zilongwang/ReadingBank huggingface dataset:
Band & BBQ Bash Event Schedule 8:00am – 6:00pm 8:00am – 8:30am Breakfast for BBQ teams and Volunteers Continental Coffee 9:00am – 9:45am Goat Yoga Ellis County Women in Business (Early Bird) 9:30am – 10:00am Car Meet Arrivals and Parking Ellis County Jeeps Parking Registrations 10:00am – 10:45am Goat Yoga Ellis County Women in Business Regular Session 10:00am – 10:10am Opening Statements / Commencement Michael Welcome, and Sponsors 10:10am to 10:30am Dance Team (Demonstration) Adaptive Dance Crew Presentation (On dance floor) 10:30pm – 11:00pm Taekwondo (Demonstration) Poteet Martial Arts Presentation (On dance floor) 11:00am – 12:30pm Cupcake War Samples War Competitors Choose People’s Choice Winner 11:00am – 12:30pm Band Tarrant County Jazz Band Jazz Music 12:30pm – till end Cupcake War Judging Chef’s Michelle Ragussis & Kenzie Mills All teams will be competing 12:45pm – 1:00pm Master of Ceremonies Dale Hansen Dale will speak to the mission 1:00pm – 2:30pm Band Midtown Playboys Country Music 2:30pm – 3:00pm Cupcake War Winners Announcements Michelle Ragussis and Kenzie Mills Four Winners of the competition 3:00pm – 3:30pm Guest Speakers Board Members, Parents, Leadership A little the Foundation 3:30pm – 4:00pm Cheerleaders (Demonstration) Liberty Cheer Presentation (On dance floor)
Family Date Name D.O.B. PPT. No. D.O.I. Place of Issue D.O.E. ECNR Wife Child M/F Child M/F M/F *Tick Visa USA Validity (B1/B2) Date UK Australia Brazilian Others Details of courses & Certificate Number Date of Issue Date of Expiry Issued by STCW Courses Basic Fire Fighting(BFF) Proficiency in Survival Technique (PST) Elementary First Aid (EFA) Personal Safety & Social Responsibility (PSSR) Advanced Fire Fighting (AFF) Proficiency in Survival Craft & Rescue Boat (PSCRB) Fast Rescue Boat (FRB) Medical first Aid (MFA) Medicare Observer/ARPA Radar Simulator(RANSCO) /ENS SHIP Handling Simulator Tanker Courses LCHS Oil Tanker Familiarization(OTFC) Chemical Tanker Familiarization(CTFC) Gas Familiarization(GTFC) Petroleum Tanker Safety(STPOTO) Chemical Tanker Safety(CHEMCO) Gas Tanker Safety(GASCO) Engine Room Simulator(ERS) Other Courses: Hazmat Course Bridge Team Management(BTM)
Previous Sea Service (Commencing form Last Vessel) (PLEASE FILL THE GRT/KW AS PER STCW REQUIREMENT) (1KW=1.37 BHP) Sr. No. Name of Company Name of Vessel GRT KW type Y/N From To Reason for Sign Off
The Executive Office of Health and Human Services Department of Public Health Bureau of Environmental Health Community Sanitation Program 5 Randolph Street, Canton, MA 02021 Phone: 781-828-7700 Fax: 781-828-7703 December 21, 2016 Joseph Murphy, Superintendent Old Colony Correctional Center Kitchen Core Services 1 Administration Road Bridgewater, MA 02324 Re: Facility Inspection – Old Colony Correctional Center Kitchen Core Services, Bridgewater Dear Superintendent Murphy: In accordance with M.G.L. c. 111, §§ 5, 20, and 21, as well as Massachusetts Department of Public Health (Department) Regulations 105 CMR 451.000: Minimum Health and Sanitation Standards and Inspection Procedures for Correctional Facilities; 105 CMR 480.000: Minimum Requirements for the Management of Medical or Biological Waste (State Sanitary Code, Chapter VIII); 105 CMR 590.000: Minimum Sanitation Standards for Food Establishments (State Sanitary Code Chapter X); the 1999 Food Code; 105 CMR 520.000 Labeling; and 105 CMR 205.000 Minimum Standards Governing Medical Records and the Conduct of Physical Examinations in Correctional Facilities; I conducted an inspection of Old Colony Correctional Center Kitchen Core Services on December 16, 2016 accompanied by Donald Wright, Deputy Director of Food Service; Lieutenant Ed Costa; Sergeant Robert Travers and Thomas Selfridge, EHSO/FSOs; and Officer Andrew Martins. Violations noted during the inspection are listed below including 9 repeat violations: HEALTH AND SAFETY VIOLATIONS (* indicates conditions documented on previous inspection reports) Loading Dock Trap Office No Violations Noted Main Kitchen Hallway No Violations Noted Swill Room FC 6-501.11 Maintenance and Operation; Repairing: Facility not in good repair, floor damaged outside swill room Director’s Office
105 CMR 451.321* Cell Size: Inadequate floor space in all cells Sampson Unit Control No Violations Control Bathroom No Violations Noted Common Area Staff Break Room # CL2-10 No Violations Noted Program Room # CL2-11 No Violations Closet # CL2-12 No Violations Noted Med Room # CL2-18 No Violations Noted Razor Closet # CL2-19 No Violations Noted Handicapped Shower # CL2-20 105 CMR 451.123 Maintenance: Soap scum on floor 105 CMR 451.123 Maintenance: Showerhead leaking Top Tier Janitor’s Closet # CM-13 105 CMR 451.353 Interior Maintenance: Floor paint damaged Showers # CM-14 & 15 105 CMR 451.123 Maintenance: Baseboard damaged in shower # CM-14 Bottom Tier Janitor’s Closet # CG-13 105 CMR 451.353* Interior Maintenance: Floor paint damaged Showers # CG-14 & 15 105 CMR 451.123* Maintenance: Floor surface damaged in shower # CG-14 and CG-15 105 CMR 451.321* Cell Size: Inadequate space in all cells Segregation Unit Control 105 CMR 451.353 Interior Maintenance: Windows cracked Control Bathroom No Violations Noted
Administration Module First Floor Entrance No Violations Noted Chemical Closet # AM-125 No Violations Noted Male Bathroom No Violations Noted Female Bathroom No Violations Deputy’s Office No Violations Noted Superintendent’s Office No Violations Noted Conference Room No Violations Copy Room No Violations Noted ACA Coordinator’s Office No Violations Noted Second Floor Break Room # AM-204 No Violations Storage # AM-205 105 CMR 451.353 Interior Maintenance: Ceiling tile dirty, possible mold/mildew Bathroom # AM-202 No Violations Noted Room # AM-222 105 CMR 451.353 Interior Maintenance: Ceiling tiles missing Legal Office No Violations Noted Director of Education No Violations Noted
CATEGORY 4 3 2 1 Structure Bridge spans a gap of 45+ centimeters is complete and stable. Excellent use of materials. Bridge spans a gap of 40 centimeters, is complete and stable. Good use of materials. Bridge spans a gap of 30 centimeters, but remains unstable or incomplete in some way. Limited use of materials. Bridge does not span a gap of 20 centimetres. Did not maximize use of materials. Appearance Extremely aesthetic in design (shapes, patterns, colour, etc.) All constuction is clean and attractive. Visually appealing. Overall, an attractive bridge (shapes, patterns, colour, etc.) Tidy work most of the time. Visually appealing. Limited aesthetics (shapes, patterns, colour, etc.) Design and use of glue is messy at times. Some visual appeal. Not aesthetically pleasing (shapes, patterns, colour, etc.) Work is sloppy throughout. Design is unattractive and/or plain. Weight Held Bridge did not fail or failed with a weight exceeding 3 kg. Failed with a weight between 1.6 and 3 kg. Failed with a weight between 600 grams and 1.5 kg. Failed with less than 500 grams. Blueprint / Design Bridge blueprint matches the design of the finished product. If any changes were made during building, they were thoroughly explained upon reflection. Bridge blueprint mostly matches the design of the finished product. If any changes were made during building, they were sufficiently explained upon reflection. Bridge design somewhat matches the design of the blueprint. If any changes were made during building, they were explained a little upon reflection. Bridge design does not match the design of the blueprint and changes were not explained. Use of Class Time Used time well during each class period. Focused on getting the project done. Never distracted others. Used time well during each class period. Usually focused on getting the project done and never distracted others. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR often distracted others. Creativity of Design The design used to build the bridge reflects an exceptional degree of student creativity in their creation and/or display. The design used to build the bridge reflects some degree of student creativity in their creation and/or display. The design of the bridge was made by the student, but is based on the designs or ideas of others. The design of the bridge was not created by the student, it was from an external source.
Project Title: Main South Road / Sturt Road Underpass– Detailed Design Subject: Parapet Design Job Number: 01 Contract: Sturt Road Bridge Design Date: 01/06/2014 Prepared: J Ngo Sheet: 01 of 02 Checked: D Tet Client: DPTI Approved: J Rogers Calculations Height = 1300mm = 3000mm Thickness = 300mm (top), 530mm (bottom) Cover = 40mm (AS 3600 table 4.4/4.10.3.3) Concrete strength = f’c = 40MPa Live Load: AS 5100.2 Table 11.2.2 Table 6: Parapet specifications Barrier Performance Ultimate longitudinal Outward load (Ft) kN Ultimate longitudinal Inward load (FL) kN Vehicle contact length for traverse (Lt) and longitudinal loads (LL) m Ultimate vertical downward load (Fv) kN Vehicle contact length for vertical (Lv) m Minimum effective height (He) mm Regular 250 80 1.1 80 5.5 800 Try N12 @ 250 (440mm2) fsy = 500MPa Design load = 250 / (1.1 X 1) = 227.27 kN/m2 Designed as two way slab - Ly/Lx = 3000/1300 = 2.307 > 2 One long edge discontinuous, therefore βx=0.066 and βy=0.028 (Table AS3600 Table 6.10.3.2 (A)) Positive moments at mid-span M*x = βx x Fd x Lx2
Deck Sections A graphic program Details the Deck Cross Sections Up to 5 partial sections 3 drawing scale options Up to 6 different cross slopes Barrier and/or parapet/sidewalk options Up to 20 longitudinal beams Constant or variable beam spacing Calculates concrete quantities Creates the input file GDOT – Reinforcing Steel. (A program for producing reinforcing steel quantities and schedules – under development.) Uses one (1) of following beams: AASHTO Type I Mod PSC AASHTO Type II PSC AASHTO Type III PSC AASHTO Type IV PSC AASHTO Type V PSC AISC W27 AISC W30 AISC W33 AISC W36 Plate Girder 2'-3" (27"h x 18"w) RCDG 2'-9" (33"h x 18"w) RCDG Partial sections available: Thru Slab all beams Thru Diaphragm AASHTO PSC, AISC or Plate Girder Thru Slab At Midspan RCDG Thru Edge Beam all beams Thru Endwall all Thru Slab At Intermediate Bent all beams Units English Units Version 1.0 Release Notes Improvements: VAX FORTRAN code has been transferred and recompiled for the PC. A Visual Basic application has been developed to create the input file, run the program and view the outputs. Fixes: This is the initial release. System Requirements: Operating System: Tested with Windows NT 4.0, Windows 2000 or Windows XP Professional Disk Space: 2.1MB Memory: 64MB Additional Required Software: MicroStation/J with the GDOT Office of Bridge and Structural Design MicroStation Customization User's Manual
asking partner-centered questions, and monitoring how long you speak per turn External aid training/Assistive technology for cognition would like to reduce cognitive demands for task completion HW tracking apps, smartpens) complete needs assessment to match contextual variables, person and device. or caregiver must be able to report on experience with using device in natural contexts to supplement ongoing training and evaluation comprehensive, compensatory Organizing HW/tasks Tracking HW/Task completion Journaling Note-taking Scheduling reminders Sample devices: LiveScribe pen, iPad, smartphone, computer/laptop Memory, Executive function Sample programs or apps: Google calendar, Functional training would like to re-learn a procedure for completing a functional task presents with declarative memory impairments, but can learn simple facts and concepts able to operationalize a systematic task analysis in collaboration with the client and utilize SI during teaching/delivery if warranted able to report on recall of procedure and performance in contextualized setting Contextualized (with decontextualized practice components), comprehensive, and bottom-up components, compensatory Cooking Route learning Texting/emailing Recalling pertinent information number, etc.) Method of vanishing cues, Spaced retrieval Executive function, Attention Social communication interventions has experienced a decline in quality or quantity of social interactions or relationships would like to improve social communication communication partner training, client has a motivated partner who can participate in sessions group approaches, client is willing to participate in a group (i.e. is not limited in participation by excessive social anxiety, etc.) approaches that focus on the individual rather than the communication partner, the client Contextualized, Top-down Participating in conversations Increasing social involvement GIST (Braden et al, 2010) Self-coaching (Ylvisaker, 2006) Communication partner training (Togher et al, 2009) Executive function, Social communication
What are your interests, hobbies and/or travel experiences? Any additional information you would like to bring to our attention CRIMINAL Have you ever been convicted of any offence in any court of the UK or elsewhere (other than a motoring offence not resulting in disqualification)? Y N
However, for existing bridges issues relating to “Copyrights” provisions on existing designs will also have to be explored. Design Issues Urban Services’ will need to ensure that the provision of bridge screens does not compromise the overall urban design in the vicinity of these bridges. To this regard, extensive consultation (and approval where required) with ACT Planning and Land Authority (ACTPLA) and the National Capital Authority (NCA) is required to ensure that the urban design and planning principles implemented for specific areas are not adversely impacted. In addition, Urban Services will be required to amend the Urban Services’ – Design Standards for Urban Infrastructure 7 – Bridges and Related Structures to reflect proposed changes once the bridge safety screen policy is approved. ATTACHMENT A – BRIDGE SAFETY SCREEN WARRANT SYSTEM – EXPLANATION No. Category Condition 1 Condition 2 Condition 3 Factor Priority rating likelihood Rating Consequence Rating Consequence Rating Consequence 1 Type of Road Under 10 Major public road 6 Minor road or pedestrians 2 Speed limit > 80 km/h 10 Speed limit > 60 9
km/h Speed limit 60 or lower 8 2 Pedestrian Access 10 Pedestrian Only 10 Shared with motorists 8 No Access 6 3 Near School 9 Up to 200 m 10 401-600m 8 1001-1200m 5 201-400m 9 601-800m 7 1201-1400m 4 4 Near Hotel or Club 8 801-1000m 6 1401-1600m 3 5 Near Youth attraction 6 1601-1800m 1801-2000m Beyond 2001 2 1 0 6 pedestrian generators i.e. shopping centres, bus and train stations, high density residential areas etc. 1 Significant generators within 300m 10 generators within 300m 5 Nil within 300m 0 7 Lighting 3 Nil 10 Adjacent lighting 5 Lighting on bridge 0 8 Exposure to buildings 7 Low 10 Medium 5 High 0 9 Exposure to traffic 7 Low 10 Medium 5 High 0 10 History of accidents and/or signs of graffiti 10 Large amount of graffiti and record of past accidents 10 amounts of graffiti 4 No graffiti or past incidents 0 11 Any loose objects 4 Easily attainable large rocks and objects 10 Few shrubs, rubbish and small rocks 4 None 0 Note 1: Final risk scores for an overbridge is the “rating” multiplied by the priority rating divided by the total number of categories Note 2: The Project Manager will need to provide an assessment of the ratings for new bridges. This may require estimates to be made for factors 8-11 Note 3: “Pedestrian Access” bridges shared with motorists are bridges, which allow for multiple modes of traffic Note 4: “Exposure to buildings” and “traffic” is defined as situations where the bridge is over, in the vicinity of, or exposed to high occupancy buildings or high volumes of traffic.
Bridge Staffing Plan for __________________Proposal Development Process Draft Dated: _________________________ Staff Period of proposal team assignment Regular duties during the period of proposal development team assignment (note any deadlines or special tasks as applicable – e.g., donor visit) Plan for managing regular duties (consider reprogramming activities and/or possible individuals for coverage) Follow-up communication needed with donor*or partner(s)** EXAMPLE Name: Sage Advizer Position: Regional Technical Advisor (RTA) for Agriculture Proposal Team Role: Technical Lead assigned to cover responsibilities (if applicable): Jane Doe, Sr. Technical Advisor, Program Impact and Quality Assurance department (PIQA) April 2017 (capture planning – 15% LOE) 1 May – 30 June 2017 (proposal development – 100% through 26 May; 50% during 27 May – 30 June) Ongoing Provide remote TA as requested Concept note/proposal technical review as required Technical support visit to CRS ABC Project Estrella Plan upcoming regional agriculture meeting May: Finalize plans for regional agriculture meeting Participate in agency agriculture summit June: Conduct training on X for CRS COUNTRY PROGRAM Y and partner agriculture staff Review agriculture strategy produced during agency agriculture summit Jane Doe will provide remote coverage for ongoing responsibilities from 1-26 May Postpone Project Estrella technical support to early July and provide remote TA in April Deputy regional director for program quality DRD/PQ to support with regional agriculture meeting planning (finalize draft 7 Steps of Planning document, incorporate feedback) Identify back-up technical reviewers from country program and Region X (in addition to Jane Doe) Identify substitute from region (Aggie Queen) to participate in agency agriculture summit and contribute to review of draft strategy (prepare regional materials and organize prep call in April) Shift the training for CRS COUNTRY PROGRAM Y and partner agriculture staff to the second half of July (to confirm) Not applicable Name: Position: Proposal Team Role:
- pg. 16 – - durn “DARN” IN COUNTRY SLANG - directly TO SPEAK SPECIFICALLY TO - propped TO REST OR LEAN AGAINST. - thrashed TO TOSS ABOUT - pg. 18 – - dangling HANGING DOWN - jaggedy UNEVEN AND CHOPPY - undershirtlike VERY MUCH LIKE AN UNDERSHIRT - whether WHICH OR WHICHEVER - jerking A SUDDEN, QUICK BODY MOVEMENT Chapter 3: The Fastest Kid in the Fifth Grade (pg. 19-28) - pg. 19 – - swooshed TO POUR OUT QUICKLY - radiator PIPES WHERE HOT WATER PASSES TO HEAT AN AREA - primly IN A WAY - corduroys COTTON FABRIC WITH LENGTHWISE RIDGES - fluttered TO WAVE OR FLAP ABOUT - pg. 20 – - gaze
- tearing TO RUN UP QUICKLY - clutching TO HOLD ONTO TIGHTLY - bank THE EDGE OF A RIVER - AN AREA OF LAND THAT’S BEEN WARN AWAY BY WATER - intoxicated TO BE EMOTIONALLY EXCITED - pg. 39 – - stirred TO MOVE IN A QUICK WAY - Narnia A MAGICAL LAND CREATED BY C.S. LEWIS - enchanted TO BE A MAGICAL PLACE - castle stronghold THE CENTER OF POWER IN A CASTLE - plunge TO JUMP DOWN FORCEFULLY - coward FEARFUL OR LACKING COURAGE - columns A DECORATIVE PILLAR OFTEN MADE OF STONE - permanent NON-MOVING; THERE TO STAY - vigorously ENERGETIC AND FORCEFUL - underbrush GROWING UNDER LARGE TREES; SMALL SHRUBS - pg. 40 – - regally RESEMBLING/BEING LIKE A KING
Introduction The VCE Bridging English as an Additional Language (EAL) Advice for teachers handbook provides curriculum and assessment advice for Units 1 and 2. It also contains advice for developing a course with examples of teaching and learning activities and resources for each unit. Administration Advice on matters related to the administration of Victorian Certificate of Education (VCE) assessment is published annually in the . Updates to matters related to the administration of VCE assessment are published in the . Teachers must refer to these publications for current advice. The course developed and delivered to students must be in accordance with the . Curriculum Developing a course A course outlines the nature and sequence of teaching and learning necessary for students to demonstrate achievement of the set of outcomes for a unit. The areas of study describe the learning context and the knowledge and skills required for the demonstration of each outcome. Teachers must develop courses that include appropriate learning activities to enable students to develop the knowledge and skills identified in the outcomes in each unit. Students should be encouraged to demonstrate skills through speaking, listening, reading, viewing, writing and thinking tasks, with assessment reflecting a diverse range of opportunities. Students will have varying levels of competence in oral and written expression, so assessment should invite responses that encompass different modes of expression and encourage development of skills. Teachers should seek ideas and viewpoints from students throughout the units and areas of study, so as to facilitate the integration of examples and experiences from different cultures into teaching and learning. Unit combinations The Bridging EAL study contains Units 1 and 2 only.
Determine the number of border squares for each of the six squares listed in the table below. Entries for the two squares you have already worked on have been entered. Number of squares on a side Number of squares on the border Drawing 3 4 5 16 6 7 8 9 10 36 Bridging to Algebra Teacher Guide Lesson 6 Opening Activity: More Blue Borders Observe your completed chart of the different grids and the number of border squares for each grid.
Write down a description of any patterns that you observe as the grids increase in size. (To the Teacher: Does anyone have an idea to explain the pattern?) Suppose you have a grid that’s not listed on this chart. What would you do to figure out how many squares are in the blue border? (To the Teacher: Would it work for any size grid?) If s represents how many squares are on a side of any grid, how might you represent the number of squares on the blue border? Number of squares on a side, s Number of blue squares on the border 3 8 4 12 5 16 6 20 7 24 8 28 9 32 10 36 S Activity 2: Matching Equations Can you match each of the following six formulas with the six numerical representations different students used to calculate squares in the blue border of the 10 by 10 grid? s represents the number of squares on a side and b represents the number of blue squares around the border. Formulas Numerical Representations
Activity 2: Table Hopping In the school cafeteria, 6 people can sit together at one rectangular table. If 2 tables are placed together, 10 people can sit together. 1. Draw a diagram to show how many people could sit at 3 tables. 2. How many tables must be placed together in a row to seat 22 people? 3. What helped you figure out this number of tables for 22 people? Explain how you thought about it. 4. If 10 tables are placed together in a row, how many people can be seated?
What questions might you ask yourself to help in your investigation? Think back on the questions you have been asked through the course of the activities so far this year for ideas. Bridge to Algebra Unit Teacher Guide Lesson 13 Exponents and the operations of multiplication and division Aim: How does multiplication and division behave when working with exponents? (To the Teacher: Today we want to see how the operations of multiplication and division evolve into working with exponents and create generalizations of the observed behavior. The first activity will build on yesterday’s observations. Then we build from there.) Opening Activity: Look back at the chart in yesterday’s lesson… 25 55 105 24 54 104 23 53 103 22 52 102 21 51 101 Do you observe anything in this table that will help us to understand what 22 times 23 equals? How about 51 times 53 equals? Activity 2: Multiplication and Exponents Of the representations below rewrite into groups the ones that are equal. (You may use a calculator.) 35 31 * 32 34 34 * 32 (3*3)*(3*3*3) (3*3*3*3)*(3*3) (3*3)*(3*3) 3*3*3*3*3*3 32 * 31
Event crew 10 Total attendance 70 Non-attendance 21 There was a substantial waitlist for this event. Attendance by sector AOD 7 Clinical MH 13 DHS 2 Family Services 4 Forensic 1 council 2 32 Other 3 Budget Catering $1,163 Venue $444 Total: $1,606 Plus in-kind support from EMHSCA organisations for printing and staffing. The City of Whitehorse provided a grant that reduced the venue hire by half. This event was within budget. Conclusion This event has developed over the past 7 years to provide a well-targetted program of mini-workshops that enhance knowledge and skills for a wide range of staff from across our region. A good blend of specialist information and case based activities is challenging to achieve. We will continue to work with this aim. This valuable and popular activity will be provided again in 2018.
Bridgwater ASC Form Bristol Henleaze Autumn Level 3 Open Meet 17th & 18th November 2018 Full Name (as per ASA Registration) ____________________________________ Saturday 17th November Session 1– Warm Up 13.00 – Start 13.45 Session 2 – Warm up 16.15 – 17.00 EVENT # EVENT ENTRY TIME EVENT # ENTRY TIME EVENT 1 9 & Over 200m IM Girls 9 12 & Under skins finals Girls NA EVENT 2 9 & Over 200m Backstroke Boys EVENT 10 13 & Over skins finals Girls NA EVENT 3 9 & Over 50m Breaststroke Girls 11 9 & Over 200m Breaststroke Boys EVENT 4 9 & Over 50m Butterfly Boys 12 9 & Over 200m Butterfly Girls EVENT 5 9 & Over 100m Backstroke Girls 13 9 & Over 50m Freestyle Boys 6 9 & Over 100m Breaststroke Boys Event 14 9 & Over 50m Backstroke Girls Event 7 9 & Over 200m Freestyle Girls Event 15 9 & Over 100m Butterfly Boys Event 8 9 & Over 400m Freestyle Boys Event 16 9 & Over 100m Freestyle Girls Event 17 9 & Over 100m I.M. Boys Event 18 9 & Over 400m I.M. Girls Sunday 18th November 2018 Session 3 – Warm Up 10.00 - Start 10.45am Session 4 Warm Up 13.30 start 14.15 # EVENT ENTRY TIME EVENT# TIME
EVC/Bioregion Benchmark for Vegetation Quality Assessment Bridgewater bioregion EVC 161: Coastal Headland Description: Scrub or shrubland on steep, rocky coastal headlands often associated with cliffs exposed to the stresses of extreme salt-laden winds and salt spray from the south west. Life forms: Life form #Spp %Cover LF code Medium 7 50% MS Large Herb 2 1% LH Medium Herb 4 5% MH or Prostrate Herb 2 5% SH Large Tufted Graminoid 1 1% LTG Medium to Tufted Graminoid 4 10% MTG Medium to Tiny Non-tufted Graminoid 2 5% MNG Scrambler or Climber 2 5% SC Bryophytes/Lichens na 10% BL Soil Crust na 10% S/C LF Code MS Species typical of at least part of EVC range Acacia longifolia ssp. sophorae Common Name Coast Wattle MS Pultenaea canaliculata Coast Bush-pea MS Alyxia buxifolia Sea Box MS Leucopogon parviflorus Coast Beard-heath LH Senecio odoratus var. odoratus Scented Groundsel SH Dichondra repens Kidney-weed SH Disphyma crassifolium ssp. clavellatum Rounded Noon-flower MTG Dianella brevicaulis Flax-lily MTG Lachnagrostis billardierei s.l. Coast Blown-grass MTG Poa poiformis Coast Tussock-grass MTG Austrodanthonia caespitosa Common Wallaby-grass MNG Ficinia nodosa Knobby Club-sedge SC Clematis microphylla Small-leaved Clematis SC Tetragonia implexicoma Bower Spinach SC Comesperma volubile Love Creeper Recruitment: Continuous Organic Litter: 40 % cover Weediness: LF Code Typical Weed Species Common Name Invasive Impact MS LH MH Chrysanthemoides monilifera Polygala myrtifolia var. myrtifolia Sonchus oleraceus Hypochoeris radicata Ehrharta erecta var. erecta Boneseed Myrtle-leaf Milkwort Common Sow-thistle Cat's Ear Panic Veldt-grass high high high high high high high low high high Ecological Vegetation Class bioregion benchmark
Marsh/tree cut cycle 2.3.2.1 2.3.2.3 2.3.3.3 950.00 950.00 or volunteers/Rangers Path 1200m, with drainage 2.4.1.1 2.4.1.2 17,750.00 0 Tractor Entrance 120m2 2.4.1.3 2500.00 0 Access Controls x2, 3m barrier and installation 2.4.1.4 2.4.1.5 4300.00 Entrance Sign x2 2.4.1.5 1500 0 Information Board: Design 2.4.1.6 500 0 Information Boards: Fabricate and Install x2 2.4.1.6 3000 0 2.4.2 0 Map One: Location of Lane Brick Pits Meadow
Name: Relation: Cell: Work: Home: Name: Relation: Cell: Work: Home: Name: Relation: Cell: Work: Home: Name: Relation: Cell: Work: Home: Name: Relation: Cell: Work: Home: Please list any person(s) NOT AUTHORIZED to pick up: Name and phone number of the first person to be called in case of an emergency: __________________________________________________________________ Custody: Who has custody of my child? ___Mother ___Father ___Other: ________ Helpful information about the child such as anxieties or fears? 5 Recording Authorization Form BRICKS Early Learning Center takes photographs and videos of children enrolled at its center on a regular basis for business purposes. BRICKS Early Learning Center retains all rights, title, and interest in these materials and may use and disseminate them in the class Shutterfly accounts. BRICKS Early Learning Center takes care that any use, display, or that disseminate all photographs or videos of ___________________________________________________________________ ___________________________________________________
If consent has not been obtained, please give reason Service / Area / District Address Email Safeguarding and Child Protection Customer Service Centre PO Box 153 Stevenage SG1 2GH GCSX – protectedreferrals.cs@herts.gcsx.gov.uk (The above is a secure email address and can only be used by GCSX users) Non GCSX users – Disabled Children’s Services (Social Care) Targeted Youth Support Thriving Families Targeted Advice Service Young Carers Integrated Services for Learning (ISL) Please identify on page 1 which of the teams the request is for: Access to Education for Refugees and Travellers, Behaviour and Attendance, Central Attendance and Employment Support, Communication Disorders, Early Years SEND, Educational Psychology, Education Support Centre (ESC), Education Support Team for Medical Absence (ESTMA), Sensory/ Physical Needs Please note that a parental signature must be included on all requests North Herts and Stevenage SFAR600 Farnham House Six Hills Way Stevenage SG1 2FQ East Herts and Broxbourne CHN600 County Hall Pegs Lane Hertford Herts SG13 8DQ Welwyn/Hatfield and Hertsmere 2nd Floor The Mundalls WGC Herts AL7 1FT St Albans and Dacorum AP2600 Apsley Two
Brief Curriculum Vitae ____________________________________________________________________________________ Stephan Schoeman Soetkalmoes Consulting Stephan studied BSc(Agric) Horticulture and Soil Science at the university of Pretoria. As student, he was a skivvy with Omnia R&D. At the 1998 FERTASA Symposium his future path was decided: an MSc(Agric) in Citrus plant physiology as influenced by Open Hydroponics, which he through the University of Stellenbosch. This led to a managerial position on a future-focussed macadamia estate in Limpopo. He is an independent advisor since 2005 and has a keen interest in optimally managing tree crops through drip-fertigation. Stephan consults on nutrition and horticultural aspects in the subtropical fruit industry though Soetkalmoes Consultation, working off the AgriWiz integrating platform. He lives in the magnificent Schoemanskloof, is married and has four daughters.
Have you ever pled guilty to any offense, whether a felony, misdemeanor or violation, other than a minor traffic violation (DUI, DUAI or DWI convictions are not minor and must be reported)? Do not include sealed convictions or convictions classified as
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FOOD PREFERENCES DIET SUPPLEMENTS/SNACKS FOOD ALLERGY & INTOLERANCE(S) MAJOR FOOD GROUP PREFERENCE Vegetarian No Meat Dislikes Fish Dislikes Milk Religious/Cultural Diet Restrictions: Adaptive Equipment Needed: Chewing/Swallowing Difficulties: BEVERAGE PREFERENCE Breakfast Juice: _______________ Water Milk: Yes No Coffee Cream Sugar Decaf Coffee Cream Sugar Lunch Water Milk: Yes No _______________ Coffee Cream Sugar Decaf Coffee Cream Sugar Dinner Water Milk: Yes No Other: _______________ Coffee Cream Sugar Coffee Cream Sugar DIET PREFERENCES NAME: PHYS: RM: MR#:
identify and provide details of projects that meet the landscape partnership programme outcomes explain how the scheme will be implemented, including staffing, timetables, costs; and outline the intended long term legacy of the scheme and how this will be secured The LCAP will draw on information within the landscape scale Heritage Compendium. This will consist of an evidence base comprising a series of layers (GIS derived maps and supporting documents) which bring all known data together on the natural, historic and cultural heritage of the area together. This information can then be ‘cut’ to parish or farm level. It will also incorporate the new biodiversity permeability maps. The Heritage compendium together with the Local Landscape Character Assessment will provide the primary evidence base for many of the projects and delivery partners’ activities. This will help ensure that resources are effectively targeted and that all elements of heritage are taken account of. It will also ensure that individual projects, activities and delivery partners are adopting a landscape approach. It is proposed that the second round application is submitted in end May/early June 2018. Once the second round funding is secured it is envisaged that the project will run from early 2019 to early 2024. 1.5 Timescale Consultants appointed to complete the individual strategies and plans will be required to develop a programme of work using the timescale framework indicated in the table below. The timetable will be subject to confirmation at an inception meeting with all appointed consultants. Table 1: Summary Development phase activities Activity Start E Activity Start End Who will lead Recruitment of LP Development Officer February 2017 July 2017 AONB Director Issuing of Tenders for consultancy work April 2017 February 2018 AONB Director/AONB Funding and Partnership Officer FIRST LP BOARD MEETING January 2017 January 2017 AONB Funding and Partnerships Officer Development of Branding, Identity February 2017 May 2017 AONB Funding and Partnerships Officer Familiarisation with area and scheme August 2017 October 2017 LP Development Officer (DO) Interpretation survey and strategy June 2017 February 2018 DO and Consultant Audience Development Survey and Strategy June 2017 January 2018 DO and Consultant Design and Collation of Heritage Compendium January 2018 February 2018 DO and Consultant
Figure 2: Total volume of iron castings per country The patterns are however not repeated when considering the total production of iron from the 3 largest foundries in each country, with Brazil and Russia producing similar volumes, which are not vastly different from South Africa. They are then followed by India and then China at the top of the log. Figure 3: Total iron production of 3 largest foundries in each country Employment patterns from 1 200 000 direct employees in China to 6618 direct employees in South Africa. A small anomaly emerged in that figures for indirect employee numbers were not available for Russia or China. Figure 4: Direct and indirect employee numbers in each country Jobbing and production ratios in BRICS iron foundries The figure below indicated the breakdown between jobbing and production ratios averaged across a 20% sample of all iron foundries in each BRICS country. An interesting picture emerges showing Brazil with established order books and recurrent orders, and India being very responsive to new orders. Russia and China have similar patterns and South Africa is closer to parity between the two types of orders. The average across the BRICS countries shows that recurrent orders are poised at 62% and non-recurrent orders at 38%. Figure 5: Survey sample average breakdown between jobbing and production foundries and BRICS Average Principal materials cast In BRICS iron foundries the main material is grey/flake cast iron as this comprises 55% of output; thereafter ductile spheroidal graphite is the next most important material at 31%, and then ductile pipe iron forming 4% of output. South Africa produces more spheroidal graphite than grey/flake cast iron, and is the only country in this category. An anomaly is that India provided no data on pipe iron.
Brief Descriptions of Test Content The Mathematics test is primarily problem solving. Some of the problems use concepts from precalculus, and there is no calculus on this mathematics exam. The Biology subject test includes topics that are typically covered in high school biology and advanced biology (such as AP biology) courses including genetics, evolution, ecology, physiology and energetics. The Chemistry subject test covers topics typically introduced in an first-year high school general chemistry sequence, including but not limited to naming chemical compounds, writing and interpreting chemical formulas and balanced chemical equations, unit conversions, stoichiometric calculations, acid-base chemistry, atomic structure, thermochemistry, equilibrium, and kinetics. The Geology subject test covers topics typically introduced in an Earth Sciences class including common rock types and rock-forming minerals, plate tectonics, surface processes, natural hazards, and atmospheric processes. The Computer Science test covers basic computational thinking, quantitative reasoning and discrete mathematics concepts. The questions are programming language independent.
Psychological Therapies Please contact Peter Hudson if you have any queries: 0207 561 9240 Summary This paper considers cutting edge research which shows that psychodynamic interventions for people with Personality Disorder (PD) and Medically Unexplained Symptoms (MUS) have the potential to save millions of pounds for the NHS. It focuses on two separate ongoing projects - the Devon Personality Disorder Service Pilot and the Birmingham Medically Unexplained Symptoms Project. Key Points The Devon Personality Disorder Service Pilot has used psychodynamic interventions to treat people with severe and complex PD. Patients have been provided with a care pathway which costs a maximum of £76,200 per patient per year and has led to significantly improved health outcomes and patients living successfully in the community. If these patients had not been in the pilot, they would have been in locked specialist PD units costing £200,000 per person per year. Therefore the pilot shows that well over £100,000 can be saved per patient with severe and complex PD per year. The Royal College of Psychiatrists and the Royal College of GPs have recently formed a working group looking into building on the Devon PD Service research nationally. The Devon PD Service Project also has significant implications for treatment of people with MUS. The service assessed the top 55 people reporting at the Devon and Exeter Hospital with MUS and found 47 of them having Attachment Disorder and PD. A pilot is required to look at effect of psychodynamic treatment and a care pathway on people with MUS. The Birmingham Medically Unexplained Symptoms Project is a whole system redesign of primary care, acute care and specialist mental health care for people with MUS. People with MUS are offered psychodynamic interpersonal therapy and, to a much lesser extent, cognitive behavioural therapy. Evaluation of phase 1 of the project has shown improved patient symptoms and reduced secondary healthcare costs by an average of £841 per patient per year. The MUS project is shortly to be expanded to a larger population. The Personality Disorder Service Project Personality Disorder is prevalent in 10 – 13% of the general population. It accounts for 29% of GP attendances, 36 – 67% of psychiatric inpatients and 30% of community mental health caseloads (National Institute for Mental Health in England 2003). Most people with PD do not present with complex or severe symptoms but a significant minority have psychotic symptoms, mood disorder, eating disorders, substance misuse and child protection risks.
STUDY DAYS AND WORKSHOPS FOR PGCAP 2016-17 Module Cohorts 2016/17 Module Study Day (s) Module-linked Workshops Date TCP001 Introduction to Academic Practice 1 TCP001_1 Monday 19 September 2016 9.00am-5.00pm and Tuesday 20 September 2016, 9.00am-5.00pm Working in the Current Research Environment* date not yet confirmed Writing Successful Research Grant Proposals* date not yet confirmed 2 TCP001_2 Monday 9 January 2017 9.00am – 5.00pm and Tuesday 10 January 2017 9.00am – 5.00pm Working in the Current Research Environment* date not yet confirmed Writing Successful Research Proposals* date not yet confirmed 3 TCP001_3 Monday 03 2017 9.00am – 3.00pm and Tuesday 04 April 2017 9.00am – 5.00pm Working in the Current Research Environment* date not yet confirmed Writing Successful Research Grant Proposals* date not yet confirmed TCP002 The Responsive Curriculum January and April 2016 starters Thursday 22 September 2016 9am-1pm and Wednesday 9 November 2016 1.30pm-5.30pm Academia and Enterprise (core for all participants) date not yet confirmed Developing your Publication Strategy* date not yet confirmed 1 Wednesday 11 January 2017 9am-1pm and Wednesday 01 March 2017 1.30pm-5.30pm Academia and Enterprise (core for all participants) date not yet confirmed Developing your Publication Strategy* date not yet confirmed 2 and 3 September 2017 and November 2017 Dates not yet set Academia and Enterprise (core for all participants) date not yet confirmed Developing your Publication Strategy* date not yet confirmed
Consumption baseline (CO2-eq) Average HFC consumption + x% of average HCFC component First control measure Second control measure North American proposal HFC in 2011-2013 + 50% of HCFC consumption in 2011-2013 HFC freeze in 2021 20% in 2026 3 – 5 years in past 3 – 5 years in past 5 years in future 10 years in future Indian proposal HFC in 2028-2030 + 32.5% of HCFC baseline consumption in 2009-2010 1 HFC freeze in 2031 Reduction steps to be determined for 2032-2049 period 12 – 14 years in future 6 – 7 in past 15 in future To be determined in future European Union proposal HFC in 2015-2016 +100% of HCFC consumption in 2015-2016 2 Freeze in 2019 for combined HFC + HCFC Reduction to be agreed by 2020 0 – 1 year in past 0 – 1 year in past 3 years in future To be determined by 2020 Island States proposal HFC in 2015-2017 + 65% of HCFC baseline consumption 1 in 2009-2010 HFC 15% reduction in 2020 3 35% reduction in 2025 1 year past to 1 year in future 6 – 7 years in past 4 years in future 9 years in future Production baseline (CO2-eq) Average HFC production + x% of average HCFC component First control measure Second control measure North American, Indian, Island States proposals Same as above Same as above Same as above Same as above European Union proposal HFC production in 2009-2012 + 70% of HCFC production in HFC freeze in 2019 Same as above 4 – 7 years in past 4 – 7 in past 3 years in future - HCFC baseline in A5 parties is the average of 2009-2010. The consumption reduction apply to the basket of HCFCs and HFCs. 3 HFC reduction steps occur in the same year as the scheduled HCFC reduction steps.
Inclusion Scotland have expressed concerns that because disabled people are more likely to live in poorer areas, there may be fewer community assets available to them or these assets might be of lower quality which would make them harder and more expensive to maintain and manage. However, there is an opportunity here for disabled people and our organisations to take over assets in order to provide our own services. Participation in Public Decision-making People should be able to have their say in decisions that affect them. The Act allows the Scottish Ministers to make laws so that public bodies named in the law have to let people take part in some types of decisions. Disabled people have shown that they are interested in having a say in decision Inclusion Scotland’s Highland project recent stakeholder survey asked how much time people were willing to commit to decision making. Overall 195 stakeholders responded to it of which 58% were from disabled people and their organisations. One finding of note is that half of disabled people, and almost a third of DPOs were willing to give up to four hours a month to influence decision making. This contrasts with a national poll of the general population by Our Democracy where less than a quarter of Scots responding were willing to give up the same amount of time. Public bodies should use the 7 National Standards for community Engagement. These are good-practice principles designed to support and inform the process of community engagement, and improve what happens as a result. The 7 standards are Inclusion, Support, Planning, Working together, suitable methods for Engagement, and Communication. A full explanation of the national standards can be found here: Inclusion Scotland would like to see the law changed so that Community Planning Partnerships (CPPs) include disabled people as Participant and Empowerment Advisors who can bring disabled people’s views and issues to the Partnership and take part in community planning and decision making. Currently disabled people’s organisations and other community bodies must request involvement in the CCP, while statutory services are automatically included. Including people from equalities groups could improve outcomes for those communities of interest. Our Highland Policy and Engagement Project has engaged with disabled people and other stakeholders (their organisations ‘of’ and ‘for’ disabled people, and decision makers) in the region to ask them what could be done to improve disabled people’s influence locally. As a result of that engagement, we were invited to a Highland CPP meeting to share three asks. One of the ‘asks’ identified by stakeholders
The average salary for a solicitor is about £34,000 pa (before tax). That’s for all solicitors, including those who do not do legally aided work. Those that do almost always get paid less than those who do other privately paying work. Barrister’s pay varies massively as they are self employed and it is very difficult to find an ‘average’. Those doing legal aid work get paid much less than those doing privately funded (eg commercial work). Advocacy (appearing in Court) that is paid for by legal aid now pays the same whether the person doing the advocacy is a solicitor or a barrister. The Government’s own “official careers website” advising students on careers says this about Barrister’s pay and conditions: Salaries vary depending on a of factors, including location, area of practice, experience, reputation and type of employer (self-employed or employed). Earnings for barristers starting out are sometimes extremely low and may be a considerable delay between doing the work and receiving remuneration. Around 80% of barristers are self-employed and have to contribute towards the running/overheads of chambers from their income, as well as covering their own tax and pension arrangements. While courts tend to sit at regular hours during the day, barristers frequently have to work long, unsocial hours involving evenings and weekends, particularly early on in their career. Most opportunities are in London and other major cities and towns. This is a demanding and intellectually challenging role, but is a very supportive professional community. Barristers are expected to conform to high standards of dress, ethics and professional conduct. Totaljobs.com puts the average Barrister at about £32,000 per annum. Those doing commercial or privately paid work can earn much more.