold Objectives- 22,23 Group 2: Sinking and Floating (See Activity Guide) TS Gold Objectives- 9a,s9a,13 Group 1: : Sinking and Floating (See Activity Guide) TS Gold Objectives- 9a,s9a,13 Group 2: Road/Vehicle Math (See Activity Guide) TS Gold Objectives- 22,23 1: SS Skill Activity- Group 2: Transportation Mural (See Activity Guide) TS Gold Objectives- 3b, 9a,s9a,30,37,38 Group 1: Transportation Mural (See Activity Guide) TS Gold Objectives- 3b, 9a,s9a,30,37,38 2: SS Skill Activity- Special Activities Tangible System Inclement Weather Plan Emergency Drills Outside Individual Child Planning Form Teachers: Classroom: Week of: Focus Date Child’s Name School Readiness Goal Focus Domain(s) Focus TS GOLD Objective(s) Why Chosen? (IFSP, observation/assessment , family input conference goal, etc.) Strategy/Activity NOTE: Children with similar needs may benefit from differentiated instruction (e.g. during small-group activity). You can use the “Small Group” column at right to make notes about possible groupings. Possible small-group? CHECK when implemented Soc-Emotional Approaches to Learning Language & Literacy Cogn./ Gen. Knowledge Physical 1. 2.
IFSP Child Planning Child’s Name School Readiness Goal Focus Domain(s) TS GOLD Objective(s) IFSP GOAL Strategy/Activity NOTE: Children with similar needs may benefit from differentiated instruction (e.g. during small-group activity). You can use the “Small Group” column at right to make notes about possible groupings. Possible CHECK when implemented Soc-Emotional Approaches to Learning Language & Literacy Cogn./ Gen. Knowledge Physical 1. 2. 3. 1.
Appendix D – A selection of evidence taken from exercise books Self-assessment: Clearer guidelines required Self-assessment: Time allocated not reflected in amount done Self-assessment: Requiring clearer modelling/options of what targets could be included Self-assessment: Pupil showing understanding of task Peer-assessment: Helpful feedback Peer-assessment: Unhelpful feedback requiring clearer guidelines/modelling Appendix E - Comments Peer \ Self Positive N/A Negative Positive “it frees up the teacher’s time” “you have a different opinion to the teacher who marks your book” “you can get someone else view and if they can see what you can’t” N/A “I can never find any mistakes in my work” “self-assessment helps, but sometimes… you already know how you
can improve, I don’t see the point in writing it down” Negative “Self-assessment is more useful for me… peer feedback isn’t always useful… sometimes other people will tell you that doesn’t make sense, but how?” “self-assessing is good, it gives you a chance to really understand where you have gone wrong. Peer assessment isn’t useful whatsoever because mostly you get your friends saying it is perfect and your enemies saying I can’t read your work write neater” “it does not help as for the wish [how to improve] the person normally can’t be bothered to do one so they make it up” “peer assessment is a waste of time because the teacher marks your book” “the teacher is going to mark your work anyway” “most of the time things help however I can’t really see the point because the teacher marks your work anyway” Uncategorised (unclear): “I think it’s very helpful however there’s not really much point because the teacher marks your work anyway”
Robber Debate Sheet *Minimum: Choose 4 of the 6 capitalists and complete the chart *Extra Credit: Completing all 6 capitalists’ rows and/or adding other capitalists listed below. Extra points will be based on the number of extra capitalists included and the quality of the answers provided. Capitalist Industry Business Practices Why was this industry important to the development of the US? Labor (issues, strikes, working conditions, salary, etc.) Philanthropy Other important information… Andrew Carnegie Railroads, Steel J.P. Morgan Banking, Steel John D. Rockefeller Oil Cornelius Vanderbilt Railroads, Shipping John Jacob Astor Fur Trading, Real Estate James Buchanan Duke Tobacco List of businessmen who were called robber barons Source: John Astor (real estate, fur) – New York Andrew Carnegie (steel) – Pittsburgh and New York Jay Cooke (finance) – Philadelphia John Warne Gates (barbed wire, oil) – Texas Jay Gould (railroads) – New York Edward Henry Harriman (railroads) – New York Henry B. Plant (railroads) – Florida John D. Rockefeller (oil) – Cleveland, New York
Informational Roles: Monitor, Disseminator—a conduit to transmit information to organizational members, represent the organization to outsiders Decisional Entrepreneur, Disturbance handlers, Resource allocator, Negotiator role Management Skills (ppt1-6) Technical Skills--The ability to apply specialized knowledge or expertise. All jobs require some specialized expertise, and many people develop their technical skills on the job. Skills--Ability to work with, understand, and motivate other people, both individually and in groups, describes human skills. Conceptual Skills--The mental ability to analyze and diagnose complex situations Effective Versus Successful Managerial Activities Luthans and his associates studied more than 450 managers. They found that all managers engage in four managerial activities. (ppt 1-7 ) Traditional management. Communication. Human resource management. Networking. Successful managers are defined as those who were promoted the fastest (Exhibit 1–2) (ppt 1-8) A Review of the Manager’s Job One common thread runs through the functions, roles, skills, and activities approaches to management: managers need to develop their people skills if they are going to be effective and successful. Enter Organizational Behavior (ppt 1-9) Introduction Organizational Behavior: OB is a field of study that investigates the impact that individuals, groups, and structure have on behavior within organizations for the purpose of applying such knowledge toward improving an organization’s effectiveness. OB studies three determinants of behavior in organizations: individuals, groups, and structure. Complementing Intuition with Systematic Study (ppt 1-10) Introduction Each of us is a student of behavior The systematic approach used in this book will uncover important and relationships and will provide a base from which more accurate predictions of behavior can be made. Systematic Study of Behavior Behavior generally is predictable if we know how the person perceived the situation and what is important to him or her. Evidence-Based Management (EBM) Complements systematic Argues for managers to make decisions on evidence Intuition
AMERICA Political Style Economic Policies Support Base Ideology Classical Charismatic leader, inspirational rhetoric (Conniff 1982, Drake 1982) State-led with heavy social spending, protectionism (Cardoso and Faletto 1979, Kaufman and Stallings 1991) Organized masses, mostly urban, heterogeneous social coalition (di Tella 1965, Conniff 1982) open to examination (Conniff 1982, Drake 1982) Political Personalistic leader with fiery rhetoric (Barr 2003, Ellner 2003) Open to examination (Roberts 1995, Weyland 1996, 1999, 2003; Knight 1998) Unorganized, marginalized masses (Knight 1998; Roberts 1995; Weyland 1999) Open to examination (Knight 1998; Weyland 2001) Discourse Manichean discourse (Hawkins 2010; Mudde and Kaltwasser 2012) Open to examination (Hawkins 2009, 2010; Mudde and Kaltwasser 2012) Open to examination (Hawkins 2009, 2010; Mudde and Kaltwasser 2012) Open to examination (Hawkins 2010; Mudde and Kaltwasser 2012) EUROPE Political Style Economic Policies Support Ideology Conventional Charismatic leader, mobilization of resentment (Betz and Immerfall 1998) Open to examination (Betz 1996, Schain 1997, Mudde 1999) No one “electorate” but usually includes male, private sector voters (Betz 1994; Kitschelt and McGann 1995; Swyngedouw 1998; Svasand 1998; Mudde 1999) anti-immigrant, “welfare chauvinist” (Betz 1994; Ivarsflaten 2008; Mudde 1997; Van der Brug et al 2000) Moral Discourse Manichean discourse (Mudde and Kaltwasser 2012) Open to examination (Mudde 2007; Mudde and Kaltwasser 2012) Open to examination (Mudde 2007; Mudde and Kaltwasser 2012) Open to examination Mudde and Kaltwasser 2012) Latin America- Political After an interlude of “antipopulist governments” (authoritarian regimes) in the 1960s and 1970s, populist leaders re-emerged in the 1980s and 1990s (Conniff 1999: 12). More