zilongwang/ReadingBank huggingface dataset:
Graduate Assistant Application University of Dayton Division of Student Development 300 College Park Kennedy Union 241 Dayton, Ohio 45469-0620 (937) 229-4114 (937) 229-4518 (fax) 2016 Conditions for Eligibility Academics Candidates must be enrolled in a degree-seeking program as a full-time student to be employed as a graduate assistant. In order to maintain the graduate assistantship, candidates are expected to balance their academic workload with the requirements of the graduate assistantship. Failure to remain in good academic standing will result in employment termination. Candidates may apply for an assistantship even if they have not been accepted into an academic program at the time of application. Please note: The application process outlined here is not linked with the application process and/or academic entry to graduate/professional education at the University of Dayton. Please be certain to submit any needed application materials to the academic program(s) of your choice, according to those separate guidelines, while pursuing the graduate assistantship. An official offer of a graduate assistantship for the 2016-2017 academic year is contingent upon the candidate’s acceptance into an academic program.
Center for Student Involvement (CSI) -Greek Life New Student Programs (NSP) -New Student Orientation/Family Weekend Center for Student Involvement (CSI) -Student Life Office of Multicultural Affairs (OMA) -Graduate Assistant for Leadership Initiatives Community Standards & Civility (CS&C) -Student Conduct Assistant Sexual Violence Prevention Education (SVPE) -Education & Programming Community Wellness Services (CWS) -Wellness -Alcohol & Other Drug Student Development (STUDEVO) -Communications & Community Relations Housing and Residence Life (H&RL) -Resident Director Student Development (STUDEVO) -Student Leadership Programs Housing and Residence Life (H&RL) -Residence Coordinator Dean of Students Office (DOS) -LGBTQ Support Services Please note: The Position Description Index on page 7 outlines which areas have anticipated openings at the present time for this application cycle. You may end up ranking one or more areas that do not have an opening. By checking this, I certify that I have read, understood, and agreed to the conditions of employment eligibility. In addition, I certify that the information provided on this application and in my resume are both true and correct. If any changes are needed, I will notify the Division of Student Development immediately. Application Question – Personal Statement Please write a personal statement no longer than two pages and in your response please address: What you are passionate about as it pertains to working with, impacting, supporting, and challenging students? How will an assistantship positively impact your future career goals, and how will it aid you in fulfilling your passion? Your understanding of the Catholic and Marianist educational philosophy and how that might impact your work as a graduate assistant Your understanding of interculturalism, teamwork, and collaboration and how your experiences inform your work
2016 ALRDC/SWPSC Sucker Rod Pumping Workshop Workshop Evaluations 1 New products. Real issues experience from operators. Yes Good job. 2 Well organized with good discussion topics I was not able to attend the courses, but I would have liked to learn about applied chemical and processes. Good location. Construction was a pain, but OKC is good. 3 I thought the focus on rod pumping horizontal wells was great. We need to keep this discussion going since it seems the majority of future wells will be horizontals. I thought that the general content and schedule were good. Don-Nan is going to continue to bring partnerships and students to the conference going forward. Breakout topics on future meetings maybe a cool session to throw ideas around. Great conference Jonathan Dove 4 New developments, thoughts and interpretation for better understanding of sucker rod lift. Need sheet added near front on ALRDC. Need sheet added in booklet in the correct place between presentation on keynote speaker that has their abstract plus rest of page blank for notes. Yes. Norman Hein
For substitutes – there will NOT be a separate summer assignment set up for substitutes; you must use their existing sub assignments. To report time use the existing link: “Report Time – Substitutes”.. CRITERIA FOR SUMMER EMPLOYMENT (see page 55) Any personnel in a pending investigative status or on a performance improvement plan are not eligible for summer employment. In accordance with the United Teachers of Dade Contract, Article XVI, Section 2c., teachers who are “beyond training timeline” for META related training are not eligible to teach in the 2016 Summer Services Program. In selecting teaching staff, the principal shall offer summer employment first to those teachers who have submitted the appropriate application on or before the established deadline, are certified in the subject area or are at the level in which they are selected to teach, and who are on a Continuing, Professional Service or Annual (3 years or more) contract. Probationary and Annual contract teachers (less than 3 years) will not be considered for a waiver. The principal responsible for staffing a 2016 Open Instructional Summer Services site shall offer a teaching position on the 2016 Summer Services faculty to the Union Lead Steward/Steward/Officer for the 2016 Open Instructional Summer Center’s regular faculty, provided the Lead Steward/Steward/Officer is certified in a program to be offered during the summer. The principal shall give consideration for summer employment to other Union Steward/Steward/Officer is certified in a program to be offered during the summer. Nothing herein shall require the principal to hire more than one Union Lead Steward/Steward/Officer. LENGTH OF SCHOOL DAY Students Teachers Elementary schools and K-8 Centers (Retained Grade 3 and Rising Grade 3 Students only) 8:35 am – 1:50 pm 8:15 am – 3:20 pm K-8 Centers (Grades 7 & 8 Students only) Provides one 180-minute period 8:35-11:35 am 8:15 am-11:45 am Middle Schools (Grades 7 & 8 Students only) Provides one 180-minute period 9:20 am – 12:20 pm 9:00 am – 12:30 pm
OASIS, EC, & OASIS/BPS Subcommittee 2019 Meetings Dates Times Types Subcommittees Place (Hosting Company) Confirmed Notes 1/10 9-4 central CC OASIS/BPS N/A Yes 1/22 1/23 1/24 9- central 9-4 central 9-12 central FTF OASIS New Orleans LA (Entergy) 2/14 9-4 central CC OASIS/BPS N/A Yes 2/19 2/20 2/21 9-4 central 9-4 central 9-12 central FTF OASIS TBD No 3/26 3/27 3/28 10-4 mountain 8-3 mountain 8-12 mountain FTF FTF EC OASIS Phoenix AZ (Salt River Project) Phoenix AZ (Salt River Project) No No 4/23 4/24 4/25 9-4 central 9-4 central 9-12 central FTF OASIS TBD No 5/21 5/22 5/23 9-4 central 9-4 central 9-12 central FTF OASIS Little Rock AR (SPP) 6/25 6/26 6/27 8-3 pacific 8-3 pacific 8-12 pacific FTF OASIS Portland OR (BPA) 7/23 7/24 7/25 10-5 eastern 10-5 eastern 10-1 eastern FTF OASIS Carmel IN (MISO) Yes 8/20 8/21 8/22 9-4 central 9-4 central 9-12 central FTF OASIS TBD No 9/17 9/18 9/19 10-5 eastern 10-5 eastern 10-1 eastern FTF OASIS Chattanooga TN (TVA) Yes 10/15 10/16 10/17 10-4 eastern 10-5 eastern 10-1 eastern FTF FTF EC OASIS Richmond VA (Dominion) Richmond VA (Dominion) Yes Yes 11/19 11/20 11/21 9-4 central 9-4 central 9-12 central FTF OASIS
OASIS, EC, & OASIS/BPS Subcommittee 2019 Meetings Dates Times Types Subcommittees Place (Hosting Company) Confirmed Notes 1/10 9-4 central CC OASIS/BPS N/A Yes 1/22 1/23 1/24 9-3 central 9-4 central 9-12 central FTF OASIS New Orleans LA (Entergy) Yes 2/14 9-4 central CC OASIS/BPS N/A Yes 2/19 2/20 2/21 9-4 central 9-4 central 9-12 central FTF OASIS Reno NV (NV Energy) No 3/26 3/27 3/28 10-4 mountain 8-3 mountain 8-12 mountain FTF FTF EC OASIS Phoenix AZ (Salt River Project) Phoenix AZ (Salt River Project) No No 4/23 4/24 4/25 9-4 central 9-4 central 9-12 central FTF OASIS TBD No 5/21 5/22 5/23 9-4 central 9-4 central 9-12 central FTF OASIS Little Rock AR (SPP) Yes 6/25 6/26 6/27 8-3 pacific 8-3 pacific 8-12 pacific FTF OASIS Portland OR (BPA) Yes 7/23 7/24 7/25 10-5 eastern 10-5 eastern 10-1 eastern FTF OASIS Carmel IN (MISO) Yes 8/20 8/21 8/22 9-4 central 9-4 central 9-12 central FTF OASIS Langley BC (BC Hydro) No 9/17 9/18 9/19 10-5 eastern 10-5 eastern 10-1 eastern FTF OASIS Chattanooga TN (TVA) Yes 10/15 10/16 10/17 10-4 eastern 10-5 eastern 10-1 eastern FTF FTF EC OASIS Richmond VA (Dominion) Richmond VA (Dominion) Yes Yes 11/19 11/20 11/21 9-4 central 9-4 central 9-12 central FTF OASIS Birmingham, AL (Southern) Yes
Additionally, FREP has added additional crop modules to its crop fertilization modules, summarizing crop-specific research on nutrient management. . CCA study guide: Tim Hartz created a study guide for aspirants to the California Certified Crop Advisor program UC Cooperative Extension Farm Advisor Mark Lundy participated in the creation of a website on nutrient management and water quality issues. UC Cooperative Extension Farm Advisor Michael Cahn has created a web-based decision tool to aid vegetable and strawberry growers in irrigation and nutrient management. Currently modules for lettuce, broccoli, cabbage, cauliflower, spinach and strawberry are functional. Powerpoint presentations and other material is available at the UC website developed as part of our CCA nitrogen training program. Lastly, The UC Agricultural Sustainability Institute has created the ‘Solutions Center’, a website developed as a clearinghouse for nutrient management information. WERA 103 Report- Colorado State University – 2015 Activities Personnel changes Dr. Steven Fonte was hired to replace Jack Fenwick in Agroecology in the Dept. of Soil and Crop Sciences. Dr. Kenneth Barbarick is serving as Associate Dean of Academic Programs Blake Osborn was hired as Extension Specialist in Water Resources for Southern Colorado Projects: Bridging the gap between wide-area assessment and farm level conservation planning: Demonstration in priority Colorado watersheds; Mazdak Arabi; Objectives: Demonstrate the enhanced accessibility of the APEX and SWAT models for conservation assessment and planning in Colorado watersheds using the open source participatory geographic information system eRAMS (http://erams.com) is a participatory GIS that operates on a web platform and requires no hardware and software installation. Contact:
This work will investigate the correlation between cyanuric acid concentration and established industry hardness testing methods. In addition, a correlation between cyanuric acid concentration and dissolution rates of actual disinfected swimming pool water will also be established. Swimming pool water will be provided from the researcher’s home and it will be tested using conventional techniques for pH, free chlorine, total alkalinity, hardness and acid demand. Water samples will be prepared with various known concentrations of cyanuric acid, in deionized water, along with test samples from the swimming pool which will contain sodium hypochlorite (bleach) and cyanuric acid. These samples will be analyzed using a gas chromatograph to create a concentration curve. Chemicals used: DI Water Cyanuric acid Sodium hypochlorite Equipment used: Stirring hot plate Analytical balance 1 liter plastic bottles with caps GC vials appropriate for the instrument used Thermofisher Gas Chromatograph with auto-sampler
electricity market participant (e.g., regulatory agencies, universities, consulting firms, etc.) must register under the sponsorship of a as an un-Affiliate Entity. Registered End Entities and the user community they represent shall be required to to all End Entity obligations in Business Practice Standards WEQ-012. 012-1.3.4 Applicability 012-1.4 Obligations standards are SPECIFIED in the Accreditation DocuMENT 012-1.4.1 Certificate Authority Obligations standards are SPECIFIED in the Accreditation DocuMENT 012-1.4.2 RA OBLIGATIONS standards are SPECIFIED in the Accreditation DocuMENT 012-1.4.3 End Entity Obligations (RFC 3647 Section 9.6.3) Each End Entity organization shall acknowledge the following Business Practice Standards WEQ-012. End Entity acknowledges the electric industry’s need for secure private electronic communications : Privacy: The assurance to an entity that no one can read a particular piece of data except the receiver(s) explicitly intended; Authentication: The assurance to one entity that another entity is who he/she/it claims to be; Integrity: The assurance to an entity that data has not been altered (intentionally or unintentionally) between “there” and “here,” or between “then” and “now”; and
012-1.23 Key Pair Generation, Installation, and management standards are SPECIFIED in the Accreditation DocuMENT 012-1.23.1 Certification Authority Key pair generation standards are SPECIFIED in the Accreditation DocuMENT 012-1.23.2 key delivery to Certificate issuer standards are SPECIFIED in the Accreditation DocuMENT 012-1.23.3 Key sizes standards are SPECIFIED in the Accreditation DocuMENT 012-1.23.4 Private Key Protection standards are SPECIFIED in the Accreditation DocuMENT 012-1.23.5 Usage Periods for Public and Private Keys standards are SPECIFIED in the Accreditation DocuMENT 012-1.24 Computer Security Controls standards are SPECIFIED in the Accreditation DocuMENT 012-1.25 Network Security Controls standards are SPECIFIED in the Accreditation DocuMENT 012-1.26 Certificate PROFILE standards are SPECIFIED in the Accreditation DocuMENT 012-1.26.1 Version Numbers standards are SPECIFIED in the Accreditation DocuMENT and the Core WEQ-012 document 012-1.26.2 Certificate Extensions standards are SPECIFIED in the Accreditation DocuMENT 012-1.26.3 CP Object Identifier standards are SPECIFIED in the Accreditation DocuMENT 012-1.26.4 Subject Alternative Name Subject alternative name standards are specified in the ccreditation ocument and may be specified in any NAESB standard employing the Business Practice Standards WEQ-012. 012-1.26.5 CRL Distribution Point standards are SPECIFIED in the Accreditation DocuMENT
Where are the new Werribee City Centre Business Permit Parking locations? As of 2 January 2018, the Business Permit Parking locations in the Werribee City Centre will be changed to only: Cherry Street Car Park, West End Car Park. Business Permit Parking will no longer be available at the other locations. Why are permit parking locations being removed? To provide more parking for customers in the City Core. Where is the West End Car Park? The West End Car Park is located on the corner of Watton St and Werribee St, Werribee, at the western end of the Werribee City Centre. Where is the Cherry Street Car Park? The Cherry Street Car Park is located on the corner of Cherry St and Kelly St, Werribee, at the eastern end of the Werribee City Centre. When will the West End Car Park be open? The West End Car Park will be open in mid-December 2017. How many parking spaces will be available? The West End Car Park will have 180 parking spaces. The Cherry Street Car Park has 149 parking spaces. What will the time limits be? Customers are welcome to park up to 3 hours in any available space in the West End Car Park and the Cherry Street Car Park. Business permit holders are exempt from the 3 hour time limit and are welcome to park all day in any available space in the West End Car Park and the Cherry Street Car Park. How much does a Business Parking Permit Cost? A 12 month Business Parking Permit currently costs $140.40. Can I purchase a Business Parking Permit at any time of year?
Can I get a refund? Yes, please send us an email requesting a refund including your permit number. What are the Catalyst Sites? The Catalyst Sites are currently ground level public car parks which are planned to be redeveloped into large multistorey mixed use developments. The developments are planned to include multistory public parking facilities and other uses such as, shops, offices, apartments, hotel, education, childcare and the Werribee Integrated Community Learning Hub. Where are the Catalyst Sites located? The map below shows the locations of the Catalyst Sites in the Werribee City Centre. Which of the Catalyst Sites is being developed first? The Gateway Site and Riverbend Small Sites are planned to be developed first. Construction is proposed to commence in 2018, subject to planning approval. Which of the Catalyst Sites will have public parking facilities? The Gateway Site, the Cherry Street Site and the Riverbend Large Site are planned to include multistory parking facilities. How many additional parking spaces will the Catalyst Sites provide? The Catalyst Site will increase parking in the Werribee City Centre by 400 spaces. How can I find out further information? If you have any questions, get in touch with the Wyndham City team on 9742 0905 or email:
Contact Office Use Only Address Suite 1, Level 1, Bld 1 20 Bridge St, Pymble NSW 2072 Phone 02 9498 2768 Fax 02 9498 3816 Email info@wfaanz.org.au Website www.afti.edu.au www.wfaanz.org.au ABN 83 783 789 769 Student Login ______________ Flat Glass Exam Complete □ Invoiced □ Payment Received □ Entered on Data Base □ Student Enrolled □ Enrolment Email Sent □ Enrolment Application WERS for Film Online Training Course Note: The Flat Glass Exam must have been passed prior to enrolling in this course. Learner’s Details Family Name Given Names Preferred Name Male Female Email Phone (0 ) Fax (0 ) Company’s Details Company Name Postal Address City State P’code Phone (0 ) Fax (0 ) Enrolment Details I have read, understood and accept all of the contents, terms and conditions detailed in AFTI’s Learner’s Handbook. Yes No If responding electronically learner must type in their name signifying agreement to the above. Printed forms require a signature. Learners Signature Date (d/m/yyyy) / / Payment Member Course + Annual Licence - $ 475.00 (plus GST) WFAANZ Member Number: Non Member Course + Annual Licence - $ 925.00 (plus GST) Party Making Payment Learner Employer Other (Please name) Payment Method MasterCard Visa Cheque Direct Debit Credit Card No Name on Card Cardholder Signature Expiry / Direct Debit: WFAANZ Westpac BSB 032 016 A/C No 377634 Please provide Learner Surname as the Reference and provide remittance advice to WFAANZ at info@wfaanz.org.au Enrolment Policy Bookings: Enrolments must be accompanied by payment. How did you learn about the course? Member Internet Referral Business Directory Other Please provide details:
COURSE DESCRIPTION BOOK 2017-2018 Armstrong Jr.-Sr. High School 300 Buffington Drive Kittanning, PA 16201 West Shamokin Jr.-Sr. High School 178 Wolfe Drive Rural Valley, PA 16249 MISSION STATEMENT The Armstrong School District in partnership with our families and communities will graduate educationally prepared, productive, morally responsible individuals. The Armstrong School District is an equal opportunity education institution and will not discriminate on the basis of race, color, national origin, age, gender or handicap in its
Grades: 11-12 1 year 1.0 credit Prerequisite: Passing grade in Materials Engineering I This course provides students with an opportunity to continue their study in the fields of Materials Engineering. Through academic and laboratory exercises in individually selected areas, students will apply present scientific knowledge and industrial techniques to explore and experiment in the design and production of both practical and creative metal products. This course would be ideal for students considering metal or metal-related careers. *This class is an elective requiring material for projects which become the student’s personal property at the conclusion of the course and the student is required to assume the cost of the materials or supplies. 570 – MATERIALS ENGINEERING III (Elective) Grade: 12 1 year credit Prerequisite: Passing grade in Materials Engineering II This course is offered to students who are planning to pursue a career in metal industries or related areas along with students who want to expand their knowledge and skills in areas of metal technology. This class will provide students with the opportunity to apply their scientific and creative skills to design and produce both simplistic and complex metal products. Along with this, students will study the great minds of industry and their contributions. They will also explore the opportunities in metal and related industries and their qualifications needed for employment. *This class is an elective requiring material for projects which become the student’s personal property at the conclusion of the course and the student is required to assume the cost of the materials or supplies. 571 – ENGINEERING DESIGN AND DEVELOPMENT I (Elective) Grades: 10-12 1 year 1.0 credit Engineering Design and Development offers students the opportunity to analyze current technologies to the impacts they have on society and the environment through various hands on activities in the fields of Construction, Manufacturing, Communications, Transportation, and Bio-Technology. Students will use critical and reflective thinking skills to clarify the issues before informed decisions will be made. Students will leave with the abilities to select and use energy and power technologies to solve real world problems. *This class is an elective requiring material for projects which become the student’s personal property at the conclusion of the course and the student is required to assume the cost of the materials or supplies. 572 – ENGINEERING DESIGN AND DEVELOPMENT II (Elective)
4. Develop and/or maintain standard communication protocols and - cybersecurity business practices as needed. a) Review annually at a minimum, WEQ-012 and the accreditation requirements for Authorized Certification Authorities to determine if any changes are needed to meet market conditions. Status: Started Q, 201 Cybersecurity Subcommittee b) Evaluate and modify standards as needed to support and/or complement the current version of the NERC Critical Infrastructure Protection Standards and any other activities of NERC and the FERC related to cybersecurity. Status: Started Q, 201 Cybersecurity Subcommittee . Develop and/or modify standards to support FERC Order Instituting Proceeding to Develop Electronic Filing Protocols for Commission Forms (Docket No. AD15-11-000)
Key Activities: Partners: Start Date: End Date: 1) Meet with principal, school improvement committee chair and the school wellness team chair to explain importance of the assessment Principal, school improvement committee chair, school wellness team chair. 2) Meet with Wellness team chair to determine completion date goal for AFHG assessment. School wellness team chair. 3) Meet with Wellness team in order to complete the AFHG assessment. School wellness team. 4) Review the assessment results with the wellness team and submit the assessment. School Wellness team. 9/16/2017 12/31/2017 Goal 2: Institute a goal oriented component in the Physical Education curriculum. Objective 2a: By May 31, 2018, 60% of the students (234) at Windsor Elementary School (who are taking Health and Physical Education) will earn the Presidential Physical Fitness Award through participation in the Presidential Physical Fitness Challenge. Key Activities: Partners: Start Date: End Date: 1) Meet with principal ,school improvement committee chair and Physical Education teacher to gain support for the Presidential Physical Fitness Challenge Principal, school improvement committee chair, physical education teacher, school wellness champion 9/20/2017 9/20/2017
4)Plan and implement an opening night event for the public to use the walking trail Principal, teachers, PTA, community citizens, school wellness champion, Active Routes to Schools Coordinator, Healthy Carolinians 10/1/2017 10/15/2017 5) Determine the number of parents who are aware of the availability of the school walking trail to the general public through a survey Principal, Parents, school wellness champion 4/30/2017 5/31/2018
About Western Electric Western Electric’s industry and high-end audio components are long-famous the world over. New products will be available in the first quarter of 2018, including WE 300-B vacuum tubes. The new factory – just two blocks from the office in Rossville, Georgia – is fast taking shape thanks to the 24/7 efforts of CEO Charles Whitener. Other exciting new products will appear in time. Western Electric | Rossville, Georgia | Tel: 404.352.2000 | | Gauder Akustik | Renningen Germany | | Tel: +49 7159 920161 Press Contact | Reviews | Jonathan Scull | Scull Communications Tel 212.807.0519 | Cell 646.369.3340 | Skype J10Scull |
Appendix 2 - Minimum recording requirements for weed infestations A minimum requirement for recording weed infestations includes: name of the recorder; start date of recording (indicates when the survey commenced); site name; location description (provides a detailed description of the location and how to get there); species’ common and scientific names; information on when identification was made for a particular weed infestation and the person who made the identification; specimen identification number or tentative identification, to be confirmed later [optional]; confirmation of whether a GPS was used to collect data; type of coordinate system (indicates the type of coordinate system used to derive the data); datum (e.g. Geocentric Datum of Australia GDA94 or Map Grid of Australia (MGA)); MGA zone (e.g. zone 55 or 54); geographic coordinates of the location of the plant; easting and northing or longitude and latitude; positional accuracy (m) (indicates how accurate the site was on the ground); survey method (e.g. quadrat); survey method detail (length, width, area covered); and initial estimate of area of infestation (ha) or number of individuals. The collected information should be: entered in the Victorian Biodiversity Atlas (VBA) via the VBA data recording template; emailed to the WESI project team; and passed onto local land managers as appropriate. If new information is collected about the infestation(s), the updated information should be passed on to the WESI project team and updated in the VBA. Use the field collecting sheet in this guide.
rel-claus E Relative což rel- jenž J Relative jenž, již, ... not after a preposition rel-poss 1 Relative possessive rel-rog Q Relative/interrogative co, copak, cožpak rel-rog-adj 4 Relative/interrogative with adjectival declension rel-rog-anim K Relative/interrogative kdo rel-rog-encl Y Relative/interrogative co as an enclitic Codes used with pos = verb pres B Present or future form pres-ť t Present or future tense, with the enclitic -ť cond c Conditional (of the verb být only) imper i Imperative infin f Infinitive part-past-act p Past participle, active part-past-act-ť q Past participle, active, with the enclitic -ť part-past-pass s Past participle, passive trans-past m Transgressive past trans-pres e Transgressive present (endings -e/-ě, -íc, -íce) Codes used with pos = other other X Not in dictionary gender gender morpho3 Definition -a Q Feminine (with singular) or neuter (with plural) any X Any fem F Feminine fem/neut H Feminine or neuter mas Y Masculine mas-anim M Masculine animate mas-inan I Masculine inanimate mas/neut Z Not feminine neut N Neuter -y T Masculine inanimate or feminine number number morpho4 Definition -a W Singular for feminine gender, plural with neuter any X Any dual D Dual , e.g. nohama plur P Plural, e.g. nohami sing S Singular, e.g. noha case case morpho5 Definition acc 4 Accusative any X Any dat 3 Dative gen 2 Genitive inst 7 Instrumental
loc 6 Locative nom 1 Nominative voc 5 Vocative possgender Gender of possessor: possgender morpho6 Definition any X Any fem F Feminine mas-anim M Masculine animate mas-inanim mas/neut Z Not feminine possnumber Number of possessor: possnumber morpho7 Definition plur P Plural sing S Singular any X Any person person morpho8 Definition 1st 1 1st person 2nd 2 2nd person 3rd 3 3rd person any X Any person tense tense morpho9 Definition any X Any fut F Future past R Past pres P Present grade Comparison degree: grade morpho10 Definition comp 2 Comparative pos 1 Positive superl 3 Superlative negation negation morpho11 Definition aff A Affirmative (not negated) neg N Negated voice voice morpho12 Definition act A Active pass P Passive
. U+002E é U+00E9 ĺ U+013A Spacing Modifier Letters / U+002F í U+00ED Ľ U+013D U+02D0 0 U+0030 ó U+00F3 ľ U+013E Combining Diacritical Marks – – ô U+00F4 Ł U+0141 ̝ U+031D 9 U+0039 õ U+00F5 ł U+0142 ̩ U+0329 : U+003A ö U+00F6 ń U+0144 ͡ U+0361 ; U+003B ú U+00FA Ň U+0147 Latin Extended Additional < U+003C ü U+00FC ň U+0148 ẽ U+1EBD = U+003D ý U+00FD ŋ U+014B > U+003E ŕ U+0155 ? U+003F Ř U+0158 A U+0041 ř U+0159 – – Ś U+015A Z U+005A ś U+015B [ U+005B Š U+0160 U+005D š U+0161 ^ U+005E Ť U+0164 _ U+005F ť U+0165 ` U+0060 Ů U+016E a U+0061 ů U+016F – – ź U+017A z U+007A Ż U+017B | U+007C ż U+017C Ž U+017D ž U+017E Table 2. Entering IPA Characters With the Collins Virtual Keyboard For IPA, Type ŋ M ɕ &c ɟ -j ɡ g ɨ -i ɲ <n ʃ S ʎ @y or "y ʑ &z ʒ Z aː a: r̝ r_r r̩ r_' t^=s Note. Input is actually defined by the location of the key on your keyboard, not by the key’s label. The inputs were designed for a British keyboard; labels on other keyboards may differ.
GROUP WORK PROGRAMS AVAILABLE: (please identify the young persons’ targeted issues) Group Work Sessions: Targeted issues: ShineTEEN Worth, Strength & Purpose Anger Anxiety / Mental Health Bullying Depression / Self Harm Eating disorders Abusive Relationships Self-Esteem Other: ____________ SenseAbility: Self-worth Anxiety Bullying Depression Relationships (Peer / Family) Self-esteem Transitioning SenseAbility: Control Anger Anxiety / Stress Transitioning SenseAbility: Belonging Bullying Depression Education/ vocation Relationships (Peer / Family) Self-esteem SenseAbility: Purpose Depression Education/ vocation Relationships (Peer / Family) Transitioning SenseAbility: Future Anxiety Depression Education/ vocation Problem Solving Transitioning SenseAbility: Humour Anger Anxiety/ Stress Depression Relationships (Peer / Family) SenseAbility: Essential Skills Emotion Recognition & Regulation Helpful Thinking Problem Solving Self-Talk Time Management SUMMARY OF CLIENTS CURRENT SITUATION / REASON FOR REQUEST (if possible please also include details of any family members, disabilities, other services currently involved, and any relevant case plans)
Throughout the 30 years of his Army service, Wesley Cope would travel to several posts located around the Midwest. His first assignment was to Company A, of the 43rd Infantry. It is believed that his initial training phase was at Camp Travis, Texas. Postcard from the collection of Mary Jean Cope, showing the Army Cantonment at Camp Travis, Texas. It is estimated that the picture was taken sometime around World War I. When the United States entered World War I, thirty-two training camps were set up. Half of them were "tent cities" and were for National Guard Units while the other half had wooden barracks for the regular Army. Camp Travis was situated a few miles from downtown , adjoining . Originally the name was Camp Wilson, named after the man who "kept us out of war." After WWI ended, Camp Travis would be absorbed into Ft. Sam Houston. Post cards of early post assignment at Camp Logan. (Cards from collection of Mary Jean Cope) World War I tent camp, set up to house the many draftees during training before heading over to Europe for the “war that ends all wars.” (Post card of Mary Jean Cope) In his early years in the military, Wesley Cope would box in army camp bouts and establish himself as very handy with his fists. He would also work with the final cavalry divisions of the US Army. Grandson Brad Jones recalls stories about his grandfather’s favorite mount “OP-47.” As was custom at the time, the name of the horse was actually placed on the “dogtag” of the soldier. In stories to his grandchildren, it was always clear how important the soldier’s mount was to him. However, in time as the mounted cavalry was gradually edged out in favor of mechanized forms of travel, Cope would move on to other assignments in the Army. Early “Dogtag” of Wesley Cope, from the collection of his daughter Irma Jones. As the years went by, Wesley Cope would end up assigned to Ft.
The current percentage of Monmouthshire learners in Year 9 who are assessed in Welsh (First language) is (4.5 %) 37 pupils A comparison with the percentage of learners in Year 6 who were assessed in Welsh (First language) three years earlier is 4.6% (42 pupils) Effective transition and linguistic continuity across provision in Monmouthshire between: non-maintained Welsh-medium settings for children under 3 and maintained schools delivering the Foundation Phase is 85% non-maintained Welsh-medium childcare settings for children under 3 and funded Welsh medium settings delivering the Foundation Phase is 8% Funded non-maintained Welsh-medium settings and maintained Welsh-medium schools is 86% non-maintained Welsh-medium childcare settings for children under 3 and funded Welsh-medium settings delivering the Foundation Phase and subsequently maintained Welsh-medium schools is 86% Foundation Phase and Key Stage 2 is 93.9% (62 pupils) Key Stage 2 and Key Stage 3 is 83% Key Stage 3 and Key Stage 4 is 100% 3.3% (27 pupils) 3.9% (35 pupils) 90% TBC 90% 90% 100% 85% 100% 4.6% (36 pupils) 4.6% (41 pupils) 90% TBC 90% 90% 100% 90% 100% 4.5% (38 pupils) 4.4% (38 pupils) 95% TBC 95% 95% 100% 95% 100% Outcome 3: More Learners aged 14-16 studying for qualifications through the medium of Welsh. All pupils attending Ysgol Gyfun Gwynllyw study at least five or more subjects through the of Welsh, in addition to Welsh (first language). In addition to Welsh/Welsh Literature, 100% of Year 11 Monmouthshire pupils attending Ysgol Gyfun Gwynllyw, are entered for two mathematics GCSEs, two science GCSEs, three optional GCSEs and the Welsh Baccalaureate studied through the medium of Welsh. Current Position 2017/18 target 2018/19 target 2019/20 target The percentage of Monmouthshire pupils currently attending Ysgol Gyfun Gwynllyw who study five or more subjects through the medium of Welsh is 100% 100% 100% 100%
At this stage please give the name of three references. Wessex College does not accept references from family members. Wessex College may seek references before an interview is offered. Your current or recent employer must be included. By submitting this application we reserve the right to seek reference on you and may seek reference under the following circumstances: Reference will be sought from your current or most recent employer If you have worked previously with vulnerable groups either in an employment or voluntary basis reference may be sought, this is to assist us with assessing suitability to work with vulnerable groups Should your most recent or most current employment not be of a sufficient length to gain a suitable reference, we will then apply to your previous employer Personal reference will be undertaken (not a family member and someone that has known you over 5 years) Reference 1 Reference 2 Name: Name: Position Position: Capacity in which known: Capacity in which known: Address: Address: Organisation: Organisation: Telephone No: Tel No: E-mail: E-mail: Contact if offered interview? Yes: No: Contact if offered interview? Yes: No: Reference 3 Personal reference Name: Name: Position Position: Capacity in which known: Capacity in which known: Address: Address: Organisation: Organisation: Telephone No: Tel No: E-mail: E-mail: Contact if offered interview? Yes: No: Contact if offered interview? Yes: No:
Preparation Responsibilities: Author Joseph, G.E., Sandall, S., Schwartz, I.S., & West, E. (2008). Innovate, Improve, Include! A Project on Effective Inclusive Practices in Head Start. Department of Health and Human Services, Administration for Children and Families. Funded 2008-2011. ($600,000). Project Role: Co- Investigator Preparation Responsibilities: Collaborator Hudson, R., Davis, C.A., & West, E. (2007). Renewing the UW Special Education Program to Ensure High Quality Special Education Teachers. Department of Education, Office for Special Education Programs. Funded 2007-2012. ($500,000). Project Role: Co-Principal Investigator Preparation Responsibilities: Co-Author Jegatheesan, B., & West, E. (2007). Diagnosis and Post-Diagnosis Period: Needs and Supports Reported by Asian Immigrant Families of Young Children with Developmental Disabilities. ARC of Washington. Funded 2007. ($25,000). Project Role: Co-Principal Investigator Preparation Responsibilities: Co-Author Davis, C. A., & West, E. (2006). Creating Instructional Leaders for Students With Disabilities. Department of Education. Funded 2006 – 2010. ($800,000). Project Role: Co-Principal Investigator Preparation Responsibilities: Co-Author West, E. (2004). Faculty International Development Award. Boise State University. Funded 2004-2005. (Expenses paid). Project Role: Principal Investigator Preparation Responsibilities: Author West, E. (2003). High Tech, High Quality, Hybrid: Designing Instruction for the Future. Boise State University. Funded 2003-2004. ($6,000). Project Role: Principal Investigator Preparation Responsibilities: Author West, E. (2003). Dissertation Research Grant. University of Washington. Funded 2003-2004. ($1,000). Project Role: Principal Investigator Preparation Responsibilities: Author TEACHING Undergraduate and Graduate Courses: University of Washington, Seattle EDSPE 435 Introduction to Autism Spectrum Disorders (Online Format)
AUTHORITY SERVICE MESSAGE APPROVAL SERVICE Receives ‘RequestNewTag’ request from Agent Service ‘RequestTimeStamp’ timestamp (timestamp at which ‘RequestNewTag’ request was received by Authority) ‘ActOnBy’ timestamp based on WEQ timing tables (represents the approval window) Sends ‘DistribueNewTag’ message Timestamp at which ‘DistribueNewTag’ was sent out (internal) Timestamp at which success response was received from Approval Service (Internal) DistribueNewTag ‘RequestTimeStamp’ timestamp ‘ActOnBy’ timestamp Timestamp at which DistribueNewTag was received (internal) Receives ‘SetState’ message from Approval Service ‘ApprovalTimeStamp’ timestamp (timestamp at which approval/denial was received from an approval entity) SetState Timestamp at which ‘SetState’ message was sent to Authority (internal) Sends ‘DistributeStatus’ message ‘ApprovalTimeStamp’ timestamps (times at which approval/denial was received from each approval entity up until this point in time) DistributeStatus ‘ApprovalTimeStamp’ timestamps (times at which approval/denial was received from each approval entity up until this point in time) Timestamp at which DistributeStatus message was received from Authority (internal) 1 min distribution window from when last ‘SetState’ was received Sends ‘DistributeResolution’ message Timestamp at which ‘DistributeResolution’ was sent out (internal) DistributeResolution ‘ImplementTime’ timestamp of the tag Timestamp at which DistributeResolution was received (internal)
SUCCESS CRITERIA (include quantitative success factors and measurement approach) To outline approach to be adopted in compiling post-implementation review To include relevant KPI’s and non-financial measures KEY PROJECT MILESTONES DATE - Insert key milestones (including person responsible) - Insert Due Date RISK REGISTER ENTRY (to be completed where significant risk associated with project) PROBABILITY OF RISK IMPACT OF RISK MITGITATION AND MONITORING STRATEGY - Insert key risks H/M/L H/M/L - Insert steps to mitigate/monitor
2.4 People’s complaints about services are handled respectfully and efficiently Not assessed in 2015 Not assessed in 2016 A and supported workforce 3.1 Fair NHS recruitment and selection processes lead to a more representative workforce at all levels developing developing 3.2 The NHS is committed to equal pay for work of equal value and expects employers to use equal pay audits to help fulfil their legal obligations developing developing 3.3 Training and development opportunities are taken up and positively evaluated by all staff developing developing 3.4 When at work, staff are free from abuse, harassment, bullying and violence from any source developing developing 3.5 Flexible working options are available to all staff consistent with the needs of the service and the way people lead their lives developing developing 3.6 Staff report positive experiences of their membership of the workforce developing developing Inclusive leadership 4.1 Boards and senior leaders routinely demonstrate their commitment to promoting equality within and beyond their organisations developing Not assessed in 2016 4.2 Papers that come before the Board and other major Committees identify equality-related impacts including risks, and say how these risks are managed developing Not assessed in 2016 4.3 Middle managers and other line managers support their staff to work in culturally competent ways within a work environment free from discrimination developing Not assessed in 2016
A – Proposed AIA Boundaries Voluntary and Mandatory B – Alcohol Related Heat Maps/Detox/Sobering/DUI Admissions C – Proposed Alcohol Impact Area – Selected Calls for service 2011, 2012 & 2013 D – Current AIA Banned Product List and Proposed Updated AIA Banned Product List E – Retailers Packet Distributed for Voluntary Period F – Photographic Evidence G – Partners – Letters of Support H –Window cling presented to West End AIA compliant business owners
description therefore is intended to be flexible and is subject to review and amendment following consultation between the post holder and line manager. Person Specification Cleaner West Quay Medical Centre Attributes Essential Desirable Method of Assessment Academic/ Vocational Qualifications Good Standard of general educations Application Form/ Certificate Check Experience Cleaning in a business setting Maintaining confidentiality Application form/references Knowledge/ Skills Ability to work unsupervised and use own initiative Application Form/Interview/ References Qualities/ Attributes Good time management Flexible in approach, enthusiastic and self motivated Organised and resourceful Polite, friendly, honest and reliable Self-motivated – able to work with minimal direction Hard working, reliable and resourceful Application Form/Interview/ References Other Ability to work flexibly Ability to travel between sites Ability to speak Welsh Application Form/Interview/ References Prepared by CE Aug 2017
Incorporate instruction by highly qualified teachers __Highly Qualified Teachers All instructors working in a Title I school are required to be Highly Qualified (Section 1119). If you have personnel that do not meet the requirements, list strategies to support staff to become highly qualified. Include strategies that support high quality and ongoing professional development for teachers, principals, and paraprofessionals __Best Practice __Strategies __MTSS Each school receiving Title I funds shall devote sufficient resources to effectively carry out this requirement. Include strategies to attract high quality, highly qualified teachers __Highly Qualified Teachers Schools must indicate how they mentor, attract and retain high-quality and highly qualified teachers. Include strategies to increase parent involvement __Parental Involvement Each Title I school is required to complete a Parent Involvement Plan (PIP) and that plan may be used to meet the requirements of this section in the SIP. Include strategies that assist preschool children in the transition from preschool to kindergarten __Transition from Preschool Elementary schools must identify how they will assist students in early childhood programs, such as Head Start and VPK, with the transition into elementary school. Include teachers in using student achievement data to plan the overall instructional program __ Analysis of Current Practice __Strategies __MTSS Described in Section 1111 (b) (3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. Provide additional assistance for low-achieving students that shall include measures to ensure that students’ difficulties are identified in a timely manner __MTSS Every school is required to incorporate strategies on how they will address the needs of low performing students that experience difficulty mastering the proficient and advanced levels of academic achievement standards (Section 1111 (b)). Specify coordination with other federal, state, and local programs Schools should include any alignment to other state, federal and local programs that support
WEST THORNTON PRIMARY ACADEMY’S ADMISSION ARRAGEMENTS 2017/18 At West Thornton Primary Academy, our learning community creates pupils with inspiration, ambition, academic success where pupils are passionate to learn. Through our challenge curriculum, pupils develop a love for the outdoors and learning in the local environment, being aware that learning can come in many forms. Pupils are respectful of and celebrate each other’s differences, heritage and culture. They are self-motivated, confident pupils able to apply their skills. We are an Academy built on interdependence, encouraging all staff, pupils, parents and carers and the community, to work together to achieve more than they ever could have accomplished as individuals. All pupils are polite, well rounded, inquisitive individuals who are respectful of others All pupils develop thinking skills enabling future success outside of school and in years to come We expect the best from every pupil in all that they do RECEPTION Applications should be made directly to the local authority: West Thornton Primary Academy does not require a SIF. ADMISSIONS CRITERIA Admission of children with an Education Healthcare Plan (EHCP) that names the academy will be admitted first. Should applications for admission exceed the number of places available, the following criteria will be applied, in the order set out below: Looked after children and previously looked after children (see Note 2). Children who have a sibling currently attending the Academy (see Note 3). Where there are medical grounds (supported by documentation from a registered medical practitioner) for admitting the child to this school. Proximity of the child’s home to the academy, with those living nearer being accorded the higher priority (see Note 4). TIEBREAKER Distance will be used as a tiebreaker for each oversubscription criterion. Where distance is the same for pupil, the authority will use random allocation. This will be independently verified. WAITING LISTS A waiting list is held for the first term of the Reception year, and thereafter applicants are required to complete the local authority in-year application form if they wish to remain on the waiting list. In-year waiting lists are maintained for one academic year and applicants are required to re-apply for each academic year. A child’s position on the waiting list will be