zilongwang/ReadingBank huggingface dataset:
Subject Knowledge Appropriate experience of teaching English, mathematics and science in a Junior School setting Appropriate experience of all the curriculum subjects to be taught in a Junior School ICT competence Able to use ICT as an everyday tool to assist with teaching and planning To deliver discreet, planned ICT lessons CPD A desire to further one’s own professional development Analysis, evaluation and judgement An ability to analyse, evaluate and form judgements on day to day classroom teaching Decision making ability A good decision making ability Communication A good communicator both with children and adults Work ethic A positive work ethic Planning ability and organisational skills A good planning ability and organisational skills SPECIAL FEATURES/OTHER INFORMATION Salary: Conditions of Service Any of employment is subject to a number of security checks, including: DBS check and proof of identity and address; health; (The successful candidate will be required to complete a medical questionnaire.) suitable references, including a reference from the present employer (or if unemployed, previous employer); presentation of original Academic and Teaching Qualification documents. This profile is subject to amendments from time to time according to the needs of the school and the request of the Headmistress/appointed deputy. The post holder’s responsibility for promoting and safeguarding the welfare of children and young persons for whom s/he is responsible, or with whom s/he comes into contact will be to adhere to and ensure compliance with the school’s Child Protection Policy Statement at all times. If in the course of carrying out the duties of the post the post holder becomes aware of any actual or potential risks to the safety or welfare of children in the school s/he must report any concerns to the school’s child protection officer or to the Headmistress 05 February 2016
(Oahu)(Hawaii)(Maui)(Kauai) Walker Hawaii Precast (Molokai) Walker Industries, Ltd. (Oahu)(Hawaii)(Maui)(Kauai) $ $ Environmental Sewage Innovative System (ESIS) Environmental Waste Management Systems, Inc. (Oahu)(Hawaii)(Maui)(Kauai) $ $ Septic Tanks Ameron International Corporation (Oahu) $ $ Walker Industries, Ltd. (Oahu)(Hawaii)(Maui)(Kauai) $ $ Hot Dip Galvanizing Universal Associates, Inc. (Oahu) $ $ Roofing and Flashing – Preformed HPM Building Supply (Oahu)(Hawaii)(Maui)(Kauai) $ $ Pipes – Aluminum and Galvanized Pipes – Misc. Ameron International Corporation (Oahu) $ $ Aluminum Floating Dock – Misc. Bluewater Marine and Dock Specialties (Oahu)(Hawaii)(Maui)(Kauai) $ $ High Seas Welding LLC dba JS Marine (Oahu)(Hawaii)(Maui)(Kauai) $ $ Signs – Traffic, Regulatory & Construction GP Roadway Solutions, Inc. (Oahu)(Hawaii)(Maui)(Kauai) $ $ Safety Systems and Signs Hawaii, Inc. (Oahu)(Hawaii)(Maui)(Kauai) $ $ Veneer Big Rock Manufacturing (Oahu)(Hawaii)(Maui)(Kauai) $ $ Soil Amendments, Mulch, Compost Kauai Nursery & Landscaping, Inc. (Oahu)(Hawaii)(Maui)(Kauai) Sanford’s Service Center, Inc. (Hawaii) $ $ Compost Filter EnviroTech BioSolutions Hawaii, Inc. $ $ Certified Erosion Control Hawaii LLC (Oahu)(Hawaii)(Maui)(Kauai) $ $ TOTAL $ $
Supported Life Institute 24thAnnual Statewide Self-Advocacy Conference Speaker Application Form (Due 12/20/18) 2019 Conference: May 3 - 4, 2019 at Sacramento Crowne Plaza Hotel 1. TITLE for your breakout session: 2. The Conference Planning Committee would like this year's conference sessions to fit into one or more of the following categories. Please circle the CATEGORY best describing your session: a. Action/State Budget/Legislators b. Serving on Boards / Facilitation c. Independence/Living Options d. Transition/Youth Advocacy e. People First/Self-Advocacy f. Region/Statewide Networking g. Relationships &Sexuality h. Health and Wellness i. Microenterprises/Jobs 3. Tell us what your session is ABOUT and HOW it will be presented:
SECTION 23 83 16 Radiant Heating Hydronic Piping Radiant heating system. Radiant cooling system. Radiant heating and cooling system. Section 22 11 13 – Facility Water Distribution Piping. Section 23 21 13 – Hydronic Piping. Section 23 09 00 – Instrumentation and Control for HVAC. Section 23 09 13 – Instrumentation and Control Devices for HVAC. Section 23 09 23 – Direct-Digital Control System for HVAC. Section 23 09 33 – Electric and Electronic Control System for HVAC. Section 23 09 93 – Sequence of Operation for HVAC Controls. Section 23 09 93.11 – Sequence of Operation for HVAC DDC. American National Standards Institute (ANSI)/National Sanitation Foundation (NSF) International (): ANSI/NSF-14 – Standard 14 Plastic Piping System Components and Related Materials. American National Standards Institute (ANSI)/Underwriters Laboratories (UL): ANSI/UL 263 - Standard for Fire Tests of Building Construction and Materials. American Society of Testing and Materials (ASTM) International (): ASTM E84 – Standard Test Method for Surface Burning Characteristics of Building Materials. ASTM E814 - Standard Test Method for Fire Tests of Penetration Firestop Systems. ASTM F876 – Standard Specification for Crosslinked Polyethylene (PEX) Tubing. ASTM F877 – Standard Specification for Crosslinked Polyethylene (PEX) Plastic Hot- and Cold-Water Distribution Systems . ASTM F1807 – Standard Specification for Metal Insert Fittings Utilizing a Copper Crimp Ring for SDR9 Polyethylene (PEX) Tubing and SDR9 Polyethylene of Raised Temperature (PE-RT) Tubing. ASTM F2159 – Standard Specification for Plastic Insert Fittings Utilizing a Copper Crimp Ring for SDR9 Polyethylene (PEX) Tubing and SDR9 Polyethylene of Raised Temperature (PE-RT) Tubing. Canadian Standards Association (CSA) International (): CAN/CSA B137.5 – Crosslinked Polyethylene (PEX) Tubing Systems for Pressure Applications. CAN/CSA B214 – Installation Code for Hydronic Heating Systems.
Order form BILL TO: Company or institution: Contact name: Address: City and Postal code: Country: Tel: Fax: Email: SpectralFit 6 rue du Sud 92160 Antony France SIREN number: 751331539 DUNS number: 26 4A2 5645 VAT IN: FR 03 751331539 Product Quantity Unit price* Total Price SPECAIR Single 3-year license, academic** 950 € _______€ SPECAIR Single 3-year license, standard 2850 € _______€ SPECAIR 5-pack 3-year license, academic** 2850 € _______€ SPECAIR 5-pack 3-year license, standard 8650 € _______€ Other quantities: please contact us _______€ Subtotal _______€ Value Added Tax (20.0%) _______€ Total including tax _______€ *Prices valid from January 1, 2018 to December 31, 2018 **Academic rates are reserved to non-profit education or research institutions that employ undergraduate or graduate students. Name and title of institution representative: Email address and phone number: I certify that this order is eligible for the academic rate. Signature: SpectralFit – SAS (Société par Actions Simplifiée) au capital de 5000 €
Sussex Traditional agricultural crops suitable for fermentation using first generation technologies are called Bio-oils Other wastes Sugars/starches Solid wastes sugar/starches Types of crops that NJ sees as immediate potentials for producing energy are Corn grain, switchgrass, soybeans Switchgrass, corn stover, string beans Corn grain, corn stover, alpha alpha Corn grain, corn stover, switch grass Biomass resources can be classified into 5 categories. Which one of these is NOT a category? Sugars/starches waste Liquid Bio-oils Other wastes Lignocellulosic biomass can be used to fuel… Boilers Transportation Factories A and B B and C How much of New Jersey’s biomass resource is produced by the state’s population? 40% 10% 75% 60% What is the second largest source of biomass energy in NJ? bio-oil Agricultural sources Waste None of the above Which biomass resources have the highest net usable percentage? Agricultural crop residuals Sugar/starch based crops Livestock waste Which biomass resources have the lowest net usable percentage? Agricultural crop residuals Sugar/starch based crops Livestock waste Which category of biomass resource is most likely to be converted into a transportation fuel such as ethanol?
SPECIMEN CONTAINER ADDITIVE DRAW VOLUME, CONTAINER SIZE WHO SUPPLIES ITEM BLOOD Blood Gas kit, Self-Fill Sodium Heparin 1mL Syringe OHSU Logistics 503-494-5666 Capillary Blood Gas Transport Tubes (Tube Culture) Falcon, polystyrene round bottom tube w/ screw cap 16 x 150 mm style Capillary Blood Gas Tube and End Caps Balanced Heparin 220 µL Tube for Soybean Trypsin Inhibitor 4 mL Laboratory Client Services 503-494-7383 Tubes for Quantiferon Gold 3 Tube Kit Vacutainer, All Colors All Additives Varying Sizes OHSU Logistics 503-494-5666 EXCEPTIONS Vacutainer, Dark Blue Na2EDTA 6 mL Laboratory Client Services 503-494-7383 Vacutainer, Dark Blue (Serum) None 6 mL Vacutainer, Light yellow stopper Fungal Isolator Tube 10 mL and 1.5 mL White stopper for Glucagon, VIP Protease Inhibitor, PTH Release Peptides 4.0 mL Z tube for Pancreatic Panel 10 mL CSF & OTHER BODY FLUIDS CSF Kit 8 mL 3 tubes OHSU Logistics 503-494-5666 CSF tubes for tests to Medical Neurogenetics Plain conical tubes Eppendorf Tubes Laboratory Client Services 503-494-7383 Plastic Urine Tube 12 mL OHSU Logistics 503-494-5666 Sterile Specimen Container 100 mL, 4.5 oz. Swab (Rayon or Dacron Tip w/Plastic Shaft) None Swab Syringe None Varying Sizes Tubes for Salivary Cortisol Plain conical tubes Kit Laboratory Client Services 503-494-7383 GI Preservative Tube for Pancreastatin (ARUP) 10 mL MISCELLANEOUS TRANSPORT MEDIA Electron Microscopy Fixative tube for Renal Biopsy Glutaraldehyde Fixative As requested Surgical Pathology 503-494-5755 FormaVial plastic white screw cap 10% Neutral Buffered Formalin 1 oz. or 4 oz. OHSU Logistics 503-494-5666 Michel’s transport medium for Immunofluorescence on renal biopsy As requested Histochemistry 503-494-5755 Sterile plastic conical tube for Cytology, tissue, and bone marrow RPMI 15 or 50 mL Flow Cytometry 503-494-2302
AdvancED Standards 2013-16 Strategic Plan Annual Department Improvement Plan Department: Special Education Department School Year: 2013-2014 AdvancED Standard(s) 2013-16 Strategic Plan Actions, Strategies and Interventions Timeline 3,4 and 5 Instruction Technology Services Provide professional learning and resources to increase students with disabilities achievement by: Highlighting and increasing instructional resources in the itslearning special education course. Providing specialized professional learning that focuses on SWD. Provide professional learning on assistive technology and how it can be used to increase writing achievement. Fall/Winter: Create and upload professional learning sessions on itslearning. Spring: Host webinar to highlight all the resources in itslearning special education course. Ongoing: Provide professional learning on SWD and host monthly AT training sessions. 3, 4 and 5 Instruction Increase graduation rate of SWD by focusing on student advocacy skills and self awareness of learning by: Providing support on student lead IEP meetings. Getting students and parents ready for college expectations Fall: Instruction provided on student lead IEPs, college expectations and vocational rehabilitation. Winter: Guess speaker to address mental health issues and how we
[TAXING ENTITY] to indemnify and save harmless, as set forth herein, shall include the duty to defend as set forth in Section 2778 of the California Civil Code. 6. Merger Clause This Agreement, including any exhibits attached hereto and incorporated herein by reference, constitutes the sole Agreement of the parties hereto with respect to the subject matter herein and correctly states the rights, duties, and obligations of each party as of this document’s date. In the event that any term, condition, provision, requirement or specification set forth in this body of the agreement conflicts with or is inconsistent with any term, condition, provision, requirement or specification in any exhibit and/or attachment to this agreement, the provisions of this body of the agreement shall prevail. No subsequent modification of this Agreement shall be valid unless it is in writing and signed by the parties. 7. Controlling Law and Venue The validity of this Agreement and of its terms or provisions, as well as the rights and duties of the parties hereunder, the interpretation, and performance of this Agreement shall be governed by the laws of the State of California. Any dispute arising out of this Agreement shall be venued either in the San Mateo County Superior Court or in the United States District Court for the Northern District of California. 8. Notices Any notice, request, demand, or communication required or permitted hereunder shall be deemed to be properly given when both (1) transmitted via facsimile to the telephone number listed below and (2) either deposited in the United State mail, postage prepaid, or when deposited for overnight delivery with an established overnight courier that provides a tracking number showing confirmation of receipt, for transmittal, charges prepaid, addressed to: In the case of County, to: Juan Raigoza, Controller 555 County Center Redwood City, CA Facsimile 650 363 7888 In the case of [TAXING AGENCY], to: In the event that the facsimile transmission is not possible, notice shall be given both by mail and an overnight courier as outlined above.
Stevenson, Art: Here. Miranda: Tessa Brown? Brown: I’m here. Miranda: Char Mckinzie? Mckinzie: Here. Miranda: Cathy Dominique? She may be joining us later. Lewanda Miranda, here. And managers is Jerry Bird? Bird: Here. Miranda: Derrick Stevenson? Derrick are you still with us? Okay. Gordon Smith? Smith: Here. Miranda: Ken Gerlitz? Lin Jaynes? Steve Gordon? Randy Hauth? Steve Jackson? Sal Barraza? Ann Wright? Okay. Any visitors? Hearing none, there you go, Harold. Young: Okay, and next on the agenda, Lewanda? Miranda: Is adoption of minutes as recorded for the January 21, 2014 meeting. Young: Okay, I would like to make a motion that we adopt the January 21st minutes as recorded. Got a second? Brown: I second. Young: Thank you, Tessa. All those in favor, say Aye. Voices: Aye. Young: Okay. All right, Lewanda, what’s the next agenda item? Miranda: Selection of Vice Chair. Young: Okay, I’ve been given this some thought over the last few weeks, and I would like to recommend that Art Stevenson be elected as my Vice Chair. Miranda: Art Stevenson, do you accept? Stevenson, Art: I do accept that responsibility. Miranda: And we’ll need to vote from the Board, so it’s probably a “will call” on the vote.
Special Bell Schedules: HSA Week May 17-21, 2010 Monday, May 17: HSA – Biology Testing 7:25 – 10:45 (200) Lunch 10:45 – 11:25 (40) Period 1 11:30 – 12:06 (36) Period 2 12:11 – 12:47 (36) Period 3 12:52 – 1:28 (36) Period 4 1:33 – 2:10 (37) Tuesday, May 18: HSA – Algebra Testing 7:25 – 10:45 (200) 10:45 – 11:25 (40) Period 5 11:30 – 12:20 (50) Period 6 12:25 – 1:15 (50) Period 7 1:20 – 2:10 (50) Wednesday, May 19: NO HSA EXAM Period 1 7:25 – 8:10 (45) Period 2 8:15 – 9:00 (45) Period 3* 9:05 – 10:09 (64) Period 4 (9th) 10:14 – 10:59 (45) Period 4 10:14 – 11:01 (45) Lunch 10:59 – 11:40 (41) Period 5 11:45 – 12:30 (45) Period 6 12:35 – 1:20 (45) Period 7 1:25 – 2:10 (45) * JAG-TV 9:05-9:08 Thursday, May 20: HSA – Government Testing 7:25 – 10:45 (200) Lunch 10:45 – 11:25 (40) Period 1 11:30 – 12:20 (50) Period 2 12:25 – 1:15 (50) Period 4 1:20 – 2:10 (50) Friday, May 21: HSA – English Testing 7:25 – 10:45 (200) Lunch 10:45 – 11:25 (40) Period 3 11:30 – 12:06 (36) Period 5 12:11 – 12:47 (36) Period 6 12:52 – 1:28 (36) Period 7 1:33 – 2:10 (37)
Comment: 3.1.c is in operation and has students enrolled in degree programs. (Continuous operation) [CR] Comment: Section 4: Governing Board 4.1 The institution has a governing board of at least five members that: (a) is the legal body with specific authority over the institution. (b) exercises fiduciary oversight of the institution. (c) ensures that both the presiding officer of the board and a majority of other voting members of the board are free of any contractual, employment, personal, or familial financial interest in the institution. (d) is not controlled by a minority of board members or by organizations or institutions separate from it. (e) is not presided over by the chief executive officer of the institution. (Governing board characteristics) [CR] Comment: 4.2 The governing board 4.2.a ensures the regular review of the institution’s mission. (Mission review) Comment: 4.2.b ensures a clear and appropriate distinction between the policy-making function of the board and the responsibility of the administration and faculty to administer and implement policy. (Board/administrative distinction) Comment: 4.2.c selects and regularly evaluates the institution’s chief executive officer. (CEO evaluation/selection) Comment: 4.2.d defines and addresses potential conflict of interest for its members.
The term of office of the appointed candidate be in terms of Section 57(6) of the Municipal Systems Amendment Act, 7 0f 2011. The Municipal Council must within 14 days of the decision on the appointment of a suitable candidate submit a written report to the MEC for Local government regarding the appointment process and outcome as per Local Government: Regulations on Appointment and Conditions of Employment of Senior Managers. A126/2018 APPOINTMENT OF MANAGER INFRASTRUCTURE DEVELOPMENT Item 07/25/01/2018 RESOLVED: THAT: The report of the Acting Municipal Manager regarding the appointment of Manager Infrastructure Development be approved. An offer of appointment for the post of Manager Infrastructure Development be made to Mr. FR Ntekele on a five year fixed term employment contract. That the annual total remuneration package be in line with Government Gazette No. 41173 of 10 October 2017, Upper Limits of Total Remuneration Packages Payable to Municipal Managers and Managers Directly Accountable to Municipal Managers. That for purposes of payment for annual remuneration packages, Waterberg District Municipality is a Category 2. That employment contract, performance agreement and disclosure of financial interest form and be concluded in terms of section 57 of the Municipal Systems Amendment Act, 7 0f 2011. Municipal Council must within 14 days of the decision on the appointment of a suitable candidate submit a written report to the MEC for Local government regarding the appointment process and outcome as per Local Government: Regulations on Appointment and Conditions of Employment of Senior Managers.
Special DAC E-Mail April 12, 2018 APRIL MONTHLY DAC WEBCAST The Office of Assessment and Accountability (OAA) will host a monthly District Assessment Coordinator (DAC) webcast today from 11 a.m. – 12 noon ET. The webcast will be hosted by Jennifer Stafford, Division Director, and Michael Hackworth, Program Manager, in the Division of Assessment Support. Kyle Lee with the Office of Teaching and Learning will share information on academic standards revisions. Other topics will include EOC field test and K-PREP updates. The is available to use during the webcast. Please join Jennifer and Michael at 11 a.m. ET today for the from the Kentucky Department of Education (KDE) Studio in Frankfort. Questions may be asked by sending an e-mail to . These sessions will be recorded and posted on the and the page with any pertinent materials. Contact Information Office of Assessment and Accountability Division of Assessment Support (502) 564-4394
2016-17 Department Improvement Plan SMART Goal #1 Provide professional learning and resources to increase SWD achievement scores that are developing or higher by 2% on each EOG and EOC subtest for FY17. Actions, Strategies and Interventions Timeline AdvancED Standards (Check all that apply) 2013-16 Strategic Plan (Check all that apply) Provide professional learning that focuses on specialized & differentiated instruction in the areas of: co-teaching, assistive technology, reading, writing, social emotional engagement, self-advocacy, and visual supports. Provide professional learning to administrators and lead teachers for better understanding of special education programming. Ongoing: Provide professional learning specifically designed for specialized instructional program teachers and all special education paraprofessionals: utilizing District Collaboration Days, webinars, after school meetings, newsletters, etc. July 2016 – Leadership Summit Ongoing: Provide professional learning during administrative and department chair meetings focused on special education programming to increase student achievement. √ √ √ Purpose & Direction Governance & Leadership Teaching & Assessing for Learning Resources & Support Systems Using Results for Continuous Improvement √ Instruction Human Resources Facility & Safety Services Technology Services Operational Services
Goal #3 Develop procedures, practices and professional learning in the areas of assessment and data collection to support student learning and behavior by the implementation of Unique progress monitoring and identifying key staff members to provide behavior supports at each school for FY17. Actions, Strategies and Interventions Timeline AdvancED Standards (Check all that apply) 2013-16 Strategic Plan (Check all that apply) Implementation of Unique curriculum progress monitoring tools for tracking & reporting achievement data for students on modified curriculum. on building capacity at school level to manage and improve challenging behaviors through functionally relevant data collection and assessment procedures. Fall: Provide professional learning for new programs and guidance on expectations for progress monitoring of SWD. Ongoing: Monthly training with school representative to build capacity. √ √ √ Purpose & Direction Governance & Leadership Teaching & Assessing for Learning Resources & Support Systems Results for Continuous Improvement √ Instruction Human Resources Facility & Safety Services Technology Services Operational Services Describe how your SMART Goal will be monitored throughout the year: Ongoing monitoring of the use of Unique progress monitoring tool in each specialized classroom. Review of monthly behavior training sign-in documentation to ensure each school is represented.
CV template CV template 1 Name 2 Area of expertise (i.e. education or finance) 3 Details of your last three roles including: name of school/ organisation position and responsibilities held length of time in position This should cover the last four years. If not, please include additional roles Name: Position: Name: Position: Dates: Name: Position: Dates: 4 For finance only: details of professional qualifications, including: date of qualification professional body membership number
Governance self-assessment Your assessment against the Governors and Academies Financial Handbook Your assessment of current position (How you do it now) How will you get to required position? (F2) – Please list risks, actions plan (including priorities identified) and timescales 1. The and responsibilities of the directors/ trustees Please detail your duties as: company directors and charity trustees; accounting officer Understanding of the strengths and weaknesses of the school. Understanding performance data (what data do you use), how do you use it to ensure robust oversight of performance (including externally provided data for example data dashboard the school presents) Holding school leadership to account 2. Structure of the board Accountability system Structure of decision making
Trustees Trustees oversee the day-to-day management of the school. All individuals on the board of trustees must be formally appointed as trustees of the company and registered with Companies House. It is possible for an individual to be a member and a trustee, but we would expect at least the majority of members to be independent of trustees. Employees of the trust must not be members. Trustees are the directors of the company. Value for money The term used to assess whether or not an organisation has obtained the maximum benefit from the goods and services it acquires and/or provides, within the resources available to it. It not only measures the cost of goods and services, but also takes account of the mix of quality, fitness for purpose, timeliness, and convenience. We also use this term as an assurance of whether the potential benefits of a free school justify the costs of funding its establishment.
2. Overview 2.1 We are committed to an ambitious free schools programme that delivers innovation, choice and higher standards for parents. Young people with special educational needs and disabilities are more likely than others to come from disadvantaged backgrounds, and are amongst the most likely to be unemployed once they finish school. Local authorities need to have a broad range of provision to meet the special educational needs of children and young people in their area so that, regardless of individuals’ needs, they all have an opportunity to make good progress. Developing new special free schools will contribute to this by better enabling local areas to meet the needs of children and young people with special educational needs and disabilities. 2.2 On 12 2017, we announced the approval of 131 new free schools, including approval of plans to launch special free school competitions in Bedford, Blackpool, Bradford, Cheshire East, Croydon, Doncaster, Enfield, Essex, Hampshire, Havering, Herefordshire, Hounslow, Manchester, Portsmouth, Redbridge, Sheffield, South Gloucestershire, Suffolk and Sunderland. This guidance is for anyone wishing to apply to set up a special free school in these parts of the country. How to submit an application 2.3 Applicants must register their interest to open a free school ahead of submitting their application. The pre-registration form can be found on either the local authority or the Department for Education webpage. 2.4 Completed applications can be submitted at anytime, but must be submitted by midday on 24 November 2017. You need to submit one copy of your application by email to: the relevant local authority (email address in the LA submission on LA webpage) and one to . The Local Authority cannot grant a deadline extension. 2.5 The size of your email should not exceed 9MB as anything larger will not be delivered. If the application is larger than 9MB, please split the documents and send 2 (or more) emails. Please your email as follows: Special free school application – [insert free school name]. In addition, send one hard copy by a guaranteed delivery method (applications may be hand delivered) to: the local authority at the address given in the relevant specification; and two hard copies to:
How to Check A Website for Accessibility Date: October 29, 2018 Time: 3:00 – 4:00 pm ET. Program Description Anyone who owns, or administers a successful website knows they need to be vigilant in keeping their content up-to-date and meaningful. But it is equally important to ensure your website is accessible to all users, including people with disabilities who use assistive technology (AT). In this presentation we discuss and demonstrate methods and tools for conducting a quick accessibility review of a website’s structure, as well as the digital content. Strategies to prevent problems from occurring, and how fix minor problems when they do occur, will be shared.. Introduction Who is John Brandt? Who are you? Learning Goals What are the laws/rules that pertain to web accessibility. How can I tell if my website is accessible to people with disabilities. Where do I go for assistance to make my website accessible. What resources are available. *How people with disabilities use the web? Demo of screen reader: Demo of switch user (Christopher): *What are the “standards”? Just like any profession, web designer turn to “industry standards” to learn the “rules of road” when it comes to accessible design. As the “web” is world-wide, the standards institution is the World Wide Web Consortium – W3C, which is made up of people from around the world who are interested in the field. W3C members include both industry folks as well as users. A subset group of the W3C is the Web Accessibility Initiative (WAI) and this group has developed the set of “industry standards” that seek to ensure that all web content is accessible to all. The current version of the standards is the Web Content Accessibility Guidelines, version 2.0 usually abbreviated as WCAG v 2.0. Difference between guidelines>standards>law The WCAG are “guidelines” which, in and of themselves have no legal standing. They are essentially recommendations of how to do something. Guidelines may become standards if they are adopted as such. A standard may become a local, regional or national law if adopted by a governing authority
It accounts for 15% of California’s wine grape harvest, but it represents 47% of Napa Valley’s overall wine grape harvest (tons harvested/not bearing acreage; Cab Sauv = 50% of Napa’s bearing acreage) It has a of 67% of the harvest, according to the most recent crush report, which showed the value of a ton of Napa Valley Cabernet Sauvignon grapes was 6.6 times the statewide average. Napa’s quality is reflected in its grape prices. Slide 13: Soils Image: Napa Valley Vineyard Picture General Talking Points None; use slide to transition to next section and solicit questions from audience Slide 14: Plates Colliding Image: Illustration showing the Farallon Plate and North American Plate colliding General Talking Points Starting around 150 million ago, part of the Pacific Ocean floor called the Farallon Plate collided with the North American Plate, and moved underneath it. This subduction of one plate under another caused the formation of two of the three major bedrock types found in Napa Valley. Slide 15: Sierra Nevada and Great Valley Sequence Image: Illustration showing the Great Valley Sequence and formation of the Sierra Nevada Mountains General Talking Points #1, the Great Valley Sequence: About 150-125 million years ago, as the Pacific Ocean floor moved underneath the North American Plate, intense pressure and temperature created a magma that rose to produce a string of volcanoes up the western coast of North America that would form the ancestral Sierra Nevada Mountains. Over the years, these volcanoes eroded, sending massive amounts of volcanic sediment running off to the west and settling at the base of the mountains. As the material settled, it formed sedimentary rocks – mostly sandstone and shale – creating the land that is now California’s Central Valley and extending all the way to the Pacific Ocean. Geologists call this bedrock material the Great Valley Sequence. Slide 16: Franciscan Formation Image: Illustration showing the Franciscan Formation General Talking Points
SPECIAL SERVICES REQUEST FORM Date of Request: Name / Date of Birth of Children in Need of Special Services/Respite: Parent Name(s): Explain the Type of Special Services Requested: Describe the Special Needs/Problematic Issues of the Child and the Effect on the Child/Family: Explain how the requested Special Services funds will help the Family meet the Child’s Needs: Describe the Family’s Efforts to locate other Family or Community Resources to Meet the Need:
RECOMMENDATION #4: A prosecutor should provide crime victims information on how to request the rights provided by the Missouri Constitution and state statutes. Commentary: Section 32.1(8) of the Missouri Constitution grants crime victims the right to information about how the criminal justice system works. Section 595.209, RSMo sets out the procedure for crime victims to obtain this information, which includes a request in writing. It is fundamentally important to inform victims of their rights to request in writing the benefits of section 595.209, RSMo. RECOMMENDATION #5: Notification should be given to crime victims within three business days of the setting of court dates for bond hearings, preliminary hearings, grand jury sessions, depositions, 491 motions, bench or jury trials, guilty pleas, sentencings, and probation revocation hearings. Whenever possible, a prosecutor should ask for a court date or time that accommodates a crime victim’s schedule. RECOMMENDATION #6: Crime victims should be apprised of the right to be heard at any bond hearing or sentencing hearing. Crime victims should be given the opportunity to meet in person with a prosecutor prior to any bond hearing or sentencing hearing to discuss what they wish to express and the manner in which they wish it to be expressed Commentary: Some crime victims will wish to express their thoughts in person, by letter to the court, via the prosecutor, or some other manner. Prosecutors should make every reasonable effort to accommodate crime victims’ wishes in this regard. RECOMMENDATION #7: A prosecutor should make a reasonable effort to seek from a crime victim about the disposition of a case prior to making a plea recommendation. Commentary: Missouri law provides crime victims the right to be heard, and good communication with a crime victim is critical so that a prosecutor can make an informed decision regarding disposition of a case by plea. Relevant factors for discussion could include: (1) the range of punishment; (2) factors that impact a plea recommendation; and (3) a reasonable effort to gather information from a crime victim. Missouri Association of Prosecuting Attorneys Special Victims Best Practices Subcommittee (Initial General Recommendations) (Approved October 2015) trial
NB All are anonymised prior to consultation with the NHS England Violent and Aggressive Patient Liaison Panel Does the Patient have an existing Mental Health Condition? Yes / No If Yes, please provide further details: Medical Conditions Other Health Care Providers Please list any existing Medical Conditions, particularly where these may have an effect on the patients’ behaviour. E.g. Their Mental Health Status, any learning disabilities, Drug or Alcohol abuse Please provide the contact details of any Health Care providers, e.g. Mental Health Team Workers, District Nurses, or Health Visitors and confirm that you will inform them that the patient will be placed on the Violent Patient Scheme subject to approval of the referral request Existing Medication Please list any medication currently being prescribed or any ongoing medication monitoring needs that the patient has e.g. Warfarin or Diabetes monitoring
ARNPRIOR McNAB BRAESIDE UNITED SOCCER CLUB AWARD SPECIAL APPLICATION FORM STUDENT’S NAME: ___________________________________________________________ HOME ADDRESS: ___________________________________________________________ E-MAIL: ___________________________________________________________ NAME OF POST-SECONDARY INSTITUTION: _______________________________________ NAME OF POST-SECONDARY PROGRAM: _________________________________________
VOLUNTEER AWARD SPECIAL APPLICATION FORM NAME: ________________________________________________________________________ List or describe ways in which you have contributed to the community or have been actively involved as a volunteer. (Attach extra pages if necessary) Volunteer Contribution to Community If used as part of 40 hours Dates / Length Hours Description of responsibilities LISA AMANDA AGNES ROESLER MEMORIAL AWARD
Second in English Home Language 69% Distinction in Subject: Life Orientation 86% Top Ten Achiever: Obtained Position 5 in Grade 73.70% First Class Marks 73.70% 6. HALF COLOURS (Average of 75% and above) Nkosi Phokazi Participated in: A - Team Olympiad: Sciences – Position 2 SAIPA National Accounting Olympiad First Round: Position 2 in School Second Round: Position 3 in School National Aqualibrium SAICE Drakensberg Aqualibrium – Position 1 Eskom Expo for Young Scientists Regional: Silver Position in Subject: Third in Mathematics 82% Third in Life Sciences 83% Second in Physical Sciences 86% Distinction in Subject: Life Orientation 80% Mathematics 82% Life Sciences 83% Physical Sciences 86% Top Ten Achiever: Obtained Position 4 in Grade 76.10% Half Colours 76.10% Mtshali Dumisani Position in Subject: Third in Accounting 78% First in Economics 79% All Ware Floating Trophy Distinction in Subject: Mathematics 80% Life Orientation 87% Honest Endeavour Mrs Jacobs Floating Trophy Top Ten Achiever: Obtained Position 3 in Grade 77.10% Half Colours 77.10% 7. FULL COLOURS (Average of 80% and above) Ziqubu Simo Participated in: A - Team Olympiad: Sciences – Position 3
SPECIAL CITY COUNCIL MEETING TUESDAY, JULY 24, 2018; 11:30 AM CITY HALL COUNCIL CHAMBERS AGENDA 1. CALL TO ORDER MAYOR HARPE 2. INVOCATION AND PLEDGE OF ALLEGIANCE 3. ROLL CALL 4. GENERAL BUSINESS DISPENSED BY MOTION A. Executive Session to Discuss a Contractual Matter, “Upon returning to open session, Council may take action on items discussed in Executive Session.” 5. ADJOURN Public Comment Policy: Citizens desiring to speak at any regular meeting must notify the City Clerk prior to the agenda deadline. Citizens interested in commenting on regular meeting agenda items, shall sign in to speak. Mission Statement: To utilize all available resources for the development of plans, programs, and projects to improve services to the citizens of Bennettsville and establish and maintain an active role in economic and community development.
2. The Major Life Activity or Major Bodily Function affected by the disability; 3. The food or to be omitted from the participant’s diet; and, 4. The food or choice of foods that must be substituted Slide 10 Medical Statement for Participants with Disabilities For use when a participant has a disability that requires the elimination of a mandatory meal pattern component, a modification to texture, a reduction of portion size or a change in meal frequency. This form must be signed by a licensed physician (Medical Doctor [MD] or Doctor of Osteopathy [DO], only.) (click)Part 1 is to be completed by Sponsor or Parent/Guardian (click)Name of participant – use the participants full legal name (click)Part 2 is to be completed only by a licensed physician: medical doctor (MD) or Doctor of Osteopathy (DO) (click) In this section Diagnosis needs to include description of the patient’s disability and the major life activity or major bodily function affected by the disability.
Q12 Complete avoidance of dairy products for people diagnosed with lactose intolerance is which of the following? a) essential b) not always necessary c) not at all necessary Q13 What are some alternative sources of calcium for people who decide to avoid milk and milk products? a) broccoli, canned salmon, fortified soya products b) raspberries, oranges, kiwi fruit c) carrots, mushrooms Q14 How many allergens need to be mentioned (either on a label or through provided information such as menus) when they are used as ingredients in a food? a) 10 b) 12 c) 14
learning that guide day to day teaching focus Actively seeking ways to learning through working closely with therapists and learning, and forms the basis of ongoing review and development IDP documentation is current and measurable Individual student reports are made termly Participate in Child Studies and Clinics for individual children as required Parents receive end-of year reports that inform them of their child’s progress and signal any concerns about their educational, social, emotional and physical development. Therapists are involved in providing therapeutic exercises and activities documented in the therapeutic exercises sheet Engaging Teacher Aides assigned to your class so they achieve high levels of Teacher Aides are involved in lesson planning so they can prepare for upcoming lessons Teacher Aides can anticipate how best to support students and their learning
Developing yourself as a Teacher Promote a climate of learning through your own demonstrated commitment to personal and professional development Furthering your own professional development in the field of Curative Education and Special Education Achieving the professional standards for teachers as outlined by the Ministry of Education. Every year create a Professional Development Plan that includes: College study courses, artistic activities; curative education lectures and seminars; beginning of term workshops; January seminar and any other ongoing training and professional development agreed with the Seek out formal and informal feedback from colleagues on your style and its effectiveness , and use this as a guide to furthering your development The Professional Standards for Teachers as described by the NZ Education Council I have read and understood this document: Employee: Employee: Employee Signature…………………………………………… Date………………………………………………………………
11.50 am Working with pregnant women who smoke This presentation describes experiences of engaging with pregnant women who smoke. Penny Thompson, RN Smokefree Programme Manager as Hawkes Bay District Health Board Tena Koe: I have thoroughly enjoyed working in the Smokefree/tupeka kore sector for the last 6 years. Recent successes is the collaboration with our local PHO and the combined effort to achieve the Primary Care Target for two quarters. In addition we a delighted to be in the hand over stage of the Secondary Care Target. The Smokefree Team support clinical staff/health professionals by ensuring Smokefree training/education is up to date, provide opportunities to increase their knowledge, access to resources and management commitment to robust smokefree policies. Morning Session Chair Stephen Vega Smokefree DHB Coordinator at Hutt Valley DHB Recent work involves working across the district health board hospitals in Wellington, providing them with support and advice to gain better results for the Health Target on smoking cessation. This involves looking for improvements in the systems and training the clinical staff. Stephen provides smoking cessation training to a wide range of health professionals from GPs to health promoters. Stephen also supports the Regional Public Health office in their work on tobacco control. Previously Stephen worked for the Quit-Group and established the community based Quit Cards programme as well as providing training in-house to the Quitline telephone staff. In this role Stephen also supported the Heart Foundation to deliver training to health professionals in the community Stephen is also an active researcher and has published papers and letters on tobacco control and smoking cessation. Afternoon Session Chair Dr Mark Wallace-Bell, RN I started my career in health care as a registered general nurse in the UK working in accident and emergency departments and operating theatres. After six years of Nursing I changed my focus and studied for a BSc (Hons) in psychology at Middlesex University in the UK and then became a Lecturer in psychology at the same University. After a number of years as a lecturer I started my PhD studies investigating attentional bias and anxiety on cognition in nicotine addicts. After completing my PhD in 2001 I worked as a senior lecturer in health psychology at Middlesex University and then a Lecturer in Nicotine Addiction at St Georges Hospital
Special Education Grant The Special Education Grant provides additional funding for students who need special education programs, services, and/or equipment. The Special Education Grant is made up of six allocations: Special Education Per Pupil Amount (SEPPA) Allocation - $1.478 billion, Differentiated Special Education Needs Amount (DSENA) Allocation - $1.065 billion, Special Equipment Amount (SEA) Allocation - $102.4 million, Special Incidence Portion (SIP) Allocation - $98.2 million, Facilities Amount (FA) Allocation - $99.7 million, and Behaviour Expertise Amount (BEA) Allocation - $11.9 million. The Special Education Grant may only be used for special education. Any unspent funding must be treated as deferred revenue for special education. The Special Education Grant is projected to be approximately $2.856 billion in 2017-18. Special Education Per-Pupil Amount (SEPPA) Allocation The Special Education Per-Pupil Amount (SEPPA) Allocation recognizes the cost of providing additional assistance to the majority of students with special education needs. SEPPA is allocated to boards on the basis of total enrolment. The amounts for 2017-18 are: $975.77 per JK to Grade 3 student, $749.52 per Grade 4 to 8 student, and $494.90 per Grade 9 to 12 student. The SEPPA Allocation is projected to be approximately $1.478 billion in 2017-18. Differentiated Special Education Needs Amount (DSENA) Allocation The DSENA Allocation addresses the variation among boards with respect to students with special education needs and boards' abilities to respond to those needs. In 2017-18, the DSENA Allocation is made up of: the Measures of Variability (MOV) Amount – $269.4 million, and the Special Education Statistical Prediction Model (SESPM) amount – $763.2 million, and the Base Amount for Collaboration and Integration amount – $32.4 million. The DSENA Allocation is projected to be $1.065 billion for 2017–18. 2017-18 is also the final year of a four-year phase in of a new funding model for the Differentiated Special Education Needs Amount Allocation, and other adjustments. More
Student’s Name: NAU ID: * Course No. Course Title Replacement Course Semester Year Units Grade T/E/P** * ESE 660 Theories and Advanced Methods for Learning Disabilities Pre-req: ESE 548 or Special Education Survey Milestone * ESE 670 Theories and Advanced Methods for Emotional Disabilities Pre-req: ESE 548 or Special Education Survey Milestone Early Childhood Special Education Emphasis (18 units required) * ECI 620 Early Childhood Curriculum * ESE 516 Patterns and Variations of Child Development * ESE 536 Foundations of Early Childhood Special Education Pre-req: ESE 548 or Special Education Milestone Survey * ESE 556 Methods of Early Childhood Special Education Pre-req: ESE 536 or 548 * ESE 585 Introduction to Positive Behavior Support * ESE Fieldwork Experience (3 credits) Disability Special Education Emphasis (18 units required) * DIS 503 Contexts of Disability in Society * DIS 507 Advanced Principles and Practices of Family Support, Self-Determination, and Disability * DIS 697 Independent Study * DIS 608 Fieldwork Experience * DIS 698 Graduate Seminar Select ONE course from the following courses (3 units required): DIS 517 or DIS 518. * Graduate Certificate (18 units required): , , , or - School-Based Option. * * * * * *