zilongwang/ReadingBank huggingface dataset:
The bending stresses from Reference 3 are (77) (78) (79) is the distance from the centerline in the vertical axis References E. Richards & D. Mead, Noise and Acoustic Fatigue in Aeronautics, Wiley, New York, 1968. T. Irvine, Natural Frequencies of Rectangular Plate Bending Modes, Revision B, Vibrationdata, 2011. J.S. Rao, Dynamics of Plates, Narosa, New 1999. D. Segalman, C. Flucher, G. R Field; An Efficient Method for Calculating RMS von Mises Stress in a Random Vibration Environment, Sandia Report: SAND98-0260, UC-705, 1998. T. Irvine, Steady-State Vibration Response of a Plate Simply-Supported on All Sides Subjected to a Uniform Pressure, Revision C, Vibrationdata, 2014. APPENDIX A
(B-1) The definite integrals were evaluated using wxMaxima with the following commands. integrate((sin(m*%pi*x/a))^2,x,0,a);positive; integrate((sin(m*%pi*x/a))*(cos(m*%pi*x/a)),x,0,a);positive; (B-2) (B-3) (B-4) APPENDIX C Example Consider a rectangular plate with the following properties: Boundary Conditions Simply Supported on All Sides Material Aluminum Thickness h = 0.125 inch Length a = 10 inch Width b = 8 inch Elastic Modulus E = 10E+06 lbf/in^2 Mass per Volume = 0.1 lbm / in^3 ( 0.000259 lbf sec^2/in^4 ) Mass per Area = 0.0125 lbm / in^2 (3.24E-05 lbf sec^2/in^3 ) Viscous Damping Ratio = 0.05 The normal modes and frequency response function analysis are performed via a Matlab script.
person is a common figure in the origins of Judaism, Christianity, and Islam? Abraham the following features on the map below: Refer to your political & physical features map of SW Asia (The Middle East). Additional blank maps and map keys can be found on my website! 1. Afghanistan 2. Iran 3. Iraq 4. Israel 5. Turkey 6. Saudi Arabia 7. Arabian Sea 8. Black Sea 9. Euphrates River 10. Gaza Strip 11. Jordan River 12. Mediterranean Sea 13. Persian Gulf 14. Red Sea 15. Strait of Hormuz 16. Suez Canal 17. Tigris River
Section 2. Logic Model Need: Why? (Include data!) Target Population: Who? Prioritized how? Program Strategies What, how and where? Outputs How many recipients are expected? Outcomes What change in knowledge or behavior? How does outcome impact PBIS or other long term goal? Staffing(Complete for any positions included in budget request) Job Full-time equivalent (FTE) Minimum Education & Experience Requirements
Section 2. Logic Model Need: Why? (Include data!) Target Population: Who? Prioritized how? Program Strategies What, how and where? Outputs How many recipients are expected? Outcomes What change in knowledge or behavior? How does outcome(s) impact Early Childhood indicator or other goal? Staffing(Complete for any positions included in budget request) Job Title Full-time equivalent (FTE) Minimum Education & Experience Requirements
The brain: embryonic development The brain: regions and organization The brain: ventricles The brain: cerebral hemispheres Module 12.2 The Central Nervous System 395-406 The brain: diencephalon The brain: brain stem The brain: cerebellum The brain: functional brain systems Module 12.3 The Central Nervous System 406-418 Higher mental functions Protection of the brain Homeostatic Imbalances of the Brain UNIT 3 (Continued) Text Reading Module 12.4 The Central Nervous System 418-429 The spinal cord Diagnostic procedures for assessing CNS dysfunction UNIT 3 - Laboratory Exercises Exercise Manual: The Muscular System Exercise 15 anatomy of the muscular system Muscles of the head & neck Muscles of the deep back, abdominal wall & pelvis outlet Muscles of the chest, shoulder, hip and upper & lower limbs Manual: The Nervous System Exercise 17, 19,21 Histology of nervous tissue Gross anatomy of the brain and cranial nerves Spinal cord, spinal nerves and the autonomic nervous system UNIT 4 (6/22-6/30) Text Reading Module 13.1 The Peripheral Nervous System and Reflex Activity 431-437 Sensory integration: from sensation to perception Sensory receptors
Dates of Service Reference 3 Name of Reference Street Address City Zip Code Contact Person Contact Title Contact Phone Number Brief Description of Services Provided Dates of Service Attachment G Authorization Agreement Request for Proposal for Food Service Management Company RFP Number: 13301-2018 We, (Enter FSMC Name), by our signature on this document certify the following: That we will operate in accordance with all applicable Dakota state and federal laws, regulations, and statutes. That the terms, conditions, warranties, and representations made within this RFP and our proposal shall be binding upon us and shall be considered a part of the contract as if incorporated therein. That the proposal submitted is a firm and irrevocable offer good for one year. That we have carefully examined all terms and conditions set forth in the prototype Fixed-Price Contract issued by St. Agnes School. That we have made examinations and verifications, and are fully conversant with all conditions under which services are to be performed for St. Agnes School. That negligence in the preparation or presentation of, errors in, or omissions from proposals not relieve us from fulfillment of any and all obligations and requirements in the resulting contract. FSMC Name: __________________________________________________ Address: ______________________________________________________ City: _________________ State: ____ Zip: ________
Service Tax Audit, Chennai Shri.M. Arul Gopal, Deputy Commissioner, MHU Complex, 692, Anna Salai, Nandanam, Chennai 600 035. 044-24347310 044-24323900(FAX) Shri. RamkeshMeena Additional Commissioner MHU Complex, 692, Anna Salai, Nandanam, Chennai 600 035. 044-24311700 044-24323900 (FAX) XVII Such other information as may be prescribed. Nil
In-service Courses/Training (List any in-service courses/training you have received). In-service Training Course Length of Course Year C. EMPLOYMENT RECORD Teaching Experience Please begin with your present, or more recent employment: NAME & ADDRESS OF SCHOOL Date CONTRACT TYPE PWT/TWT/ PRPT/ Part-time If Pro-rata hrs per week Subjects Taught Level From To Non Teaching Experience Dates (From/To) Name & Address of Employer Position Held Summary of Main Duties
18th February Voluntary: Liebster Jesu, wir sind hier – Johann Sebastian Bach Setting: St Cuthbert’s Service – Angie Dick Anthem: O for a closer walk with God – Charles Villiers Stanford Voluntary: Prelude in E minor – Johann Sebastian Bach 25th February Voluntary: Toccata – Jan Pieters Sweelinck Setting: St Cuthbert’s Service – Angie Dick Anthem: O Lord, increase our faith – Henry Loosemore Voluntary: Fantasia auf die Manier eines Echo – Jan Pieters Sweelinck Evensong Voluntary: Psalm Prelude, Set 1 No. 2 – Herbert Howells Responses: William Byrd Psalm: 135 Setting: Evening canticles in E minor – Paul Ritchie Anthem: Lift thine eyes (Elijah) – Felix Mendelssohn Voluntary: Prelude in C minor – Felix Mendelssohn 4th March Voluntary: Voluntary in D minor – William Croft Setting: St Cuthbert’s Service – Angie Dick Anthem: Verily, verily I say unto you – Thomas Tallis Voluntary: Voluntary in G – Henry Heron 11th March – Mothering Sunday Voluntary: Intermezzo (Sonata IV) – Josef Rheinberger Setting: St Cuthbert’s Service – Angie Dick Anthem: The Lord bless you and keep you – John Rutter Voluntary: Tempo moderato (Sonata IV) – Josef Rheinberger Evensong Voluntary: Berceuse – Louis Vierne Responses: Ferial Psalm: 13 Setting: Anglican Chant Anthem: Rejoice in the Lord alway – Anonymous, circa 16th century Voluntary: Chorale prelude on 136th’ – Charles Hubert Parry 18th March Voluntary: Vater unser im Himmelreich – Georg Böhm Setting: St Cuthbert’s Service – Angie Dick Anthem: Wondrous Cross – Philip Wilby Voluntary: Aus tiefer Not schrei ich zu dir – Flor Peeters 25th March – Palm Sunday Setting: St Cuthbert’s Service – Angie Dick Anthem: O Saviour of the world – John Goss Voluntary: will ich dir geben – Johann Sebastian Bach
occurred at my residence on 1/6/1988. That day I returned home to my apartment building on the Meet-Ghamr Street. It was an extremely busy street always crowded with elementary school students, businesses and shops, sellers and buyers, merchants and customers. When I reached my apartment on the third floor, my wife came to me greatly shocked saying that the wooden window shutter had fallen from her into the busy street while she was trying to remove it to clean it. On this window we had hung a flag of St. Demiana and the forty virgins. Surprisingly when I looked down from the window, I saw that there was absolutely no one, when just a few minutes ago it was packed with people. Immediately I felt that it was St. Demiana who had instantly dispersed the crowd, the cars, the school children, and the carts all in a moment, in order to save us from a serious accident. The shutter could have easily fallen on someone, causing severe injuries, and bringing upon us a messy lawsuit. Or even worse, my wife could have taken a deadly fall out the window. But by the supplications and prayers of St. Demiana nothing happened. I went down and carried the shutter back up to my apartment without anyone seeing me, and without any injuries. How great are Your works, O God, and how mighty are you, O chaste St. Demiana. This miracle was recorded in 5/16/1994.
In total, 37 expressions of Interest were received from primary care including the adjacent Halton CCG. Ultimately, 14 GP practices referred patients with a practice size varying between 2624 to 13504. Direct to CT Pathway Direct GP CT requesting was accessible to all referring practices with 45 requesting during the evaluation period. Table 1: Referrals into the two Pathways Dec ’14 – Dec ‘15 Vague Symptom Direct CT Practices informed 206 (M&C network) StHK, 350,000 catchment EOI requested 37 (StHK) Open to all StHK Practices referring 14 45 Actual referrals 52* 149 Approx. weekly 1 3 *average referrals = 1 per 2040 GP catchment population Table 2: Monthly referrals into the two pathways Dec ’14 – Dec ‘15 Dec ‘14 Jan ‘15 Feb ‘15 Mar ‘15 April ‘15 May ‘15 June ‘15 July ‘15 Aug ‘15 Sept ’15 Oct ’15 Nov ’15 Dec ’15 Total Vague Sx 1 2 4 2 1 3 4 7 3 5 6 7 7 52 Direct CT’s 7 12 13 15 14 8 11 13 12 10 7 17 10 149 Year 2 (Jan –Aug 2016): 47 referrals in 8 months Eligibility; 4 vague symptom referrals (8%) were deemed ineligible because of either symptoms fitting an existing pathway (2) - Upper GI) or considered inappropriate due to on-going management in secondary care (2)
experience but is unlikely to significantly impact on early diagnosis or long term survival Vague symptom patients typically represent an elderly population with comorbidity. This is reflected in the fact that 21% of benign cases subsequently died within 3 months of initial referral and most commonly associated with chronic chest comorbidity and sepsis. In the majority of cases, no specific diagnosis was apparent, however, a number of common themes did emerge concerning rheumatological disease and general comorbidity. The option of direct to CT evaluation offers an alternative strategy to improve early detection. In this cohort, CT request typically followed a more localising specific symptom/sign and the 37 new cancers were detected (25%), suggesting that the threshold to request imaging may be set too high. CT identification of suspected malignancy delivered a median time to treatment of 34 days (0-150 days) although a number of patients still had lengthy diagnostic pathways. Next Steps Agreement has been reached to continue the vague symptom pathway and analysis for a further 12 months to underpin MDC development The evaluation of direct CT will continue as part of a multi-hospital initiative. The On-going coordinator role and data management support is viewed as an aspect of a more comprehensive AO business case to support multiple work streams aimed at promoting admission avoidance in emergency cancer care. The Pilot work have created a Merseyside forum for collaborative working between the Cancer Centre (AO), secondary care, Primary Care and CCGs. An MDC concept emerging from the pilot requires 3 components: Timely access to advice and signposting to referral pathway Agreed set of Symptom directed Triage tests (in community, organised by Primary Care) Facilitated referral, access to complex diagnostics and coordination into a virtual clinic (incorporating all services) APPENDIX 1
What would you like to learn more about? What would you like to do differently? Your signature ……………………………………. Date ……………………………………………………. Standard 9: Awareness of mental health, dementia and learning disability Signature & Date Outcome – the learner is able to: Assessment – the learner must Team Leader / Ward Manager 9.1 Understand the and experiences of people with mental health conditions, dementia or learning disabilities 9.1a. List how someone may feel if they have: 1. Mental health conditions such as: c. Anxiety 2. Dementia s
What would you like to do differently? Your signature …………………………………….. Date …………………………………………………….. Standard 12: Life Support Signature & Date Outcome – the learner is able to: Assessment – the learner must Team Leader / Ward Manager 12.1 Provide basic life support Be able to out basic life support. Complete practical Basic Life Support Training that meets the UK Resuscitation Council guidelines. If working with Adults in health and social care they will undertake training in adult basic life support. If working with Paediatric patients in health they will undertake training in paediatric basic life support. If working with Newborn patients in health they will undertake training in newborn life support. Guidance: Resuscitation Council 2010 Resuscitation Guidelines Cardiopulmonary Resuscitation – Standards for clinical practice and training Statement Think about (Reflect on) Signature & Date
• Air Horns • Plexiglas covers for additional lights • 100 watt headlight bulbs • A large map pocket • A tool bag secured to the rear bulkhead • Three jacks • Complete rally tools • A special tool for quick change of front struts • Two fire extinguishers • A fire extinguishing jet in the bell housing • Straight through silencer • Wire mesh protection for oil tank • Splash flaps at the rear Special Equipment for the Safari Rally • Reinforced Koni “tropical” shocks absorbers • Many parts were reinforced like the whish bones, steering and its linkages • 20 or 21 mm torsion front torsion bars • Reinforced rear semi trailing links and attachment brackets • Front and rear aluminium under pan • Spare clutch and throttle cables • Protective cover over cog belt driving fuel injection pump
Irish Italian Mission Kerala (Latin Rite) Kerala (Syro-Malabar Rite) Korean Latin American London Caribbean Lebanese (Maronite Rite Lituanian Maltese Nigerian Palistinian (Melkite Rite) Polish Portuguese Romanian Slovakian Slovenian Spanish Sri Lankan (Sinhalese language) Sri Lankan (Tamil language) Syro-Malabar Traveller, Gypsy & Roma communities) Vietnamese Zimbabwean Zambian Members of Churches Together in England A full up to date list of Churches that are members of Churches Together in England (CTE) can be access from the CTE website – http://cte.org.uk Admish:Forms:Admission Arrangements 2019-20
(c) Calculate the size of and (4) (d) Write down the coordinates of D, such that ACDB is a paralleogram. (2) [14] Question 2 Refer to the diagram (a) Verify that is a right-angle (3) ________________________________________________________
development of an individual plan may include: The collection of background information through student files and interviews with relevant stakeholders including the student and their parents Observations in the classroom Collaborative meetings to share information and plan effective intervention strategies Teaching replacement behaviours Creating routines and environments to facilitate success Monitoring and evaluating the effectiveness of the behaviour plan. Responding to inappropriate Behaviours The best defence is always a great offence. Even with our positive approach to teaching and supporting appropriate behaviour, some problem behaviour will still occur. For some students, they do not know how to perform the expected behaviour or don’t know it well enough to routinely use it at the appropriate times. For other students, they are not sufficiently motivated or invested in using the appropriate behaviour even when they understand what is expected. The process of responding to problem behaviour is much like an error analysis, which is commonly used for academic work. Students who have a “skills deficit” will need more explicit instruction and practice while students who have a “performance deficit” need more prompts and cues to highlight the need for the replacement behaviour in context and may need more intense reinforcement when they use the replacement behaviour. A continuum of Reponses To correct behavioural “errors”, we have a system in place that enables staff to efficiently and effectively respond to a range of inappropriate behaviours, from relatively minor ones, to chronic persistent minor behaviours and to more serious and major problems. This continuum thinking begins with clarity between those behaviours that can and should be
Descriptor Definition Example/Non-Example 17 Use/possession of combustibles Student is in possession of substances/objects readily capable of causing bodily harm and/or property damage (matches, lighters, firecrackers, gasoline, lighter fluid) 18 Bomb Threat/False Alarm Student delivers a false message of possible explosive materials being on-school site, near school site, and/or pending explosion with the intent to disrupt school The intent is one of a to disrupt the school day and/or Emergency Services
(d) Support structures Team Rector Area Dean Archdeacon of Warrington Bishop of Warrington at St James House Summary Parish: One Churches: One PCC: One Team Council One Churchwardens: Two Clergy: One Buildings: One Community Centre Churchyards: None Population: 9,000 Avg Sunday Attendance: 90 Parish Share: £43,903 Expenses: Reimbursed in full Resolutions: None Church tradition: Low Evangelical Pastoral Reorganisation: None planned
MULTI PURPOSE PARENTAL CONSENT FORM The information on this form will be used throughout your child’s time at St Patrick’s Catholic Primary School & Nursery. You may withdraw your consent to any of the sections, at any time, by contacting the school. Pupil Name Date of Birth Name of Parent/Carer Relationship to Child Address Phone Mobile E Mail Name of Parent/Carer Relationship to Child Address Phone Mobile E Mail Please indicate whether you have given your consent in each case by writing yes/no the box on the right-hand side. On-site activities I give my permission for my child to use the internet in line with the school’s ‘Pupil Acceptable Use Agreement and Rules’ which are shown below:- I will only use ICT in school for school purposes I will only open/delete my own files I will make sure that all ICT contact with other children and adults is responsible, polite and sensible I will not deliberately look for, save or send anything that could be unpleasant or nasty. If I accidentally find anything like this I will tell my teacher immediately I will not give out my own details such as my name, phone number or home address. I will be responsible for by behaviour when ICT because I know that these rules are to keep me safe I know that my use of ICT can be checked and that my parent / contacted if a member of school staff is concerned in any way View films and video clips rated PG Take part in food preparation/cooking and tasting activities Off-site activities I give my permission for my son/daughter to take part in:
REQUEST FOR ENHANCED RESOURCE PLACE AT ST PAUL’S NURSERY Child’s full Registered name: Gender: M/F Date of Birth: Age at present: Address: Name of Parents/Carers: email address: please print clearly Contact Number(s): Ethnicity of Child/Young Person: please tick Asian / Asian British – Bangladeshi Chinese White European Asian / Asian British – Indian Mixed – Any other mixed background White other Asian / Asian British – Pakistani Mixed – White & Asian Gypsy / Roma Any other Asian Background Mixed – White & Black African Traveller of Irish Heritage Black / Black British – African Mixed – White & Black Caribbean other Black / Black British – Caribbean White British Prefer not to Any other Black Background White Irish Main language used at home: Other language(s) used at home: Has a FEHA been completed? (Family Early Help Assessment) YES/NO If Yes, by whom? Is the child/young person in Local Authority Care YES/NO Is the child/young person in receipt of additional funding such as: Years Inclusion Fund Pupil Premium Disability Living Allowance (EY Settings) Personal Budget YES/NO (Please state which)
Figures 1 – (2014) 2009 11 2 – (2014) 2009 (%) 13 3 – 2015) 13 4 – 13 5 – 2015) 16 6 – (2014) 17 7 – 2005 2009 (%) 18 8 – 19 9 – (%) 19 10 – (2014) 2009 20 11 – 2014), (%) 2009 (%) 21 12 – (2014) 2009 22 13 – 23 14 – (%) 24 15 – (2014) 2009 24 16 – 2014), (%) 2009 (%) 25 17 – 1 000 2014) 31 18 – 10 000 31 19 – 10 000 32 20 – (2014) 34 21 – (2014) 35 22 – (2014) 35 23 – (2014) 36 24 – (2014) 36 25 – (2014) 37 26 – (EUR 2016) 39 27 – (EUR 2014) 40 28 – (EUR 2013 2016) 41 29 – 2014) 2009 42 30 – ( EUR) 46 31 – EUR) 47 32 – EUR, 48 33 – (2014-2020) 51 34 – EU (2014-2020, EUR 51 35 – 53 36 – (2012) 53 37 – (2007-2012) 54 TOTAL TOTAL
38 – EUR 56 39 – EUR 57 40 – 300 EUR 58 41 – 300 EUR 59 42 – 59 43 – EUR 60 44 – 62 45 – 300 63 46 – 300 64 47 – 300 65 48 – 66 49 – 300 67 50 – 68 51 – 70 52 – 71 53 – 71 54 – 72 55 – 72 56 – 75 57 – (EU-28) 75 58 – PSO % (2014) 77 59 – PSO PSO PSO - EU 2014) 77 60 – PSO A B (2014) 78 61 – PSO 2014) 79 62 – (2014) 79 63 – 80 64 – 82 65 – 82 66 – (2014, % 2011-2014 83 67 – (2014) 84 68 – (2014, % 2011-2014 84 69 – (2014) 85 70 – (2014) 86 71 – (2014, 87 72 – (2014, 87 73 – (2012) 88 74 – 2012) 88 75 – 89 76 – 92 77 – 92 78 – EUR, 2012 2010 96 79 – (2007=100) 97 80 – (2007=100) 97 81 – (2007=100, HICP) 98 82 – (EUR 2012) 98 83 – (2012) – AS
Tables – (2014) 14 – (O) (M) 25 000 32 – (O) (M) 1000 33 4 – 43 5 – EU (2014-2020, EUR) 50 6 – CEF (2014-2020) 50 7 – (2014-2020, EUR) 50 8 – RMMS 70 9 – (2014) 76 10 – (2009-2013) 76 11 – PSO PSO (2014) 77 12 – 85 Boxes 1 – 12 2 – 15 3 – 21 4 – 23 5 – – 25 6 – 26 7 – 28 8 – 29 9 – - 30 10 – 33 11 – 38 12 – 43 13 – 46 14 – 52 15 – 54 16 – 60 17 – 69 18 – 73 19 – 74 20 – 79 21 – ERADIS 81 22 – 89 23 – 93 24 – 99 25 – EU 101 26 – PRIME 102
Tiger Academy Character Education Master Calendar 2015-2016 Jennifer Tardif, School Counselor Please use the following character traits throughout this year, and as we decide on our monthly student nominations. Month Character Trait FL School Counseling Framework Lesson Essential Questions Small Group Topics *Optional topics on student needs Book of the Month September Acceptance PreK-5: 3.1, 5.1, 5.2, 7.2 PreK-5 How can I appreciate the differences in others? What makes me unique? Behavior Communication Skills Social Skills/Resiliency *Divorce, Grief as needed Something Beautiful-Sharon Dennis October Respect PreK-5: 5.1, 5.2, 7.2 PreK-2 How can I show respect to others? 3-5 How can I help create a peaceful environment? Behavior Communication Skills Social Skills/Resiliency *Divorce, Grief as needed Hey, Little & Hannah Hoose November Responsibility PreK-5: 1.1, 1.2, 2.1, 6.1, 6.2 PreK-2 How can I be in control of me? 3-5 What are the steps towards setting a goal? How do I know I have reached my goal? Behavior Communication Skills Social Skills/Resiliency *Divorce, Grief as needed Brave Steig December Giving PreK-5: 5.1, 5.2, 7.1, 7.2 PreK-5 How can I give to others? Should we give to others expecting something in return? Why or why not? Behavior Conflict Resolution Anger Management Resiliency Goal Setting *Divorce, Grief as needed The Giving Silvertein January Perseverance PreK-5: 1.1, 1.2, 6.1, 6.2 PreK-5 What does perseverance Behavior Conflict Resolution Knock Beaty
look like at Tiger? Why is it important to finish what you start? Anger Management Resiliency *Divorce, Grief as needed February Courage PreK-5: 1.1, 1.2, 2.1, 2.2, 6.1 PreK-5 How can I stand up for others? What is peer pressure? 3-5 How can I conquer Testing? Behavior Conflict Resolution Anger Management Resiliency *Divorce, Grief as needed Henry’s Freedom Box-Ellen Levine March Determination PreK-5: 1.1, 1.2, 3.1, 6.1, 6.2 PreK-5 What am I responsible for? How can I show determination? Behavior Conflict Resolution Management Resiliency *Divorce, Grief as needed Dancing in the Wings-Debbie Allen April Friendliness PreK-5: 4.1, 4.5, 6.1, 7.6 PreK-5 How can I be a good friend? What qualities do I look for in a friend? Behavior Conflict Resolution Anger Management Resiliency *Divorce, Grief as needed The Recess Queen-Alexis O’Neil May Kindness PreK-5: 4.1, 4.5, 6.1, 7.6 PreK-5 What is a random act of kindness? Challenge: What can you do each day to be kind? Behavior Conflict Resolution Anger Management Resiliency *Divorce, Grief as needed Each Woodson June Honesty PreK-5: 1.2, 5.1, 5.2, 5.3, 6.2 PreK-5 What kind of person do I want to be? Tell me how an honest person is a trustworthy person: Behavior Conflict Resolution Anger Management Resiliency *Divorce, Grief as needed Jamaica’s Havill
February Courage PreK-5: 1.1, 1.2, 2.1, 2.2, 6.1 PreK-5 What kinds of situations call for courage? does courage come from? Under the Quilt of the Night-Deborah Hopkinson March Determination PreK-5: 1.1, 1.2, 3.1, 6.1, 6.2 PreK-5 How can I show determination? Why is hard work important in order to achieve your goals? My Brothers Side-Tiki Barber, Ronde Barber & Robert Burleigh April Honesty PreK-5: 1.2, 5.1, 5.2, 5.3, 6.2 PreK-5 Tell me how an honest person is a trustworthy person. What kind of person do I want to be? Ricky Sticky Cook May Responsibility PreK-5: 1.1, 1.2, 2.1, 6.1, 6.2 PreK-5 What could I be when I grow up and how do I get there? How can I take responsibility for what I know? What do you do with an Idea?-Kobi Yamada June Sportsmanship PreK-5: 1.1, 1.2, 3.1, 3.3, 5.1, 5.2, 5.3 PreK-5 How can I be a team player in the classroom? Which is more important…Winning or having fun? Primary: Winners Never Quit-Mia Hamm Intermediate: TBA
List all owners (individuals and entities having an ownership interest), officers, directors, managers. Provide additional on an attachment. Complete Personal History Attachment (see page 7) for each person listed. Name: Title: Percent of Ownership: Name: Title: Percent of Ownership: Name: Title: Percent of Ownership: Name: Title: Percent of Ownership: Name: Title: Percent of Ownership: Name: Title: Percent of Ownership: Name: Title: Percent of Ownership: Name: Title: Percent of Ownership: Does the applicant or the applicant's spouse: have any interest in a management or operating company? Yes No hold an alcoholic beverage license or permit? Yes No have any interest in a company that holds an alcoholic beverage license or permit? Yes No work for any person or firm that has a direct or indirect interest in the business of an alcoholic beverage licensee or permittee? Yes No have any direct or indirect interest in the premises, equipment or fixtures used by an alcoholic beverage licensee or permittee? Yes No If “Yes” to any question in number 7, provide details including trade name and license or permit number on an attachment. If the applicant is a university, does the university a degree or certificate in hotel or motel management, restaurant management, and travel or tourism management? Yes No N/A For community colleges and/or universities: Is the applicant a state or federal agency, a political subdivision of the State, or an agency of a political subdivision of the State? Yes No Is the applicant a public community college? If “Yes”, provide documentation. Yes No Is the applicant a university? If “Yes”, provide documentation. Yes No Has the applicant or applicant's spouse ever had an interest in a issued certificate that was suspended or revoked in any U.S. state? If “Yes”, provide details on an attachment. Yes No Does your property owner hold any type of permit or license concerning the alcoholic beverage business? If “Yes”, provide details on an attachment. Yes No Has the applicant ever been charged with and/or arrested for a felony offense. If “Yes”, please be aware that additional information may be requested. This could result in processing delays. Yes No Are you submitting any optional/additional course content? Yes No The applicant understands and agrees to:
The term Hospital specifically refers to a short-term, acute care, general Hospital which has been approved by The Joint Commission on Accreditation of Healthcare Organizations; and/or by the American Osteopathic Hospital Association or by the Claims Administrator, and which meets the following requirements: Is a duly licensed institution; Is primarily engaged in providing Inpatient diagnostic and therapeutic services for the diagnosis, treatment, and care of injured and sick persons by or under the supervision of Physicians; Has organized departments of medicine; Provides 24-hour nursing service by or under the supervision of Registered Nurses; Is not, than incidentally, any of the following: Skilled Nursing Facility; Place for treatment of Mental Nursing home; Illness; School; Place for treatment of Alcohol or Drug Custodial Care home; Abuse; Health resort; Place for provision of rehabilitation care; Spa or sanitarium; for treatment of pulmonary Place for rest; tuberculosis; Place for aged; Place for provision of Hospice care. Hospital-Based Provider A Physician who provides Medically Necessary services in a Hospital or other In-Network Facility Provider and meets the requirements listed below: The Medically Necessary services must be supplemental to the primary care being provided in the Hospital or In-Network Facility Provider; The Medically Necessary services must be those for which the Member has limited or no control of the selection of such Physician; Hospital-Based Providers include Physicians in the specialties of: Radiology; Anesthesiology; Pathology; and/or Other specialties, as determined by the Claims Administrator. When Physicians provide services other than in the Hospital or other In-Network Facility, they are not considered Hospital-Based Providers. Identification Card (ID Card) The currently effective card issued to the Member by the Claims Administrator which must be presented when a Covered Service is requested. Immediate Family The Employee's: Spouse; Mother-in-law, father-in-law; Parent; Sister-in-law, brother-in-law; Child, stepchild; Daughter-in-law, son-in-law. Brother, sister;
Emergency Response Plan You need to have an emergency response plan to deal with any incidents that arise from activities requiring a rescue as identified in the Site-Specific Safety Plan Agreement. Please complete an emergency response plan for each identified activity. The subcontractor (PCBU 2) completes the plan, which does not replace any overarching emergency response plans in place. Consider the roles and responsibilities for yourself, trained specialists, equipment operators, and emergency services. Type of emergency eg. Fall from height while wearing a harness Location Main Contractor/ Principal Company Describe work activity e.g. Working from MEWP and fall off Supervisor Describe the rescue method e.g. Safety watcher on the ground releases the bleed valve, and lowers the unit to the ground List any equipment required e.g. MEWP, cherry picker, scissor lift, ladder breathing apparatus etc. Their role or responsibility in the rescue is to: e.g. release the valve List the training required e.g. competence using MEWP Provide contact details Phone number Plan reviewed by: Signed: Date:
Sturton le Steeple Parish Council www.sturtonward.org.uk The next meeting of the Parish Council will be held on: Wednesday 7th February 2018 at 7.30 pm in Sturton Hall The business to be dealt with at the meeting is listed on the agenda. Agenda Public Forum minutes are allotted for members of the public to address the Parish Council. District & County Councillor Reports Planning Meeting Declarations of Interest and Confidentiality – Planning Meeting New Applications – Change of Use and Conversion of Existing Outbuilding to Form a New Detached Residential Dwelling With Associated Parking and Amenity Space Land Including Littlewood House Wheatley Road Sturton Le Steeple Nottinghamshire Ref. No: 17/01673/FUL | Received: Wed 13 Dec 2017 | Validated: Fri 05 Jan 2018 | Status: Awaiting decision Applications awaiting decision – none Decisions – none Other Planning matters Appeal – Demolish Existing Building and Erect Two Story Dwelling with Cellar and Erect Detached Single Storey Garage (resubmission of PA 16/00442/FUL: Telephone Exchange Cross Street, Sturton le Steeple Status: Allowed with conditions Meeting for residents with Luke re changing the SWNP to fit with the new Bassetlaw Local Plan February 15th Parish Council Meeting Apologies for Absence Comments from the Chair – Agenda Issues 3. Declarations of Interest and Confidentiality – Parish Council Meeting Police Report – PCSO Dave Airey. Traffic Speeding / Calming Issues – Cllr Marchant Trentside Traffic Calming Group – proposals for Sturton village
10.Topography How well does the development and landscape relate to its topography? Is the settlement area on level ground, a valley or on a hillside? Does the settlement “nestle” into the landscape from selected viewpoints, or does it stand out on the skyline? Does the roofscape reflect the topography? E.g. do buildings and “step down” the hills? Are there examples of buildings that do not reflect the topography well? 11.Longer views around the settlement Are any “stand out” views within the settlement of landmarks or features perhaps framed by buildings or over the rooftops? They should be from a public place (e.g. street or park). Are any key views of this area from outside the settlement? E.g. on approaches to the settlement. Describe what is special about the view and identify on a plan.
IPA REFERRAL FORM 01442 453553 Fax: 01442 453521 email: seeandsolve.west@hertscc.gov.uk URGENT/ROUTINE PATIENT DETAILS: NAME: Mr/MRS/MISS DOB CURRENT ADDRESS PRIMARY ADDRESS CONTACT PHONE NUMBER NHS NUMBER ETHNCITY COMMUNICATION NEEDS INTERPRETER NEEDED? Y/N GP PRACTICE PHONE NUMBER: REFERRAL BY: SOURCE OF REFERRAL: GP VISIT/ PRACTICE NURSE CONTACT/PATIENT OR CARER CALL TO PRACTICE PATIENT AWARE OF REFERRAL? Y/N N.O.K DETAILS: NAME RELATIONSHIP CONTACT NUMBER OTHER INFORMATION ALLERGIES: ADDITIONAL INFORMATION: CURRENT CARE SUPPORT? Y/N MEDICAL SUMMARY OR LAST DICHARGE LETTER ATTACHED Y/N REASON FOR REFERRAL: DRESSING- WHERE, WITH WHAT, FREQUENCY, ?INFECTIOUS?,DRESSINGS PRESENT MEDICATION- HC420/CONSENT PRESENT, MEDICATION PRESENT, WHAT, WHEN, FREQUENCY ALREADY KNOWN TO DN? Y/N BLADDER AND BOWEL NEEDS- ASSESSMENT: CARE NEEDS OT PHYSIO SOCIAL CARE
Total 2006 23 Growling Grass Frog Litoria raniformis Vulnerable Vulnerable Listed 1992 1 In water or very wet areas in woodlands, shrublands and open/disturbed areas Spot-tailed Quoll Dasyurus maculatus Endangered Endangered Listed 2003 1 Mature wet forest habitat. Swift Parrot Lathamus discolor Endangered Endangered Listed * 1 Dry sclerophyll eucalypt forests and woodlands. State significant Brush-tailed Phascogale Phascogale tapoatafa - Vulnerable Listed 1991 5 Open dry foothill forest with little ground cover, typically associated with Box, Ironbark and Stringybark Eucalyptus. Speckled Warbler Pyrrholaemus sagittatus - Vulnerable Listed 1992 4 A wide of communities that
proximity to suitable roosting caves Black-eared Cuckoo Chrysococcyx osculans - Near threatened - 1990 1 Dry open woodlands, eucalypt forests and shrub-lands and vegetation along creek beds Common Dunnart Sminthopsis murina - Vulnerable - 1986 1 Open forests, woodlands and heathland areas State significant Eastern Horseshoe Bat Rhinolophus megaphyllus - Vulnerable Listed 1990 1 Habitat preference is associated with foraging areas and proximity to suitable roosting caves Hooded Robin Melanodryas cucullata - Near threatened Listed 2003 1 Eucalypt tall open forests and Acacia shrub-lands
% Pupils at the higher than the expected standard in Reading 30.8% 23.6% % Pupils at the expected standard in Writing 76.9% 65.5% % Pupils at the higher than the expected standard in Writing 15.4% 13.3% % Pupils at the expected standard in Maths 84.6% 72.6% % Pupils at the higher than the expected standard in Maths 23.1% 17.8% Percentage of pupils achieving the expected standard in reading, writing and mathematics 61.5% 60.3% Percentage of pupils achieving a high than expected standard in reading, writing and mathematics 15.4% 8.9% Year 1 Phonic Screening School National 87% 80.5% EYFS Good Level of Development School National 70.8% 68.3%
Surveying Technician Apprenticeship Employment Advance Enquiry Form (Residential Survey and Valuation Pathway) Introduction This enquiry form is provided to enable the employer to understand the range of workplace training and support requirements required for the Surveying Technician Apprenticeship – Residential Survey and Valuation pathway and will be used by UCEM to determine if the employment situation will enable funding eligibility and if the workplace training and assessment requirements for the apprenticeship can be met. Please note: . This form needs to be completed by a person with sufficient technical knowledge of Building Surveying in order to be able to interpret the RICS competency requirements. The person completing the form must also have sufficient knowledge of the work environment in which the apprentice will be based. Employers can provide the workplace training and support through the primary employment and where necessary, through placement with other businesses (secondments will need to be agreed with UCEM in advance) Please save a copy of this form and then to complete the form by adding business and apprentice details and then checking the relevant workplace training and development opportunity box for each statement. Please return completed forms to Business and Vacancy Details Business Name Business Address inc. postcode Vacancy/apprenticeship location (inc. postcode) Primary Contact Name: Primary Contact Tel. No. Primary Contact email: Name of person completing this form: Job role of person completing this form: Apprentice and Employment Details Apprentice Name* Apprentice job role (title) Apprentice email Type of employment
and full fees will apply. I/we understand that Child Care Subsidy can only be applied to my child/ren’s first forty two (42) absence days, any additional absence days will be charged as full fees, unless ‘additional absence’ reasons apply and relevant supporting documentation is provided. I/we understand that a late fee of $20.00 per child for every fifteen (15) minutes or part thereof will be charged for children picked up after 6:00pm. I/we understand that I will be charged for the days booked. In the event we do not use our booked days (due to changed plans, family holidays, and sickness), I/we understand that we are still required to pay for our booking. I/we agree to show respect and courtesy in all dealings with YWCA Canberra staff, families and children of the program. I/we acknowledge any forms of discriminatory or threatening behaviour will not be accepted. information provided on this form is correct, and I/we understand that it is my responsibility to update details as required. By ticking this box I/we acknowledge the terms and conditions above and confirmation of electronic signatures below. Parent/Guardian 1: Date: Parent/Guardian 2: Date: YWCA Canberra School Holiday Program St Benedict’s 9th – 20th July 2018 Monday 9th Tuesday 10th Wednesday 11th Thursday 12th Friday 13th MADNESS AND MAKE BELIEVE DAY EXPERIENCES Super Hero Capes Super Hero Masks Use your head Dream Catches Shrinky Dinks CONSTRUCTION DAY EXPERIENCES Cable wheel construction Hammer and nails Tee pee construction Tent construction Box construction Come dressed as a construction worker EXCURSION Limelight Cinemas INCREDIBLES 2 Please be at the service by 9am. Bus leaving – 9:30am Bus returning WHEELS AFTERNOON Please your bikes, scooters, and protective gear No helmet no wheels NAIDOC CELEBRATION DAY EXPERIENCES Nature Bracelets and Nature plates Scavenger hunt on the land of the Ngunnawal people Salt Dough Prints INCURSION NAIDOC Dance workshop 10:30am – 11:30am WINTER WONDERLAND EXPERIENCES Snow fun Scooter boards PJ/Onesie Hot chocolate & marshmallows Sparkling icicles Snow globes Come in your Pj’s / Onesies for a relaxed winter day. Monday 16th Tuesday 17th Wednesday 18th Thursday 19th Friday 20th DISNEY DAY EXPERIENCES Button Silhouette Art Slime EXPLOSION DAY EXPERIENCES Balloon dart painting Crayon melt AROUND THE IN 2 DAYS (Day 1) EXPERIENCES AROUND THE IN 2 DAYS (Day 2) EXPERIENCES EXCURSION Please note seating is limited for this excursion.
Size Location Description Rent Contact Recorded Date Room 66 Chestnut St E St. Catharines Avail Aug 1, upper floor, one other tenant $425 905 680 2968 May 26/17 Room Bunting and Linwell Rd. St. Catharines Male only, no pets or children in house, bus stop and public parking areas out front $495 Text only 905 360 0910 May 26/17 Room St. Catharines L2P 3W7 Backyard space, 8 mins from bus route, parking avail $400 incl Call or text 905 941 4408 or May 26/17 Room St. Catharines L2S 3P5 Private bathroom, full backyard, cable avail, laundry onsite, close to bus route $475 Dave 905 964 7422 May 26/17 Room Thorold L2V 1G5 Fully furnished, access to laundry and internet $350 289 501 1797 May 26/17 Room St. Catharines L2N 4P5 No contract, stay as long as you want (can stay a couple nights or months), no kitchen yet, close to restaurants $500 incl Text only 647 896 2199 May 26/17 Bachelor 37 Elberta St St. Catharines June 1, 2nd floor, fridge and stove $700 905 937 4995 May 26/17 Bachelor 86 St Paul St St. Catharines Avail June 1, basement apt, parking and laundry are extra, modern appliances $550 incl 905 323 9829 May 26/17 Bachelor 127 Griffin St N Smithville Avail now, 2nd floor of commercial building, one parking spot, A/C unit incl $550 + hydro 905 308 2129 May 26/17 One bedroom St. Catharines L2P 2V6 Open concept, parking, laundry onsite, main level $795 1 888 407 7401 May 26/17 One Bedroom 21 St. Patrick St St. Catharines Avail July 1, mature cats ok, on bus route, $725 + hydro 905 988 9317 ex 200 May 26/17
laundry onsite, parking spot incl One Bedroom Downtown St. Catharines L2R 5E8 Ground floor house apt with two levels $800 905 469 1414 May 26/17 One Bedroom Scott and Vine St St. Catharines On bus route, large balcony $800 Merima 1 905 935 2005 May 26/17 One Bedroom 48 Front St Thorold Avail June 1, second floor apt, laundry onsite, free municipal parking, good credit, no pets or smoking $700 + hydro 905 680 7368 May 26/17 Two Bedroom Geneva and Vine St, St. Catharines Parking incl, laundry onsite, main floor, credit check, 1 year lease $800 + hydro 416 918 1430 May 26/17 Two Bedroom Central St. Catharines L2R 2C3 No appliances, rooms, parking, bus stop, no pets $800 + utilities May 26/17 Two Bedroom 182 Welland Ave St. Catharines Avail now, on bus route, backyard, credit check, proof of renter’s insurance $900 + heat and Text only 905 327 6083 or email May 26/17 Two Bedroom St. Catharines L2R 5E8 2nd floor apt, close to downtown $900 incl 905 469 1414 May 26/17 Other sites to check out Notes:
Size Location Description Rent Contact Recorded Date Room 115 Glenridge Ave. St.Catharines furnished, newer home has rooms for rent. First and last. Students are welcome $450 Dan 416 809 7003 Room 10 Leaside Dr. St.Catharines Nice furnished upstairs bedroom. Shared kitchen & laundry $375 incl. Bib 289 929 1672 Room Thorold, room and board **females only All Inclusive! Close to Brock University in well established neighbourhood. Beautiful tree lined street, lots of windows and spacious. We have been doing Home Stay for 15 years. $750 Joanne 905 680 0320 Room 139 Riverview Blvd. St.Catharines 2 rooms in a basement apartment, separate entrance, close to Brook university, in a prestigious neighbourhood $400 Raki 416 661 2715 Bachelor 259 St.Paul St. St.Catharines Avail. Immediately Furnished. No pets $700 Nick 289 362 1110 Bachelor 2 Rosemount Ave. St.Catharines Private Entrance. Shared bathroom. All inclusive Will discuss rent 1st & last at signing Robin 905 934 8738 One Bedroom 259 St.Paul St. St.Catharines Furnished. New reno’s. Avail. Immediately $850 Nick 289 362 1110 One Bedroom 2 South Dr. St.Catharines Coin laundry. Avail immediately. Plenty of window blinds $750 Teresa 905 329 8688
One Bedroom 1 Eastchester Ave. St.Catharines Avail Immed. Pets yes! Cats yes! No smoking $800 Daniel 360 447 8197 One Bedroom 40 Facer St. St.Catharines Pets yes! No smoking!Updated reno’s throughout. Freshly painted. $895 Cornerstone Select 289 780 0748 One Bedroom 16 Tremont Dr. St. Catharines Stove | Fridge | Laundry facilities | Outdoor parking | staff | Outdoor pool | Elevators | Balconies available $899 + Hydro Rental 1 888 627 9801 Two Bedroom 614 Lake St St.Catharines Clean & well maintained. Onsite laundry & fitness fac. Pet friendly. $1095 Rachel 289 696 8590 Two Bedroom 80 & 97 Rockwood Ave. St.Catharines Suites are spacious, freshly painted, newly carpeted, equipped with fridge, stove. $1125 Rental 1 888 501 6651 Two Bedroom 221 Glenridge St.Catharines Balconies available | Park views | City views | Cable ready | Elevators | Outdoor parking | Stove | Fridge $1195 Rental 1 888 626 0551 Three Bedroom Maple St. St.Catharines 2 storey character home downtown in desirable area, $1800 plus utilities Maaureen 905 401 2461
completely renovated top to bottom. Three Bedroom 466 Bunting Rd. St.Catharines • Available: Immediately • Lease Terms: 1 Year • Bedroom: 3 | Bathroom: 1 • Sq. Area: 1010 Sq.Ft. • Furnished: No | Pets: Yes | Smoking: No • Parking Space: 5 • Parking: Included $2000 Christina 905 351 83334
CMHA Safe Beds 1-866-550-5205 ex. 2 (Mental Health and Addictions Access Line) 15 Wellington St St. Catharines Men and women 16+ in mental health crisis (Referral needed at goo.gl/pNyG2h) Abbey House 905-684-9736 115 Dufferin St E St. Catharines Aboriginal women 16+ with or without children Hannah House Maternity Home 905-353-8552 4761 Crysler Ave Niagara Falls Pregnant and parenting women under 24 Chez Marie Refugee Assistance Centre 905-682-5795 16 Pelham Rd St Catharines Newcomers and refugees Casa El Norte 905-871-4483 281 Central Ave Fort Erie Refugees Matthew 905-871-6059 183 Central Ave Fort Erie Refugees
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