zilongwang/ReadingBank huggingface dataset:
particular company or utility. Tariffs include General Terms and Conditions along with a copy of each form of service agreement.” . FERC’s goal in requiring OATTs “was to remove impediments to competition in the wholesale bulk power marketplace and to bring more efficient, lower cost power to the Nation’s electricity consumers.” . What is standard market design? Standard market design was an attempt by Congress to standardize the national electrical grid and ensure interconnectability. Standard market design was FERC’s attempt to correct a number of problems in the wholesale power markets and involved a single tariff applicable to any entity transmitting in the interstate grid. Standard market design is FERC’s new mandatory reporting system for electricity generators and transmitters; the new system requires a standard form for reporting. Standard market design is an optional regulatory scheme regional transmission facilities may adopt in order to better facilitate FERC oversight and infrastructure coordination. Answer: B. Standard market design (SMD) was FERC’s attempt to correct various problems in the wholesale power markets, including “under-investment in needed transmission, generation siting in locations far from customers, unduly discriminatory behavior by transmission providers against independent generators, and fundamental design flaws in certain existing electricity markets.” . FERC’s SMD plan involved a compressive hodgepodge of systems and programs including the use of a single OATT applicable to all transmission on the interstate grids; transmission service provided exclusively by Independent Transmission Providers (ITPs); input by state regulators on Regional State Advisory Committees (RSACs); standards development support from the North American Energy Standards Board (NAESB); a single transmission service called the Network Access Service (NAS); transmission customers would pay usage charges covering the costs of transmission congestion in accordance with new Locational Marginal Pricing (LMP) and Congestion Revenue Rights (CRRs) programs; among others. . ITPs would have no direct or indirect interest in the electricity market (hence “independent”) and would be required to meet certain governance requirements as prescribed by FERC. Id. The RSAC component of SMD was an attempt to involve states in the post-SMD based
Question Your Recommendations #43 What is your strategy for working with the members at Nile.com? Exercise for Skill #44 How to Develop a Vision for the Future of Worksite Wellness Please answer the following question: Question Your Recommendations #44 How and when would you recommend
progression and pay awards. Examples of posts: Fellows Research assistants/technicians Studentships Recruitment and advertising costs (funded through FFA) Use of the ring fenced salary budget for fellows for other purposes. Consultancy fees unless a specific request was made in the grant application. (Wellcome Fellows – more than, on average, spending eight hours per week of non research activities such as teaching, clinical work, advisory committees and external consultancies.) 2 Material and consumables Materials and consumables required to carry out the research. E.g. laboratory chemicals, reagents, isotopes, peptides, enzymes, antibodies, gases, proteins, cell/tissue/bacterial culture, plasticware and glassware and photographic supplies. VAT where we are not able to claim relief (we can claim relief for most but not all purchases) Materials and consumables not explicitly relating to the project. Equipment Capital equipment (costing £25K or more) required to carry out the research. Non-capital equipment (equipment costing less than £25K). Equipment maintenance for equipment originally funded by the Trust. Maintenance costs for equipment not funded by the Trust. VAT where we are not able to claim relief (we can claim relief for most but not all purchases) Equipment not explicitly relating to the project.
Porirua-Tawa Local Board Northern 2 Eastern 2 Western 1 Tawa 2 Total 7 Ohariu Local Board At large 6 Lambton Local Board At large 6 Rongotai Local Board At large 6 Total local board members 60 Schedule C: Role of local boards The local boards of Greater Wellington Council will be required to undertake the statutory functions, duties and powers of local boards set out in section 48H of the Local Government Act 2002. This section provides that a local board: must exercise the responsibilities conferred on it by section 48K(1) must monitor and report on the implementation of the local board agreement for its local board area must communicate with community organisations and special interest groups within its local board area must undertake any responsibilities or duties that are delegated to it by the governing body and may exercise any powers delegated to it may consider and report to the governing body on any matter of interest to the local board. Under section 48K(1) each local board will be responsible and democratically accountable for: the decision-making of Greater Wellington Council in relation to the activities allocated to it identifying and communicating to the governing body of Greater Wellington Council the interests and preferences of the people of its local board area in relation to the strategies, policies, plans and bylaws of Greater Wellington Council identifying and developing bylaws specifically for its local board area and proposing them to the governing body regulatory
This is the Project Managers report to the Project Sponsor stating how well the project has performed against the Project Proposal and PMP, including the original planned cost, schedule and expected benefits (that can be assessed at this time). At this time all project documentation should be up-to-date. Checklist Comments All deliverables completed to the required quality All invoices & cross charges paid (if applicable) Final cost of project established (please state) £0 Project documentation completed Risks and Issues closed or resolved Handover to organisation complete Potential further work or follow on activity Achievement of the Projects Benefits Drawing on content from the Project Proposal & PMP, list the original defined benefits. Have these benefits been delivered or are they on schedule to be delivered as originally anticipated? Performance Against Original Schedule Comment on how the project performed against the original baselined schedule. What were the reasons for major delays or accelerations? Discuss those tasks whose actual duration varied the most from the original estimated duration.
Today, I am thankful for… 1. 2. 3. Today, I am thankful for… 1. 2. 3. Today, I am thankful for… 1. 2. 3. Today, I am thankful for… 1. 2. 3. Today, I am thankful for… Today, I am thankful for… Today, I am thankful for… Today, I am thankful for…
WELLNESS BINGO Ate a purple fruit or vegetable Participated in 15+ minutes of physical activity Checked my blood pressure Read nutrition labels on something I ate Drank 8 glasses of water Went for a walk Drank 8 glasses of water Wore sunscreen Ate an orange fruit or vegetable Ate a purple fruit or vegetable Spent 15+ minutes RELAXING Ate fruit with breakfast Participated in 30+ minutes of physical activity Wore my seatbelt Packed a fruit or vegetable for work Participated in 30+ minutes of physical activity Read nutrition labels on something I ate Spent 15+ minutes RELAXING Checked my blood pressure Wore my seatbelt Wore sunscreen Ate an orange fruit or vegetable Ate five servings of fruits and vegetables Participated in 15+ minutes of physical activity Directions on back page or see _________ with questions!
Department Vision: A leader in providing excellent and comprehensive experiences that promote student success and community wellbeing. Department Mission: The mission of Campus Recreation is to offer programs, services and facilities that created a connection to the Oakland University, encourage life balance and foster student development. Campus Recreation Center Facility: Three Court Gym; Four Lane Elevated Track; Social Lounge; Two Studios (Studio 897 and 919); 8,000 sq ft. Fitness Center; Multi-Purpose Room (Activity Center); Three Racquetball Courts; Cycle Room; Classroom; 50 Meter Pool, Spa and In-Water Seating Area for Instruction; Outdoor Patio; Staff Offices University Recreation and Well-Being at Oakland University (Rochester, MI) has an anticipated opening for a Wellness Intern to begin Winter 2017. Interested candidates should be highly motivated and have a great work ethic. Position Purpose: The Wellness Intern is responsible for collaborating with the Wellness Graduate Assistant and the Wellness Coordinator in programming and management of employee wellness initiatives and furthering the promotion of a healthy campus culture at Oakland University. Specific Tasks: Assist in identifying, researching, and developing recurring health and wellness topics of interest for ongoing delivery of programs and services to Oakland University employees. Assist Wellness Graduate Assistant with the development, promotion, delivery, and evaluation of wellness programs. Assist with aspects of program delivery such as registration of participants, reserving facilities, and preparing handouts/marketing materials. Assist in data collection and evaluation of long term wellness program. Assist in all areas of fitness testing. Perform additional job-related duties as assigned. Qualifications: Applicants with an interest in wellness programs and pursuing a bachelor’s degree in Health Sciences, Wellness, or other related field preferred. Application Process: Applications will be accepted until the position is filled. Please submit cover letter and resume to Stephanie Willis, Coordinator of Wellness and Educational Outreach, University Recreation and Oakland University, Rochester, MI 48309-4911 by mail, or email to willis@oakland.edu
Activity MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Notes 12:15-1pm PE 121 Sae D. 12:15-1pm PE 121 Sae D. 1:15-2pm PE 121 Wai T. 12:15-1pm PE 121 Sam A. 1:15-2pm PE 121 Wai T. 12:15-1pm PE 121 Sam A. 1:15-2pm PE 121 Sam T. 2-2:45pm PE 121 Nancy P. 2-2:45pm PE 121 Nancy P. Additional Mini sessions and Fitness promotions will be held throughout the semester Activity MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Notes PE 137B 6-8am Wellness and Student Rec 6-8am Wellness and Student Rec 6-8am Wellness and Student Rec
Adult: 10 admission tickets – swimming pools + saunas (3 hours) 100,00 EUR Adults: 10 admission tickets – swimming pools + saunas (4 hours) 120,00 EUR Fitness: 10 admission tickets 10,00 EUR Solarium: 100 minutes 17,00 EUR WELLNESS BALÍČEK (3 hours swimming pools + saunas + classical massage – basic) 16,00 EUR Fee for extra ½ hour – adults 2,00 EUR Fee for extra ½ hour – children 1,00 EUR Loss of chip bracelet 33,00 EUR Use of safe at the cash desk 1,50 EUR Towel for sauna 0,50 EUR Fee for extra time - over 4 hours 1,00 EUR Pricelist valid from 1.1.2015 INFORMATION: Children up to 3 years have free admission when accompanied by 1 adult. Children 3 -14 years show their health card to prove their age. Students show their student card and ID card. Seniors = age over 60 years, show their ID card. Clients of BARDEJOVSKÉ KÚPELE a.s. (with accommodation at our hotels/pensions) have discount of 28% of the price for swimming pools and saunas. Clients of KLÚ have discount of 10% of the price for swimming pools and saunas. BARDEJOVSKÉ KÚPELE a.s. reserves the right to change prices.
Use your bedroom only for sleep. Keep "sleep stealers" out of the bedroom – avoid watching TV, using a computer, playing on your phone or reading in bed SLEEP TIPS: timing Finish eating at least 2-3 hours before your regular bedtime Exercise, including stretching, regularly during
5. Picker 6. Food Attendant 1. What previous experience do you have? (I have worked as a ………….. list your skills) 2. What hours can you work? (I can work day/evening and weekends) 2. Can you do shift work? (Yes I can work days/evenings and weekends). 3 Do you have a driver’s license? Yes…I used to drive……. No…But I am near public transport. 5. How is your English? My English is improving and I always ask if I don’t understand something. 6. What is your work status? What visa are you on? I am on a ……… visa hoping to stay in Australia for a long time. 7. What transport do you use? I am close to bus and train.
Food attendant Cleaner Process Worker/ Factory Hand Car Detailer Kitchen Hand Picker Food attendant Cleaner Process Worker/ Factory Hand Car Detailer Kitchen Hand Picker Food attendant Cleaner Process Worker/ Factory Hand Car Detailer Kitchen Hand Picker Food attendant Cleaner Process Worker/ Factory Hand Car Detailer Kitchen Hand Picker
H E A L T H Y H Follow the guidelines for every meal you eat today. Walk/Run 1 mile Watch an educational show on TV Drink at least 64 ozs. of water for a day Be active during commercials for an entire program 30 minutes of cardio exercise Read about E Park further away so that you have to walk further Drink 8 ozs. of water on your way to work Read about Take an exercise class or try a new exercise Go bowling, play putt or other physical game Work in your for at least 30 minutes Bring a healthy lunch to work at least 3 days this week A Try a new fruit or vegetable Eat breakfast every day for a week Take a walk with a friend or family member Do not add salt to your food today No TV today 20 minutes of strength training L Check your blood pressure No fast food for a week 20 minutes of continuous exercise Free Space Read/relax for 30 minutes Take the stairs instead of the elevator Learn how to read a food label – T Snack only on fruits and vegetables for the day Do 10 minutes of stretching exercises Walk/run 10,000 steps Eat at least 5 servings of fruits and veggies Eat a serving of fish Go for a swim or a bike ride Read about the benefits of exercise – H Read the EAP information sheet that can be found by clicking Exercise of your choice for 30 minutes Make a physical activity plan for the week and follow it. Read about Jump rope for at least 5 minutes Complete 50 sit-ups or crunches today No soft drinks for a day (not even diet)! Y Keep a food journal for one day Jog in in place during commercials while watching TV Prepare and eat a meatless meal for dinner Hit a bucket of golf balls or shoot basketball hoops for 10 minutes Read about good fats and bad fats Get 8 hours of sleep Eat 3 whole grains today Check it out: Clicking on the following will provide you with important health information from the LSU AgCenter
Date / Time 4/25/2015 Location Crosstown 2nd Floor Conference Room Attendees X Jane Liebschutz, MD X Carol Mostow, LICSW Emilia Benjamin X Joe Pasquantonio (FPF) X Paula Gardiner, MD X Azadeh Nasseh, MF X Karen Brouhard X Theresa Cheng Attendance List created, scanned and saved: Attendance Sheet_March Committee Meeting Agenda Items Details/Action Plans Open Introduction Review of Guest Lecturers Dr. Mark Linzer – Primary care leadership took his words of advice/wisdom to heart. Related meeting was held on Monday (3/30/2015) talking about related issues and the demand from BMC Mini Z Survey Compare/contrast to the HR engagement survey (can the Mini Z be used?) Bring this to the FPF and get feedback on possible engagement. We should make a case about how the current survey used is very expensive to operationalize. Strategic Plan There is a monthly article posted on the BU Be Well website. Sharing content and cross-linking to the Wellness committee website could be helpful with moving forward on the strategic plan. Website Update Assignments were sent to all participating members, reminding them what they need to do. Theresa – all links work and are fine. However, she stated that DIVERSITY was defined very narrowly – not multi-cultural. Azadeh – will e-mail Joe P. her feedback – concern about when opening links, pop ups to separate windows/tabs are created and this can be confusing and hard to manage for end users. Wellness Champions Further explore the idea of assigning Wellness Champions to each department. This ensures that each department has a representative voicing their concerns. This is part of Dr. Linzer’s advice on catalyzing the committee to grow. Dr. Priya Joshi, GIM – already offered their services after seeing Dr. Linzer’s presentation
Date / Time 3/13/2015 Location Crosstown 2nd Floor Conference Room Attendees X Jane Liebschutz, MD X Carol Mostow, LICSW X Mark Linzer (Guest Speaker) X Emilia Benjamin X Joe Pasquantonio (FPF) X Paula Gardiner, MD X Azadeh Nasseh, MF X Karen Brouhard X Theresa Cheng Attendance List created, scanned and saved: Attendance Sheet_March Committee Meeting Agenda Items Details/Action Plans Open Introduction Emilia Benjamin – MD-Cardiology; Also on the professional development committee Theresa Cheng – MD-General Internal Medicine Karen Brouhard - Employee Assistance Counselor, Faculty/Staff Assistnce Office “services they offer are drastically under-utilized by physicians and faculty” Strategic Plan Advice from Dr. Mark Linzer on how this committee can successfully catalyze/universalize/grow institionally: Line up Business Case Build relationships with important stakeholders – let them know we aren’t going away Create a business discussion with important stakeholders – be very clear that even though we are building a personal relationship, we want to maintain it as a business discussion Build a strategic Alliance – need to get on the organizational chart and be able to report to upper hospital management. Designate Wellness champions (By Dept) and build a committee reflective of the entire hospital Wellness Committee Goal for next Academic or Calendar Year – develop a program w/ collaboration amongst various stakeholders, such as the Office of Professional Development. Over-arching Question from Group that remains unanswered: “How do you get traction as a committee, in a resource constrained environment such as the one here at BMC?” Employee Engagement Survey Currently – via Press Ganey Mini Z – zero Burnout Program – survey developed by Dr. Mark Linzer Permission was given from him for BMC to use this survey Consists of 10 questions Dr. Linzer’s advice is to get rid of Press Ganey survey and use his survey on an annual basis (For Clinical staff only) Survey Reporting – Use of Dashboards – consists of summary data (Institutional) and Individual Department data (Broken down from the institutional data)
Canton Area School District Wellness Plan Part II Nutrition The Canton Area School District shall provide student meals in accordance with the regulations of the National School Lunch and School Breakfast Programs. Category Person Responsible Plan (last updated 4/28/16) Foods from Home Snacks/meals School sponsored event concessions Administrators Advisors/Clubs Parents will be encouraged to provide nutritious meals and snacks for school and should refrain from beverages of minimal nutritional value. When determining an item to be made available by concessions at school sponsored events, there will be consideration for reinforcing the importance of healthy food choices Marketing Administrators School campus marketing and advertising (including advertising and vending machines, in school stores, in the cafeteria, and on closed-circuit TV) should encourage healthy eating habits PAGE 6
Category Person Responsible Plan (last updated 4/28/16) Physical Education Classes Administrators and Physical Education Teachers High School Graduation Requirements Administrators PAGE 12 Canton Area School District Wellness Plan Part V Physical Education The Canton Area School District shall provide a physical and social environment that encourages safe and enjoyable activity for all students
Please mark area(s) of injury or discomfort as shown in the example below. Make all areas with the appropriate symbols and indicate the degree of pain using a scale from 1 (discomfort) to 10 (extreme pain) Description → Numbness Pins & Needles Burning Aching Stabbing Symbol→ NNNN PPPP BBBB AAAA SSSS Do you: Take Supplements or Vitamins? □ Yes □ No Exercise? □ Yes □ No Are you on a special diet? □ Yes □ No Since: ____/____/____ Do you smoke? □ Yes □ No How much? _______ How long? __________ Are you wearing: □ Heel Lifts □ Sole Lifts □ Inner Soles □ Arch Supports What is the age of your mattress? ________ Is it comfortable? □ Yes □ No For Women: Are you taking Birth Control? □ Yes □ No Are you pregnant? □ Yes □ No How long? _____ Nursing? □ Yes □ No HEALTH HISTORY Are you taking any of the following medication? □ Nerve pills □ Pain killers (including aspirin) □ Muscle relaxers □ Stimulants □ Blood thinners □ Tranquillizers □ Insulin □ Other(s) ___________________ Do you have or ever had any of the following diseases or conditions? Y N Heart Attack/Stroke Y N Heart Surgery/Pacemaker Y N Heart Murmur Y N Congenital Heart Defect Y N Mitral Valve Prolapse Y N Artificial Valves Y N Alcohol/Drug Abuse Y N Venereal Disease Y N Hepatitis Y N HIV+/Aids Y N Shingles Y N Cancer Y N Frequent Neck Pain Y N Emphysema/Glaucoma Y N Anemia Y N High/Low Blood Pressure Y N Psychiatric Problems Y N Rheumatic Fever Y N Severe/Frequent Headaches Y N Kidney Problems Y N Ulcers/Colitis Y N Fainting/Seizures/Epilepsy Y N Sinus Problems Y N Asthma Y N Diabetes/Tuberculosis Y N Difficulty Breathing Y N Chemotherapy Y N Lower Back Problems Y N Artificial Bones/Joints Y N Arthritis Please list any other serious medical condition(s) you have or ever had:
Month 2010 Name:___________________________ Sunday Monday Tuesday Wednesday Thursday Friday Saturday _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity _ Activity **Each report signifies a total of at least 30 minutes of activity
Difficulties/Pressures (these are often recognisable as emotional responses to people, situations or experiences eg ‘having too many deadlines makes me feel stressed’ or ‘not being able to get a park when I come back from a meeting makes me feel frustrated’) Things that are currently happening in my life that make feeling OK more difficult: Actions I can take to reduce the impact of these (be specific): Things that could happen that would make feeling OK more difficult are: Actions I can take to reduce the impact of these (be specific):
in school, experiencing new things, playing an instrument, competitions, taking challenging courses Environmental Wellness – refers to your awareness to caring for the world around you. We can work on this by - decluttering, taking care of the earth, being aware of hazards affecting the earth and living acccordingly , recycling, consuming environmentally WELLNESS CHECK IN - hypertrichosis - boy who dies if he falls asleep - allergic to sunlight - sleep nova
It is found in nucleus between the nuclear membrane and the nucleolus. Mitochondria These are known as powerhouses for the cell. It’s the place where cellular respiration takes place to create energy – ATP. Cells adapt to their energy needs. Cells that need high energy will have more mitochondrion. (eg. muscle cells) 5. Endoplasmic Reticulum This is a system of membranes connected to the nucleus, that act as a transport system for important macromolecules that are created at
Wellness Impact Policy Development Plan (complete an action plan form for each developing policy) Wellness Policy Category: Developing Policy (from Kanas Model Wellness Policies): SMART Plan: Specific – Measurable – Achievable – Realistic – Time Bound Action Steps School(s)/ Age Group/ Department Teams/Persons Responsible Resources Required Begin Date End Date Expected Outcome Actual Outcome
School Meals Meals served through the National School Lunch and Breakfast Programs will: be appealing and attractive to children; be served in clean and pleasant settings; meet, at a minimum, nutrition requirements established by local, state, and federal statutes and regulations; offer a variety of fruits and vegetables; ensure that all grains served are whole grain,except as exempted by USDA. Schools should engage students and parents, through taste-tests of new entrees and surveys, in selecting foods sold through the school meal programs in order to identify new, healthful, and appealing food choices. In addition, schools should share information about the nutritional content of meals with parents and students. Such information could be made available on menus, a website, on cafeteria menu boards, placards, or other point-of-purchase materials. Water is made available in Roxton ISD cafeteria for the duration of the school day. Breakfast. To ensure that all children have breakfast, either at home or at school, in order to meet their nutritional needs and enhance their ability to learn: Schools will, to the extent possible, operate the School Breakfast Program. Schools will, to the extent possible, arrange bus schedules and utilize methods to serve school breakfasts that encourage participation. Schools that serve breakfast to students will notify parents and students of the availability of the School Breakfast Program. Schools will encourage parents to provide a healthy breakfast for their children through newsletter articles, take-home materials, or other means. Free and Reduced-priced Meals. Schools will make every effort to eliminate any social stigma attached to, and prevent the overt identification of, students who are eligible for free and reduced-price school meals. Toward this end, schools may utilize electronic identification and payment systems; provide meals at no charge to all children, regardless of income; promote the availability of school meals to all students; and/or use nontraditional methods for serving school meals, such as “grab-and-go” or classroom breakfast. Meal Times and Scheduling. Schools: will provide students with at least 10 minutes to eat after sitting down for breakfast and 15 minutes after sitting down for lunch; should schedule meal periods at appropriate times, e.g., lunch should be scheduled between 10:45 a.m. and 1 p.m.; should not schedule tutoring, club, or organizational meetings or activities during mealtimes, unless students may eat during such activities; will schedule lunch periods to follow recess periods (in elementary schools)when possible.
way to this Contract. Contractor shall make its Subcontractor agreements available to DCH upon request. For any subcontract, there must be a designated project manager who is a member of the Subcontractor’s staff is directly accessible by DCH. This individual’s name and contact information must be provided to DCH when the subcontract is executed. The subcontract agreement must contain a provision which requires Contractor and its Subcontractors to seek binding arbitration to resolve any dispute between those parties and to provide DCH with written notice of the dispute. DCH also reserves the right to oversee, manage, coordinate, change, or disagree on any terms of the subcontract during the term of this Contract or the subcontract agreement. p. 38-39 – Section 19(A) and (B) 19. TRAVEL EXPENSES AND USE OF STATE VEHICLES A. Contractor is solely responsible for all travel costs arising from this Contract. State vehicles shall not be used in the performance of this Contract. p. 39 – Section 20 (A)-(E) 20. LICENSE, CERTIFICATE, AND PERMIT REQUIREMENT Contractor shall have, obtain, and maintain in good standing any licenses, certificates and permitsthat are required prior to and during the performance of Administrative Services under this Contract. Contractor shall provide DCH with certified copies of all licenses, certificates and permits that may be necessary, upon DCH’s request. Contractor warrants that it is qualified to do business in the State of Georgia and is not prohibited by its articles of incorporation, bylaws or any law of the State under which it is incorporated from performing the Administrative Services under this Contract. Loss of the licenses, certificates, or permits shall be cause for termination of the Contract pursuant to Section
Food attendant Cleaner Process Worker/ Factory Hand Car Detailer Kitchen Hand Picker Food attendant Cleaner Process Worker/ Factory Hand Car Detailer Kitchen Hand Picker Food attendant Cleaner Process Worker/ Factory Hand Car Detailer Kitchen Hand Picker Food attendant Cleaner Process Worker/ Factory Hand Car Detailer Kitchen Hand Picker
ANZAC BISCUITS INGREDIENTS: 1 cup rolled oats 1 cup sugar 1 cup plain flour ¾ cup coconut 1½ teaspoons bicarbonate of soda 2 tablespoons boiling water 125g butter (or margarine) 1 tablespoon golden syrup METHOD: Preheat oven to 1700C. Line biscuit trays with baking paper. Combine rolled oats, sugar, sifted flour, and coconut. Combine butter and golden syrup, stirring over a gentle heat (on stovetop) until melted. Mix soda with boiling water, then add to melted butter mixture. Stir butter mixture into dry ingredients. Spoon dessertspoons of mixture on to prepared biscuit trays, allowing room for spreading. Bake in slow oven about 20 minutes. Cool on trays. Makes approximately 3 dozen biscuits. ANZAC BISCUITS INGREDIENTS: 1 cup rolled oats 1 cup sugar 1 cup plain flour ¾ cup coconut 1½ teaspoons bicarbonate of soda 2 tablespoons boiling water 125g butter (or margarine) 1 tablespoon golden syrup METHOD: Preheat oven to 1700C. Line biscuit trays with baking paper. Combine rolled oats, sugar, sifted flour, and coconut. Combine butter and golden syrup, stirring over a gentle heat (on stovetop) until melted. Mix soda with boiling water, then add to melted butter mixture. Stir butter mixture into dry ingredients. Spoon dessertspoons of mixture on to prepared biscuit trays, allowing room for spreading. Bake in slow oven about 20 minutes. Cool on trays. Makes approximately 3 dozen biscuits.
Wells High School & Jr. High School Rodeo Order of Events Friday: Cutting – 9:00 AM at B-M Indoor Arena Reining – 1:00 PM at Wells Rodeo Arena Stock Draw – 5:00 PM Saturday: National Anthem & Grand Entry – 8:30 AM Rodeo – 9:00 AM Stock Draw – 5:00 PM Sunday: Rodeo – 8:00 AM LARGE ARENA HS BARRELS JH BARRELS HS TEAM ROPING HS BAREBACK JH BAREBACK STEER RIDING CHUTE DOGGING SMALL ARENA TIE DOWN ROPING JH TIE DOWN ROPING JH GIRLS BREAK AWAY JH BOYS BREAK AWAY HS BREAK AWAY RIBBON ROPING JH GIRLS GOAT TYING LUNCH BREAK *SUBJECT TO CHANGE* ~ SENIOR DEDICATIONS (SATURDAY ONLY) ~ LARGE ARENA HS SADDLE BRONC JH SADDLE BRONC STEERS STEER WRESTLING JH TEAM ROPING HS BULL RIDING JH BULL RIDING SMALL ARENA JH BOYS GOAT TYING HS GOAT TYING HS POLE BENDING JH POLE BENDING Steele Roping Productions will be hosting an ACTRA Qualifier Team Roping after the Rodeo Saturday that is also a part of their 2018 Summer Roping Series.
QUALIFICATIONS, EXPERIENCE AND SKILLS QUALIFICATIONS/TRAINING Essential Degree in an engineering/technology discipline Fully certified by a recognised Well Control Authority for well servicing activities e.g. IWCF, WELLCAP Offshore Survival Training Certificate, UK Medical and MIST Preferred EXPERIENCE/KNOWLEDGE/SKILLS Essential Significant experience and knowledge of drilling operations and engineering – at a senior level Sound knowledge of the HSE regime governing drilling, completion and abandonment operations Proven track record of successfully leading drilling/wells management teams – onshore and offshore High level of technical expertise in relation to drilling/well services engineering, operations and technology with proven ability to deal with complex scenarios, challenging environments and develop creative solutions Proven ability to work effectively with senior management and influence/challenge senior management High level of commercial awareness Up to date knowledge of technological developments, industry initiatives, etc. Proven relationship-builder at all levels – internally and externally Preferred Experience of working in an Operator environment and in mature assets ADDITIONAL SKILLS/REQUIREMENTS Drive, energy and enthusiasm – takes on challenges/makes an impact Willingness to travel offshore Excellent leadership skills with the ability to plan and manage resources to deliver results Excellent communication skills High level of professional and personal credibility - internally and externally INTERACTIONS INTERNAL INTERACTIONS Leadership Team Wells and Subsurface teams Contracts Team
Nominees Junior club will have focused work on young people under the age of 20. Nominated clubs might include, for example: clubs that, in the last 12 months, have developed innovative plans for coaching a particular age group or discipline. clubs that have become ‘centres of excellence’ within a particular area for one or more disciplines clubs that have developed a coaching scheme within the club that has really supported athletes and helped with their development. clubs that network with other clubs and share resources to develop the sport at a local level. Volunteer 1 Volunteer of the Year 2 Services to Club Development Criteria: in each category a nomination should demonstrate clearly why the contribution of a volunteer should be recognised. Nominees might include, for example: a person who has contributed significant time and energy to their club, county or region, or who has come up with a new idea or exciting project to help their club, county or region during the last 12 months or beyond. Officials 1 Newcomer to Officiating 2 Off Track Official of the Year 3 Track & Field Official of the Year Criteria: in each category nominations should demonstrate clearly why the official should be recognised. For example, the awards might give recognition to: an official who has supported other officials in their region, and who may have helped to improve education and training. Coaches 1 Participation / Development Coach (coaches working mainly in the club and community environment) 2 Performance Coach (coaches working mainly with athletes and coaches to a national or international standard) Criteria: nominations in each category should clearly demonstrate why a coach should be recognised. For example, the awards might give recognition to: a coach for their contribution in developing other coaches and athletes under their leadership. a coach who has contributed to the achievement of athlete success during the last 12 months at a club or county level. Partnership 1 Athletics Partnership Criteria: nominations should clearly demonstrate why a partnership should be recognised. Nominees might include, for example: a productive partnership between a Welsh Athletics affiliated club and its partner schools, borough or council sports development team or sports partnership, to develop an innovative scheme in their area. Prizes Every winner will be presented with trophy to recognise their achievement which will take place at a prize giving prior to the Welsh Athletics AGM. Welsh Athletics In partnership with UK Athletics 2011 Club Awards Nomination form Your details as the nominator
As at 28.3.18 - 2200 CHAMP Bye OPEN/MAJOR Bye MINOR Bye Kett, Tim 2231 Yeo, Gareth 2 1946 Jones, Dewi 1636 Zeidler, Sven P 2153 Bevan, Peter M 1916 Peters, Chris 1591 Pleasants, Allan J 2114 Summers, Charles 1901 Smith, Alun 4 1563 Bullen, Alex 2112 Pearson. Raymond 1898 Jones, Jonathan 1525 Sands, David A 2088 Gibbs, Dominic V 4 1869 Jones, Jeremy 1520 Heap, Gerry 2080 Evans, Nicholas Thomas 3, 4 1860 Langmaid, Kevin 2 1518 Brown, Thomas 2074 James, Dai 1850 Smith, Chris P 1 1446 Rayner, Francis 2073 Timmins, Chris P 5 1844 Mason, Edward 1399 Musson, Adam J 2050 Christmas, Steve 1841 Smith, Ellison 4 1379 Jameson, David 2033 McGregor, John 5 1835 Davies, Gareth 1342 Heaven, Pete 2022 White, Ernest M 1 1830 Smith, Callum 4 1316 Bennett, Patrick 2014 Bridges, Paul 1, 2 1804 Christmas, Rosie 1133 Ehsandar, Peter 1993 Wagner, Guy 1786 Jones, Helin Ralphs, Nigel 1989 Harle, Bill 1782 Swarmy, Anshul Van Kemenade, Rudy 1979 Buttell, David 1773 Wu, Yuxuan Fathallah, Joe 1977 Hannah, Ken 4 (1735) Davis, Lee 1954 Di-Vetta, Andrew 1691 Hughes, Anthony 1925 Williams, Stephen 1683 Turner, Joseph David 1884 Larg, Richard 1680 Staniforth, Matthew 1866 Camp, Syringa Lyn 1676 Smith, Lynda 1 1855 Fox, Chris 1669 Camp, Imogen AL 1822 Servini, Mike 1660 Sivarajasingam, Venetia 1764 Morgans, Justin 3 1623 Sivarajasingam, Shayanna 1729 Probert, Malcolm 1620 Van Kemenade, Julie 1701 Livermore, Richard 1610 Hunt, Bill 5 1603 Hurn, Robert AJ 1593
1 649 Amber Rimmington Flint North East Wales 52.11 cbp 8 2 554 Emily Pearce Treorchy Glamorgan Valleys 47.26 7 3 166 Sarah Watkins Glan Afan Afan Nedd Tawe 30.17 6 4 274 Elen Evans Plasmawr Cardiff & the Vale 27.21 5 5 367 Angharad Boswell Pembroke Dyfed 25.11 4 JT: Karen Hough cbp – 41.00 1982 1 273 Tia Meddick St Illtyd's Cardiff & the Vale 29.45 8 2 368 Rachel Wassermann Glan y Mor Dyfed 28.47 7 3 553 Lauren Risby Cwm Rhymni Glamorgan Valleys 21.36 6 4 650 Ellie Collins St Joseph's, Wrexham North East Wales 20.09 5 5 447 Beca Williams Eifionnydd Eryri 19.63 4 6 842 Katie Schofield Haberdasher's, Monmouth South East Wales 17.24 3 7 168 Jade Taylor Cwmtawe Afan Nedd Tawe 16.87 2 8 741 Megan Randell Welshpool Powys 11.32 1 4x100: Gwent cbp – 50.07 1996 1 7 Powys 51.10 8 2 2 Cardiff & the Vale 51.68 7 3 6 North East Wales 52.22 6 4 3 Dyfed 52.67 5 5 1 Afan Nedd Tawe 53.36 3 6 4 Eryri 55.93 1 Disq 8 South East Wales Disq 5 Glamorgan Valleys 1Km Walk: cbp – 5:16.40 2007 1 161 Amy Phipps Ystalyfera Afan Nedd Tawe 5:34.08 8 2 162 Megan Stratton-Thomas Olchfa Afan Nedd Tawe 5:54.23 X 3 160 Eleri Slade Ystalyfera Afan Nedd Tawe 6:03.81 X 4 363 Amelia Davey Dyffryn Aman Dyfed 6:08.94 7 5 270 Emily Ross Stanwell Cardiff & the Vale 6:54.51 6
Overall Points Pos Total JB MB SB JG MG SG 1 Dyfed 558 70 104 108 85 90 101 2 Cardiff & the Vale of Glamorgan 523 92 118 118 86 76 33 3 Afan Nedd Tawe 402 77 56 60 69 105 35 4 South East Wales 325 54 81 35 58 55 42 5 Glamorgan Valleys 318 61 51 23 53 48 82 6 Eryri 320 52 77 76 33 56 26 7 Powys 271 54 58 10 52 79 18 8 North East Wales 253 46 31 18 69 49 40 Unused 918 70 108 236 71 126 307 918 576 684 684 576 684 684 3888
To what extent does council funding of third sector services deliver the intended benefits and outcomes? Very effective Effective x Not very effective Don't know Comments: How effectively do councils fund third sector services? Very effective Effective Not very effective x Don't know Comments: Do you have any other comments that you would like to make? Annex 2 All Wales local government improvement study: council funding of third sector services How effective are councils' systems for publicising third sector projects? Very effective Effective x Not very effective Don't know Comments: How effective are councils' systems for awarding third sector projects? Very effective Effective x Not very effective Don't know Comments: How effective are councils’ systems for managing third sector projects?
Annex 4 All Wales local government improvement study: council funding of third sector services How effective are councils' systems for publicising third sector projects? Very effective Effective x Not very effective Don't know Comments: By and large it is effective when it is topical How effective are councils' systems for awarding third sector projects? Very effective Effective x Not very effective Don't know Comments: Commissioning processes are rigorous but sometimes other systems are not so fair as opportunities are not always publicised widely How effective are councils’ systems for managing third sector projects? Very effective Effective Not very effective Don't know x Comments: How effective are councils’ systems for reviewing third sector projects? Very effective x Effective Not very effective Don't know Comments: Third Sector projects are rigorously audited and monitored How effective is current partnership working between councils and third sector organisations?
All materials (i.e. all text being displayed) in any external meeting or event, including PowerPoint presentations, agendas and meeting papers, must be bilingual. Points for discussion: Do you currently find out the language preference of those attending your meetings or events? If you have regular meetings do you record the attendees’ language preferences? Do you always provide bilingual materials such as agendas, PowerPoint presentations? If not, how can you ensure that these are provided in the future? For all external meetings or events where attendance is open/not known in advance all publicity material for the meeting/event must make it clear that the use of Welsh will be welcomed and facilitated and any materials/displays should be in Welsh Policy Making Standards If your work involves policy making or policy decisions, you will need to familiarise yourselves with the Policy Making Standards. These require you to consider the impacts any policy, programme, grant or similar area of work could have on the Welsh Language. A Welsh Language Impact Assessment is available to help you do this. Please ensure that you also read through all the Standards listed in the compliance notice this can be found on the intranet. Human Resources and staffing If you are a line manager, you will need to familiarise yourselves with the Operational Standards relating to Human Resources. These require you to consider the language choice of your staff and all aspects of their employment, including, but not limited to, disciplinary, recruitment and Welsh learning opportunities. As a hiring manager you will have to assess the Welsh language requirements of any new post and this will need to be noted on the recruitment form and will be logged by HR for auditing purposes. More detailed information on how the Standards affect HR, external marketing and communications campaigns can also be found in the Compliance Notice in the Welsh section of the intranet.
Public meetings in Wales The Commission does not normally hold meetings open to the general public. When that is the case we will ensure that a simultaneous translation service from Welsh to English is available at the meeting, and we will orally inform those present in Welsh that they are welcome to use the Welsh language, and that a simultaneous translation service is available. However, we regularly hold conferences and events in Wales which are by invitation only and which are open to interested people in different sectors and different parts of Wales. Invitations for such events will be sent out in Welsh and English. When we invite key speakers to speak at such a meeting or event that we have arranged which is open to the public we will, when appropriate, ask each person invited to speak whether he or she wishes to use the Welsh language. If at least one of those persons informs us that he or she wishes to use the Welsh language at the meeting, we will provide a simultaneous translation service from Welsh to English for that purpose. At such events, when at least 10% of the people that have registered an interest to attend have informed us that they wish to use the Welsh language at the event, we will provide a simultaneous translation service from Welsh to English for that purpose and we will orally inform those present in Welsh that they are welcome to use the Welsh language, and that a simultaneous translation service is available. When we display any written material at such a meeting we will ensure that the material is displayed in Welsh and in English, both versions will be equal with regard to size, prominence and quality. When we fund at least 50% of a public event, we will ensure that, in promoting the event, all publicity and advertising material for such event will be equal with regard to size, prominence and quality. All services offered to persons attending the event will be
How can KS2 and KS3 programmes of study support WBQ skills development? WBQ and Global Citizenship PowerPoint incorporates the approaches specified in the WBQ Activity 2 – Watch Video Activity 3 - Discuss how the resources on Fair Trade can be adapted to fit WBQ tasks Look at the lesson plans. Which WBQ tasks do they best fit? Can they be easily adapted to fit WBQ tasks and criteria? 3. Action Plan 10 minutes Colleagues to plan what they can do to audit current provision of the task approaches. Can colleagues make use of the Fair Trade resources?
for Older People’s Day. Link to Corporate Objectives - Position physiotherapy at the leading edge OBJECTIVE 4 INDICATORS ACTIVITIES BUDGET STAFFING REQUESTS OUTCOME & IMPACT CSP Welsh Board will play a full and active role on WTAC Feedback reports from Welsh Board to WTAC Notes of discussions/input Responding to legislation and consultation Responding to the Parliamentary Review and new NHS Wales Strategy Engaging with the Chief Therapy Advisor – invite to a Welsh Board meeting once in post Engaging with the new HEIW body None None Welsh Board held a workshop looking at innovative practice from around Wales to feed into the WTAC workshop. The Board also held a workshop to consider the Welsh Government plan – A Healthier Wales. At the September meeting the Board welcomed Ruth Crowder, the new Welsh Government Chief Therapies Advisor to the meeting. There has not been an opportunity for any direct engagement with HEIW as yet. The new body
be available as the first point of contact in case anything goes wrong; and ensure that all correct procedures are followed if anything does go wrong. NB: School staff must report any reasonable suspicion that a child has been abused, or is at risk of being abused. This includes abuse that has, or is suspected to have, taken place within or outside of school grounds and hours. For further information, please refer to Four Critical Actions for Schools: Responding to Incidents, Disclosures or Suspicions of Child Abuse available at: After the placement The Work Experience Coordinator should: follow up with the employer upon completion; conduct a debriefing session which allows the student to evaluate and reflect on the placement; ensure that letters of thanks are written to the employer by the student and the school; review the work experience program and report on any issues, concerns for future planning; and debrief with the Principal and other relevant staff on outcomes of the work experience program. The Employer must acknowledge on the Work Experience Arrangement Form that he/she has read the Work Experience Guidelines for Employers provided by the school. If the student is under 15 years of age the Employer must obtain a Child Employment Permit and ensure that any nominated supervisor has a valid Working with Children Check. The Employer should set up a work program for students that: gives them an opportunity to experience a variety of tasks in the workplace; familiarises them with the running of the organisation and introduces key staff involved, and familiarises them with the “school tasks” the student has to undertake while on work experience, e.g. completion of a journal. The Employer will: ensure the student is directly supervised throughout the placement; ensure the student has access to their supervisor(s) and knows how to report any problems or concerns; ensure that the student can readily contact the school if required during the placement; consult the Principal if it is deemed necessary to terminate the arrangement before the agreed time; undertake to pay the student a minimum of $5 per day; provide feedback about the student’s performance, i.e. complete a student work experience evaluation and/or provide a student reference; liaise immediately (or as soon as possible) with the school Work Experience Coordinator regarding any issues arising in the workplace; immediately contact the Work Experience Coordinator if the student is absent without notification; and immediately contact the Principal or the Work Experience Coordinator if the student becomes ill or is injured in the course of the placement.