zilongwang/ReadingBank huggingface dataset:
All Settings Hallways and Stairwells Field, Play court Area Library and Computer Lab Bus Attentive Listening Eye contact Withholding opinions Paraphrasing Positive body language Read between the Be aware of other students and staff around you. Listening to staff on duty Listen to other people’s concerns Be aware of other students and staff around you. Listening to staff on duty Listen to other people’s concerns Pay attention to the speaker Eyes forward Positive body language Pay attention to the driver Always face the front Positive body language Appreci- ation No put downs Positive appreciations Value other people’s contributions Keep a tidy locker Use appropriate language and volume Be a good sport and let fair play be your guide Thank the hot lunch workers Eat with proper manners those who offer assistance Encourage who are working appropriately Applaud appropriately Thank those who present or share Thank your driver regularly The Right to Participate Students may pass on activities they are not comfortable with Participate by walking safely on the right side of the hall All students have a “right’ to play Students have the right to share their lunch (or not) Make healthy food choices Participate in the library and computer lab appropriately Participate in assemblies showing the appropriate appreciations, mutual respect and attentive listening Participate by following the driver’s expectations Mutual Respect Appreciate and celebrate differences Respect and value the opinions of others All students feel safe and included. Share space with locker above or below you Walk on the right Share equipment Put garbage and recycling in appropriate bins. Put garbage and recycling in appropriate bins. Don’t ask for Respect line ups Work so you don’t disrupt others Eat and Drink elsewhere Respect books and equipment Respect others by not have side conversations Have food and drink elsewhere Respect other people’s right to ride the bus. Do not leave litter on the bus. Summerland Middle School Tribes Behaviour Matrix LE PETIT COIN DU FRANÇAIS
Mock-up [may / may not] remain as part of the Work. DELIVERY, STORAGE AND HANDLING Deliver materials to the construction site in their original packaging with manufacturer’s labels identifying manufacturer and product; color designation; lot number; and date of manufacture. Inspect materials upon delivery and immediately report to Architect damaged or defective materials. Store materials in a well ventilated area with minimum ambient temperature of 45º F (7º C). Prevent deterioration due to moisture, temperature changes, contamination, or other causes. PROJECT CONDITIONS Environmental Requirements: Do not apply polished plaster when substrate or ambient air temperatures is under 45º F (7º C) or over 95º F (35ºC). Maintain conditions 24 hours before, during and after installation of polished plaster. WARRANTY See Section 01780 - Closeout Submittals, for additional warranty requirements. Provide manufacturer’s standard written warranty. Period of Warranty: 10 years. PRODUCTS MANUFACTURERS Acceptable Manufacturers: Armourcoat Surface Finishes, 4330 Production Las Vegas, Nevada 89115, USA Tel: 702 644 0606. Fax: 702 644 0554. E-mail: sales@usa.armourcoat.com. Armourcoat Ltd.; Morewood Close, London Road, Sevenoaks Kent. TH13 2HU. Tel: +44 (0) 1732 460668. Fax: +44 (0) 1732 450930. E-mail: . Web: www.armourcoat.com. Substitutions: Not permitted. PRODUCTS Products: Armourcoat Polished Plaster, Armourcoat Ltd. Design: [Custom design as shown on architectural drawings and as approved on shop drawings] Finish: [Custom finish to match Architect’s approved sample]
Students Who Receive Special Education Services With School-Aged Children in the Home…………………………………………………………………………………………15 Students Who a Primary Language Other Than English…………………………….15 Official Attendance Taking Time…………….……………………...………………….….19 ACCOUNTABILITY UNDER STATE AND FEDERAL LAW…………………………….20 CELEBRATIONS……………………………………………………………………………..22 Cheating……………………………………………………………………………………24 COURSE CREDIT…………………………………………………………………………........25
Schools Broadband Major Incident Notifications you like your school to receive text message alerts from Schools Broadband team should a major incident occur? on from direct feedback from schools, we have now established a facility schools to sign up to be notified via SMS message of any issues or incidents may affect them as they are detected. you would like to sign your school up for notifications please complete the fields below: Name: NB: Please note that this number will be registered to the school and the school will be responsible for notifying us of any changes or updates to numbers Number to be notified : – one per school) contact for this number: Broadband Team
• Prioritizes, delegates work, and accordingly, maximizing the use of available resources. Significant Work Results and Comments to Support Ratings Opportunities for Development Management Measures the effectiveness of managing programs, operations, and human, financial, and technological resources. Far Exceeds Expectations Exceeds Expectations Meets Expectations Needs Improvement Unsatisfactory E M E N / A • Demonstrates organizational understanding, expertise to direct, encourage, and facilitate individual / team performance. • Exhibits skill in problem-solving, decision-making, and managing programs and staff. • Demonstrates sound judgment and flexibility in designing and applying adaptive approaches to demands and change. • Creates a workplace that ensures a diverse, harmonious, productive, safe, and non-discriminatory work environment. • Effectively delegates work, communicates expectations in a clear and constructive manner, and measures results. • Recognizes employee accomplishments and appropriately and swiftly manages unsatisfactory performance. • Creates a results- and service-oriented climate that contributes to organizational goals and objectives. • Judiciously manages assigned funds and resources within operating guidelines. • Encourages employees to excel through coaching, motivation, mentoring, and developmental opportunities. • Implements strategies that achieve priorities, objectives, and deadlines. Significant Work Results and Comments to Support Ratings Opportunities for Development Interpersonal Relations Measures the ability to establish and maintain interpersonal relationships, effectiveness of communications, and degree of positive engagement with others. Far Exceeds Expectations Exceeds Expectations Meets Expectations Needs Improvement Unsatisfactory M E N / A • Communicates personal commitment to agency vision, policies, and standards. • Directs with clear and persuasive communication. • Models and encourages open and interactive communication. • Discerns the sensitivity and confidentiality of information and acts appropriately. • Establishes trust, and is approachable by employees at all organizational levels. • Constructively manages conflict and differences of opinion, and fosters a positive resolution of issues. • Exhibits effective oral / written communication that is articulate, confident, well-organized, persuasive, and appropriate. • Demonstrates effective listening skills with comprehension and empathy. • Engages others in a tactful, courteous, respectful, and sensitive manner. • Balances concerns between individuals and productivity. Significant Work Results and Comments to Support Ratings Opportunities for Development I I
An Ofsted perspective on Spiritual Development Pupils’ spiritual development is shown by their: Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values Sense of enjoyment and fascination in learning about themselves, others and the world around them Use of imagination and creativity in their learning Willingness to reflect on their experiences. Aims In order to foster spiritual development, the school aims to provide children with opportunities to: Develop an appreciation of their uniqueness and value as a child made in the image of God; Develop an understanding of the distinctive ethos of this church school as well as the context, language and symbolism of the Christian faith; Develop knowledge and understanding of the school’s core Christian values and the Biblical teaching that underpins them; Develop an appreciation of what it means to be a part of a community (e.g. using their gifts and abilities in the service of others); Develop the skills and language required to enable them to reflect upon the big questions and mysteries of life; Develop an awareness that experiences of disappointment, failure and loss may be occasions for spiritual growth; Understand the value of difference and diversity through involvement with others. Teaching and learning Through teaching and learning, the school pursues these aims by ensuring: The curriculum and all areas of our community life will be explicitly rooted in Christian values, such as forgiveness, thankfulness, peace and trust, as documented in all school policies; Opportunities for spiritual development will be pro-actively planned into the curriculum and actively encouraged in all areas of school life; Collective worship will celebrate the love of God for every individual and provide opportunities for children to respond to this; The school building and outdoor environment will provide appropriate spaces for silence, stillness and prayer (e.g. in reflection areas, the spiritual garden and interactive prayer stations); That children’s spiritual capacities such as imagination, empathy and insight will be fostered through the creative arts and interactive multi-sensory teaching strategies; That children’s moral development will be linked to spiritual development through strategies such as windows, mirrors and doors (see Reflection Journal);
AUT 1 AUT 2 SPR 1 SPR 2 SUM 1 SUM 2 SMSC Day SMSC Day Tuesday 01/11/18 FBV Values “Understanding Democracy” 9.00 -12.30 (History) Mental Health day (10th October 2018) Energy Saving week 29th October 2018 (Science Department) SMSC Day 22nd November 2018 Remembrance & Peace Day Anti- Bullying week 12th – 16th November 2018 (PHSE Department) (Form Time) (Remembrance Sunday 11/11/18 Form time- to include 1 minute silence) Operation Shoe Box Samaritans 1 – 18th November 2018 Children in Need Fundraising 16th November 2018 Parliament Week 12 – 16/11/18 (PHSE Department) Christmas Jumper 14/12/2018 SMSC Day 7th February 2019 International day for the Elimination of Discrimination 21st – 25th January (Holocaust Memorial week) (Form Time ) Safer Internet week Personal safety/c 4th – 5th February 2019 (ICT Department) SMSC Morning 9.30-12.30 TBC March 2019 “Industry Day” Sports Relief 2019 18th-22rd March 2019 (PE Department) World Book Poetry Day 21st March 2019 ( English Department) Women’s International Day 7th March 2019 (Form Time) SMSC Day 2nd May 2019 World Fair Trade (Geography) Mental Health Week (13 - 17/05/19) (PHSE Department) School Nurse SMSC Day 5th June 2019 9.30 -12.10 World Environment Day National Sports week 24/06/19-28/06/2019 (P.E Department) Refugee day 20th June 2019
Contact Details Name Company Email Phone Funds & Services Please complete the below service summary (Refer fee schedule for details and costs) Ongoing Services Optional Services Fund Name (if more funds please attach separate sheet) Standard Fund Non Standard Fund Prior Year Accounts Actuarial Certificate Tax Lodgement Services Residential Property Valuation Class Super Access The following people are granted access to Class Super based on the access level nominated Fund Name User Full name User Email Access level (full, read only)
In-house asset rules - Part 8 of the SISA and Division 13.3A of the SISR 59 Elements of the business real property definition 61 Entity to which the definition applies 62 Interest in real property 64 What is ' real property' ? 68 Ordinary meaning 68 Fixtures forming part of the land 74 When do crops form part of land ? 82 What is ' Crown land' ? 85 What is a ' freehold interest' in real property ? 88 Ordinary meaning 88 Co-ownership 90 Strata title 96 What is a ' leasehold interest' in real property ? 98 What is ' an interest that is capable of assignment or transfer' in Crown land ? 103 When will an entity hold an interest in the capacity of a beneficiary of a trust estate ? 106 Does a share in a company confer an interest in real property held by the company ? 109 Real property held company title 111 Business 113 Definition of ' business' in subsection 66(5 ) 113 ' Business' as ordinarily understood 115 Not for profit enterprises 119 Relevance of the entity carrying on the business 121 ' Primary production business' 128 Provision of professional services 131 Employee 133 The business use test - 'used wholly and exclusively in one or more businesses' 136 Nature of the business use test 136 What is ' use' of real property ? 140 Distinguishing physical and non-physical use of property 140 Only physical use considered in the business real property definition 146 Application to a business real property case 152 Immediate statutory context 156 Judicial consideration of similar provisions 162 No need for human presence for physical use to occur 165 Physical use of land generally follows an entity's non-physical use 168 Use of residential property 170 Land development cases 171 Vacant land 174 When is use of real property ' in' a business ? 176 Nature of the connection required between use and a business 176 Direct use of property by an entity carrying on a business 183 Use of property by customers of a retail business 185 Use of property by guests of a commercial accommodation business 187 Use of property by a residential tenant where the property is held in an investment business 189
Examples of Turabian Citations: Books Simple book Note 2Craig R. Koester, Symbolism in the Fourth Gospel (Minneapolis: Fortress, 1995), 21. Bibliographic Entry Koester, Craig R. Symbolism in the Fourth Gospel. Minneapolis: Fortress, 1995. Book in a numbered series with editor other than the author Note 2Francis J. Moloney, The Gospel of John, Pagina 4, edited by Daniel J. Harrington (Collegeville, MN: Liturgical, 1998), 129. Bibliographic Entry Moloney, Francis J. The Gospel of John. Pagina 4, edited by Daniel J. Harrington. Collegeville, MN: Liturgical, 1998. Book in a numbered series when author is also editor Note 3Daniel J. Harrington, The Gospel of Matthew, Pagina 1 (Collegeville, MN: Liturgical, 1991), 164. Bibliographic Entry Harrington, Daniel J. The Gospel of Matthew. Sacra Pagina 1. Collegeville, MN: Liturgical, 1991. Book in author’s work is translated or edited by another Note 2Raymond E. Brown, An Introduction to the Gospel of John, ed. Francis J. Moloney (New York: Doubleday, 2003), 125. Bibliographic Entry Brown, Raymond E. An Introduction to the Gospel of John. Edited by Francis J. Moloney. New York: Doubleday, 2003. Two authors [here also in a series with an editor] Note 2Philip J. King and Lawrence E. Stager, Life In Biblical Israel, Library of Ancient Israel, ed. Douglas A. Knight (Louisville: Westminster John Knox, 2001), 135. Bibliographic Entry King, Philip J. and Lawrence E. Stager. Life In Biblical Israel. Library of Ancient Israel, edited by Douglas A. Knight. Louisville: Westminster John Knox, 2001. More than three authors Note 2Bruce C. Birch et al., A Theological Introduction to the Old Testament (Nashville: Abingdon, 1999), 136. Bibliographic Entry Bruce C., Walter Brueggemann, Terence E. Fretheim and David L. Petersen. A Theological Introduction to the Old Testament. Nashville: Abingdon, 1999.
M.S. November 9, 2017 November 9 – Mid Quarter Progress Reports November 10 – Veterans Day Holiday November 20-24 – Thanksgiving Holiday’s December 11 – Saraland Middle School Christmas Concert (@SHS) December 12 – Saraland High School Christmas Concert (@SHS) January 12-13 – Saraland Middle School Rock-A-Thon (@SMS) FROM THE DIRECTOR Practice Log- Checked every Monday Music Theory – Test information given every Tuesday and due the following Tuesday. Rock-A-Thon – We will need some volunteer’s to help out with our 1st rock-a-thon. If you are able, please contact Mr. Holmes “Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything” -Plato
Justification for non-recognition Attachment to page 1 and/or 2, Learning Agreement for Studies Student Last name(s) First name(s) Study cycle Field of education Sending Institution Name of Institution Faculty/Department Erasmus code City, Country Heinrich-Heine-University D DUSSELD01 Duesseldorf, Germany Receiving Institution Name of Institution Faculty/Department Erasmus code City, Country Justification for non-recognition at the Sending Institution Start and end dates of the study period: from [month/year] …………………….……. to [month/year] …………………….……. Table for Corresponding no. in Table A Component code (if any) Component title at the Receiving Institution (as indicated in the course catalogue) Reason for non-recognition Total: Commitment Name Email Position Date Signature and Stamp Student Student Responsible person at the Sending Institution
Student Last name(s) name(s) Date of birth Nationality Sex [M/F] Study cycle Field of education First: Second: Sending Institution Name of Institution Faculty/Department Erasmus code Address, City, Country Heinrich-Heine-University D DUSSELD01 Universitaetsstr. 1, 40225 Duesseldorf, Germany Contact person Last name(s) name(s) Receiving Institution Name of Institution Faculty/Department Erasmus code Address, City, Country Contact person Last name(s) name(s) Email Phone Before the mobility Planned period of the mobility: from [month/year] …………………….……. to [month/year] …………………….……. please choose components amounting to at least 20 ECTS credits Programme at the Receiving Institution for first field of education A Before the mobility No. Component code (if any) Component at the Receiving Institution (as indicated in the course catalogue) Semester [e.g. autumn/spring; term] Number of ECTS credits (or equivalent) to be awarded by the Receiving Institution upon successful completion 1 2 3 4 5 6 Total: Web link to the course catalogue at the Receiving Institution describing the learning outcomes: Study Programme at the Receiving Institution for second field of education Table AA Before the mobility No. Component code (if any) Component title at the Receiving Institution (as indicated in the course catalogue) Semester [e.g. autumn/spring; term] Number of ECTS credits (or equivalent) to be awarded by the Receiving Institution upon successful completion 1 2 3 4 5 6 Web link to the course catalogue at the Receiving Institution describing the learning outcomes: The level of language competence in _______________________ [main language of instruction] that the student already has or agrees to acquire by the start of the study period is: A1 A2 B1 B2 C1 C2 Native speaker Recognition at the Sending Institution for first field of education Please consult your faculty for the recognition and any related questions. Table B Before the mobility Corresponding no. in Table A Component at the Sending Institution (as indicated in the course catalogue/curriculum of the sending institution) Semester [e.g. autumn/spring; term] Number of ECTS credits (or equivalent) to be recognised by the Sending Institution Total: Provisions applying if the student does not complete successfully some educational components:
SMS Golden Girls Big Sis/Little Sis Having a “big sis” or a “little sis” is not all about spending money on one another. Some great ideas for a “gift” would be an encouraging letter before camp, football & basketball games, a big test, or a performance. Name__________________ Birthday_______________ Favorite: Candies_________________________ Chips____________________________ Drink/s__________________________ Color/s__________________________ Movie/s__________________________ TV Show_________________________ Gift to receive________________________________________
AGREEMENT TO REPORT INFECTION To be completed by all food-handling staff on appointment and retained in their personnel file I agree to report to my immediate supervisor or manager as soon as possible, by telephone if necessary, in any of the following circumstances: Should I suffer from illness involving any of the following: a. Vomiting b. Diarrhoea c. Septic skin lesions (boils, infected cuts, etc.) d. Discharge from ear, nose, eye or any other body location 2. Before returning to work following any illness with the above conditions. 3. Should any of my household be suffering from diarrhoea and/or vomiting. 4. returning from any holiday during which I suffered diarrhoea and/or vomiting. 5. returning from any holiday in which any of my party suffered diarrhoea or vomiting. I have read (had read to me) the "Personal Hygiene" “Food Handlers Clothing” and “Hand Washing & Gloves” processes and received a copy of Sodexo’s ‘Personal Hygiene Notes’. I understand and agree to abide by those standards. Signature: Date: Name (in capitals): Job title: Name of manager issuing documents: Signature & date:
SAP SAP ECC6 Enhancement pack 6 ANNEX C – TECHNICAL RESPONSE GUIDELINES Suppliers should provide a response to all points in their Technical Response with the following exceptions: Suppliers proposing an on-premise solution should not answer questions in orange text; and Suppliers proposing a SaaS solution should not answer questions in green text. TECHNICAL REQUIREMENTS 1.1 Integration Suppliers shall confirm that their products are compatible with the following technologies describing in each case the relevant methods of integration: 1.1.1 Java API integration capability to interface with other business enterprise applications. 1.1.2 Authentication and authorisation with Active Directory and single-sign-on capability. 1.1.3 Integrate with SAP (Module ECC6) and additional externally HR systems. 1.1.4 Integrate with identity management platforms. 1.1.5 Integrate with MS Exchange Server 2010. 1.1.6 Mobile device's browser and/or Mobile Apps capability, as described in section 1.2. 1.1.7 API compatibility or data source access to enable access to data. 1.1.8 Integrate with market leading code versioning e.g., Visual Source Safe, Subversions, Serena (Dimensions), MKS, IBM and CA. 1.1.9 Integrate with collaboration unified communication platforms, e.g. Cisco Jabber, Microsoft Lync or Microsoft Yammer. 1.1.10 Integrate with Workplace Management systems, e.g., Accruent, Planon, Tririga and FM Systems 1.2 Mobile devices 1.2.1 The Bank requires that the Tool has the functionality for to access the Tool by a mobile device to create, review, update and approved Service Requests, Incidents, Change Requests and Releases. 1.2.2 Suppliers are required to confirm the Tool is compatible with the mobile device platforms described within the table of section 2. and demonstrate how these requirements can be met. 1.2.3 The Bank requires this functionality to be available through both mobile device's browser and/or Mobile Applications. Suppliers provide details of how this functionality is delivered. 1.3 Security 1.3.1 The Tool will be utilised by separate business areas e.g. IT and HR. The Tool must therefore cater for security of sensitive data as well as have the ability to allocate role based security levels.
Elite Club Intramurals Recreation & Food Services – ARAMARK Nutrition programs, consultations, workshops, & presentations Free access to varsity Health Services and physio clinic services DRAFT Team – alcohol awareness UFIT Nutrition for success/Weight Watchers program Campus Security Environmental treadmills Weather 5 step program Free Active Living Discounts for camps Personal training Benefit coverage – smoking cessation, EAP Ergonomics Safety Food Services ARAMARK -Nutrition programs, consultations & presentations Health Services and physio clinic services Nutrition for success/Weight Watchers program Clinics/officials/shoe fitting Campus Security Weather watch Environmental treadmills Nutrition information and presentations Campus Security Environmental treadmills Weight-watchers Social wellness Individual characteristics of social wellness include: A perception of having support available from family, friends, or co-workers in times of need and a perception of being a valued support provider comfortable with and liking yourself as a person Interacting easily with people of different ages, backgrounds, races, and lifestyles Contributing time and energy to the community Communicating your feelings, developing friendships, recognizing a need for “fun” time in your life Budgeting and balancing your time to include both responsibilities and relaxation Saint Mary’s activities, programs and services, as identified in the 2010 interdisciplinary group brainstorming sessions, which support the social aspects of health and wellness include: Students Faculty and Staff Community Diverse student body Pride in Our Shared Neighbourhood Committee Orientation Student clubs and societies (e.g. Drama Society) Intramurals/The Tower Varsity sports/teams SMUSA Gorsebrook Lounge/coffee shops/dining halls Residence Assistant training International events (e.g. Japanese, Caribbean, Chinese, & TESL) President’s Breakfast Wine/cheese Holiday parties Employee Recognition Program Diverse work force Access to games Children’s Holiday Party Wellness Barbeque & Walk Faculty and staff lunch rooms Athletics as social glue Art Gallery Conflict Resolution Services Art Gallery Conflict Resolution Services
Other: PRIOR WORK RECORD (Start with most recent or present employer) First Name of Most Recent Employer: Telephone Number: Address including Zip: Name & Position of Immediate Supervisor: Date of Employment: From: To: Your Position or Title: Starting Rate: Ending Rate: Describe Your Duties: Reason for Leaving: Second Name of Most Recent Employer: Telephone Number: Address including Zip: Name & Position of Immediate Supervisor: Date of Employment: From: To: Your Position or Title: Starting Rate: Ending Rate: Describe Your Duties: Reason for Leaving: Third Name of Most Recent Employer: Telephone Number: Address including Zip: Name & Position of Immediate Supervisor: Date of Employment: From: To: Your Position or Title: Starting Rate: Ending Rate: Describe Your Duties:
Tier Assessment Employee name: Site & Study Management: Managing Risk Date: Candidate testing level: F S A Mode: QA Review Competency Fundamental Skilled Advanced Ensure that is conducted in compliance with institutional requirements and other policies. Oversee maintenance of Delegation of Authority Logs and training of KP on study specific duties. Has some responsibility for compliance with institutional requirements for at least one study. Independently responsible for compliance with institutional requirements and other policies for at least one study. Ensure that multiple studies are conducted in compliance with institutional requirements and other policies. Demonstrates application of knowledge of risk management outside of individual job or assigned studies. Protocol selected for review (reviewer’s choice): Pro: _________________ Reviewer, randomly select 3 participant files that are the responsibility of the candidate, handled within the past 3 months. ______________ ______________ ___________ REVIEWER CHECKLIST Has the research protocol been registered on ? Yes No N/A Is the approved RDSP current? Yes No N/A Are Duke University Financial Services Guidance Documents related to participant payment and/or expense reimbursement being used? Yes No N/A Is an IRB Personal Data Disclosure Form completed for each subject who is entitled to receive compensation for participation in an IRB-approved research study conducted within the School of Medicine, School of Nursing, or DUHS? Yes No N/A If team is collecting social security numbers, is the protocol registered in eGRC? Yes No N/A
2018-20 Organizing Chair Schools Spring Meet: Conference 1A and 2A 1A Follett White Deer Nazareth Turkey Valley Whiteface New Home Loop Garden City Balmorhea Rankin Bronte Menard Westbrook Roby Guthrie Harrold Jonesboro Blanket Lipan Clyde Eula Throckmorton Bellevue Fruitvale Gilmer Union Hill Blum Oglesby Bynum Burkeville Dime Box Medina Austwell-Tivoli 2A Gruver Wellington Sudan New Deal Sundown Christoval Cross Plains Windthorst Hico Muenster Valley View Honey Grove Martins Mill Bogata Rivercrest Gladewater Union Grove Bosqueville Axtell Itasca Jewett Leon Alto San Augustine Brookeland Hull-Daisetta Mumford Snook Harper Bracketville Brackett Shiner Port Aransas La Villa
2018-20 Organizing Chair Schools Spring Meet: Conference 3A and 4A 3A Dimmitt Shallowater Crane San Angelo Grape Creek Clyde Eula Early Peaster Childress Pilot Point Van Alstyne Dallas Madison Edgewood Winnsboro Hughes Springs New London West Rusk West Eustace Little River Academy Groesbeck Newton Winnie East Chambers New Waverly East Bernard Blanco Universal City Randolph Poth Hallettsville Goliad Jourdanton Bishop Lyford 4A San Elizario Andrews Canyon Dumas Sweetwater Graham Stephenville Krum Oaks Castleberry Carrollton Ranchview Melissa Dallas ISD Crandall Point Paris North Lamar Bullard Alvarado China Spring Palestine Huntington Huffman Hargrave Orange Little Cypress Mauriceville Houston ISD West Columbia Columbia Giddings Liberty Hill Fredericksburg Crystal City Pleasanton Sinton Port Isabel
2018-20 Organizing Chair Schools Spring Meet: Conference 5A and 6A 5A El Paso ISD Ysleta ISD Amarillo ISD Aledo ISD Mandsfield ISD Fort Worth ISD Azle ISD Northwest ISD Frisco ISD McKinney ISD Carrollton ISD Dallas ISD Forney ISD Midlothian ISD Texarkana ISD Nacogdoches ISD Leander ISD Georgetown ISD Magnolia ISD New Caney ISD Mt. Belvieu Barbers Hill ISD Baytown Goose Creek ISD Houston ISD Rosenberg Lamar CISD Austin ISD San Antonio ISD SA Alamo Heights ISD Southwest ISD CC Bluff ISD Victoria ISD PSJA ISD Edcouch Elsa ISD 6A El Paso Socorro ISD Ector County ISD San Angelo ISD Crowley ISD Keller ISD Irving ISD Cedar Hill ISD Richardson ISD Allen ISD Garland ISD Rockwall ISD Belton ISD Round Rock ISD Cy-Fair ISD Conroe ISD Spring ISD Spring Branch ISD Houston ISD Katy ISD Fort Bend ISD Baytown Goose Creek ISD Pasadena ISD Pearland ISD League City Clear Creek ISD Del Valle ISD San Marcos ISD East ISD Northside ISD Pass ISD McAllen ISD Edinburg ISD Brownsville ISD
How to Promote a Service Manager Management Server When you first ran Setup, you installed the initial Service Manager management server and defined the management group for your installation. It is the initial management server that handles all the workflows in your Service Manager environment. Additional Service Manager management servers can be used to load balance Service Manager console connections. Additionally, you can promote one of the additional Service Manager management servers to take over the role of a failed initial Service Manager management server. For more information, see "Deploying Additional Service Manager Management Servers" in the (http://go.microsoft.com/fwlink/?LinkId=198071). Use this procedure to promote a secondary Service Manager management server. Follow steps on the secondary management server: 1. Close the Service Manager console. 2. On the Windows desktop, click Start, and then click Run. 3. In the Run dialog box, in the Open text field, type services.msc, and then click OK. 4. In the Services window, in the Services (Local) pane, locate the following three services and for each one, click Stop:  System Center Data Access Service  System Center Management  System Center Management Configuration 5. the Services window open. 6. Open Windows Explorer. Locate the folder \Program Files\Microsoft System Center\Service Manager 2010. 7. In this folder, delete the Health Service State folder and all of its contents. Follow steps on the Service Manager database: 1. On the Windows desktop, click Start, point to Programs, point to Microsoft SQL Server 2008, and then click SQL Server Management Studio. 2. In the Connect to Database Engine dialog box, follow these steps: a. In the Server name box, type the name of the server that hosts the ServiceManager database. b. In the Authentication box, select Windows Authentication. c. Click Connect. 3. In the Object Explorer pane, expand Databases, and then click ServiceManager. 4. On the toolbar, click New Query.
6/25/06 – 128 6/17/07 – 265 6/16/09 – 304 7/6/10 – 91 Wildcat Glade Site BLM Management Unit 5 Wildcat Glade W122 25.465 N 42 11.262 District BLM, RA 6/23/05 – 25 6/18/07 – 0 6/18/09 – 0 Buck Prairie Site BLM Management Unit 6 Buck Prairie W 122o 28.275’ N 42o 13.346’ District BLM, RA 7/6/05 – 4 6/18/07 – 95 6/17/09 –0 7/7/10 –2 Site BLM Management Unit 7 Creek Meadow) W 122o 30.101’ N 42o 11.123’ District BLM, RA 6/23/05 – 9 6/18/07 – 25 6/15/09 – 16 7/7/10 – 11 Little Hyatt Reservoir Site BLM Management Unit 8 Little Hyatt Reservoir South W:122 29.115 N:42 9.478 District BLM, RA 6/23/05 – 28 6/19/06 – 41 6/26/06 – 10 6/18/07 – 11 6/15/09 – 12 7/7/10 –9 PCT Complex BLM Management Unit 9 PCT Meadow South W:122 29.788 N:42 8.596 District BLM, RA 6/10/05 - 0 6/22/05 – 4 6/19/07 – 20 6/15/09 – 6 7/7/10 – 4 PCT Meadow North W:122 29.755 N:42 8.745 District BLM, RA 6/10/05 - 0 6/22/05 – 1 6/19/07 – 2 6/15/09 – 1 7/7/10 – 0 PCT Meadow West Mapped No co ordinance District BLM, RA 6/10/05 - 1 6/22/05 – 1 6/15/09 – 1 7/7/10 – 0 Complex BLM management Unit 10 Peak 1 (East) W:122 .48257 N:42.08592 District BLM, RA 6/10/05 - 0 7/5/05 – 2 6/19/07 – 2 6/15/09 – 0
7/7/10 – 0 2 (middle) W:122 29.109 N:42 5.172 District BLM, RA 7/5/05 – 1 6/15/09 – 1 7/7/10 – 1 Peak 3 (West) (exclosure) W 122o 28.922 N 42o 05.132, District BLM, RA 6/10/05 - 10 7/5/05 – 7 6/15/09 – 0 7/7/10 – 0
POST Site Manager PERSON SPECIFICATION MINIMUM ESSENTIAL REQUIREMENTS METHOD OF ASSESSMENT Qualifications and Experience 5 GCSE passes/ NVQ Certificates Qualified in relevant trade (joinery/ plumbing/ electrics) Relevant Health & Safety Qualification (IOSHH/NEBOSH) Awareness of health & safety & hygiene procedures & precautions Awareness of H&S regulations (such as COSHH) Knowledge and experience of safe moving and handling procedures E D D E E E A/C A/C A/C A/C/I A/C/I A/C/I Skills and Knowledge Strong organisational and time management skills and ability to cope with conflicting demands Commitment to high standards Ability to work as part of a team Ability to motivate others and ensure priorities are met Ability to respond calmly to emergencies Able to undertake some tasks which require physical effort and have fitness level appropriate to the duties Able to use initiative and work pro-actively to solve problems Understanding of policies and processes and compliance with both E E E D E E E E A/I A/I A/I A/I A/I A/I A/I A/I Personal Characteristics Ability to respond to advice and guidelines and to follow set procedures E A/I
Form SM R9 App – Request to NHS Pensions to protect pensionable pay Dear Sir/Madam, NHS Pension Scheme enquiry – Preservation of Pensionable Pay (Please complete all Surname Other Names National Insurance Number Payroll Number Start date of reduced pay or mark time (Only answer and tick one of the following 2 questions): 1. I wish to apply for protection of my pensionable pay, as I have suffered a reduction through no fault of my own within the last 3 months due to the following reason: (Please state reason here – for example: reorganisation Please provide further information on a separate sheet if required) 2. I wish to apply for voluntary pay protection as I have ‘stepped down’ to a less demanding role with less responsibility within the last 15 months (Please provide further information the step down –for example: move from an AFC band 7 to band 6 post) Signature Date Note for the employer: For guidance, please refer to the instructions on the form “SM R9 EA” held within the toolkit section of the NHS Pensions website.
With uneven distribution of the contaminants additional information shall be given in the plain language remark item of the Situational awareness section of global reporting format. When possible a standardised text should be used. Example: (Standardised text tbd) Depth of loose contaminant shall be the one or two digit number representing the assessed depth of the contaminant for each runway third. The depth shall be reported in a six to nine character group separated by a “/” for each runway third. The direction for listing the runway thirds shall always be in the direction as seen from the lower designation number. The assessment is based upon an even distribution within the runway thirds as assessed by a trained and competent person. Reporting in steps of (mm) STANDING WATER 3, 6 and 12,… DRY SNOW 6, 12, 24, 48,… WET SNOW 6, 12, 24,… SLUSH 6, 12,… Format: NN/NN/NN Examples: 3/3/6 3/6/12 12/12/12 With uneven distribution of the contaminants additional information should be given in the plain language remark item of the Situational awareness section of global reporting format. When possible a standardised text should be used. Example: (Standardised text tbd) Condition type shall be reported in capital letters as written from approved list identified in Annex 14 paragraph 2.9.5. This list is harmonized with standards and recommended practices within Annex 6 ― Operation of Aircraft, Annex 8 ― Airworthiness of Aircraft, Annex 11 ― Air Traffic Services, and Annex 15 ― Aeronautical Information Services domain. The condition type shall be reported in an up to 100 character group separated by a “/” for each runway third. The direction for listing the runway thirds shall always be in the direction as seen from the lower designation number. DRY WET ICE WATER ON TOP OF COMPACTED SNOW DRY SNOW DRY SNOW ON TOP OF ICE WET SNOW ON TOP OF ICE ICE SLUSH STANDING COMPACTED SNOW WET SNOW DRY SNOW ON TOP OF COMPACTED SNOW WET SNOW ON TOP OF COMPACTED SNOW WET CHEMICALLY TREATED SANDED
AIS-AIMSG/8-SN/14 - Attachment A International Civil Aviation Organization WORKING PAPER INSTRUMENT FLIGHT PROCEDURES PANEL (IFPP) Working Group 12-1 , 14 to Agenda Item: Integration Aeronautical Data and Information and Collection CENTRIC FOCUS OF ANNEX 15 IN CHAPTER 4 & PANS- SERVICES IN CHAPER 6 (Presented by Peter Rudolph, CANSO Member, Rapporteur of the Ad-Hoc Group on Aeronautical Charting) SUMMARY This working paper presents a short overview about activities of the in relation to define an Aeronautical Information and Data Scope, and major planned concept changes in Chapter 4, 5, and 6 of Annex 15, and the introduction of the new PANS-. The working paper aims to inform IFPP about this activity. Action by the IFPP WG/12-2 is at paragraph INTRODUCTION Since its 7th Meeting, 14 – 18 January, 2013, in , the AIS to Study Group advanced the work on introducing a well defined Aeronautical Data and Information Scope in Annex 15. The detailed Feature and Attribute description will be introduced in the new PANS- (Aeronautical Information Management). The group agreed upon the alignment of the Annex 15 chapters and content as follows:
Please type or print your responses clearly. TELL US ABOUT YOUR PROJECT Today’s Date: Name of Your Project/Campaign: In what county will the project take place? (Check all that apply.) □ Adams □ Arapahoe □ Boulder □ Broomfield □ Denver □ Douglas □ Jefferson (Optional) Your Neighborhood: DESCRIBE YOUR PROJECT 1. What is your idea for strengthening your neighborhood or community? 2. Describe your project/campaign in steps. What will you do first? What will you do second, etc.? 3. Please list each resource this project/campaign will use and explain how the resource will be used to accomplish project goals.
School Nursing Team Becky Shaw Clinical Lead for 0-19 Health Visiting and School Nursing South Wight North East Wight West & Central Wight Band 6 School Nurse Joy Michelle Martin Band 6 School Nurse Lisa McGinness Caroline Jacobs Dawn Cunnington Band 6 & 7 School Nurse Alison Price Susan Gale Julia Fahey Harriet Keyworth Band 5 School Nurse Maxine Ormiston Band 5 School Nurse Amy Nicholls-Taylor Band 5 School Nurse Kerry Rann CNN (Band 4) Rosie Sales CNN (Band 4) Vicki Bamford CNN (Band 4) Karen Grey Support workers Debbie Newnham Janice Shurmer Support workers Janice Shurmer Sophie Everson Support workers Smith-Ivory Alexis Jones Sandown Bay Academy (CJ) Ryde Academy (LMcG with CJa) Cowes Enterprise College (HK,AP) Christ The King College (MM) Medina College (DC with CJa) Carisbrooke College (SG) The free School (CJ) Studio school & Island LC (JF) Arreton CE (MM) Bembridge CE (DC) All Saints CE (SG) Brighstone Primary (MM) Binstead Primary (DC) Barton Primary SG) Broadlea Primary (CJ) Brading Primary (LMcG) Carisbrooke CE (HK) Chillerton & Rookley Primary (CJ) Dover Park Primary (LMcG) Cowes Primary (AP) Gatten & Lake Primary (MM) Greenmount Primary (LMcG) Gurnard Primary (AP) Godshill Primary (CJ) Haylands Primary (DC) Hunnyhill Primary (HK) Newchurch Primary (MM) Holy Cross (CJa) Lanesend Primary (AP) Niton Primary (CJ) Nettlestone CE (DC) Newport CE (JF) St Blasius (CJ) Oakfield Primary (LMcG) Nine Acres Primary (HK) St Francis (CJ) Queensgate Foundation (CJa) Northwood Primary (AP) The Bays (CJ) St Helens Primary (LMcG) St Saviours (SG) Wroxall Primary (CJ) St Mary’s RC (DC) St Thomas of Canterbury (HK)
Applicants must be able to demonstrate that they possess the necessary requirements by the closing date for receipt which is 12noon on Friday 15 December 2017. (a) The form must be completed in type face (of not less than 12 pt). (b) All sections of the submission form must be completed. (c) The will only consider information contained within the submission form, including proof of qualifications. (Please provide a copy of required qualifications) .No additional information (such as CV’s) will be taken into account and therefore should not be submitted. (d) A hard copy of the completed form can be posted under confidential cover to: SMP Submissions Northern Ireland Policing Board Waterside Tower 31 Clarendon Road Clarendon Dock Belfast BT1 3BG Or emailed to: smp@nipolicingboard.org.uk Acknowledgment of your submission being received will be sent within 3 working days. Should you not receive an acknowledgement please contact 02890408500. The information that you provide in Part 2 will be used to evaluate how you meet the Minimum Criteria. Please outline the details of membership of any professional bodies in Part 3. Please sign and date the declaration at Part 4 of this submission form. SELECTED MEDICAL PRACTITIONER SUBMISSION FORM
VIII, 3. RESEARCH MONITORING: dumping of dredged material. 11 VI, 4 4. - - - - - TRILATERALLY TSEG will provide further advice on basis of the results of a planned trilateral workshop on wardening. MONITORING TAKING TAKING NATIONAL
- Nationalparkverwaltung (LKN-SH) HAMBURG: (BUE) LOWER SAXONY: (NLPV): (LAVES): NETHERLANDS: MARINE 16 V, 2 - 5 3 TRILATERALLY TG-M WSB 01. GREY WAGENINGEN
TSEG. 21 § 60.1 § 60.2 SCHLESWIG-HOLSTEIN Landesbetrieb für Küstenschutz, Nationalpark und Meeresschutz Schleswig-Holstein, Nationalparkverwaltung (LKN-SH) HAMBURG (BUE) SAXONY NETHERLANDS PROTECTION
amend the list of designated rescue centers 22 Out of concern for the wild population, TSEG supports efforts and discussion on the treatment and use of medicine in seal rehabilitation. To avoid the introduction of alien and resistant pathogens systematic and preventive treatment should not be allowed.
TSEG 1 CWSS 8. RESPONSIBLE BODIES IX Responsible National Authorities: 53 DK - 2100 T + 45 72 54 40 00 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Division N I 5 – Marine Nature Conservation Robert-Schumann-Platz 3 53175 Bonn T + 49 (0)228 99 305-2629 F +49 (0)228 99 305-2697 73 NL - 2594 AC T + 31 70 3798911 1 D - 26382 T + 49 (0)44 21 – 91 08 0 F + 49 (0)44 21 – 91 08 30
TABLE OF CONTENTS SUMMARY 3 CONCLUSIONS AND REGULATORY OBLIGATIONS 3 ASSESSMENT DETAILS 6 1. APPLICANT AND NOTIFICATION DETAILS 6 2. IDENTITY OF CHEMICAL 7 3. COMPOSITION 7 4. PHYSICAL AND CHEMICAL PROPERTIES 8 5. INTRODUCTION AND USE INFORMATION 8 6. HUMAN HEALTH IMPLICATIONS 10 6.1. Exposure Assessment 10 6.1.1. Occupational Exposure 10 6.1.2. Public Exposure 10 6.2. Human Health Effects Assessment 10 6.3. Human Health Risk Characterisation 11 6.3.1. Occupational Health and Safety 12 6.3.2. Public Health 12 7. ENVIRONMENTAL IMPLICATIONS 12 7.1. Environmental Exposure & Fate Assessment 12 7.1.1. Environmental Exposure 12 7.1.2. Environmental Fate 13 7.1.3. Predicted Environmental Concentration (PEC) 13 7.2. Environmental Effects Assessment 14 7.2.1. Predicted No-Effect Concentration 14 7.3. Environmental Risk Assessment 14 Appendix A: Physical and Chemical Properties 15 Appendix B: Toxicological Investigations 16 B.1. Acute toxicity – oral 16 B.2. Acute toxicity – dermal 16 B.3. Irritation – skin 17 B.4. Irritation – eye 17 B.5. Skin sensitisation 18 B.6. Repeat dose toxicity 19 B.7. Repeat dose toxicity 20 B.8. Genotoxicity – bacteria 22 B.9. Genotoxicity – in vitro 22 B.10. Genotoxicity – in vitro 23 Appendix C: Environmental Fate and Ecotoxicological Investigations 25 C.1. Environmental Fate 25 C.1.1. Ready biodegradability 25 C.2. Ecotoxicological Investigations 26 C.2.1. Acute toxicity to fish 26 C.2.2. Acute toxicity to aquatic invertebrates 27 C.2.3. growth inhibition test 28 C.2.4. Toxicity to marine benthic organisms 29 BIBLIOGRAPHY 30
Genotoxicity – in vitro Notified chemical OECD TG 473 In vitro Mammalian Chromosome Aberration Test. EC Directive 440/2008 B.10 Mutagenicity - In vitro Mammalian Chromosome Aberration Test. EPA OPPTS 870.5375- In Vitro Mammalian Chromosome Aberration Test, EPA 712-C-98-223, 1998 Cell Type/Cell Line Chinese Hamster V79 cells Metabolic Activation System S9 microsomal fraction from β-naphthoflavone/phenobarbital-induced rat liver Vehicle Cell culture medium Remarks - Method No significant protocol deviation Metabolic Activation Test Substance Concentration (μg/mL) Exposure Period Harvest Time Absent Test 1 125, 250, 500, 1000*, 2500*, 5000* 4 h 20 h Test 2 31.3, 62.5, 125, 250*, 500*, 1000*, 2500, 5000 20 h 20 h Present Test 1 125, 250, 500, 1000*, 2500*, 5000* 4 h 20 h Test 2 500, 1000, 2000, 3000*, 4000*, 5000* 4 h 20 h *Cultures selected for metaphase analysis. Metabolic Activation Test Substance Concentration (µg/mL) Resulting in: Cytotoxicity in Preliminary Test Cytotoxicity in Main Test Precipitation Genotoxic Effect Absent Test 1 ≥ 5000 > 5000 > 1000 Negative Test 2 ≥ 1000 > 250 Negative Present Test 1 > 5000 > 5000 > 1000 Negative Test 2 > 5000 > 3000 Negative Remarks - Results There were no statistically significant increases in the frequency of cells with chromosomal aberrations in either test, with or without metabolic activation. The negative controls were within the historical range and the positive controls demonstrated the sensitivity of the test. The notified chemical was not clastogenic to Chinese Hamster V79 cells treated in vitro under the conditions of the test. Confidential
Scaling Networks 6.0 Chapter 5 Name Dynamic Routing 5.1.1.1 A routing protocol is a set of processes, algorithms, and messages that are used to exchange . The purpose of dynamic routing protocols includes: Discovery of Maintaining routing information Choosing the to destination networks Ability to find a new if the current path is no longer available Specifically, routing protocols can be classified by their: - Interior Gateway Protocol (IGP) or Exterior Gateway Protocol (EGP) - Distance vector protocol, link-state protocol, or path-vector protocol - Classful (legacy) or classless protocol Which routing protocols are distance vector? Which routing protocols are link-state? Which routing protocols are Interior Gateway Protocols? Which routing protocols are Exterior Gateway Protocols? 5.1.1.2 What is the difference between Interior Gateway and Exterior Gateway Protocols? 5.1.1.3 Distance vector means that routes are advertised by providing two characteristics: Distance - Vector - A router using a distance vector routing protocol does not have the knowledge of the to a destination network Distance vector routing protocols do not have a of the network topology. 5.1.1.4